Renbel Province
Solomon Islands

PROVINCIAL EDUCATION ACTION PLAN
2007 – 2009

Provincial Education Office
Tigoa, Solomon Islands
August, 2007

RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

PROVINCIAL EDUCATION ACTION PLAN 2007 – 2009

Renbel Province

Ministry of Education and Human Resources Development
Honiara, Solomon Islands
August 2007

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RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

ACKNOWLEDGMENTS

The Renbel Province Education Action Plan was formulated with the support and commitment of many
groups and individuals.

The Ministry of Education and Human Resources Development through its Provincial Planning Team
would like to acknowledge the following dedicated personnel of the Renbel Province who have untiringly
committed their time and effort towards this Plan.

We acknowledge the contribution of the following people:

Hon. Stanley Maui Pongohea, Renbel Province Government Minister for Education,
Evans Tuhangenga, Provincial Secretary, Renbel Province
Allan Taupongi, Principal Education officer, Renbel Province
Stanley Kataha, Deputy Provincial Secretary, Renbel Province
David Tago, Principal New Place Community High School
Rosemary Tenaha, Renbel Province Early Childhood Education Coordinator
Johnstone Peseika, SSEC Secretary
Allan Aru, Treasurer

Ministry of Education and Human Resource Development Team

Stanley Karuo’o, Teacher Training and Development Officer, Ministry of Education and Human Resources
Development
Aseri Yalangono, Director of Secondary Division, Ministry of Education and Human Resources
Development
Chris Mae, Senior Administrative Officer (Teaching Service Division), Ministry of Education and Human
Resources Development
Donation Houkura, Chief Education Officer (Primary Division), Ministry of Education and Human
Resources Development

Session Presenters

Dr. Derek Sikua, Permanent Secretary of Ministry of Education and Human Resources Development,
Opening and Closing of Workshop and Keynote Address
Mr. Richard Dalgarno, EU Education Sector Advisor, Introduction to the Education Strategic Plan, 2004-
2006
Mrs. Mylyn Kuve, Director of PCRU, Introduction to the Plan Template
Mrs. Bernadine Ha’amori, Chief Education Officer Early Childhood Education, Brief on Early Childhood
Education
Mr. Rolland Sikua, Director of Primary Division, Brief on Primary Education
Mr. Aseri Yalangono, Director of Secondary Division, Briefs on Junior and Senior Secondary Education
Mr. James Iroga, Director of Technical and Vocational Education and Training, Brief on Technical and
Vocational Education and Training
Mr. Bernard Rapasia, Brief on Technical and Vocational Education and Training
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RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

Mr. Donald Malasa, Undersecretary, Ministry of Education and Human Resources Development, Brief on
Management and Coordination of Education

Preparation of this Plan was supported by the European Union and New Zealand Agency for International
Development and these two donors jointly funded PRIDE Project.

To many other individuals and organisations who have been involved in one way or another, you are
thanked for your support and cooperation.

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RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

FORWARD

It is a pleasure for me to introduce to our people this Provincial Education Action Plan for Renbel Province.
There is nothing more important to the future of our Province than the education of our greatest resource:
Our People.

The genesis of this Plan was the formal adoption by the Government of the Solomon Islands of the
Education Strategic Plan 2004-2006, with assistance and financial support from the European Union and
the New Zealand Agency for International Development. The Education Strategic Plan 2004-2006 sets out
to provide equitable access to quality basic education for all children in the Solomon Islands. It also seeks
to provide access to community, technical, vocational and tertiary education that will meet individual,
regional and national needs for a knowledgeable skilled, competent and complete people. Finally, it seeks
to manage resources in an efficient, effective and transparent manner.

One of the key objectives of the Education Strategic Plan 2004-2006 was the development of provincial
plans. These provincial plans outline the specific actions that need to be taken in each province to meet
these broad goals outlined above.

The key priority for us in Renbel Province will be to achieve universal access to nine years of basic
education for all children from standard 1 to form 3 by 2015. This Provincial Education Action Plan for
Renbel Province will establish a firm initial foundation to work towards that goal.

I want to thank all those people – individuals, organizations and stakeholders - who have contributed to the
development of this plan. There have been a number of provincial workshops held during 2005 and 2006
that have been co-ordinated by the officers of the Ministry of Education and Human Resources
Development.

The purpose of these workshops has been to discuss the development of this Plan, and to identify the key
priorities for action in our province in order to improve access to education for all people in Renbel
Province , but especially for the young people of school age, and to improve the quality of the education
that they receive. The constructive and helpful suggestions from all the participants have now been
incorporated into this Renbel Provincial Education Action Plan.

This Plan is intended as a blueprint for the future development of education in Renbel Province. It covers a
period of three years, from 2007 to 2009, to be consistent with the three-year time frame anticipated in the
next revision of the Education Strategic Plan. It is a dynamic, living document, and priorities can be
expected to alter and evolve as circumstances change over time. The intention is that the achievement of
the objectives set out in this plan will be regularly monitored by the Ministry of Education and Human
Resources Development, and by the Renbel Province Education Authority, and adjusted if necessary.

Implementation of this plan will also require effective partnerships to deliver financial resources and
support. The Government of the Solomon Islands intends to continue to devote a significant proportion of
its annual budget to support education, but the resources that central Government can afford are limited,
and Government resources on their own will not be sufficient to ensure the success of this plan. We are
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RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

particularly grateful to the European Union and to the New Zealand Agency for International Development
for the extensive financial support provided to date, and for their ongoing commitment to support of
education in Renbel Province. The new policy on Community School Funding will provide operational grant
funding for schools on an annual basis. The successful implementation of this policy in Renbel Province
requires cooperation and funding from the Renbel Province Education Authority. It also requires the full
support of each school community, either in cash or in kind.

There is much to be done to improve access and to lift the quality of achievement in our schools in Renbel
Province. Bringing about real improvement in education in Renbel Province, as elsewhere in the Solomon
Islands, offers enormous challenges to all of us. All those involved in education (students, their parents,
teachers, administrators and other stakeholders) have an important part to play.

This plan is an ambitious one, and will require the full support of everyone in Renbel Province if it is to
achieve its ends.

The extent of the improvements needed in education in Renbel Province is such that not all changes we
wish to bring about can realistically be achieved in the short span of three years. Nevertheless, this plan
provides some practical first steps than can be taken immediately to improve both access to education and
the quality of the education delivered for our young people. We must accept this challenge and meet it.
Our future depends upon the education of the young.

I therefore commend this Education Action Plan for the Renbel Province to you.

………………………………
Hon. Brian Ngibutai
Provincial Minister of Education

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RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

CHAPTER 1: INTRODUCTION

1.1. The Genesis of the Plan

This Provincial Education Action Plan for Renbel Province has been developed as an outcome of the
Education Strategic Plan 2004-2006. One of the objectives agreed to in the Education Strategic Plan
2004-2006 was the development of provincial plans.

A first draft of this plan was developed by April 2005. With funding support from EU/STABEX 99,
development of the Provincial Education Action Plan started in 2004. The first draft was developed by a
team of officers from the Ministry of Education and Human Resources Development who consulted
extensively with people throughout the province. The process involved provincial workshops with
participants from Members of Parliament, the education officers of the Renbel Province Education
Authority, principals of schools, community officers, and representatives from Non-Government
Organisations and other sectors including women’s groups and the broader community. Aid donors,
provincial education authorities, church education authorities, and other private education authorities have
all been consulted. The Church authorities which offered education in the province through their Church
schools were closely involved in the development of the plans, and contributed fully at the workshops. The
plans of the Renbel Province Education Authority and of the Church education authorities have now been
incorporated into this Provincial Education Action Plan for Renbel Province.

A further revision of the plan was undertaken with technical assistance and support funded by the New
Zealand Agency for International Development during July 2006. This further revision was discussed
during a series of provincial workshops later in 2006, and further modifications were made to the draft in
the light of the feedback received from participants at these 2006 workshops.

The Renbel Provincial Education Action Plan 2007 to 2009 reflects the intentions of the National Education
Action Plan 2007 to 2009.

1.2. The design of the Provincial Education Action Plan

1.2.1. The Strategic Plan Framework

The diagram shown in page 18 sets out the relationship between the high level strategic goals and
statements of outcomes, the key strategies, the more specific objectives, and the particular activities
and outputs that have emerged as priorities from the workshops the Ministry of Education and Human
Resources Development.

1.2.2. Sections of the Plan

Within the above stated framework the Plan of each of the sectors within the Education Ministry has been
laid out under three headings:

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RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

1. The Definition:

This section gives a brief definition of the sector

2. The Current Situation:

This section describes ‘what it is now’ or the progress, challenges and issues in the provinces under
the following headings:
Access and Equity
Facilities
Curriculum
Teachers Supply and Demand
Financing
Management
3. Future Directions:

This section describes the strategies and actions that need to be considered to maintain and/or
improve the current progress or address the challenges and issues within the current plan period.
These are stated under the same headings as above.

Access and Equity
Facilities
Curriculum
Teachers Supply and Demand
Financing
Management

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RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

CHAPTER 2: BACKGROUND

2.1. Location and Geographical Description of Rennell and Bellona

Renbel Province consists of two islands, namely Rennell and Bellona, which are located approximately
160 kilometres south of Guadalcanal, between latitudes 11 to 12 degrees South and longitude 159 ½ to
161 degrees East.

The two islands are raised coral islands. Rennell Island is approximately 80 kilometres long and 40
kilometres wide, while Bellona Island is 11½ kilometres long and 3 kilometres wide. The Province , which
has a total land area of 1,154½ square kilometres, is the smallest province in the country.

Two unique geographical features in the province are Lake Tenggano, a proposed UNESCO World
Heritage Site, located on the western part of Rennell Island, and the Indispensable Reefs, lying south of
the two islands, with enormously rich marine life.

2.2. Demographic Characteristics

The population census held in 1999 revealed that Renbel Province’s population was 2,377, the least
populated province in the country.

The growth rate for the province is 2.2%, below the national growth rate of 2.8%.

Population projections for Renbel Province for the years 2007 to 2010 are set out in Table 1 below.

Table 1: Renbel Province Population Projections 2007 – 2010

Projections
Year
Male Female Total
2007 1428 1394 2,822
2008 1463 1427 2,890
2009 1101 1073 2,174
2010 1530 1494 3,025

Source: Statistics Office 1999 Census Provincial Population Projections.

According to the last census, the school age population in Renbel Province in 1999 was 737 people. Of
this number, 394 were males and 343 were females. The school age population in this context refers to
those who might be expected to attend primary and secondary schools (the school age population is
assumed to include all people of ages 6 to 18 inclusive).

The school age population projections for the Year 2007 for Renbel Province (based on the 1999 census
data) are set out in Table 2.

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RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

Table 2: Renbel Province School Age Population Projections for 2007, By Level and Gender

Age Level M F
Tot
6 Preparatory
39
36
76
7 Standard
1
41
38
80
8 Standard
2
40
36
77
9 Standard
3
42
38
80
10 Standard
4
43
39
82
11 Standard
5
45
41
85
12 Standard
6
45
41
86
13 Form
1
38
36
74
14 Form
2
36
35
71
15 Form
3
34
34
68
16 Form
4
32
33
65
17 Form
5
30
31
62
18 Form
6
27
28
55
Total
495
467
962

Out-migration is a feature of demographic mobility in the province. Some estimates hold that 60% of the
population no longer permanently resides in the province. The driving reasons for out-migration are tied
largely to socio-economic factors such as unemployment, low quality education, health and commercial
services. Inter-marriage and social conflicts on the islands also contribute as “push” factors.

Out-migration has significant socio-economic impacts on the province’s development, including its
education system, as most of its trained teachers prefer to teach in schools outside the province. Out-
migration also affects attendance of children at school, where some parents, who are able to afford the
cost, send their children to schools in Honiara and other accessible provinces.

3.3. Environment

The unique physical nature of the islands as atolls, along with their isolation from the rest of the larger
volcanic islands in the country, means that much of the flora and fauna in the province is exotic.

With the identification of Lake Tenggano in East Rennell for UNESCO World Heritage listing, the flora and
fauna of the lake region will remain undisturbed.

The Indispensable Reefs south of Rennell are rich fisheries grounds. Though the reefs remain relatively
unexploited on a large commercial scale, there is a threat posed with the increasing commercial interest in
its marine resources.

3.4. Commerce and Employment

Renbel Province has a very narrow economic base to provide a source of revenue which the Provincial
Government and households can rely on.

Employment and trading activities are almost non-existent, owing to the poor infrastructure and support
services in the province. Services such as banking, insurance and telecommunications are poor, and do
not function efficiently. Even sectors with potential such as fisheries, handicraft production, and small scale
commercial farming are not developing as a result of the absence of infrastructure and support services.
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RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

The impoverished economic scenario coupled with its isolation mean that Renbel Province is a
disadvantaged province.

Mining is a sector of potential, with phosphate and bauxite deposits known to be in existence in the
province, but this sector remains undeveloped.

Forests on Rennell Island remain undisturbed by logging and are used mainly for traditional and domestic
use.

The sector with possibly the greatest potential, though still underdeveloped at this stage, is tourism. There
is scope for development of eco-tourism and village stays in the province. Activities of potential in the
tourism sector are bird watching, abseiling down the steep cliffs, rock climbing, hiking, surfing, rowing and
sailing on Lake Tenggano, diving, snorkelling, and tracking coconut crabs.

3.5. Health

There are eleven health facilities in the province, staffed by 16 nursing officers and health workers. The
Provincial Headquarters has an Area Health Centre. Rennell has one clinic on the eastern side and six
health facilities spread out on the island. Bellona has a rural health clinic and two village health posts.

Common diseases are respiratory infections like pneumonia, skin diseases, diarrhoea, and sexually
transmitted diseases. Hypertension, diabetes and cancer are the non-communicable diseases in the area.
Lack of clean safe water, poor hygiene, and changing lifestyles are said to be the causes of the diseases.
Health facilities in the province are of poor quality. There are no doctors in the province. All serious and
emergency cases are referred to the National Referral Hospital in Honiara.

3.6. Governance

Renbel Province became a Province of its own in 1992. Up until then, the province was part of Renbel
Province. Tigoa, the administrative headquarters, is located in West Rennell.

The provincial government functions like other provinces with elected Provincial Assembly members to
represent each of the ten wards. Provincial elections take place every four years.

The Provincial Executive is appointed by a Premier, who is elected by the members of the Provincial
Assembly, and who presides over the Provincial Executive. The role of the Provincial Executive is to
oversee the governance of the province.

Administrative support to the provincial government is provided by seconded public servants in key service
areas such as health, agriculture, fisheries and education, headed by a Provincial Secretary who is
responsible for the overall management of the affairs of the province.

Traditional elements of governance peculiar to polynesian culture still feature in the way local communities
are governed and in the daily lives of the people.

As is the case in other provinces in the country, good governance issues at both national and provincial
government level are of great concern, as such issues affect the quality of delivery of services to the
people.

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RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

3.7. Education

Education services in Renbel Province are provided at four levels: early childhood education, primary
education, junior and senior secondary education, and technical and vocational education and training.

There are three education authorities who act as controlling education authorities in the Province: the
Renbel Province Education Authority, the Seventh Day Adventist Church Education Authority and the
South Seas Evangelical Church Education Authority. All early childhood education centres are controlled
by local communities.

Renbel Province has a literacy rate of 72.7% in contrast to a national average of 64.4%.

There are adequate primary and junior secondary places in the province to cater for maximum enrolment.
At the senior secondary school level, however, there is only one stream at form 4 level.

The problem areas for schools in the province are the quality of facilities and the training of teachers.
Classrooms, teaching materials and the quality of teachers need particular focus to help lift the standard of
education in the province.

Vocational education also needs investment, in order to increase training opportunities for school leavers.
Emphasis needs to be put on training that is relevant to the needs of the province.

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RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

CHAPTER 3: VISION, GOALS, STRATEGIES, OUTCOMES AND
OBJECTIVES

3.1. The National Education Vision

The national vision for education as stated in the Education Strategic Plan, 2004-2006 is set out below.

‘Our vision is that all Solomon Islanders will develop as individuals and possess the knowledge,
skills and attitudes needed to earn a living and to live in harmony with others and their
environment. We envisage a united and progressive society in which all can live in peace and
harmony with fair and equitable opportunities for a better life.

We envision an education and training system responsive to its clients and efficiently managed by
its stakeholders and clients.’

3.2. Renbel Province Vision for Development

It is the aspiration of the people to reach a level of development that is self-reliant. They believe that
stimulating the local economy to provide activities that secure a sustainable livelihood is necessary. There
is also a need to ensure that basic infrastructure, utilities and social services are available. Meeting these
aspirations will cushion the hardship which they currently experience, caused by distance and isolation.

3.3. Renbel Province Vision

In line with the National Education Vision and the Vision for Development identified for the province,
Renbel Province recognises the central role of the education sector in achieving overall development
goal of improving the quality of life of Renbel islanders. Within this context this is our vision.

It is the vision of Renbel Province to meet the economic, social, environmental, spiritual, and
political needs of its people through a relevant education system that promotes learning for self-
reliance, sustainability, respect and good governance of the people and their resources.

As a part of nation building, Renbel Province through a desirable education system, aspires to
contribute to the wellbeing of others and to share in the building of a prosperous and harmonious
heterogeneous national culture where the identities and needs of others are recognised and
respected

3.4. Goals

Consistent with the Province’s vision for education the three overarching strategic goals of the Provincial
Education Action Plan are:

Strategic Goal 1:

To provide equitable access to quality basic education for all children in the Renbel Province;
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RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

Strategic Goal 2:

To provide access to community, technical, vocational, and tertiary education that will meet
individual, regional and national needs for a knowledgeable, skilled, competent and complete
people; and

Strategic Goal 3:

To manage resources in an efficient, effective and transparent manner.

3.5. Strategies

There are six key strategies that the National Education Action Plan focuses on during the current plan
period 2007 to 2009. The Renbel Province acknowledges and where appropriate gives attention to these
strategic focuses, and these are the following:
a. To contribute to strengthen planning, management, co-ordination and monitoring of the Sector
Wide Approach, in particular those components that affect this Plan.
b. To initiate or contribute towards the development, revision and finalisation of provincial and
national policies for both the sub sectors and cross sectoral areas.
c. On the basis of a national demand, to ensure longer term interest, technical assistance (including
the development of a national TA-pool) and funding from Development Partners for the SWAp,
ESIRPII, NEAP (2007-2009), ESF (2007-2015)
d. To contribute in the development and implementation of a programme of Human Resource
Development and capacity building
e. To develop and implement an improved and harmonised grants system to support school
operations in primary, secondary education and in Technical and Vocational Education and
Training.
f. To develop and implement an improved and harmonised school infrastructure programme for
primary, secondary education and Technical and Vocational Education and Training.
Annual work plans and associated budgets, based on this Provincial Education Action Plan 2007-2009, will
be developed by the Provincial Education Authority for 2007, 2008 and 2009 to give effect to these
strategies.
3.6. Outcomes and Objectives

The following education outcomes for Solomon Islands are also adopted for Renbel Province to achieve.
Below each outcome, objectives that need to be achieved to reach each outcome are listed.

3.6.1. Outcome 1 (Access and Equity for Basic Education):
All children in Renbel Province regardless of gender, ethnicity, religion, location or disability have access
to Basic Education, which is including pre-school, primary, and secondary junior school till Form 3,
achieved through an adequate number of schools, classrooms, desks, dormitories and other infrastructure
and financial support from government and other stakeholders
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RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

3.6.1.1. Objectives

In order to achieve Outcome 1 the following need to happen:
1.1. Increase access by providing an adequate number of schools, classrooms, desks, dormitories
and other infrastructure;
1.2. Increase access to all by providing financial support from government and other stakeholder;

1.3. Improve equal access to all levels of education for children, students and people with special
needs;
1.4. Improve equal access to all levels of education for girls and boys, in particular in isolated
locations.
3.6.2. Outcome 2 (Access and Equity for post basic education levels):

People in the Renbel Province regardless of gender, ethnicity, religion, location or disability have
improved access to relevant, demand oriented community, technical or vocational education achieved
through an adequate number of schools or centres, classrooms, desks, dormitories, equipment and other
infrastructure and financial support from government and other stakeholders.

3.6.2.1. Objectives

In order to achieve Outcome 2 the following need to happen:
2.1. To increase access to all levels of education by provision of an adequate number of schools,
classrooms, desks, dormitories and other infrastructure;
2.2. To increase access to all levels of education by provision of (Financial) Support from government
and other stakeholders;
2.3. To improve equal access to all levels of education for children, students and people with special
needs;
2.4. To improve equal access to all levels of education for girls and boys, in particular in isolated
locations.

3.6.3. Outcome 3 (Quality):

All levels and dimensions of the Renbel Province education system consistently demonstrate
standards of excellence and deliver a quality education, which means high quality of learning achieved
through provision of an adequate number of qualified teachers and other workers, in the education
sector, relevant national school curriculum and local curricula, adequate number of modern, relevant
teaching and learning materials or facilities, sound standards of student literacy and numeracy.

3.6.3.1. Objectives

In order to achieve Outcome 3 the following need to happen:

3.1. To improve quality for all levels of education by Provision of an adequate number of qualified
teachers and other workers, in the education sector;
3.2. To improve quality for all levels of education by Development and maintenance of a high quality
process of teaching and learning;
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RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

3.3. To improve quality for all levels of education by Development, distribution and use of a relevant,
high quality and modern national and local school curricula;
3.4. To improve quality for all levels of education by Provision of an adequate number of modern,
relevant teaching and learning materials, facilities, equipment and materials;
3.5. To improve quality for all levels of education by Continuous Professional Development (CPD) for
all education staff;
3.6. To improve quality for all levels of education by Monitoring and assessment of sound standards
of student literacy and numeracy and students’ progress in other subjects;
3.7. To improve quality for all levels of education by Improvement of efficiency and effectiveness of
sub sector education systems, in particular tertiary education by giving it a more (labour)
demand oriented direction;

3.6.4. Outcome 4 (Management):

The management of the Renbel Province education system is effective and efficient, including effective
education policy development, planning and budgeting, effective management of human and financial
resources, a sound system of monitoring and evaluation, and effective development of appropriate skills
and competencies in the education work force.

3.6.4.1. Objectives

In order to achieve Outcome 4 the following need to happen:

4.1. Strengthening planning, budgeting, management, co-ordination and monitoring;
4.2. To develop, revise or finalise policies for the different sub sectors or cross cutting areas;
4.3. On the basis of a national demand, to ensure longer term interest, technical assistance
(including the development of a national TA-pool) and funding from Development Partners for
the SWAp, ESIRPII, NEAP (2007-2009), ESF (2007-2015.;
4.4. To develop and implement a programme of Human Resource Development and capacity
building;
4.5. To develop and implement an improved and harmonised grants system to support school
operations in primary, secondary education and in Technical and Vocational Education and
Training;
4.6. To develop and implement an improved and harmonised school infrastructure programme for
primary, secondary education and Technical and Vocational Education and Training.

3.7. Schedule of Activities – Outputs, Activities, Timeframe and Responsibility.

The specific tasks, activities and/or outputs that will be undertaken over the period 2007-2009 in relation to
each of these key objectives and who will be responsible for implementing each activity is part of this Plan.
This Schedule of Activities starts from page 72 of this Plan. The activities in the Schedule of Activities are
cross referenced to the core activities highlighted within each sector.

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RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

3.8. Design of the Provincial Education Action Plan

The diagram below, sets out the relationship between the high level strategic goals and statements of
outcomes, the key strategies, the more specific objectives, and the particular activities and outputs that
have emerged as priorities from the workshops the Ministry of Education and Human Resources
Development has been conducting on the national education action plan.

Figure 1: Provincial Action Plan Framework

Three Strategic Goals for
Strategic Goal 1

Strategic Goal 2
Strategic Goal 3
the programme

6 Strategies that reflect the

way forward for education
Six Strategies
4 outcome statements that

reflect the key education

issues the Solomon Islands

faces
Outcome 1

Outcome 2
Outcome 3
Outcome 4

One or more objectives

under each outcome. These

answer the question “What
Objectives1.1.2

Objective 3.1
Objective 3.2
needs to happen to achieve
the outcome?”

One or more activities or

outputs under each

Activity
Activity
objective. These answer the
3.1.1
3.1.2
question “What needs to

happen now to make an

immediate start on
achieving the objective?”

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RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

CHAPTER 4: BASIC EDUCATION

4.1. Definition

Basic Education is the gradual, planned and systematic introduction of a child to the knowledge, skills and
attitudes necessary to prepare him or her to develop to his or her full potential in order to contribute fully to
the community (Renbel Province ) and to the nation (Solomon Islands).

It is the level of education that constitutes the foundation stage offered to all children. In Renbel Province
, this means the first nine years of formal education from Standard 1 through to Form 3, or other
programmes offered elsewhere at similar levels for out-of-school youth and adults.

The key priority of the Renbel Province will be to achieve universal access to nine years of basic education
for all children from standard 1 to form 3 by 2015. This Provincial Education Action Plan for Renbel
Province will establish a firm initial foundation to work towards that goal.

4.2. Principles of Basic Education

The following are the principles on which basic education should be based:
Basic education progressively introduces a child to the information, knowledge and skills
necessary for life,
Basic education is holistic. It encompasses physical, mental, social and spiritual aspects of life,
Basic education models and shapes behaviour and attitudes compatible with the wider society in
which the child is to live,
Basic education provides basic skills and competencies required for economic activity and
development,
Basic education prepares a child to become self-reliant and responsible, a resourceful member in
the community, and promotes committed and responsible leadership,
Basic education encourages a child to adhere to and respect religious, traditional and cultural
values, beliefs, norms and codes of conduct of the local community and the wider world.
Basic education provides the basis for a child to recognise and accept the diversity of Solomon
Islands’ culture, tradition, religion, and ethnicity throughout the Islands.

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RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

CHAPTER 5: INDICATORS, TARGETS, MINIMUM STANDARDS,
PERFORMANCE ASSESSMENT FRAMEWORK , SIEMIS

5.1. Performance Assessment System

In order to facilitate the monitoring of the general progress in the SWAp/ National Education Action Plan
(2007- 2009), and the Provincial Education Action Plan a Performance Assessment System that will be
developed, with a comprehensive set of selected core indicators related to all main expected outputs and
outcomes in the sector programme. The indicators will cover access, equity, quality and efficient
management of resources.
Renbel Province will support to collect and provide data in the following:

5.1.1. Access

Net enrolment rate;
Gross enrolment rate;
Pupil/students’ attendance rate;
Drop out rate;

5.1.2. Infrastructure

Number of kindergartens, schools, rural technical centres, tertiary institutions;
Number of classrooms;
Number of desks;
Number of dormitories;
Number of toilets;
Classroom per student / pupil ratio;
Desk/student/pupil ratio;
Dormitory/student/pupil ratio;
Toilet/student/pupil ratio;
Teacher ratio in having access to computer at school;
Number of textbooks per subject/per child/student;
Number of schools with access to safe and clean water supply;
Percentage of schools with access to safe, clean water supply;
Number of houses/accommodation provided by province or community; and
Percentage of teachers being provided houses/accommodation.

5.1.3. Quality

Number of qualified teachers, trainers, instructors;
Percentage of qualified teachers, trainers, instructors;
Number of qualified headteachers, principals, directors/heads;
Percentage of qualified headteachers, principals, directors/heads;
Pupil /student/teacher-instructor ratio;
Number of libraries;
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RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

Percentage of schools with libraries;
Number of storage;
Percentage of schools with storage;
Completion rates;
Examination rates (SISE and SISC); and
Examination rates (SIF3 and Provincial Secondary SchoolC).

5.1.4. Finance And Management
5.1.4.1. Financial Management

5.1.4.1.1. Human Resource Development
Required number of teachers/trainers, instructors by sector per province;
Required number of other education staff by sub sector by province;
Number of vacancies for teachers, trainers, instructors approved by Teaching
Service Division;
Number of vacancies for other education staff approved by MPS;
Percentage of vacancies for teachers/trainers /instructors approved by Teaching
Service Division and filed per sub sector; and
Percentage of vacancies for other education staff approved by MPS and filled per
sub sector.

5.1.4.1.2. Process Indicators
Financial management;
Organisation reform and Human resource development;
Monitoring; and
Local Management of schools.

Performance Assessment System also includes a monitoring and evaluation system, which determines
and clearly explains the responsibilities for collection, processing, analysis, presentation and distribution of
data.

The Performance Assessment System will be presented at the Annual Joint Review, discussed, reviewed
and agreed upon. The agreed indicators will be added to the logical framework of the National Education
Action Plan and progress will be measured against data available in the Solomon Islands Education and
Management Information System. During the Annual Joint Review some new minimum standards or
targets could be set in the areas of access, equity, quality and management, which all assist in monitoring
progress against the strategic goals of National Education Action Plan and Education Strategic
Framework, Education Sector Framework (2007-2015).

5.2. Indicators, Targets, Minimum Standards

Based on the education sector monitoring and evaluation indicators reported in the Digest of Education
Statistics 2005 a number of targets have been identified. These targets have a clear relation with the
expected outcomes in 2006 of the Education Strategic Plan (2004-2006) like improved access, quality, and
efficiency in education service delivery. These targets were originally developed at the Annual Joint
Review of the Education Sector Investment and Reform Programme in June 2004. The targets and related
indicators served as the sector level monitoring and evaluation framework, to assist the Ministry of
Education officers, education authorities, development partners and other education sector stakeholders in
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evaluating progress towards the goals and objectives of the Education Sector Investment and Reform
Programme and the Education Strategic Plan.

Renbel Province will take responsibility for ensuring that schools or educational institutions within its
jurisdiction aim to meet (or exceed) the targets, and that proposals for new schools or educational
institutions can demonstrate that the minimum standards, if in place and clearly communicated, will be
complied with. The Province will involve in collecting data in the following areas:

The Solomon Islands identified education targets and indicators till date for the period 2004-2006 were:

1. The net enrolment ratio1 for the early childhood sector in the Solomon Islands will be 20% or
better;
2. The net enrolment ratio for primary education in the Solomon Islands will be 100%;
3. The net enrolment ratio for secondary education in the Solomon Islands will be 20% or better;
4. The proportion of teachers who are certified will be greater than 70% (teachers are certified who
have completed a teaching certificate);
5. The average teacher-pupil ratio in the Early Childhood Education sector will be 1:15 or less;
6. The average teacher: pupil ratio in the primary education sector will be 1:30 or less;
7. The average teacher: pupil ratio in the community high schools will be 1:30 or less;
8. The average teacher: pupil ratio in the provincial secondary schools will 1:30 or less;
9. The average teacher: pupil ratio in the national secondary schools will be 1:30 or less;
10. The percentage of students who attain the literacy standard at standard 4 (SISTA) will be greater
than 60%;
11. The percentage of students who attain the numeracy standard at standard 4 (SISTA) will be
greater than 60%;
12. The average number of pupils per primary classroom will be less than 30 in primary schools;
13. The average number of pupils per secondary classroom will be less than 30 in secondary schools
14. The average toilet to pupil ratio in all schools will be less than 1:50;
15. The average pupil to dormitory ratio in all schools will be less than 50:1; and
16. The percentage of schools/education institutions with access to clean and safe water will be 100%
(clean and safe water is defined as the provision of piped water and/or a tank, and/or access to a
well with drinkable water, where available water sources and equipment are considered to be in
good or fair condition).

A minimum standard was also identified in 2004:

17. The proportion of teachers with the minimum qualification in teaching will be greater than 70%
(currently the minimum qualification for primary teachers to teach is a form 5 qualification, and for
secondary teachers to teach is a form 6 qualification)

1 A net enrolment ratio refers to the number of students in the official age group for a given level of education expressed as a
percentage of the total population in that age group. NER values cannot exceed 100%. Net enrolment ratios less than 100%
indicate students of the appropriate age group are not attending school. This situation may occur because some students have
never enrolled or attended school, or because they have dropped out.
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5.3. Status of Renbel Province

The achievement of Renbel Province against these minimum standards, as reported in the Digest of
Education Statistics 2006, is as follows:

Table 3: Status of Renbel Province against national minimum standards

Standard Achievement
Result2

1
Net enrolment ratio, Early Childhood

Education (20%)
88.6%
Standard met

2
Net enrolment ratio, primary

( 100%)
88.8%
Standard not met

Net enrolment ratio, secondary

3
(20%)
61.0
Standard met
4
Teachers, certified (70%)
74.1% Standard
met

5
Teacher: pupil ratio, Early Childhood
1:13.2
Standard met
Education (1:15)
6
Teacher: pupil ratio, primary (1:30)
1:19
Standard met
7 Teacher: pupil ratio, Community

1:15.1
Standard met
High Schools (1:30)

8
Teacher: pupil ratio, Provincial
1:22
Standard met
Secondary Schools (1:30)
9 Teacher: pupil ratio, National
n/a
Not applicable
Secondary Schools (1:30)
10
Literacy, Std 4 (60%)
50.1%
Standard not met
11
Numeracy, Std 4 (60%)
78% Standard
met
12 Average number of pupils/class in

Standard met
primary ( 1:30)
18.01
13 Average number of pupils/class in

Standard met
secondary (1:30)
17.86
14 Toilet/pupil ratio in all schools is

Standard not met (primary)
1:50
71.13
15
Pupil: dormitory ratio is 1:50
150.0:1
Standard not met (2005)
16
Clean water (primary schools only) is

67%
Standard not met
100%
17
Teachers qualified is 70%
44.5%
Standard not met

Source: Digest of Education Statistics, 2006

2 The validity of the results reported is subject to the accuracy and reliability of the data used. Owing to the remoteness and
inaccessibility of many parts of the Solomon Islands, the accuracy and reliability of data sources cannot always be checked and
verified.
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CHAPTER 6: EARLY CHILDHOOD EDUCATION

6.1. Definition

Early Childhood Education centres are designed for children ages 3 – 5 and are the first introduction to
formal education for most Solomon Islanders. Early childhood Centres, are also known as Kindergartens,
tend to be community based.

6.2. Current Situation

Early childhood education in the Solomon Islands is seen as a parental rather than a state responsibility.
For this reason most Early Childhood Education programmes are supported by the voluntary sector rather
than fully funded by central government. While Early Childhood Education Centres do not get full financial
assistance, they are subsidised to some extent. Early Childhood Education teachers trained at the
Solomon Islands College of Higher Education are paid by the government, and the Ministry of Education
and Human Resources Development employs officers who monitor the provision of Early Childhood
Education.

Early Childhood Education in Renbel Province started in 1998. Community kindergartens and preschools
provide access to early childhood education for children in the 3- to 6-year-old bracket.

There were twelve early childhood education centres operating in the Province in 2006, which recorded a
total of 242 enrolments. Eleven of these centres were operated by the Rennell and Bellona Education
Authority and two were operated by the Seventh Day Adventist Church.

Table 3 sets out detail of Early Childhood Education teaching staff and enrolments in 2006.

Table 4: Total Early Childhood Education Teaching Staff, Number of Centres, and Enrolments, 2006

Constituency Teaching
Staff
No. of Centres
Total Enrolment
Rennell and Bellona
22
13
242
Total 22 13
242

The major objective in the province is to establish early childhood education as part of the formal
education system, in recognition of the early years as a key stage in children’s development.

The following problems have been identified:

there is a lack of trained Early Childhood Education teachers in the Province ;
training opportunities for Early Childhood Education teachers are limited, and appear to be
closed to Early Childhood Education teachers in the Province ;
teachers in Early Childhood Education are not paid and are treated as ‘volunteers’;
the concept of Early Childhood Education is new in the Province , and therefore community
support to Early Childhood Education schools is lacking;
Early Childhood Education is not recognised as part of the formal education system;
facilities and infrastructure are inadequate, as a result of the absence of community support,
financing and government policy;
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management of Early Childhood Education is not recognised as an important part of School
Committee management roles; and
the walking distance between villages and Early Childhood Education centres prevents some
children in the 3-5 age bracket from enrolling at Early Childhood Education centres.

As a result of these identified problems, early childhood education in the Province appears to be under
threat of being marginalised, although it is fully recognised by educators as a key formative stage in
facilitating effective learning by the child. Improved planning, resource allocation, management and
implementation are required, in partnership with the national government, the provincial government,
communities and other stakeholders. Some evaluation of the effectiveness of early childhood education is
also desirable. The following strategies are being considered:

increasing the provision of training opportunities through fast-tracking to address the Early
Childhood Education teacher shortage in the Province ;
increasing accessibility to training opportunities in the Province ;
rewarding and motivating Early Childhood Education teachers by incorporating them on the
payroll and making a career path for them;
promoting Early Childhood Education to get the support of communities;
securing improved financing of early childhood education;
formalising policy which recognises Early Childhood Education as part of the education system,
including management roles for stakeholders.

6.2.1. Access and Equity

There are 13 Early Childhood Education Centres in the province. The 2006 enrolment of 242 children in
Early Childhood Education is more than the total estimated 3-5 year age cohort in the province (223). The
reason for this situation is that a number of children older than 5 are enrolled in Early Childhood Education
centres. It does nevertheless appear that a significant proportion of the target population in Rennell and
Bellona is getting access to Early Childhood Education.

The teacher-pupil Early Childhood Education enrolment ratio in Renbel Province is 1:13.2. The number of
Early Childhood Education schools in the province is 13. Most of these operate on Rennell Island. There is
a need for at least three Early Childhood Education schools on Bellona Island to increase access for
children there.

Equal opportunities for enrolment are available in Early Childhood Education centres, and consequently
gender equity is not a problem in the province. Of the 242 enrolments in 2006, 133 (55%) were boys and
120 (45%) were girls. This proportion is slightly in favour of males in accordance with the estimated gender
distribution in the population age group (51.6% boys and 48.4% girls).

Table 5: Early Childhood Education Enrolment in Renbel Province by Gender, 2006

Enrolments
Region

Male Female Total %
Female
Rennell and
133 109
242
45.0%
Bellona
Total 133
109 242
45.0%

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6.2.2. Facilities

An analysis of the current situation indicates that
facilities are not up to standard;
facilities are inadequate to accommodate children in some areas, while in other areas the
numbers to sustain Early Childhood Education centres are inadequate;
financing of new facilities and maintenance by communities has proved to be difficult, owing to
the lack of support for Early Childhood Education.

There is a need for general improvement of early childhood education facilities in the province. Current
arrangements for Early Childhood Education facilities are not ideal, since there is a need for specially
designed and developed early childhood learning spaces, and not all the current spaces being used for
early childhood education meet this criterion. The current government policy for the communities in the
catchment area to be responsible for the construction and maintenance of Early Childhood Education
facilities is also becoming burdensome.

6.2.3. Curriculum

No formal Early Childhood Education curriculum has currently been approved for the Solomon Islands by
the Government or by the Rennell and Bellona Education Authority. In general the early childhood
education curriculum in Renbel Province is not structured. Children at this age are encouraged to interact
in an environment where they can explore, learn and discover through play. Communities are encouraged
to equip the centres well with educational resources and equipment that will enhance children’s learning
and development.

It is nevertheless desirable that all Early Childhood Education teachers in Renbel Province provide quality
education for young children through an appropriate curriculum and a learning programme geared to the
needs of young children. Early Childhood Education teachers in the province acquire knowledge and skills
about the Early Childhood Education curriculum through the field-based training, and through pre-service
teacher training at the School of Education at the Solomon Islands College of Higher Education.

Although there is no nationally coordinated curriculum for Early Childhood Education, there are some
learning materials available, including a syllabus that is commonly used in Early Childhood Education
centres in Renbel Province.

6.2.4. Teacher Supply and Demand

Early Childhood Education teacher training in Renbel Province is a major problem area which needs
particular attention. The quality of training is low, and there is also a shortage of trained Early Childhood
Education teachers. None of the teachers in the field are fully trained. The total number of Early Childhood
Education teachers in the Province in 2006 was 22 (20 women and 2 men). Twelve Early Childhood
Education teachers have been partially trained. Of those Early Childhood Education teachers currently in
Early Childhood Education centres who are undergoing field-based training, not one of them has managed
to complete all modules on offer. This trend adversely affects the quality of Early Childhood Education in
the province.

This situation calls for the training and development of Early Childhood Education teachers to increase the
number of trained Early Childhood Education teachers. The key need is to provide training to upgrade the
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RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

skills of the Early Childhood Education teachers who are classified as “untrained”. Teachers who have
completed field-based training are still classified as “untrained” and need to go on and complete the Early
Childhood Education teacher training programme at Solomon Islands College of Higher Education in order
to qualify as a trained Early Childhood Education teacher.

Table 6 below sets out detail about trained and untrained Early Childhood Education teachers.

Table 6: Total Early Childhood Education Establishment, Trained and Untrained Teachers, 2006

Trained
Untrained
Constituency
Total Teachers
Teachers
Teachers
Rennell and Bellona
0
22
20
Total 0 22 20

6.2.5. Financing

Early Childhood Education financing and management is predominantly in the hands of non-governmental
education authorities and local communities. Communities must raise funds to support the running costs of
each Early Childhood Education Centre. Current financing is provided mainly by parents. The lack of
recognition for early childhood education is a contributing factor to difficulties (particularly financial
difficulties) faced by the Early Childhood Education sector.

While the Solomon Islands Government would pay the salaries of trained Early Childhood Education
teachers, none of the current Early Childhood Education teachers in Renbel Province qualify. It is the
responsibility of communities to provide the facilities and to meet the wages of the teachers who have
received field-based training. Early Childhood Education centres are therefore expensive to operate in
Renbel Province because the facilities need to be provided, the salaries of teachers need to be paid, and
because of the nature of resources used at Early Childhood Education level.

6.2.6. Management

The management of Early Childhood Education centres is currently in the hands of communities. Some
assistance is provided from the provincial education authorities and the Ministry of Education.

6.3. Future Directions

The major expected future outcome is to improve access to a quality and sustainable early childhood
education programme for children in the Renbel Province. A plan for the development of Early Childhood
Education in the province is needed. The Province will consider setting up an Early Childhood Education
Committee to draw up a yearly plan, to plan fund raising, and to apply for donor funding. Ideally each Early
Childhood Education centre should also establish its own Early Childhood Education committee to plan for
Early Childhood Education development in its area, as the development of local support and initiatives
would avoid creating an additional burden on the province’s limited financial resources.

6.3.1. Access and Equity

Research has shown that children who participate in early childhood education learn effectively and
perform better than those children who have not had this advantage. It is therefore desirable that all
children in Renbel Province have access to early childhood education.
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Table 7 sets out the population projections for the 3-5 age group for the four years from 2007 to 2010 for
Renbel Province.

Table 7: Renbel Province Early Childhood Education Potential Growth, 2007 to 2010

Year
2007 2008 2009 2010
Population projections,
204 193 141 197
3-5 age group
Source: 1999 Census Provincial Projections

These projections indicate some population decline may occur over the next four years in the Early
Childhood Education target age group in the province. The establishment of new Early Childhood
Education centres will not therefore be required, as current enrolments already exceed these projected
numbers (although some of the 242 enrolments in 2006 may be older than 5 years of age). Current
capacity appears to be meeting demand. The more important need appears to be consolidation and
improvement of the condition of existing Early Childhood Education centres, and a strategy to improve
teacher training and raise quality.

The strategies to be adopted by the Province with respect to access and equity include the following:

Raise awareness by promoting community support for Early Childhood Education;
Establish pilot Early Childhood Education Demonstration Centres on the two islands (one on
Rennell and another on Bellona) to promote the concept of Early Childhood Education;
Develop a system of registering or licensing Early Childhood Education Centres operating
under their authority the Rennell and Bellona Education Authority (and other education
authorities in the province); and
Attach Early Childhood Education centres to existing primary schools to increase accessibility
for children in the Early Childhood Education target age group.

6.3.2. Facilities

Improvement of facilities has to be accompanied by promotion of early childhood education to communities
in the province. Improvement and expansion of Early Childhood Education centres will focus on existing
centres, but may include giving consideration to opening centres attached to primary schools, and to
setting up two Early Childhood Education Demonstration Centres. The priorities of Renbel Province are to:

Assess the 13 active Early Childhood Education facilities, by conducting a survey to assess their
condition and their current occupancy rates, to identify those that need facility upgrading, and
then request funding support from donors;
Work with the Ministry of Education to develop a standard classroom design for Early Childhood
Education to set a standard for all centres;
Support upgrading and improvement of the existing Early Childhood Education centres to an
adequate standard in the light of the Ministry of Education and Human Resources Development
standard classroom design;
Attach Early Childhood Education centres to primary schools;
Work to secure assistance (from Government, Education Authorities and donors) for
communities in financing Early Childhood Education centre facilities and in rallying community
support through awareness programmes;
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Establish criteria for registration of Early Childhood Education Centres, and license only those
Centres that meet minimum quality standards; and
Develop and implement a plan to build additional rooms for Early Childhood Education over the
medium term, provided demand for Early Childhood Education justifies the construction of new
facilities, and provided sufficient trained teachers are available.

6.3.2.1. Responsibility for the Provision of Early Childhood Education Facilities.

local communities would provide land, local materials for buildings and labour;
Government, Education Authorities and donors would assist with the supply of building
materials, learning resources and salaries of Early Childhood Education trained teachers.

6.3.2.2. Classrooms Needed to Cater for Early Childhood Education Expansion

one or two pilot Early Childhood Education Centres are suggested on Rennell (one centre at a
new site (New Place), and one centre at Henua Primary School);
one pilot Early Childhood Education Centre is suggested on Bellona (one centre at Mataiho);
and
expansion of early childhood education through attachments with existing primary schools
where demand has been identified.

The original workshop that developed the first draft of the Renbel Province Education Action Plan
recommended the establishment of three pilot projects between 2005 and 2006. The timing of these three
pilot projects has now been rescheduled, and they have now been suggested for inclusion in the 2007
programme.The proposal to establish eight additional Early Childhood Education centres attached to 8
primary schools would be subject to a survey to establish that the demand for Early Childhood Education
services at these sites, and the necessary level of community support, is sufficient to justify the
establishment of an Early Childhood Education centre. It would also be necessary to establish where the
trained Early Childhood Education teachers would be found. Table 8 sets out a tentative timetable.

Table 8: Early Childhood Education Centres to be considered for establishment, 2007 to 2009

Year
2007 2008 2009
New Place Centre
1

Henua Centre
1

Mataiho Centre
1

Angaiho Centre
1

Kanaba Centre

1

Munghibai Centre

1

Siva Centre

1

Tahanuku Centre

1

Vanua Centre

1
Kagua Centre

1
Moah Centre

1
Total
4 4 3

Source: 2004 Renbel Province PEAP Workshop Report

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RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

6.3.3. Curriculum

An effective early childhood curriculum will assist in shaping and developing each child’s future. A future
goal should be the development of curriculum guidelines and suitable learning materials for early
childhood education in Renbel Province.

The Early Childhood Education curriculum is not structured. Learning should continue to be encouraged in
an appropriate unstructured environment at the Early Childhood Education level in order to allow the child
to develop. Until a formal early childhood curriculum is developed and approved, Early Childhood
Education teachers in Renbel Province should continue to encourage the following activities: sound
language development, good coordination, recognition of different colors, how to hold a pencil, the painting
of pictures, recognition of pictures and numbers, play and interaction with other children, free expression
through movement, music or other creative media (e.g. sand or clay), and story telling. Listening to stories
about local customs and to stories from books should be encouraged. Early Childhood Education teachers
are encouraged to use local materials to develop resources for learning. An Early Childhood Education
curriculum that allows flexibility will ensure that the learning needs of diverse communities are catered for.

The Curriculum Development Centre is encouraged to coordinate the development of Early Childhood
Education in the Solomon Islands, to ensure uniformity of standards and coordinated learning for Early
Childhood Education centres. The Curriculum Development Centre should also develop a standard
teachers’ resource book for Early Childhood Education.

6.3.4. Teacher Supply and Demand

The current issue is a shortage of trained Early Childhood Education teachers. The immediate key need is
to provide training for the existing Early Childhood Education teachers who are currently listed as
untrained. Too few of the existing Early Childhood Education staff is fully qualified as Early Childhood
Education teachers with a teacher’s certificate.

The province should plan to enrol 5 Early Childhood Education teachers a year in each of 2007, 2008 and
2009 in the Solomon Islands College of Higher Education Early Childhood Education teacher training
programme. This number may be a realistic target given the limited capacity of Solomon Islands College of
Higher Education to enrol large numbers of teacher trainees. Field-based training and other initiatives such
as enrolment in University of South Pacific programmes using distance and flexible learning should
continue in order to supplement the number of Early Childhood Education teachers.

In order to upgrade the skills and competencies of existing Early Childhood Education teachers, and to
meet the requirement for trained Early Childhood Education teachers in future, the following strategies and
activities will be implemented. The Province will:

Develop a three-year training plan, in which the need for Early Childhood Education teachers to
be specially trained will be recognised, and consequently teachers who have undergone field-
based training will be a priority for further training at Solomon Islands College of Higher
Education;
Encourage Early Childhood Education teachers who have completed field-based training to
enrol in the Solomon Islands College of Higher Education pre-service programme or in the
University of South Pacific early childhood education programmes;
Ask the Solomon Islands College of Higher Education to increase its intake into the Early
Childhood Education teacher training programmes to cater for the demands of the province;
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RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

Ask Solomon Islands College of Higher Education to run short “fast track” Early Childhood
Education training courses, or run summer schools during the June and Christmas breaks, in
order to increase the supply and improve the quality of Early Childhood Education teachers;
Liaise with Solomon Islands College of Higher Education to develop training packages for Early
Childhood Education teachers including at least 2 teachers trained each year (2007, 2008 and
2009) using field-based training;
Improve Field-based training for Early Childhood Education teachers by providing mentors and
sound supervision, and providing incentives and a career path for Early Childhood Education
teachers;
the province will establish the Early Childhood Education Demonstration Centres on the two
islands (one on Rennell and another on Bellona) where field-based training can take place,
and where teachers can learn to set up spaces for Early Childhood Education requirements;
Advocate for a quota system to be adopted by Solomon Islands College of Higher Education for
Early Childhood Education teacher training scholarships teachers should be made available to
each province on an equitable population basis (based on a quota system);
Enrol a minimum of 5 Early Childhood Education teachers from the province in each Early
Childhood Education teacher certificate intake at Solomon Islands College of Higher Education
in 2007, 2008 and 2009, if necessary reserving places on the Early Childhood Education
teacher training programme for Renbel Province Early Childhood Education teachers through a
quota system;
Aim at training at least 2 Early Childhood Education teachers per centre;
Ensure the entry standards for any intake for Early Childhood Education field-based training and
for Solomon Islands College of Higher Education training programmes should require a
minimum of completion of Form 5, and in addition criteria for entry to formal Early Childhood
Education training should be based on prior Early Childhood Education experience, previous
field-based training, and hard work in the field; and
the Early Childhood Education needs of Renbel Province should be given priority for
Government and donor support, on the grounds that Renbel Province is a disadvantaged
province.

6.3.5. Financing

To enable the early childhood education sector to continue to operate, the Community Standard Funding
arrangement that is proposed is
central Government will meet 50% of total costs (including meeting the cost of salaries of Early
Childhood Education trained teachers, and the salary of an Early Childhood Education
Provincial Coordinator, as well as providing training);
education authorities will meet 30% of total costs (including provision of an operational grant for
the Early Childhood Education provincial office); and
communities will meet 20% of total costs (including maintenance of buildings, learning materials,
resources and equipment, staff houses, toilets and playgrounds.)

For the time being, the following strategies should be adopted:

parents will continue paying fees, and communities will assist with construction of facilities and
with fund-raising;
communities will continue to pay untrained Early Childhood Education teachers;
a programme will be undertaken to raise community awareness of the benefits of early
childhood education, and to foster support for a financial contribution;
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RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

central and provincial government will facilitate financial support for the development of Early
Childhood Education, and will subsidise the Early Childhood Education programme; and
the Teaching Service Commission will pay the salaries of Early Childhood Education graduates
who have been trained to Certificate level at Solomon Islands College of Higher Education.

6.3.6. Management

Each Early Childhood Education centre is responsible for managing provision of early childhood education
at its own location. In order to manage effective provision of early childhood education, the roles of each
stakeholder should be clearly identified. The roles of key stakeholders have been outlined below.

Ministry of Education roles

to establish policy and maintain oversight of management of the Early Childhood Education
sector;
to provide seconded staff for training, inspection and assessment of field-based staff and
probationers;
to secure appropriate funding for resources and support of Early Childhood Education;
to support Solomon Islands College of Higher Education so that training is provided for Early
Childhood Education teachers, and to support the training and development of Early Childhood
Education teachers through the office of Teacher Training and Development;
to meet the cost of salaries of trained Early Childhood Education teachers;
to support curriculum development and production of learning materials (through the Curriculum
Development Centre and the Education Resource Unit); and
to assist in seeking sponsors to fund buildings.

Renbel Province roles

budget provision as a contribution to the cost of Early Childhood Education; and
rallying political and community support for Early Childhood Education.

Renbel Province Education Authority roles

to appoint a regional Early Childhood Education coordinator for the Renbel Province;
to provide office space and an operating subsidy (by way of a grant) for Early Childhood
Education;
to carry out awareness programmes for communities;
coordination of Early Childhood Education activities in schools under EA control in the Province
to assist in providing in-service training for teachers;
to manage monitoring and evaluation of Early Childhood Education centres;
to support the role of the Early Childhood Education co-coordinator and to encourage the
development of Early Childhood Education;
to coordinate (through the Provincial Early Childhood Education Coordinator) resources
allocated to Early Childhood Education on behalf of Ministry of Education and Human
Resources Development;
to support and supervise field-based training for Early Childhood Education teachers (provided
by the Early Childhood Education coordinator) before selection for further training takes place;
to ensure that Early Childhood Education teachers are properly trained;
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RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

to appraise Early Childhood Education teachers (through the Provincial Early Childhood
Education Coordinator) for promotion, progression, training and development; and
to facilitate trained Early Childhood Education teachers to act as Senior Teachers to assist the
Provincial Coordinator.

Communities/Parents’ roles

to provide land and local building materials, and to be responsible for maintenance and labour
costs pertaining to Early Childhood Education centre facilities;
to build and maintain Early Childhood Education learning spaces, and to ensure that water is
accessible and that there is proper sanitation;
to contribute to the cost of Early Childhood Education through fund raising and collection of
school fees;
to look after teachers’ welfare;
to undertake responsibility for administration and governance of Early Childhood Education
centres;
to select and appoint Early Childhood Education teachers with assistance from coordinators and
members of the community; and
to provide housing for Early Childhood Education teachers.

Churches’ roles

to provide support similar to that provided by the Provincial Education Authorities, including the
provision of financial support where appropriate;
to provide religious instruction.

Management training is necessary for stakeholders to implement plans for Early Childhood Education in
the province. Components of management training for stakeholders in the province will include:

awareness training for communities on the importance of Early Childhood Education in the
education of children;
training on good practice in management of Early Childhood Education centres;
induction training on the roles of stakeholders in governance and management of schools.

Conclusion

In conclusion, the following quotation taken from the ‘Final Report’ of the World Education Forum held in
Dakar, Senegal in 2000, will help in directing and raising awareness about early childhood education:

“Early Childhood Care and Development (ECCD) emerged at Jomtien (Thailand, 1990) as an
extension of basic education, one that recognises that learning begins at birth, not with entrance
into primary school. Since then awareness of the importance of the early years has grown in both
developed and developing countries, in part because of dramatic new findings from brain
research.”

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CHAPTER 7: PRIMARY EDUCATION

7.1. Definition

Primary education covers a formal span of seven years which includes the “preparatory year” prior to
standard one. There are six years following the preparatory year, starting at standard one and ending at
standard six with a terminal examination. These seven years constitute the “basic education” programme
of the Solomon Islands.

The overall purpose of primary education is to develop children’s literacy and numeracy skills (reading,
writing, speaking, listening, and computational skills) and other skills and understandings that prepare
young people to take part in society.

7.2. Current Situation

According to the Digest of Education Statistics 2006, Renbel Province has a total of 9 primary schools, as
well as 2 community high schools, that is, 12 institutions offering primary schooling. There is a total student
enrolment of 611 primary school children in the province, which represents about 0.7% of the national total
primary school enrolment. There were 52 primary school teachers teaching in the province’s primary
schools in 2005. Table 9 below provides data on primary education in the province.

Entry into primary schooling occurs at seven years of age, and it is anticipated that basic education would
be provided for all children regardless of gender or religion from standard 1 to form 3 by 2015. Since the
province has only one ethnic group, there are no major cultural differences in the student population. Both
genders are given equal access to attain basic education.

Table 9: Total Primary School Teachers, Schools, and Enrolments

No of Schools
Constituencies Teaching
Staff Offering Primary
Enrolments
Education
Rennell and Bellona
52
11
611
Total 52 11 611

Source: 2006 SIEMIS Survey Report

7.2.1. Access and Equity

Access to primary education is not a major problem in Renbel Province. The primary schools of the
province, including the two church run primary schools, are able to cater for the 611 children in 2006. The
teacher: pupil ratio is 1:11.75, reflects that there are enough places and teachers for all children to attend
primary school. The province may even be oversupplied with teachers. There is every opportunity for a
child to continue with basic education right through to junior or senior secondary school level. The
locations of the schools are appropriate, and they are fairly distributed around the islands.

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RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

Of the 611 primary school enrolments, 52.4% are boys and 47.6% are girls. There is an equitable
distribution of enrolments by gender. Table 10 sets out the numbers of primary school enrolments by
gender.

Table 10: Primary School Enrolments by Gender, 2005

Grand
Constituency Level Male
Female
Total
% Female
Rennel & Bellona
Prep
29
26
55
47.3%

Std 1
63
54
117
46.2%

Std 2
49
58
107
54.2%

Std 3
57
46
103
44.7%

Std 4
48
38
86
44.2%

Std 5
44
42
86
48.8%

Std 6
30
27
57
47.4%
Total

320
291
611
47.6%

Source: 2006 SIEMIS Survey Report

7.2.2. Facilities

The state primary school buildings in the province are made of permanent materials. However, some of
them need repair and maintenance. No formal inventory of the state of school buildings in the province is
available. Nor does the province have an accurate database that records the location, ownership status,
and condition of all school facilities, including whether a school has staff houses available, and whether the
condition of water and sanitation facilities at each primary school is satisfactory.

Schools do require additional facilities such as chairs, tables, cupboards, desks and stools. There has
been a decline in primary enrolment in the last two years. A study needs to be done to identify the cause of
this trend. Given the current trend of primary school enrolments, the province does not need any more
primary schools.

7.2.3. Curriculum

Curriculum development will remain centralised within the Ministry of Education. The primary school
curriculum is currently being reviewed, with work on primary mathematics and English for standards 1 to 6
under way. Development of other subjects will follow. Funding assistance is being provided by NZAID.
There is a lack of basic curriculum materials available in schools now, although the problem should be
rectified once the distribution of basic learning materials to schools in the country has been completed.

A sound curriculum in the primary education sector is essential, for it is at this level that the essential skills
of reading, writing, speaking and listening are developed.

While the primary curriculum is currently under review, a concern has been raised that traditional skills
should be seriously considered for inclusion in the curriculum.

7.2.4. Teacher Supply and Demand

The current teacher: student ratio is 1:10.7, and consequently there are more than sufficient teachers in
the Province’s primary schools for the number of pupils. Unfortunately about 40% of them are untrained
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teachers. It is assumed that the same proportion of untrained teachers would apply to the two church
controlled primary schools. As a result of low enrolment, most schools have only two or three teachers.

Most of the trained teachers in the Province are certificated teachers who graduated from the School of
Education at the Solomon Islands College of Higher Education. For the past five years the province has
not sent teachers to the teachers college either for pre-service or in-service training. Given that there is a
high demand for trained teachers in the Province, this situation needs to be addressed. Table 11 sets out
detailed numbers of trained and untrained primary school teachers.

Table 11: Total Establishment, Trained and Untrained Primary School Teachers, 2006

Number of teachers
Constituency
Not
Gender
trained
Trained
Total %
Trained
Rennell and Bellona
Female
5
5
10 50.0%
Rennell and Bellona
Male
21
21
42 50.0%
Total 26
26
52 50.0%

Source: SIEMIS 2006 Survey Report

7.2.5. Financing

The Government’s policy is that schools do not charge parents fees for primary schooling. Renbel
government currently pays the salaries of teachers and provides an operating grant to schools. The
operating grant pays for the provision of basic school materials and equipment. The total amount of the
grant allocation per school depends on the number of students enrolled at the school. The province
supplements government grants. With its limited sources of revenue, Renbel Province is not able to make
extensive provision in its own budget to cater for education services.

In order to provide quality education and to manage the increasing costs of education, partnerships must
be encouraged so that all stakeholders share the cost of educating children. To enhance partnership in
funding education services by all stakeholders, the province has agreed in principle with the concept of
Community Standard Funding, based on the following levels of contribution:

Renbel Government will meet 60% of the total cost of primary education;
the Renbel Province Government and other education authorities will meet 30% of the total
costs;
parents and communities will meet 10% of the total costs;
schools will be encouraged to raise extra funds if required.

Grants paid to schools will be on a per capita basis and based on total enrolment in schools. The unit cost
per child in primary schools is SBD200.00

The only concern is how the province as an Education Authority would be able to pay its contribution of
30%, taking into consideration the province’s low income. The province has therefore requested the
national government to continue with financial assistance to primary schools in the province until such time
as the province can finance its share of primary schooling.

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RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

The previous primary school operational grant allocations to the province were not properly managed and
accounted for. The province feels that future financial assistance to primary schools in the province should
be allocated directly to the schools. The province has emphasised very strongly the need for
accountability and transparency. It is suggested that the method used by the European Union to deliver
funding to secondary schools should be adopted.

7.2.6. Management

General oversight of primary schools is the responsibility of the Ministry of Education through the provincial
education authority. The day to day operational management of each school in the province is the
responsibility of the Head Teacher, subject to the oversight of the School Committee. These officers are
answerable to the respective education authorities, i.e. the Renbel Province Authority, the South Seas
Evangelical Church and the Seventh Day Adventist Church.

There is a general need to strengthen management skills within schools in the province, since a major flaw
in management of primary education is a lack of trained administrators and financial managers. Head
Teachers, and Chairmen and Treasurers of School Committees, need to undertake management and
financial training.

9.3. Future Directions

9.3.1. Access and Equity

Unlike other provinces in the Solomon Islands, Renbel Province does not have major problems with
access and equity as a result of significant increases in the youth population. It may need to consider in
future how it will manage a declining school population and the need to introduce policies to assist it in
managing for gradual contraction.

The primary school enrolment projections for the years 2007 to 2010 should roughly correspond with the
population projections for the Renbel Province 6-12 age group (Scenario 1) set out in Table 12. These
population projections are derived from the 1999 census data. However, actual primary school enrolments
in 2006 (611) are slightly larger than these projected numbers, mainly because a number of students older
than 12 are enrolled in Renbel Province primary schools. Scenario 2 is based on actual Renbel Province
primary school enrolments in 2006, calculated on a straight line increase of 2.2% growth a year (the
growth rate of the province at the 1999 census). Given that the enrolments for 2006 (611 enrolments) were
down on enrolments for 2005 (696 enrolments) there is a possibility that the primary school rolls may now
actually be contracting (and not increasing), possibly as a result of outward-migration of families from the
province. It would therefore be reasonable to assume that there will not be significant growth in primary
schools over the period 2007 to 2009, and that, as a conservative estimate, primary school rolls could be
expected to stay stable (or even decline) over the planning period. Scenario 3 therefore projects a stable
primary school roll figure at a total of about 650 each year. The possibility of low or nil primary school roll
growth over the next three years suggests that that Scenario 3 may be the most likely outcome of the three
scenarios set out in Table 12 below.

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Table 12: Renbel Province Primary School Growth Projections, 2007 to 2010

Year
2007 2008 2009 2010
Projected population, ages
6-12 (Scenario 1)
566 565 392 549
Enrolment projections
624 638 652 667
(Scenario 2)
Enrolment Projections
(Scenario 3)
650 650 650 650

Source: Source: Scenario 1, 1999 Census Provincial Population Projections

Adoption of Scenario 3 as the most likely outcome would mean that there are enough primary schools to
cater for the projected primary school enrolments for the 2007 to 2009 period. However, the pattern of
enrolments will need to be monitored carefully in 2007 and 2008, as there is a possibility that the province
will need to consider a strategy to address the contraction.

The low teacher: pupil ratio of 1: 11.7 suggests that Renbel Province needs to adopt a strategy to manage
what appears to be a period of decline in its school population. It will not be financially sustainable to
continue to employ the current excess number of teachers on the payroll, nor to continue operating the
existing numbers of schools, if the recent decline in student numbers in primary schools is sustained. To
address the issue of the teacher: student ratio in the province, the following strategies will be considered:

a survey of actual enrolment numbers at all primary schools in the province will be undertaken;
determination of which schools have roll numbers that are too low, or excessively low teacher:
pupil ratios, and what action is required;
amalgamation of existing primary schools;
adoption of composite classes;
identification of classes for multi-class teaching;
holding of professional development workshops on multi-class teaching; and
reduction of staff in primary schools with falling rolls, either as a result of attrition or by other
means.

While gender equity does not appear to be a major issue, there are issues that relate to equitable
educational provision for the disadvantaged. This category of student includes those students who have
special learning needs such as the physically disadvantaged, those who are visually impaired or whose
hearing is impaired, those with specific language difficulties, and those who have intellectual disabilities.
Further investigation is needed to assess the extent of student disabilities in the primary schools in Renbel
Province , and to determine appropriate strategies to respond to any problems.

9.3.2. Facilities

The priority in the Province is for existing schools to be renovated and furnished, rather than for new
schools to be built. As a first step, the province needs to develop an accurate database of all existing
school facilities, including teacher housing, with an assessment of the condition of the school building
stock, an assessment of current occupancy rates, and an assessment of whether minimum standards are
met. A national methodology for this purpose should be developed by the Ministry of Education and
Human Resources Development. This proposed survey would provide data that should assist the province
with its planning. The information would allow the province to assess how many school buildings there are
in the province, whether the current school buildings are in a good or poor state of repair, whether existing
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RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

classrooms were adequate to house the numbers of students attending school or whether overcrowding or
roll decline was occurring, the state of sanitation facilities and whether the school was able to supply pupils
with clean drinkable water. The proposed survey would provide documented data to assist in identifying
where roll growth or roll decline were occurring, and would help in identifying priorities for maintenance of
existing school buildings or for the development of new facilities.

To provide quality education, it is desirable that all primary schools in the province should have the
following:

proper storage facilities;
enough office space;
proper desks, chairs, work tables and black boards;
clean drinking water, and water for washing;
proper toilet facilities;
proper sports facilities;
proper staff houses;
two-way radios for communication;
a first aid kit; and
a school hall.

The proposed survey of facilities should use a methodology that will enable information to be gathered on
the condition of these dimensions of the school building stock. The classroom is a key facility required for
a school to operate, and if the building and resources available do not meet minimum standards, the
education of the children could be compromised. Once the information needed has been gathered, the
province can then set about the development of a plan for the improvement of primary school facilities.

The actions to be undertaken are as follows:

Undertake a stocktake to assess the needs of primary schools in Renbel Province, to identify
schools with poor facilities, and to encourage communities to improve and renovate sub-
standard facilities, with assistance from the Renbel Province Education Authority and the
Ministry of Education and Human Resources Development;
Develop a primary school development plan for the province in order to establish key locations
and priorities for renovation of sub-standard facilities (classrooms, dormitories, ablution blocks,
staff houses);
Encourage communities to improve existing facilities in schools that are sub-standard;
Provide appropriate furniture for classrooms;
Improve sanitation in the province’s schools;
Ensure clean and safe water is available in all primary schools;
Standardise staff housing, based on a set of minimum standards;
Register land where schools are located to avoid future land disputes;
Mount an awareness programme for communities on ownership of schools; and
Cost and implement the infrastructure programme for primary schools in Renbel Province. A
priority order should be determined of primary schools in the province for the development of
improved facilities.

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RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

9.3.3. Curriculum

The current review of the primary school curriculum should continue, with the objective of modernising it
and making it more relevant and effective. The review of the school primary school curriculum should give
consideration to:

ways of strengthening language development, including policy on the use of the vernacular in
primary schooling as a medium of instruction, and ways to improve performance in English;
encouraging the teaching of reading in the first three years (the preparatory year and standards
1 and 2) of primary schooling;
more in-service training on Nguzu Nguzu materials;
encouraging the integration of cultural norms and values in the curriculum including traditional
art and craft, traditional fishing and gardening techniques, and traditional music and dancing, in
order to develop a “home grown curriculum”;
identify the curriculum materials required in each school, and supply learning materials where
there are deficiencies identified;
continuation of trialling of all new learning materials, and delivery of ongoing in-service training
on learning materials;
analyse the effectiveness of the current system for distribution of learning materials to schools;
basing written materials, especially story books, around the province’s folklore;
incorporation of basic health education at an appropriate level in the primary school curriculum;
attendance by Principals of community high schools with primary schools attached at in-service
training on curriculum materials for primary teachers, to enable those Principals to hold school-
based workshops;
provision of adequate curriculum resource materials in the province, to achieve a pupil/textbook
ratio of 1:1; and
carrying out of an annual school inventory by Head Teachers at the end of each academic year,
with a reminder to teachers they should not remove textbooks and other resource materials from
the school when they leave at the end of the year.

9.3.4. Teacher Supply and Demand

Renbel Province needs a clear teacher training and development policy. In this policy, further work is
required both on improvement of the quality of teaching, and on teacher supply.

Well trained teachers are the backbone of a quality education system. There are currently 65 primary
teachers serving in the province, as recorded in the 2005 Ministry of Education and Human Resources
Development statistical digest, although it is estimated that about 40% of these teachers are untrained.
This situation has implications for the quality of teaching delivered to some students and directly affects
the standard of student achievement.

A range of strategies needs to be developed to train the untrained teachers to an acceptable standard, and
also to upgrade the skills of teachers currently in the teaching service. These strategies include an
extension to numbers of trainees at the Solomon Islands College of Higher Education, enrolment in
University of South Pacific programmes, mentoring of existing untrained teachers by experienced
professionals, and provision of professional development opportunities through in-service training.

To address the issue of primary teacher supply and demand in the province the following strategies will be
considered:
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RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

identify the number of trained and untrained teachers in the province and determine the total
number of trained teachers required for the province;
formulate a teacher training development programme for the province;
at least 3 primary school teacher trainees in each year will be enrolled in pre-service teacher
training programmes at Solomon Islands College of Higher Education (a priority will be some of
the existing untrained teachers);
untrained teachers will be encouraged to undertake training, and their attendance at suitable
programmes will be facilitated;
multi class teaching modules should be included in in-service training programmes, with
appropriate training for the teachers to manage composite classes including children at different
levels;
at least 20 primary school teachers in each year will be assisted to gain access to in-service
training programmes;
opportunities for training must be advertised and applications should be screened by the
Provincial Education Authority, and the Province should consider setting up a screening
committee for this purpose;
certificate teachers will be encouraged to upgrade to diplomas;
teachers with diplomas will be encouraged to upgrade their diplomas to degrees;
science training needs to be included in teacher pre-service and teacher in-service education;
existing teachers (including Head Teachers and long-serving teachers) will be offered
professional development opportunities and encouraged to do further training to improve their
teaching skills and qualifications, through University of South Pacific Distance and Flexible
Learning and summer school modes, and through the University of Goroka’s teacher training
programme (the Lahara Programme); and
administration and management short courses need to be arranged for Head Teachers in order
to improve their performance and accountability.

9.3.5. Financing

The following proposals will be considered for implementation in relation to the financing of education in
the Province. The Province will:

Negotiate with the Solomon Islands Government to continue with financial assistance to the
primary schools, taking over the responsibility of the Education Authority's contribution of 30%
according to the community standard funding formula;
Ensure that funding to primary schools will be allocated directly to the schools;
Promote accountability and transparency, all funds received by the primary schools should be
accounted for and records should be made available to responsible authorities; and
Provide workshops on financial management for Head Teachers.

Table 13 gives an indicative cost of the central government’s grant per child. The City Council will provide
necessary data and facilitate grants paid to schools at $200 per student are on a per capita basis which is
based on the total enrolment in each primary school.

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RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

Table 13: Primary Education projected indicative grant for 2007 to 2009.

Description
2007 2008 2009 Total
Enrolment 624
638
652 1,915
SIG Grants at SBD200 per

student
124,888 127,636 130,444
382,968

9.3.6. Management

Policy and guidelines for the management of schools is set out in the approved document Ministry of
Education and Training Solomon Islands Teaching Service Hand Book 2006. To improve the management
of primary education in Renbel Province, the following practices will be implemented. The Province will:
Encourage the community and School Committees to work in harmony with the Head Teacher
and staff;
Put in place a system to allow a Head Teacher to remain in one school for at least three years.
The welfare of the Head Teacher and his staff must be given priority by the School Committee;
Ensure the Head Teacher and the School Committee make sure that school policies and
financial instructions are in place, and that arrangements are in place for proper and
transparent management of school funds;
Reintroduce Head Teacher training, and all Head Teachers will undertake management
training (including staff management and resource management) and financial management
training (including budgeting);
Organise short courses in administration and financial management training for Head Teachers,
and Chairpersons and treasurers of school committees;
Encourage weekly or fortnightly meetings to be held for staff, and regular meetings for School
Committees;
Ask the SOE/Solomon Islands College of Higher Education to include a management
component in its teacher training programmes;
Develop a staff professional development plan, which should include inspection of teachers by
the Inspectorate Division and Education Authorities for purposes such as teacher registration,
assessment of teacher performance, assessment of suitability for promotion, confirmation of
teaching status, and approval of a housing allowance;
Improve communication links between stakeholders (headquarters, provincial authorities and
schools); and
Conduct awareness workshops for parents and communities on roles and responsibilities.
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RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

CHAPTER 8: JUNIOR SECONDARY EDUCATION

8.1. Definition

Junior Secondary education follows after Primary schooling and continues for three years (to Form 3). The
purpose of secondary education is to expand knowledge of subjects already studied at primary school
including literature, science, mathematics, social studies, commerce and other subjects essential for
physical and intellectual development and to prepare students for specialised skills training. In the
Secondary school system, there are 3 categories of schools:

National Secondary Schools: These schools are the original High Schools operated by the Government
and the Churches; their student enrolments come from across the country.

Provincial Secondary Schools: These schools were initiated by the Government but run by the Province’s;
their student enrolment is restricted to the provinces only.

Community High Schools: These schools started as Primary schools and the secondary sections were
added on. The school is built and managed by the Communities and assisted by the Church or Provincial
Education Authorities.

8.2. Current Situation

The objective of this plan is to ensure that 100% of standard six students in the primary education sector
make the transition into form 1 and up to form 3. The focus of the plan is not primarily to increase the
number of places in junior secondary schools in Rennell and Bellona, but to consolidate the delivery of
education by improving facilities and education resources, and by developing the capacity of teachers.

Renbel Province are three secondary schools offering junior secondary education in 2006. Two of the
schools are managed by the Rennell and Bellona Education Authority (New Place Provincial Secondary
School and Anggaiho Community high school), and one by the South Seas Evangelical Church (Henua
Community High School). Two hundred and seventeen students were enrolled in forms 1 to 3 in 2006. The
junior secondary schools in the province are capable of accommodating all the students who need to make
the transition from standard 6 into form 1. All the places in the three existing schools have space to
accommodate more students.

Table 14 sets out available detail about teaching staff, and enrolments in 2006 at the junior secondary
levels (Community high schools).

Table 14: Total Junior Secondary School Teaching Staff and Enrolments

No. Junior
Constituency Teaching
Staff
Secondary Schools
Enrolment
Rennell and Bellona
25
2
217
Total 25 2 217

Source: Digest of Education Statistics, 2006. Note: The teacher numbers include teachers who are teaching at the
Primary levels.
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RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

8.2.1. Access and Equity

Enrolment at the junior secondary schools is predicted to grow over the three years 2007-2009. The
province therefore needs to plan ahead for provision of sufficient places for students wishing to access
junior secondary education.

The Ministry of Education and Human Resources Development Annual Report for 2005 reported a Renbel
Province enrolment of 67 in the Solomon Islands Secondary Entrance Examination at Standard 6. All 67
(100%) were eligible to progress into form 1 in the province. In the same year, 27 Renbel Province
students entered the Solomon Islands National Form 3 examination, out of 28 students who enrolled in
2004. These figures suggest that retention of students to the end of junior secondary schooling may be an
issue.

There is an imbalance with respect to gender. Of the 217 enrolments in junior secondary schools, 143
(65.9%) are male and 74 (34.1%) are female. Males therefore outnumber females by a ratio of 2 to 1. This
situation suggests that there is a major problem with respect to access of girls to junior secondary
education. The precise reasons for this situation are unclear, but may include community attitudes, a
reluctance by parents to encourage girls to continue with their education, geographic isolation, distance of
girls from the nearest junior secondary school, and a lack of facilities such as dormitories for girls at
existing junior secondary schools. Table 15 sets out junior secondary school enrolment numbers in 2006
by gender.

Table 15: Total Junior Secondary School Enrolments by Gender, 2006

Rennell and Bellona
Grand
%
Male
Female
Constituency
Total
Female
Form 1
43
28
71
39.4%
Form 2
52
25
77
32.5%
Form 3
48
21
69
30.4%
Total 143
74
217
34.1%

8.2.2. Facilities

The junior secondary schools in Renbel Province have limited facilities of poor quality. No new secondary
schools, however, are needed at junior secondary level.

No provincial database exists with detail about the current state of facilities in junior secondary schools in
the province. However, it is known that rehabilitation of existing facilities is necessary. The province’s
facility development plan will focus on renovation of the existing facilities that are in poor condition, and on
building new quality classrooms (where necessary) in the three existing schools.

There are no specialised custom-designed classrooms at the junior secondary schools (for instance,
laboratories designed for science, or specialist rooms for other practical subjects, such as home
economics and industrial arts). Tools are needed for subjects such as for industrial arts, woodwork and
agriculture. Equipment is needed for science classes and for home economics. The schools also do not
have proper libraries.

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RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

8.2.3. Curriculum

Control of the junior secondary curriculum will remain centralised under the Ministry of Education.
Curriculum review of all secondary subjects is currently undertaken by the Curriculum Development Centre
of the Ministry of Education. Syllabuses, teachers’ handbooks, and textbooks for students are developed
by curriculum panels. Learning resources are revised by subject teachers when funds are available.

There is evidence that practical subjects are given very little attention in junior secondary schools
throughout the country, owing to a lack of curriculum materials and textbooks, a shortage of equipment
and tools, as well as a shortage of suitably qualified teachers in the community high schools. Junior
secondary schools in Renbel Province do not offer practical subjects, and there is a need to offer a wider
range of more practically oriented subjects. The current curriculum used by secondary schools is heavily
theory based, and thus does not prepare children to go back to their villages to apply the skills they have
learnt. The adoption of the policy on technical and vocational education and training is intended to allow
junior secondary schools to be able to use modularised courses relevant to their communities in the near
future.

The key questions with respect to the junior secondary curriculum are whether it remains relevant and up-
to-date, and whether supporting learning materials and resources (including trained teachers) are
adequately supplied to schools.

8.2.4. Teacher Supply and Demand

Teacher training and development at junior secondary level is an area that requires improvement. In the
junior secondary schools subject specialisation is a requirement for teachers, unlike teachers at the
primary level who teach all subjects of the curriculum. The curriculum reform being initiated will also
require additional specialised teachers, since the introduction of 11 subjects in total into the curriculum is
being contemplated.

Training and development of teachers in the province needs to address both quantity and quality. All three
schools in the province will need a minimum of five teachers each to cater for the teaching of all subjects in
the curriculum, assuming that each teacher teaches at least two subjects. Quality is an issue in the sense
that all teachers will need to be trained in the subjects or disciplines in which they teach. The present
situation in the province which raises concern for stakeholders is that teachers are not adequately trained,
and that because of the unavailability of secondary teachers, primary school teachers are required to
teach at secondary school level. An estimated 56% of the junior secondary school teachers are untrained,
and those teachers who are trained may not always have the necessary specialist subject knowledge to
the appropriate level. Up-to-date information about the junior secondary school teacher establishment is
not available. Table 16 sets out the information available for 2006.

Table 16: Total Junior Secondary Teacher Establishment, Trained and Untrained, 2006

%
Constituency Untrained
Trained
Total
Trained
Rennel & Bellona
14
11
25
44.0%
Total 14
11
25
44.0%

Source: SIEMIS 2006 Survey Report.
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RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

It is evident from informed professional opinion that there is a shortage of adequately trained and qualified
teachers at the junior secondary level. It will be necessary to provide training for the untrained teachers in
the junior secondary schools in the province, and to lift the overall qualifications of teachers in the
secondary teaching service.

8.2.5. Financing

The Solomon Islands Government provides the funds for the salaries of junior secondary teachers in the
province. In addition, schools receive funds as an operating grant. The allocation of secondary school
grants is based on SBD500 per day school and SBD700 per boarding school. The current grants are co-
financed by the European Union and by the Solomon Islands Government.

The recommended unit costs for the junior secondary level are: SBD1200 for a day school and SBD1, 800
for a boarding school.

The concept of Community Standard Funding was developed to provide an equitable basis for sharing the
costs of education. This concept encourages partnership in education and clearly states the contribution
levels of the various stakeholders. It is intended that the cost of education will be shared by all
stakeholders. At junior secondary school level, a major proportion will be borne by the Solomon Islands
Government. Education authorities and communities will, however, contribute to the cost. The basis of the
Community Standard Funding contribution which Renbel Province is working towards is as follows:

Solomon Islands Government: 60% of total costs;
Renbel Province Provincial Education Authority & Other Education Authorities: 30% of total
costs;
Parents and community: 10% of total costs.

In practice, Renbel Province will have difficulty in meeting its 30% share. Income is also generated
through school fees, and some schools generate income through fundraising activities.

8.2.6. Management

The governance of junior secondary schools is vested in the School Board, but the daily management and
running of the school is the responsibility of the School Principal and the staff. School policy is developed
and supervised by the School Board. The School Principal is answerable to the community, to parents and
to the Ministry of Education through the appropriate Education Authority. The Renbel Province Education
Authority or the appropriate Church Education Authority may intervene if the roles of either the board or
the principal are compromised. Both the Principal and the School Boards are accountable to appropriate
Education Authority and to the Ministry of Education.

8.3. Future Directions

There is a need for a coherent development plan to be designed for the future education of students in
forms 1, 2 & 3 in Renbel Province . The basic elements of this plan are outlined below.

8.3.1. Access and Equity

The population projections for the 13-15 age cohort in the province from 2007 to 2010 is summarised in
Table 17. The data in Scenario 1 is derived from the 1999 census population projections. The data in
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RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

Scenario 2 is derived from the actual 2006 junior secondary school enrolment figure (217), increased by a
straight line increase of 2.2% a year.

Table 17: Growth Potential in Renbel Province Junior Secondary Schools, 2007 to 2010

Year 2007
2008
2009
2010
Population projections, 13-15
age group (Scenario 1)
214 236 171 261
Enrolment increase of 2.2% a
year (Scenario 2)
217 171 175 179

Source: Scenario 1: 1999 Census Provincial Population Projections

The enrolment increase could potentially be greater than indicated by the numbers in Scenario 2 if the
Government makes a decision to phase out the Solomon Islands Secondary Entrance Examination in
2006, as suggested in the Education Strategic Plan 2004-2006. If all Renbel Province students in the 13-
15 age group were to be enrolled in junior secondary schools, the gap between the numbers in Scenario 1
and the numbers in Scenario 2 would need to be bridged.

The Ministry of Education has developed a series of provincial projections for junior secondary schools,
based on actual current enrolments for the relevant cohorts already in the system in the provincial primary
schools. These forecasts are likely to be considerably more accurate than the enrolment projections based
on census data set out in Table 17. Table 18 sets out the anticipated numbers in form 1 classes for Renbel
Province junior secondary schools from 2007 to 2010.

Table 18: Form 1 Projections, Renbel Province, 2007-2010

Year
2007 2008 2009 2010
Constituency
M F Tot M F Tot M F Tot M F Tot
Rennell &
Bellona
55 45 100 57 52 109 64 63 127 47 61 108
Total
55 45 100 57 52 109 64 63 127 47 61 108

Source: Ministry of Education and Human Resource Development, Junior Secondary Projections: Form 1 Classes Required
2006 to 2010.

The indication in Table 18 is that if all students currently enrolled in the relevant primary class level cohorts
progressed into junior secondary schools, by 2009 there would potentially be a total enrolment of 336
students in the province’s junior secondary schools. This number has been calculated as set out in Table
19:

Table 19: Junior Secondary School 100% Progression, Renbel Province Students, to 2010

Form 2007 2008
2009
2010
Total
Form 1
100
109
127
127
463
Form 2
71
100
109
127
407
Form 3
77
71
100
109
357
Total
248
280
336
363
1,227

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RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

With 100% progression, this number of enrolments would be 336 in junior secondary schools in the year
2010. By comparison, there were 217 students enrolled in the province’s junior secondary schools in 2006.

If all students currently in the relevant levels coming through the primary schools were to be enrolled in a
junior secondary school, the number of places in junior secondary schools in 2009 would need to double
by comparison with the number of forms 1-3 students currently enrolled available in the Renbel Province
junior secondary school system. It is not known, however, whether all these students would enrol for the
full three years of junior secondary education, especially given the previous pattern of reduced enrolment
by girls. Planning, however, should proceed on the expectation that students would enrol in junior
secondary schools until the end of form 3 if a place was available.

There is a need to develop detailed plans to provide additional teachers (and possibly additional facilities
as well). Based on a teacher: pupil ratio of 1:30, it is estimated that doubling present capacity by 2009 to
336 students would require a minimum of 11 teachers and 11 classrooms in total to cope with the
anticipated increase in student numbers (and desirably more than this number, since each of the junior
secondary schools would function more efficiently with five trained teachers and classrooms at each
school, making a total of 15 junior secondary teachers and classrooms in the province). On the basis of a
current junior secondary enrolment of 217 it is estimated that there are approximately 8 - 16 junior
secondary teachers available in the provincial education system, and it is assumed that about the same
number (8) of classrooms are also available. A minimum of another 2 trained teachers and 2 classrooms
would be needed in each year of 2007, 2008 and 2009 (six more teachers and classrooms by 2009). The
province therefore has to assess how the additional teachers can be trained, and how any additional
classrooms needed can be constructed. It may be necessary to plan to make double streams available in
some or all of the three junior secondary schools in order to provide the additional places required.

To improve access and equity in the future in the junior secondary school sector, the province needs to
develop a plan for a phased expansion programme up to 2009. The proposals outlined in the province’s
plan will need to be placed in priority order. The province will need to determine what its specific objectives
are for junior secondary education over the period 2007 to 2009, and how it is going to achieve them.

8.3.2. Facilities

There is a need both to upgrade existing facilities and to develop some new facilities. The strategy to be
adopted over the planning period will include:

rehabilitating existing junior secondary schools in the province. Rehabilitation will include
improving existing facilities as well as expanding where necessary, to accommodate additional
streams;
identifying appropriate locations, and constructing 8 junior secondary buildings/ classrooms
(including dormitories and staff houses) in each year of 2007 & 2008 and three school buildings
in 2009).

In the next three years the province will need to build some new classrooms in the junior secondary
schools where double streams are envisaged. The approach will be to rehabilitate the existing junior
secondary schools and build additional facilities for additional streams before embarking on construction of
any further community high schools. As far as possible, available local skilled contractors, as well as
community labour, will be used for constructing the school facilities.

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In order that all children of Renbel Province will have access to junior secondary schooling, the province
will carry out the following strategies and activities. The Province will:

Identify schools with poor facilities and communities will be encouraged to improve and renovate
them. The province recognises that there is a need to improve existing facilities in all junior
secondary schools;
Plan to construct 2 more school buildings/classrooms in each year where demand for junior
secondary enrolments is greatest (2 in 2007, 2 in 2008 and 2 in 2009, to construct 6 in all by the
end of 2009);
Build a standard double storey classroom in each junior secondary school to suit the local
environment, where cyclones are common;
Develop a detailed programme for renovation of existing facilities and construction of new
facilities, and communities will be encouraged to build additional facilities where expansion is
required;
Give preference to staff housing since it is an area of concern for junior secondary schools in
the province, attention will be given to staff housing in any rehabilitation of school buildings by
constructing twelve staff houses (four in each year of 2007, 2008 & 2009) to accommodate 12
teaching staff capable of teaching 2-3 subjects to cater for the different subjects taught at the
schools;
Consider a programme for renovation of boarding establishments, including a reliable water
supply, dormitories for students (both boys and girls), kitchen facilities, ablution blocks, and
appropriate sanitation facilities;
Give immediate intervention to the construction of science, wood work, home economics,
creative arts and other specialised classrooms;
Undetake an inventory of existing school furniture and an assessment made of needs for new
furniture on the basis of the findings;
Supply appropriate tools and equipment for practical subjects by the Solomon Islands
Government and/or the Renbel Province; and
Conduct an awareness programme for communities on ownership of schools.

Table 20 sets out a tentative development programme (actual buildings and locations yet to be confirmed)
of the types of buildings that the province would need to consider constructing between 2007 and 2009 in
order to move towards achieving the objectives of universal basic education to form 3 by 2015.

Table 20: Projected Buildings to be Constructed, 2007 to 2009

Year
2007 2008 2009
Classrooms
2 2 2
Staff
Houses
4 4 4
Dormitories 1
1

Other (e.g. kitchens, dining hall,
1 1 1
ablution block, toilets)
Total
8 8 7

Source: Renbel Province PEAP Workshop Report 1.

8.3.3. Curriculum

The shortage of curriculum material and learning resources is one of the key factors that negatively
impacts on the quality of education in the province. Two factors lead to the shortage of learning resources:
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RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

learning materials are not supplied to schools because of a shortage of funds; and
existing materials in schools are not properly managed, resulting in loss of or damage to such
materials.

To address this shortage, efforts must be made to provide adequate curriculum materials to stock existing
junior secondary schools in the province, with emphasis on relevant materials at a basic education level.

In order that the junior secondary curriculum meets the needs and expectations of individuals and the
community, the following strategies and activities will be carried out:

Complete the review of the junior secondary curriculum, giving equal emphasis to both
academic and practical subjects at the junior secondary level;
Make provision within the curriculum for teaching and learning about local culture;
Provide curriculum materials, textbooks and equipment to junior secondary schools;
Ensure teachers participate in the writing of modules for practical subjects;
Provide tools for practical subjects (based on the Technical and Vocational Education and
Training policy).
Ensure that learning materials are produced by the Curriculum Development Centre to ensure
availability and easy access, and that Solomon Islands College of Higher Education and
Curriculum Development Centre put procedures in place to let teachers know about curriculum
materials that are sent to schools, and that curriculum materials are delivered directly to schools,
not through education authorities;
Undertake in-service training on new materials to ensure that the materials are used as
intended; and
Conduct regular and continuous in-service training for untrained teachers, and for long-serving
teachers.

8.3.4. Teacher Supply and Demand

Given the expansion at the junior secondary level, the demand for teachers will increase. Up-to-date data
is not available to enable an accurate estimation of number of junior secondary teachers in the junior
secondary schools in 2006. The number of secondary teachers in total listed in the Digest of Education
Statistics 2006 was 25, but this includes teachers in lower grades as well. More work is required to obtain
an accurate estimate of the number of junior secondary teachers in the system, with detail about how
many are trained to a suitable standard.

The potential growth for the junior secondary schools outlined in Tables 17, and the form 1 projections set
out in Tables 18 and 19 indicate that more junior secondary teachers will be required over the period 2007
to 2009. However, it is problematic to forecast exactly the number of teachers required over the period
2007 to 2009 and even more difficult at the secondary level to predict the exact disciplines in which
specialist teachers will be needed. In addition, the number of teachers required will also be affected by
any policy decisions being considered by the Government. For instance, a decision to phase out the
Solomon Islands Secondary Entrance Examination as part of a move to support universal basic education
in the junior secondary school would require the training of considerably more junior secondary teachers.
A decision to extend the curriculum to include subjects not currently offered would also require the training
of staff skilled in those disciplines.

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RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

Further work is therefore required. A national teacher supply model is needed for planning purposes for
secondary as well as for primary schools. The risk in the Solomon Islands is not so much a shortage of
people willing to be teachers, but a shortage of qualified and specialised teachers who can deliver a
specialist secondary curriculum to the required standard.

The issue for junior secondary schools is that teachers need to have specialised subject knowledge, as
well as generic teaching skills, in order to deliver a quality secondary school curriculum. Since it usually
takes considerable time (a period of some years) to train a secondary teacher to an acceptable standard,
the training of the required teachers needs to be initiated well before the implementation of significant
policy change. A consequence of not planning effectively is that a teacher shortage may occur, or
teachers without the appropriate qualifications and training teach secondary school classes, and the
education of students in the system is compromised.

A teacher training strategy, which will apply to both in-service and pre-service training, is required. In-
service training will help in developing the teaching skills and capacity of existing teachers, while pre-
service training will produce more qualified teachers in the secondary sector of the education system.
Training of teachers will also need to target subject areas of the curriculum that are of specific need. All
subjects of the curriculum will require additional teachers.

The task of forecasting the numbers of teachers with specialist subject skills required in the junior
secondary schools is therefore more complex than predicting the number of primary teachers required.
Preparing the trained and skilled secondary teachers will also take time, so planning has to recognise the
lag that generally occurs before a teacher emerges from training as a competent practitioner (whether the
training is pre-service training, field-based training, or some other model).

It nevertheless appears that, given the potential expansion in the period 2007 to 2009, at least six more
trained teachers will be required for Renbel Province junior secondary schools by 2009.

The province needs to plan to provide pre-service training for at least 2 junior secondary teachers in each
year of 2007, 2008 and 2009 (at least 6 additional junior secondary teachers by the end of 2009). This
number of teachers and classrooms may not meet all the potential demand for junior secondary education
in the province, but would meet most of the demand, and may be an achievable target if action begins
immediately.

However, given the limited capacity of SOE/Solomon Islands College of Higher Education, the training
required will be divided among the various options available. The following strategies will be adopted:

Strategic Plan

Develop a strategic plan for secondary teacher training in the next three years for Renbel
Province;

Pre-Service Training

Negotiate with the School of Education at Solomon Islands College of Higher Education to
provide pre-service teacher training, and consider providing summer school courses to upgrade
the skills of untrained teachers;
Ask that junior secondary teachers be trained through double majors with a focus on specialised
subjects (e.g. science, mathematics, practical subjects);
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Plan to provide by 2015 pre-service training for 15 teachers with the following subject
combinations up to diploma or degree level: 3 specialists in English and social sciences; 3
specialists in mathematics and science; 3 specialists in business and agriculture; 3 specialists in
creative arts, industrial arts and physical education; 3 specialists in home economics, NTS, and
counselling;

In-service Training

Support a total of 15 teachers to receive in-service training through a combination of summer
school, extension activities and on-campus training in the period 2007 to 2009;
Ensure 15 teachers with the following subject combinations up to diploma or degree level: 3
specialists in English and social sciences; 3 specialists in mathematics and science; 3
specialists in business and agriculture; 3 specialists in creative arts, industrial arts and physical
education; 3 specialists in home economics, NTS, and counselling;
Identify untrained junior secondary teachers and provide appropriate training for this group
through the University of Goroka and/or University of South Pacific through distance and flexible
learning and through summer schools;
Provide on-going in-service training e.g. workshops, and summer schools;
Make more use of existing training providers e.g. University of South Pacific;
Discuss with the authorities for the feasibility of Vanga Teachers College to provide additional or
supplementary teacher training; and
Ask for a firm commitment and support from the Ministry of Education and all its partners in
order to train teachers to meet current and future demand.
Undertake other professional development activities to address these training needs:
o capacity building for principals; and
o capacity building for careers teachers.

8.3.5. Financing

The concept of Community Standard Funding (a method of sharing the costs among key stakeholders) is
accepted in principle by the Renbel Province. The following strategies and activities will be carried out to
implement this funding arrangement:

the Solomon Islands Government will pay 60% of the total cost;
Renbel Province will pay 30% of the total cost;
parents & communities will pay 10% of the total cost;
schools, parents and communities will be encouraged to raise extra funds.

The recommended unit costs for junior secondary level are: SBD1200 for a day School and, SBD1, 800 for
a boarding school.

Table 21 gives an indicative cost of the Community Standard Funding Grant.

Table 21: Junior Secondary Projected indicative grants, 2007 - 2009

Description 2007
2008
2009
Total
Student enrolment
222
227
232
680
Scenario 1: Grant at SBD700 per student
155,242
158,657
162,148 476,046
Scenario 2: Grant at SBD600 per student
133,064
135,992
138,984 408,040

Note: Due to the unavailability of data on boarding and day students Scenario 1 assumes all students as boarders and the
grant allocated per student is SBD700. In scenario 2, each student is allocated an average grant of SBD600.
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RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

Renbel Province’s relatively small population and narrow economic base means it will always have
difficulty in raising enough revenue to finance services, including education. There would be enormous
pressure on the provincial budget if Renbel Province as an education authority itself is required to meet its
total 30% proportion of the total cost of education expenditure. To deal with this difficulty, the Solomon
Islands Government will facilitate financing of basic education in Renbel Province through donor
assistance.

8.3.6. Management

Good management of the education system is vital to ensure that objectives are effectively achieved.
Responsibility for operational management of junior secondary schools rests with the Principal, subject to
the overall governance of the School Board. In the past, management of the system has come under
question, because of financial difficulties, because of political interference in management, and partly
because of a lack of capacity to effectively administer education.

These actions are needed to bring about more effective management of the education system:

Train school principals in education management, including financial management and
personnel management;
Design and develop professional qualifications which principals need to acquire before taking up
their positions;
Ensure that the appointment of Principals to junior secondary schools should be carried out by
the Education Authority, and should follow proper procedures such as advertising of vacant
posts, short listing and interviews;
Set out clearly the roles and responsibilities of School Boards of Management by the Ministry of
Education;
Monitor school Boards to ensure that they keep proper records of school finances;
Redesign job descriptions to suit present school situations; and
Improve the working environment in schools.

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RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

CHAPTER 9: SENIOR SECONDARY EDUCATION

9.1. Definition

Senior Secondary education also called upper secondary includes Form 4, Form 5, Form 6 and Form 7.
The desired policy outcome of this level of education is that all young people in the senior secondary age
cohort (approximate ages 16 to 18) have access to educational services appropriate to their interests and
abilities. Senior secondary education is offered in either provincial secondary schools, national secondary
schools or a few community high schools.

9.2. Current Situation

The Province has one provincial secondary school (New Place Provincial Secondary School) that offers
senior secondary school education. The Province had only 63 students enrolled in forms 4 and 5.
Enrolment numbers are low. While it is desirable to have 100% retention between form 3 and form 4, in
2005 (form 3, 115 students) and 2006 (form 4, 34 students) there was retention of only 30%. There is a
need to increase enrolments in the junior secondary schools before any expansion of the senior secondary
school enrolments could be achieved. Current junior secondary schools should be feeder schools for the
existing senior secondary school.

Senior secondary schooling in the province over the planning period 2007 to 2009 should stop at form 5
(as at present) until other matters relating to the only provincial secondary school in the province are
addressed. An important concern which needs to be addressed quickly is where the senior secondary
school should be located. If the current land issues at New Place Provincial Secondary School cannot be
resolved satisfactorily and speedily, a new site for a senior secondary school needs to be located. The
senior part of the school should include boarding facilities to enable students who are geographically
distant from the school to enrol.

9.2.1. Access and Equity

Current enrolment is low, although there is potential for increased enrolments. All students enrolled at
form 1 level should go through the system up to form 5. New Place Provincial Secondary School is the
only provincial secondary school in the province, and began enrolling form 4 students in 2003. Although
places are available, encouraging students from the province to stay at school and enrol in senior
secondary education has not been particularly successful to date. The reasons for this situation, among
others, include a poor quality of senior school education, poor facilities and infrastructure, a lack of
boarding facilities, a lack of curriculum resources and equipment, and a shortage of trained and qualified
teachers.

Gender equity is an issue. As depicted in Table 21, there is gender imbalance in senior secondary school
enrolments in that over 68.3% of enrolments are boys, while girls constitute just under 31.7% of the total
roll.

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RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

Table 22: Total Senior Secondary School Enrolments by Gender

Male
Female
Total
% Female
Form 4
23
11
34
32.4%
Form 5
20
9
29
31.0%

43
20
63
31.7%

Source: Digest of Education Statistics 2005

9.2.2. Facilities

The Province must quickly settle the land issues being experienced at New Place Provincial Secondary
School, or negotiate with land owners to identify a central site for its relocation, suitable for a boarding
school. Existing facilities are inadequate to host a senior secondary school. The highest priority is to
resolve the land issues, then plan for either rehabilitation of current facilities, or the building of a new
school if the ownership issues cannot be settled. The need for major repairs and maintenance is greater
than the need to plan for expansion in the senior secondary school. However, the upgrading of existing
facilities or the building of new ones if necessary will require the political will to sort out the issues affecting
senior secondary education in the province.

9.2.3. Curriculum

Control of the curriculum remains centralised with the Ministry of Education, through the Curriculum
Development Centre. The revision and development of the curriculum, and production of learning
resources, is the responsibility of the Ministry of Education.

There are some areas of concern in the senior secondary curriculum, and these include:
the gap between form five and form six curricula (between the Solomon Islands School
Certificate curriculum and the South Pacific Board for Educational Assessment recommended
curriculum for form 6). There is a general concern that the form 4 and form 5 curricula do not
fully prepare students to undertake the South Pacific Board for Educational Assessment form 6
programme; and
the non-availability of curriculum materials and equipment in the school.

The variety of curricula offered at the senior level (for example, the national curriculum, curricula examined
by the South Pacific Board for Educational Assessment, and the University of the South Pacific curricula)
poses a concern for the Solomon Islands and Renbel Province, since there is a desire to develop local
curricula to meet the needs of local students, and because a lack of coordination between examining
authorities at the senior secondary levels makes it difficult for teachers to offer a coherent teaching
programme. However, education at form 6 level is not offered in Renbel Province.

9.2.4. Teacher Supply and Demand

The number of teachers in 2006 in the provincial secondary school was 7. Of these teachers, 6 were men
and 1 was a woman. These numbers include teachers who are also teaching junior secondary classes.
The number of senior secondary trained teachers is very low and requires close attention in future teacher
training plans. According to the 2005 Teaching Service Profile report, Renbel Province did not have any
senior secondary teachers in 2004. The numbers of trained and untrained secondary teachers is given in
Table 23.
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RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

Table 23: Total Establishment, Trained and Untrained Secondary Teachers, 2006

Constituency Total
Trained Total
Untrained
Total

Rennell and

Bellona
6 1 7

Total 6 1
7

Source: SIEMIS Survey Report 2006

9.2.5. Financing

The Solomon Islands Government supports the payment of salaries of secondary school teachers. A
school grant is also currently paid jointly by the Solomon Islands Government and the European Union. It
is disbursed directly to schools. Boarding schools receive SBD750 per student, while day schools receive
SBD500 per student. There is an increasing cost in sustaining the education system, and therefore all
stakeholders are encouraged to share this cost. Renbel Province accepts the concept of Community
Standard School Funding and encourages its implementation in schools, but recommends adjustments to
contribution levels depending on affordability by stakeholders. The proposed contribution levels are:

Solomon Islands Government – 40% of total costs;
Renbel Province Education Authority – 30% of total costs; and
Parents and communities – 30% of total costs.

9.2.6. Management

Good management contributes to quality education. Senior secondary schools in the Province are
managed by the School Principal, subject to the oversight of the School Board. Generally speaking, there
is room to strengthen management in the school.

9.3. Future Directions

9.3.1. Access and Equity

Two scenarios for growth in senior secondary schooling in Renbel Province are set out in Table 24.
Scenario 1 is the population projection for the 16-18 age group in Renbel Province, based on the 1999
census. This scenario sets out the potential population which could be enrolled in senior secondary
schooling if 100% of the relevant school age cohort was enrolled. Achieving enrolments at this level will be
a long term goal. Scenario 2 is a straight line increase of the actual 2006 enrolments, increased by 2.2% a
year. Scenario 2 is likely to be closer to the actual enrolments achieved, unless significant interventions
are undertaken to increase access, such as an increased number of trained teachers, and extension and
improvement to school facilities.

Table 24: Growth Projections, Renbel Province Senior Secondary Schools, 2007 to 2010

Year 2007
2008
2009
2010
Population Projections, age 16-18 (Scenario 1)
182
189
140
196
Projected enrolments at annual growth of 2.2%
(Scenario 2)
65 67 68
70
Source: Scenario 1 1999 Census Provincial Population Projections
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RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

The first scenario particularly indicates that there is some potential for growth in senior secondary
education. Projected growth under scenario 2 is relatively slow, and it would be desirable to increase the
participation in senior secondary education at a faster rate.

The following strategies are suggested to improve the access to senior secondary education in Renbel
Province:

Increase participation of girls by building a girls’ dormitory, or by considering the provision of
streams for girls only;
Introduce more subjects in the school curriculum oriented to the interests of girls;
Aim to achieve enrolment on a basis of 50% girls and 50% boys;
Provide awareness programmes to encourage participation by female students; and
Improve the quality of education offered by upgrading the skills and qualifications of the
teachers, by improving the facilities, and by reviewing the curriculum to provide more relevant,
practical, up-to-date and vocationally focused courses.

One senior secondary school is sufficient to cater for the needs of Renbel Province for the next 3 years.
What needs to be done is either to improve the existing facilities, or build new facilities, if necessary on
another site. Gender issues and equity of access from all parts of the islands of Rennell and Bellona need
to be considered in any future decisions that are taken to improve access and equity.

9.3.2. Facilities

The province needs to identify facilities that should be renovated, and identify any new facilities that need
to be constructed. These facilities may include specialised classrooms such as science laboratories or
workshops for practical subjects, a girls’ dormitory, and associated buildings such as an ablution block, a
dining hall and kitchen.

The province will plan to develop the following facilities over time:
a multi-purpose laboratory;
a home economics classroom;
a library;
three staff houses for New Place Provincial Secondary School; and
development of an inventory of school furniture and assessment of what additional furniture is
required.

9.3.3. Curriculum

Realignment of the senior secondary syllabus to bridge the gap between form 5 and form 6 is under way,
and will be negotiated with the South Pacific Board for Educational Assessment. There is, as in the junior
secondary school sector, however, a need to make provision for teaching and learning about local culture
to enhance an education that is relevant to the province and its people.

In order to address issues in the senior secondary curriculum, the following strategies and activities will be
carried out:

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RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

Commence subject specialisation in form 4;
Review the senior secondary curriculum and ensure the strengthening of the linkage between
form 5 and form 6 curricula;
Carry out in-service training will be provided on new curriculum materials produced;
Improve production of curriculum materials and equipment to senior secondary schools; and
Advocate that the Curriculum Development Centre is properly resourced so that schools have
easy access to learning materials produced.

9.3.4. Teacher Supply and Demand

Further work is required to determine the number of senior secondary teachers that may be required in the
province in future. More information is needed about the subject specialisations in which current teachers
are qualified to teach. The province is aware, that there is a need to recruit trained and qualified senior
secondary teachers, and to upgrade the skills and qualifications of those teachers currently in the service.

Training of senior secondary teachers will need to target subject areas of the curriculum that are of specific
need. All subjects of the curriculum require additional teachers with specialist knowledge. Ideally, the
necessary pre-requisite for a fully trained senior secondary teacher is possession of a diploma or degree
with specialist knowledge in the disciplines in which the teacher is teaching. It is not known how many of
the current trained secondary teachers have a pre-requisite qualification, such as a degree. In practice,
therefore, achieving the goal of a senior secondary teaching service qualified at the appropriate level will
take time, and is a long-term goal.

In order to meet the demand for well qualified and trained senior secondary teachers, and subject to
modification based on the findings of any further work that is carried out, the following strategies and
activities will be undertaken:
a total of 2 teachers will be provided with training annually through both pre-service and in-
service training, focusing on specialised subjects (e.g. science, mathematics, practical subjects)
to enable 6 teachers to have been thoroughly trained by 2009; and
qualifications of current teachers will be upgraded by encouraging teachers to do studies
through University of South Pacific using distance and flexible learning, in order to cater for
teaching forms 4 and 5, and possibly form 6 in the future.

As with the teacher supply issues for junior secondary education in the province, the following strategies
will be adopted:

Strategic Plan

Develop a strategic plan for secondary teacher training in the next three years for Renbel
Province;

Pre-Service Training

Negotiate with the School of Education at Solomon Islands College of Higher Education to
provide pre-service teacher training, and consider providing summer school courses to upgrade
the skills of untrained teachers;
Ask that senior secondary teachers be trained through double majors with a focus on
specialised subjects (e.g. science, mathematics, practical subjects);
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Plan to have by to provide by 2015 pre-service training for 5 teachers with the following subject
combinations up to diploma or degree level: 1 specialists in English and social sciences; 1
specialists in mathematics and science; 1 specialists in business and agriculture; 1 specialists in
creative arts, industrial arts and physical education; 1 specialists in home economics, NTS, and
counselling;

In-service Training

Support a total 5 teachers to receive in-service training through a combination of summer
school, extension activities and on-campus training in the period 2007 to 2009;
Ensure 5 teachers with the following subject combinations up to diploma or degree level: 1
specialists in English and social sciences; 1 specialists in mathematics and science; 1
specialists in business and agriculture; 1 specialists in creative arts, industrial arts and physical
education; 1 specialists in home economics, NTS, and counselling;
Identify untrained junior secondary teachers and provide appropriate training for this group
through the University of Goroka and/or University of South Pacific through distance and flexible
learning and through summer schools;
Provide on-going in-service training e.g. workshops, and summer schools;
Make more use of existing training providers e.g. University of South Pacific;
Discuss with the authorities for the feasibility of Vanga Teachers College to provide additional or
supplementary teacher training; and
Ask for a firm commitment and support from the Ministry of Education and all its partners in
order to train teachers to meet current and future demand.
Undertake other professional development activities to address these training needs:
o capacity building for principals; and
o capacity building for careers teachers.

9.3.5. Financing

The cost of education must be shared by all stakeholders. At senior secondary level, 30% of the operating
cost will be borne by the Solomon Islands Government. Education authorities and communities will,
however, contribute the remaining 70% of costs.

In order to sustain senior secondary education in the province, the Community Standard Funding will be
implemented based on the following contribution levels:
Solomon Islands Government to pay 40% of the total cost;
Renbel Province and Church Education Authorities to pay 30% of the total cost;
parents and communities to pay 30% of the total cost.

Table 25 gives the projected Solomon Islands Government Grant as a part of its Community Standard
Funding program to students attending senior secondary schools.

Table 25: Senior Secondary Projected indicative SIG Grant, 2007 – 2009

Description 2007
2008
2009
Total
Student enrolment
65 67 68 200
Scenario 1: Grants at SBD750 per student
48,750
50,250
51,000
150,000
Scenario 2: Grants at SBD625 per student
40,625
41,875
42,500
125,000

Note: Due to the unavailability of data on boarding and day students Scenario 1 assumes all students as boarders
and the grant allocated per student is SBD750. In scenario 2, each student is allocated an average grant of SBD625.
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9.3.6. Management

Good management of the education system is vital to ensure that objectives are effectively achieved. In
the past, management of the system has come under question, partly because of financial difficulties and
interference in management, and partly because of a lack of capacity to effectively administer education.

To strengthen management in senior secondary schools, the following strategies need to be carried out:

For the staff:
o senior secondary schools will be staffed with qualified teachers, and in particular by
teachers with degrees;
o Heads of Department should obtain degrees in their subject of specialisation so as to
be effective as professional leaders in their department;
o a careers adviser should be re-instated, and career guidance must be provided in all
senior secondary schools to help students in their choice of career;
o a teacher in each school should be trained in counselling. This teacher could be the
careers teacher, the Chaplain, Principal or Deputy Principal;

For the Principal

o training will be provided for Principals and teachers in management, guidance and
counselling to assist the career paths and character building of students, and
specifically, Principals and bursars need training in appropriate book keeping and
financial management;
o appointments of Principals should be made through established procedures such as
advertisement of the vacant post, shortlisting, and interviews;
o the term of appointment for a Principal of a school should be for a duration of at least 3
years;
o senior secondary schools should have non-teaching Principals;
o Principals of senior secondary schools should be trained teachers, and management
training should be provided for them on appointment.
o Principals with a diploma need to obtain a degree in education, as it is a requirement
stipulated in the Teaching Service Handbook that principals should have a degree in
education to be confirmed in their position. Principals in senior secondary schools
should obtain a Masters degree in any educational field so as to be professionally
prepared to provide professional leadership in their schools;

For the schools Boards:
o discipline will be strengthened in schools by strengthening the disciplinary power of
school Boards;
o Boards of management should be supported, by being briefed on their responsibilities
to ensure they work with school administration and management, and their
membership should be reviewed every two years; and

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For the Provincial Education Authority
o the roles and responsibilities of Provincial Education Authorities should be clearly
stated, and subject to review every two years. The Renbel Province Authority is
responsible for these functions:
o appointment of Principals;
o advertising of vacancies;
o posting of teachers;
o recruitment of teachers;
o discipline of teachers; and
o general administration of the province’s education system.
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CHAPTER 10: TECHNICAL AND VOCATIONAL EDUCATION AND
TRAINING

10.1. Definition

Technical and Vocational Education and Training is available in the provinces through rural training
centres and are mostly controlled by the Churches. The development of this alternative pathway in the
education system of the Solomon Islands provides avenues for young people who do not gain access to a
place in the formal secondary school system. There is also a general need to provide adults with a range
of vocational skills that are in demand in the work force, so that they may make a contribution to the
economy of the country. The Technical and Vocational Education and Training policy encourages
establishment of more rural training centres and emphasises the inclusion of practical subjects in the
formal education system.

10.2. Current Situation

The Solomon Islands approved policy on technical and vocational education and training (Technical and
Vocational Education and Training) is set out in Education for Living (March 2005) and provides the basis
for the development of technical and vocational education and training in the Solomon Islands. The
development of this alternative pathway in the education system of the Solomon Islands will provide
avenues for those young people who do not gain access to a place in the formal secondary school system.

There is no Government-supported technical and vocational education and training (Technical and
Vocational Education and Training) centre in the Province . However, for several years the churches and
the private sector have been providing training opportunities both for students who are forced or who
choose to leave school early, and for school leavers who may not have benefited from an academic
education. Currently, the only operational technical and vocational educational training centre in the
Province is the church technical and vocational education training centre at Tebaieha. Thirty five (35)
students were enrolled in 2004. The intention of this vocational education and training has been to help
recipients to gain employment and to meet the need for skilled workers for economic development in the
province. However, the basic manpower skills required by the Province for its development have not
been achieved. There is therefore an urgent need to support the development of a more effective
technical and vocational training centre in the Province . Table 26 sets out the number of teaching staff,
the number of existing Technical and Vocational Education and Training Centres, and the 2004 enrolment
in Technical and Vocational Education and Training in the province.

Table 26: Total Teaching Staff, Technical and Vocational Education and Training Centres and Enrolments

Constituencies
Teaching Staff
No. of Centres
Enrolment
Rennell and Bellona
6
1
35
Total 6
1
35
Source: Technical and Vocational Education and Training 2004 Survey Report. Note that 2004 is the latest data
available.

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10.2.1. Access and Equity

The current availability of places in secondary school education in the Province should work to reduce the
incidence of school “push-outs” or “dropouts” in the education system. However, it is likely that there will
continue to be students for whom an academic education is not appropriate. The technical and vocational
educational centre at Tebaieha, run by the South Seas Evangelical Church, provides training opportunities
for those students who leave the formal education system. The numbers enrolling at this centre, however,
are relatively low. There is a general need to increase the numbers of enrolments in technical and
vocational training.

The gender breakdown of enrolment figures indicates that two males are enrolled for every female. Table
27 sets out detail of Technical and Vocational Education and Training enrolments by gender.

Table 27: Total Technical and Vocational Education and Training Enrolments by Gender

Enrolments
Constituency

Male Female Total %
Female
Rennell and
Bellona
22 13
35
37.1%
Total 22 13
35
37.1%

Source: Technical and Vocational Education and Training 2004 Survey Report

Reasons identified for the relatively low number of female enrolments include:

Technical and Vocational Education and Training courses offered are directed at men and may
not appeal particularly to the interests of women;
women do not feel encouraged to enrol in further education and training, since there are cultural
barriers to the further education of women;
many women have child-rearing responsibilities that inhibit participation in Technical and
Vocational Education and Training; and
the benefits of vocational education and training may not be clear to women.

10.2.2. Facilities

Currently, the only operational technical and vocational educational training Centre in the Province is the
church technical and vocational education training centre at Tebaieha. Facilities at this centre need to be
improved.

There is no need at present to build another technical and vocational educational training centre in the
Province. Instead, the Province should cooperate with the South Seas Evangelical Church to upgrade
and equip the existing technical and vocational educational training centre at Tebaieha to a reasonable
standard that would attract both students and teachers to the centre. Additional buildings are required.
These include classrooms and workshop facilities. Dormitories and ablution blocks need to be built in
anticipation of expansion, and in order to encourage enrolment by women as well as by men. The location
of the present technical and vocational educational training centre is appropriate as it is situated on church
registered land.

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10.2.3. Curriculum

The current Technical and Vocational Education and Training curriculum in the country is not centralised.
The rural training centres develop their own curriculum, subject to the oversight of the Education Authority
and each centre’s management policies.

The intention is that modules will be produced to enable the centres to choose those which are relevant for
the needs of their communities and the province. It is also intended that centres will also be able to
introduce a variety of subjects into their curriculum which are suited to the communities and the province.
Programmes such as life skills, woodwork/carpentry, agriculture, applied mathematics, applied English,
business studies should be offered. In addition, programmes such as computing studies may need to be
developed. Links between Curriculum Development Centre and Technical and Vocational Education and
Training on practical subjects should be strengthened.

10.2.4. Teacher Supply and Demand

There are currently 6 teachers serving at Tebaieha Rural Training Centre. While this number may be
sufficient for the next few years, the teachers need to be trained in teaching. The key teacher supply issue
in the province is therefore finding an adequate supply of trained and competent Technical and Vocational
Education and Training teachers with high level skills in the particular speciality in which training is desired.

10.2.5. Financing

Tuition fees provide a source of the revenue for the rural training centres. They also currently have access
to grants from the European Union Rural Training Centre Project Office and from the Solomon Islands
Government. The South Seas Evangelical Church Controlling Authority supports the Technical and
Vocational Education and Training Centre at Tebaieha. In addition, the rural training centres are
encouraged to raise income through entrepreneurial activity.

10.2.6. Management

The governance of the rural training centres is usually undertaken by a Board of Directors whose
membership represents all stakeholders. The South Seas Evangelical Church Controlling Authority
manages the Technical and Vocational Education and Training Centre at Tebaieha. The Principal is
responsible for the day-to-day management of the centre. Principals are accountable to their respective
Church Authority and to the European Union Rural Training Centre Project. They are also supported by
the Solomon Islands Association of Rural Training Centres. The Principals and teachers at the rural
training centres should also be given the opportunity to attend education management courses to enable
them to run rural training centres more effectively.

10.3. Future Directions

A comprehensive plan needs to be developed for the establishment and development of Technical and
Vocational Education and Training in Renbel Province. Technical and Vocational Education and Training
needs to be developed as an alternative pathway, particularly for those school leavers who do not gain
access to a place at a senior secondary school. There is a need for development of the Technical and
Vocational Education and Training sector, but there is also a need to address the underlying capacity
issues at an earlier stage in the education system. The development of more practically based courses in
the junior secondary school may be part of the solution.
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10.3.1. Access and Equity

It is difficult to forecast exactly the volume of people who might wish to gain access to Technical and
Vocational Education and Training in Renbel Province, and the number of enrolments that might be
anticipated. It is clear that the current enrolment of about 35 in Technical and Vocational Education and
Training programmes in the province does not meet anything like the potential demand. There is
considerable potential for expansion. There is a potentially a large number of other people in the
population, in addition to school leavers, who need access to courses that develop practical, vocational
and technical skills.

The province’s assessment is that Tebaieha Rural Training Centre should be able to meet the needs of the
province over the planning period. The centre should endeavour to extend the range of its courses where
enrolment numbers can be demonstrated to be viable. The province also needs to encourage girls to
attend rural training centres by building appropriate facilities to cater for female needs, and by reviewing
the curriculum offered to ensure it meets the needs of women. The province’s development of a
comprehensive plan for the future of Technical and Vocational Education and Training in the province
should include a survey of the skill needs of the population, as such research would indicate where
demand is greatest and might indicate the type of courses the population would be likely to enrol in.

To increase access to Technical and Vocational Education and Training, the following strategies and
activities will be carried out:
intakes will be increased at Tebaieha Rural Training Centre;
there will be an equal emphasis in the province’s secondary schools on both academic and
practical subjects;
women will be encouraged to attend rural training centres; and
more subjects will be offered that develop skills which females need, or in which they have an
interest, or at which they can excel.

10.3.2. Facilities

There is a need to improve the facilities at Tebaieha Rural Training Centre by constructing new structures,
and renovating existing facilities where necessary. The province should work in collaboration with the
South Seas Evangelical Church to identify facilities and structures to be built.

The following facilities are needed over time:

two multi-purpose classrooms at Tebaieha Rural Training Centre;
one mechanics workshop;
one agriculture laboratory/classroom; and
a specialist classroom for life skills (home economics).

10.3.3. Curriculum

The Technical and Vocational Education and Training policy clearly states that the curriculum for rural
training centres will not be standardised, but modules, which are relevant for the needs of the communities
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RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

and the province, will be produced for centres to choose from. Centres will also be able to introduce a
variety of subjects in their curriculum which are suited to the needs of communities and the province.
Some of the relevant programmes that could be offered at rural training centres are: eco-tourism, local
culture and customary values, food gathering and nutrition, leadership, handicrafts, music, business
studies, and mechanics.

There is a need to eestablish links between the Curriculum Development Centre and the Technical and
Vocational Education and Training Centres in the development of a Technical and Vocational Education
and Training curriculum. In addition Technical and Vocational Education and Training instructors need to
be trained to use new curriculum materials. It is also proposed that text-books, equipment and tools be
provided under the current funding for technical and vocational educational training centres.

10.3.4. Teacher Supply and Demand

There are currently sufficient instructors at the province’s Technical and Vocational Education and Training
centre for the numbers that are enrolling. The key issue is improving the quality of the instruction. The
levels of skill and competence of the instructors need to be upgraded. A training plan for them to attend
Vanga Teachers’ College or the ALTP course at Solomon Islands College of Higher Education should be
developed by the province or by the South Seas Evangelical Church. It may be necessary to seek external
funding from donors or other sources to support such a training programme.

10.3.5. Financing

The concept of community standard funding at rural training centres should be equivalent to that of
secondary schools. For the time being the following basis for sharing costs will be adopted:

Solomon Islands Government provides 30% of total costs;
Education Authority provides 30% of total costs;
Parents and/or the individual and/or the community provide 40% of total costs.

The funds should be allocated directly to the rural training centres. All funds should be reported and
accounted for.

Any plans to rehabilitate or extend the facilities at Tebaieha Rural Training Centre in co-operation with the
provincial education authority will need funding assistance for upgrading of facilities and construction of
additional buildings where required, and for the supply of equipment and tools. This project would
therefore require financial support. Further preliminary work needs to be undertaken, and a business case
prepared and submitted to a potential sponsor or sponsors.

10.3.6. Management

Since the South Seas Evangelical Church has had experience with the running of the technical and
vocational education and training centre in the province, it should be encouraged to provide advice on
effective governance and management. The Principal and teachers at the rural training centre should also
be given opportunities to attend education management courses to enable them to run the rural training
centre effectively.

For effective management of Technical and Vocational Education and Training in the province, the
following will be considered:
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Consider the feasibility of making the Technical and Vocational Education and Training centre
more autonomous, with a Board of Management being responsible for governance of the
Technical and Vocational Education and Training centre, and the Principal and staff responsible
for day-to-day operational management;
Make provision for management training for the Principal, including financial management
training, staff management training, and training in counselling and guidance services so that
students receive appropriate guidance in course selection and career guidance; and
Ensure that the Principal (as the chief administrator) should have a professional qualification
such as a Diploma in Education Administration, and should have access to support services
from a person with an accounting qualification.

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CHAPTER 11: ROLE OF STAKEHOLDERS AND MANAGEMENT OF
RESOURCES

11.1. Introduction

This section outlines the roles of key stakeholders at all levels in the education system in the Solomon
Islands. It focuses on the roles of the central, provincial agencies and actors at community, school level. In
the end a short explanation is given how the different levels, agencies and actors could work together in
the framework of the Sector Wide Approach and implementation of Provincial Education Action Plan,
2007-2009 and the National Education Action Plan

11.2. Role of Stakeholders

The Government is primarily responsible for the oversight and coordination of policy for the education
system in the Solomon Islands. It consults with stakeholders in fulfilling its functions. It gives effect to its
education policy through the Ministry of Education and Human Resources Development. The Ministry
receives its authority from various pieces of legislation, including the Constitution, the Education Act 1978,
and the Public Services Act 1998. Its principal roles and functions are set out under Section 3 of the
Education Act which states that there shall be a Ministry responsible for education and training, which shall
consist of the Minister, the Permanent Secretary and such subordinate officers as may from time to time
be appointed thereto. They are subject to the provisions of the Act and to such instructions and directions
that the Permanent Secretary may receive from time to time from the Minister. The Permanent Secretary
shall have the direction and control of the Ministry and its officers, and shall administer the Education Act.
The ministry plays a coordinating role between the Government and the Education Authorities and
concerns itself primarily with the national interest in education.

11.2.1. Renbel Government (Ministry of Education and Human Resource Development)

The key roles of the Ministry of Education and Human Resources Development are set out below.

11.2.1.1. Policy Implementation and Planning

Implementation of current government policies in Education;
Preparation, negotiation and acquisition of financial and other resources for development in
the sector;
Review of current policies and practices;
Submission of policy proposals to the Minister for approval; and
Developing strategies for the improvement and extension of education services in the
Solomon Islands generally.

11.2.1.2. Administration and Coordination

Calculation, budgeting, payment and accounting of education grants;
Preparation of curriculum materials and examinations;
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Facilitating the supply of equipment and materials to schools;
Collecting and analysing of data;
Pre-service and in-service training of teachers and education administrators;
Liaising and meeting with Education Authorities;
Confirm appointment, promotion and transfer of teachers;
Recruitment and posting of Provincial Education Officers and School Inspectors;
Human Resources and teacher training;
Provision of the Government maintenance portion of the grants to Education Authorities;
Provision of school supplies (chalks, exercise books, stationeries, etc);
Provision of grants direct to secondary schools;
Payment of teachers’ salaries on behalf of Education Authorities;
Approval of school fee levels.

11.2.1.3. Regulatory functions

Approval of establishment of new schools;
Approval of registration of Education Authorities;
Registration and deregistration of schools, authorities and teachers;
Setting of curriculum, assessment and examination Standards;
Inspections and monitoring;
Discipline of teachers;
Inspection of teachers;
Closure of schools;
Approval of curriculum and examinations;
Prescribing the language of teaching, etc.

11.2.2. Role of Provincial Government

The Renbel Province Government provides a budget for education services in the Province. The roles of
the Provincial Government are set out below:

Development and implementation of provincial education plans
Provision of a budget for education services in the province;
Provision of accommodation for Education Officers and Inspectors;
Provision of terms and conditions for ancillary staff (bursars, typists);
Coordination of Government grants;
Overall planning and coordination of education development in the province.

11.2.3. Role of Provincial, Church and Private Education Authority

Education Authorities have devolved responsibility for administration of education within their particular
sphere of responsibility. They are responsible for the overall planning for delivery of education within their
jurisdiction, and for supervising the schools for which they have responsibility. Their work is coordinated
with the Ministry of Education and Human Resources Development.

The roles of provincial, Church and private education authorities are set out below.

Development and implementation of provincial education action plans;
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Planning, establishment, management and supervision of school(s) in close consultation with
other Authorities;
Provision of annual reports and statements of accounts to Ministry of Education and Human
Resource Development;
Maintenance of school(s), which are established under its/their jurisdiction;
Recommending of recruitment, promotion, demotion, retirement, suspension, termination and
discipline of teachers, and reporting to Ministry of Education and Human Resource
Development;
Appointment, promotion and transfer of teachers;
Posting and transfer of teachers;
Approval of teacher travel;
Provision of in-service training
Regular professional visits to schools, and reports;
Conduct of education awareness programmes;
Provision of accommodation for teachers;
Administration of Board of Appeal for student discipline;
Support for Provincial Officers;
Provision of Provincial Inspectors to conduct inspections for Technical and Vocational
Education and Training;
Recommendation of teachers for further studies overseas;
Establishment of disciplinary policy for teachers;
Appointment of Board members; and
Seeking outside support for scholarships, rather than through National Training Unit.

11.2.4. Role of School Committees or School Boards

School Committees and School Boards are responsible for governance of the education institutions for
which they are responsible. They have responsibility for general oversight of the organisation, and provide
policy guidance and input from the community’s perspective.

The role of School Committees is set out below.

Ensuring that all children of the right age are enrolled;
Provision of a good clear area for the school, and a large open playing area for the children;
Supervision of the health needs of the school children;
Ensuring that the school has a good supply of clean, pure water for drinking, washing and
cooking;
Responsibility for overall governance of the school;
Assistance in the physical development and other needs of the school, while leaving all
professional management matters to the head teacher and his/her staff;
Promotion of a sense of ownership of the school;
Provision of additional school equipment and other things that may not be supplied by the
Renbel and Provincial Government;
Provision of financial reports to Education Authorities and Community/Parents;
Ensuring Head Teachers provide students’ term reports to parents on time;
Responsibility for the payment of water, electricity, telephone and other services and assist
teachers in other ways;
Ensuring that the wishes of the local community in respect of the teaching staff are
communicated to the Education Authority;
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Carrying out awareness programmes for communities and staff;
Provision of sets of guidelines/rules for students;
Stimulation of community support by raising finance to support the school; and
Registration of school land.

11.2.5. Role of Parents and Communities

Parents and communities provide support for the school’s learning programme through activities such as
the maintenance of school facilities, the provision of resources for the school, and support for teachers and
for their children’s learning and welfare.

The roles of parents and school communities are set out below.

Support at home for children’s learning;
Support of the school’s educational objectives;
Payment of school contributions as per the community standard funding;
Maintenance of school facilities and assistance in fundraising activities;
Provision of land and other resources for school activities and development; and
Provision of support to teachers, possibly based on a memorandum of understanding.

11.2.6. Role of Principals and Head Teachers

The role of Principals and Head Teachers is set out below.

Provide leadership for daily operation of the school;
Provide professional leadership to both teachers and students to ensure the school
environment is conductive to teaching and learning;
Maintain good relationships/ partnership with parents, communities and education authorities.

11.3. Conclusion

In conclusion it is important to note that:

Coordination in the planning and management of the education system is one of the
fundamental components of the National Government’s policy in education;
The quality of education and the effective distribution of education resources cannot be
achieved without the establishment of an effectively coordinated, commonly accepted and
understood system of planning and management;
Our education system is essentially decentralised and depends on the support of Education
Authorities and communities; and therefore
Co-ordination is vital.
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CHAPTER 12: SCHEDULE OF ACTIVITIES

12.1. Schedule of Activities: Early Childhood Education

Strategic Goal 1: To provide equitable access to quality basic education for all children in the Solomon Islands

Outcome 1
All children in the Renbel Province regardless of gender, ethnicity, religion, location or disability have access to Basic
(ACCESS and
Education, which is including pre-school, primary, and secondary junior school till Form 3, achieved through an adequate
EQUITY):
number of schools, classrooms, desks, dormitories and other infrastructure and financial support from government and

other stakeholders.

Objective 1.1:
Provision of an adequate number of schools, classrooms, desks, dormitories and other infrastructure.

No
Output/ Milestone
Activity { See also pp. 28 to 30}
Time frame
Responsibility
E1 All schools mapped
Carry out School mapping to achieve a planned and coordinated transition of
End of 2007
PEA, PCRU ,ECE
students from Early Childhood centered to preparatory grade in primary schools.
E2 Children attend schools
Conduct community awareness programmes for parents and communities in order
2007 – 2009
Provincial Education
to publicise the importance of Early Childhood Education, so that parents will
and on going
Authority, PCRU
encourage their children to attend Early Childhood Education centres.
E3 Survey for all schools
Carry out a survey of existing 13 Early Childhood Education facilities in the province June 2008
Inspectorate with PE
to assess the condition of current facilities, and the current occupancy rates of
and SE- division,
existing Early Childhood Education spaces; This will support develop an ECE
PCRU, PEAss, ECE
information system to support planning for development of new ECE centres and
the maintenance or strengthening of existing ECE centres.
E4 Two Pilot ECE centres
One or two pilot Early Childhood Education Centres are suggested on Rennell (one
2008
ECE and PE-
established (one on Rennell
centre at a new site (New Place), and one centre at Henua Primary School); and
division, PCRU,
and another on Bellona)

Infrastructure team,
One pilot Early Childhood Education Centre is suggested on Bellona (one centre at
PEAs, Community
Mataiho).
E5 ECE facility plan developed
Ensure that the standard classroom design for Early Childhood Education
Completed by
ECE and PE-
Standard classroom design is developed by the Ministry of Education is the set standard for all centres to use.
31 December
division, PCRU,
available and used
2007
Infrastructure team,

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RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

E6 School Infrastructure Plan
Develop and implement a plan to either build additional classrooms for Early
Completed by
Provincial Education
Childhood Education over the medium term, or to reactivate centres that previously
the end of 2008 Authorities and
offered Early Childhood Education. i.e. improve or renovate any existing sub-
Infrastructure team
standard facilities in schools and/or construct new facilities where expansion is
with Communities,
required, based on the school facilities development plan priority list, including
ECE
identification of needs for school furniture (desks/ chairs/ benches), identification of
a source of funding, and purchase and delivery of the furniture.
E7 Increased number of ECE-
Expand provision of early childhood education by establishing ECE centres attached By the end of
ECE-division, EAs
centres
to existing primary schools where appropriate, or as stand-alone centres.
2009

Objective 1.2: Provision of (financial) support from government and other stakeholders

No
Output/ Milestone
Activity {See also pp. 32 - 33}
Time frame
Responsibility
E8 Central government meets
Carry out applicable tasks to facilitate the Government to meet the cost salaries of

ECE-division,
cost in teacher training and
Early Childhood Education trained teachers and the Early Childhood Education
2008
Education
trained teachers salary
Provincial Coordinator, as well as providing and funding the cost of training
Authorities,
teachers.
TTDO,TSD.
E9 Support from government and Government, Education Authorities and donors would assist with the supply of
2007 - 2009
EAs, Communities
donors sourced
building materials, learning resources and salaries of Early Childhood Education
trained teachers.
E10 Provincial
Government
Central and provincial government will facilitate financial support for the
2009 PEA,
Provincial
provides subsidies to centres
development of Early Childhood Education, and will subsidise the Early Childhood
Government
Education programme.
E11 The community meets cost
Communities meet construction and maintenance costs of buildings, the cost of
2007 to 2009
PEA, Community
facilities and untrained
classroom resources, staff houses, toilets and playgrounds. Communities will
teachers
continue to pay untrained Early Childhood Education teachers.
E12 Increased
community
Launch community awareness programmes so that communities are aware and
By Dec 2008
ECE and PE-
participation
responsible for building Early Childhood Education classrooms.
division, Provincial
education authorities

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RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

Strategic Goal 1 To provide equitable access to quality basic education for all children in the Solomon Islands
Outcome 1
All children in the Renbel Islands regardless of gender, ethnicity, religion, location or disability have access to Basic
(ACCESS and
Education, which is including pre-school, primary, and secondary junior school till Form 3, achieved through an adequate
EQUITY):
number of schools, classrooms, desks, dormitories and other infrastructure and financial support from government and
other stakeholders

Objective 1.3: Children, students and people with special needs

No
Output/ Milestone
Activity {See also pp. 28 - 30}
Time frame
Responsibility
E13 Undertake an independent
Support review organised on education for pupils, students with special needs
By end of 2008 CT, PMT with
review of provision of
Technical
education for people with
Assistance, ECED
special needs (especially
children) in the Province .

Objective 1.4: Improved equal access for girls and boys, in particular in isolated locations

No
Output/ Milestone
Activity { See also pp. 28 - 30}
Time frame
Responsibility
E14 Assistance given to
Assess geographical factors, and provide assistance where possible, when
2008 ECED,
PEA
geographically difficult
considering the establishment of any new community-based Early Childhood
Communities that need ECE
Education centres for communities which have viable numbers of children in the
centres
Early Childhood Education age range, and which are far from the nearest primary
schools. Hence, school mapping with local communities is important.
E15 Communities far from existing Advise communities which are far from existing primary schools to consider
End of 2008
ECED, PEA
primary schools establish
establishing Early Childhood Education centres within their immediate environment.
ECE centres
E16 Improved retention
Undertake the following activities:
2007 - 2009
ECED, EAS,
determination of which schools have roll numbers that are too low, or
SCHOOLS, TTDO,
excessively low teacher: pupil ratios, and what action is required;
SICHE/SOE
amalgamation of existing primary schools;
adoption of composite classes;
identification of classes for multi-class teaching;
holding of professional development workshops on multi-class teaching; and
reduction of staff in primary schools with falling rolls, either as a result of
attrition or by other means.

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RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

Strategic Goal 1 To provide equitable access to quality basic education for all children in the Solomon Islands and access to community,
& 2:
technical, vocational, and tertiary education that will meet individual, regional and national needs for a knowledgeable,

skilled, competent and complete people
Outcome 3
All levels and dimensions of the Solomon Islands education system consistently demonstrate standards of excellence and
QUALITY:
deliver a quality education, which means high quality of learning achieved through provision of an adequate number of
qualified teachers and other workers, in the education sector, relevant national school curriculum and local curricula,
adequate number of modern, relevant teaching and learning materials or facilities, sound standards of student literacy and
numeracy.

Objective 3.1: Provision of an adequate number of qualified teachers and other workers in the education sector

No
Output/ Milestone
Activity { See also pp 31 - 32}
Time frame
Responsibility
E17 Specialist training given to
Early Childhood Education teachers are specially trained, with current quarterly
Ongoing,
SOE, Provincial
ECE teachers
workshops and training continued.
2007-2009
Education Authorities,
ECED
E18 Teachers trained at SICHE,
Enrol a minimum of 5 Renbel Province Early Childhood Education teachers from the Ongoing,
SOE, Provincial

province in each Early Childhood Education intake at Solomon Islands College of
2007-2009
Education Authorities,

Higher Education in 2007, 2008 and 2009; and eventually train at least 2 Early
ECED, TTDO
Childhood Education teachers per centre.
E19 Advocate a quota system with Advocate for a quota system to be adopted by Solomon Islands College of Higher
2008 SOE,
Provincial
SICHE
Education for Early Childhood Education teacher training scholarships teachers
Education Authorities,
should be made available to each province on an equitable population basis (based
ECED, TTDO
on a quota system).
E20 Audit of teacher training
Identify the number of trained and untrained teachers in the province and determine
2007 TTDO,
EA,
needs
the total number of trained teachers required for the province; formulate a teacher
training development programme for the province.
E21 Teacher training plan
Develop a three-year training plan, in which the need for Early Childhood Education
2007 TTDO,
EAs,SICHE
developed
teachers to be specially trained will be recognised, and consequently teachers who
have undergone field-based training will be a priority for further training at Solomon
Islands College of Higher Education.

E22 FBT teachers enrol at SICHE
Encourage Early Childhood Education teachers who have completed field-based 2007 - 2009 SICHE, TTDO, EAs

or USP
training to enrol in the Solomon Islands College of Higher Education pre-service

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RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

programme or in the University of South Pacific early childhood education
programmes.
E23 SICHE increases intake from
Ask the Solomon Islands College of Higher Education to increase its intake into the 2007 - 2009 EAs, TTDO
Renbel
Early Childhood Education teacher training programmes to cater for the demands of
the province.
E24 Fast track courses developed Ask Solomon Islands College of Higher Education to run short “fast track” Early
2008
SICHE, EAs, TTDO
and offered to entrained
Childhood Education training courses, or run summer schools during the June and
teachers
Christmas breaks, in order to increase the supply and improve the quality of Early
Childhood Education teachers.

E25 Teacher selected for SICHE
Liaise with Solomon Islands College of Higher Education to develop training
Ongoing,
TTDO ,SOE,
have a minimum of 2 years
packages for Early Childhood Education teachers including at least 2 teachers 2007- 2009
Provincial Education
field experience.
trained each year (2007, 2008 and 2009) using field-based training.
Authorities,

E26 ECE teachers trained at
Conduct Field Based training for early Childhood education teachers at provincial
Ongoing,
ECED, PEA
provincial level using Field
centres with the aim to have 5 teachers trained each year.
2007- 2009
Based Package

E27 Teacher selected for field
Support entry standards for any intake for Early Childhood Education field-based
By end of
SOE, Provincial
based training attained form 5 training and for Solomon Islands College of Higher Education training programmes
2007
Education Authorities,
or equivalent education.
is a minimum completion of Form 5 or equivalent education qualification.
TTDO

E28 Achieve the target of 1:15
Maintain the teacher: pupil ratio at 1:15 in order to provide a quality learning
By 2009
Teaching Services
teacher to pupil ratio.
environment and to protect children’s safety.
Division, PEAs, ECED

E29 Teachers are inspected and
Inspect, confirm and register all trained ECE teachers in ECE centres
2007 to 2009 Inspectorate, PEA,
registered.
TSD
E30 Career path developed under Improve Field-based training for Early Childhood Education teachers by providing
2008 EA,
Inspectorate
mentoring program
mentors and sound supervision, and providing incentives and a career path for
Early Childhood Education teachers.

E31 Teacher supply model
Develop a staff development plan for ECE, school teacher.
By end of
Provincial Education
developed
2008
Authority

Objective 3.2: Development and maintenance of a high quality process of teaching and learning

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RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

No
Output/ Milestone
Activity { See also pp. 31 - 32}
Time frame
Responsibility
E32 To improve the quality of the
Establish a “lighthouse” or “model centre” in selected zones where field-based Initial centres ECE-and PE-division,
ECE teaching work force
training can be introduced. This can be on the two pilot sites suggested above, on by end of
Provincial Education
each island.
2007, &
Authorities,

subsequent
Communities
centres by
end of 2008

Objective 3.3: Development, distribution and use of a relevant, high quality and modern national and local school curricula

No
Output/ Milestone
Activity { See also p. 31}
Time frame
Responsibility
E33 Relevant Local materials
Early Childhood Education teachers are encouraged to use local materials to
2007 - 2009
ESE, PEA,
developed
develop resources for learning.
Communities
E34 Quality curriculum for ECE
Participate with the Curriculum Development Centre to develop a standard
End of 2008
Curriculum
developed
teachers’ resource book for Early Childhood Education.
Development Centre,
Teacher resource books are
ECE-division
used

Objective 3.5: Continuous Professional Development for all education staff

No
Output/ Milestone
Activity { See also pp. 31 - 32}
Time frame
Responsibility
E35 Increased number of quality
Develop plans and training packages for ECE teachers at provincial centres,
Implemented SICHE CDC, ECE-
in-service training to ECE-
including strategies on how to upgrade the skills and competencies of ECE teachers in 2008 &
division, Provincial &
teachers and increased
who have undertaken some field-based training.
2009
Private Education
participation of ECE-teachers
Authorities
in in-service training

77

RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

Strategic Goal 3: To manage resources in an efficient, effective and transparent manner.
Outcome 4
The management of the Solomon Islands education system is effective and efficient, including effective education policy
(MANAGEMENT): development, planning and budgeting, effective management of human and financial resources, a sound system of
monitoring and evaluation, and effective development of appropriate skills and competencies in the education work force.

Objective 4.1: Strengthening planning, budgeting, management, co-ordination and monitoring

No
Output/ Milestone
Activity { See also pp. 33 - 34}
Time frame
Responsibility

E36 Provincial Early Childhood
Setting up an Early Childhood Education Committee to draw up a yearly plan, to

Communities,
Education Committee
plan fund raising, and to apply for donor funding. Ideally each Early Childhood

Provincial Education
established
Education centre should also establish its own Early Childhood Education
Mid 2008
Authority
committee to plan for Early Childhood Education development in its area, as the
development of local support and initiatives would avoid creating an additional
burden on the province’s limited financial resources.
E37 ECE Education Officer and
Appoint an educational officer and a regional coordinator for each zone.
By 2009
MEHRD, Education
regional ECE coordinators
.
Authority
appointed

E38 Management training provided Provide Management training for stakeholders to implement plans for Early 2008 - 2009 EAs, MEHRD
to stakeholders
Childhood Education in the province. Components of management training for
Divisions, Provincial
stakeholders in the province will include:
government, ECE

awareness training for communities on the importance of Early Childhood
boards/committees,
Education in the education of children;
Communities,
training on good practice in management of Early Childhood Education
churches,
centres;
induction training on the roles of stakeholders in governance and
management of schools; and
Produce a handbook that will specify the roles and responsibilities of each
stakeholder. This will include the roles specified in the Plan as of page 32.

Objective 4.2: To develop, revise or finalise policies for the different sub-sectors or cross cutting areas

No
Output/ Milestone
Activity { See also pp. 28 - 34}
Time frame
Responsibility
E39 Finalisation of ECE- policy
Finalise Early Childhood Education policy, setting out the policy on access to ECE, By 31
ECE- Division,
teacher training, facilities development, the relationships between MEHRD,
December
Provincial Education
Provincial and Private Education Authorities and communities, the Early Childhood
2007
Authorities, Provincial
Education curriculum, and how funding of teacher salaries and Early Childhood
ECE officers, TA

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RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

Education participation will be managed.
E40 Standards developed for
Communities encouraged to use Standard classroom design for Early Childhood
By 31 Dec
Primary and ECE-
classroom design in ECE is
Education centres by all centers.
2007
division
used
E41 Registration criteria for ECE-
Establish policy and criteria for registration of Early Childhood Education Centres,
2008
Primary and ECE-
centres is developed and
that meet minimum quality standards, in conjunction with the Ministry of Education.
division Provincial
used
Education Authorities

79

RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

12.2. Schedule of Activities: Primary Education

Strategic Goal 1: To provide equitable access to quality basic education for all children in the Solomon Islands

Outcome 1
All children in the Renbel Province regardless of gender, ethnicity, religion, location or disability have access to Basic
(ACCESS and
Education, which is including pre-school, primary, and secondary junior school till Form 3, achieved through an adequate
EQUITY):
number of schools, classrooms, desks, dormitories and other infrastructure and financial support from government and

other stakeholders

Objective 1.1: Provision of an adequate number of schools, classrooms, desks, dormitories and other infrastructure

No
Output/ Milestone
Activity { See also pp. 38 - 40 }
Time frame
Responsibility
P1 Stock take all schools and
Undertake a stock take of all primary school infrastructure including classrooms,
By mid of
Infrastructure team
data base in place (SIEMIS specialist classrooms, provision of water and sanitation, furniture and equipment in
2008
Primary Division,
capturing these data)
schools, staff housing, & dormitories to establish a database of current school
Provincial Education
infrastructure in the Province , to assess the condition of all buildings, and to
Authorities
evaluate gaps and the occupancy rates of classrooms (both under-use and over-
crowding)
P2 Survey for all schools
Survey schools to verify actual school roll numbers by main school and extension
By end of
Inspectorate with PE
schools, the state of current school facilities, and forecast enrolment numbers for
2007
and SE-division,
2008-2009.
PCRU, Provincial
Education Authorities
P3 Minimum school standard
Establish a minimum school standard (infrastructure/ water and sanitation
By end of
Infrastructure team
established and used by
/management /learning resources) and adopted to assist the Province with the
2008
Primary Division,
Province
education action plans.
Provincial Education
Authorities
P4 Increased
classroom
Provide appropriate furniture needs for classrooms.
2007 to 2009 Provincial Education
furniture

Authorities and
communities
P5 Clean and safe water and
Make available clean and safe water in all primary schools and improve sanitation in
2007 to 2009 Education Authority,
an improved sanitation
the province’s schools.
School Committees
P6 Staff housing based on
Standardised staff housing, based on a set of minimum standards.
2008 and
Education Authority,
standards used
onwards
School Committees

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RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

P7 All school land registered
Register land where schools are located.
End of 2009 Education
Authority,
School Committees
P8 Identified schools storage
Identify 20 schools that need storage facilities and libraries (these schools will be
Completed by PCRU, Infrastructure
and library facilities
funded under Phase 1 of the NZAID Work Programme,) while the remaining schools
the end of
team, Division Primary
improved
will be assisted in Phase 2 of the programme); and
2009
Provincial Education
Authorities
P9 Provincial
school
Provide a complete cost for infrastructure programme for primary schools in Renbel
Completed by PCRU, Infrastructure
infrastructure plan including Province , including mapping and provincial planning, and a list in priority order of
the end of
team, Division Primary
cost
primary where facilities require development or maintenance based on need
2008
Provincial Education
(according to three categories: urgent priority, high priority, medium priority), and
Authorities
identifying the specific facilities required.
P10 Determine strategies to
Explore ways of reducing the attrition rate in Renbel Province will be explored,
2007 and
Education Authorities,
improve retention
including creating classroom environments that are conducive to learning.
2008
Inspectorate
P11 Awareness conducted on
Conduct awareness programmes for children on the value of schools.
2008
Provincial Education
value of schooling.
Officers and School
Inspectors;
P12 School Infrastructure Plan
Implementation of National School Infrastructure Plan i.e. improve or renovate any
From 2009
Provincial Education
implemented
existing sub-standard facilities in schools and/or construct new facilities where
onwards
Authorities (Provincial
expansion is required, based on the school facilities development plan priority list,
teams) and
including identification of needs for school furniture (desks/ chairs/ benches),
Infrastructure team
identification of a source of funding, and purchase and delivery of the furniture.
with Communities

Objective 1.2: Provision of (financial) support from government and other stakeholders

No
Output/ Milestone
Activity { See also pp. 42 - 43}
Time frame
Responsibility
P13 Renbel
Government
Provide necessary support to facilitate the central Government contribution of 60% of
2007 and
Renbel Government
contributes 60% of Primary total costs (central Government will fund teacher salaries, will provide grants, and will
Ongoing
school cost
provide training and curriculum materials, and may assist with the development of
facilities).
P14 Provincial
Renbel
Meet 30% of total costs (possibly shared between provincial education authorities and 2007 and
Education Authorities
Government contributes
other church education authorities) in funding materials, equipment, and learning
Ongoing
30% of Primary school cost resources, some administrative support, and possibly assistance with the
development of facilities.
P15 Parents and Communities
Get parents and communities to contribute 10% of total costs (parents will continue
2007 and
Parents, Communities
contribute 10% of Primary
with contributions and other activities necessary for running of school, like support to
Ongoing
school cost
infrastructure projects).

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RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

P16 Grants paid to schools on
Provide necessary data and facilitate grants paid to schools are on a per capita basis 2007 and
MEHRD, Provincial
enrolment
and is based on the total enrolment in each primary school.
onwards
Education Authority
P17 Awareness on ownership
Mount an awareness programme for communities on ownership of schools.
Commence
Education Authority,
of school mounted
2008
School Committees
P18 Schools
communities
Promote awareness on schools, parents and communities responsibilities to provide
2007 and
Parents, Communities,
provide lands and raise
land and buildings, and participate in fund raising and to raise extra funds if required.
Ongoing
NGOs.
funds to support schools

Strategic Goal 1 To provide equitable access to quality basic education for all children in the Renbel Province
Outcome 1
All children in the Renbel Province regardless of gender, ethnicity, religion, location or disability have access to Basic
(ACCESS and
Education, which is including pre-school, primary, and secondary junior school till Form 3, achieved through an adequate
EQUITY):
number of schools, classrooms, desks, dormitories and other infrastructure and financial support from government and
other stakeholders

Objective 1.3: Children, students and people with special needs

No
Output/ Milestone
Activity { See also pp. 38 - 40}
Time frame
Responsibility
P19 Review organised on
Undertake an independent review of provision of education for people with special
By end of
CT, PMT with
education for pupils, students needs (especially children) in the Province.
2008
Technical Assistance
with special needs

P20 Survey results of students
Investigate the extent of student with disabilities in primary schools.
By end of
CT, PMT with
with disability
2008
Technical Assistance

Objective 1.4: Improved equal access for girls and boys, in particular in isolated locations

No
Output/ Milestone
Activity { See also pp. 38 - 40}
Time frame
Responsibility
P21 Survey on net-enrolment to
Organise survey on school enrolment, out of school children to support for a policy
Survey
Primary Division
PE
that ensures a place is available for every child of primary school age.
analysed by
Provincial Education
mid of 2008
Authorities
Policy 2008
P22 Awareness carried out
Conduct awareness programmes for children, communities and parents on the
2007 and
Teachers, Education
through out the Province
value of education, and in particular on the value of educating girls.
onwards
Authorities
P23 Communities far from existing Consider where necessary and appropriate, the creation of further extension
End of 2007
Teachers, Education
primary schools established. schools in order to ensure that access is available for students living in remote parts
Authorities, Primary
of the province.
Division PEA

\\

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RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

Strategic Goal 1 To provide equitable access to quality basic education for all children in the Solomon Islands and access to community,
& 2:
technical, vocational, and tertiary education that will meet individual, regional and national needs for a knowledgeable,

skilled, competent and complete people.
Outcome 3
All levels and dimensions of the Renbel Province education system consistently demonstrate standards of excellence
QUALITY:
and deliver a quality education, which means high quality of learning achieved through provision of an adequate number of
qualified teachers and other workers, in the education sector, relevant national school curriculum and local curricula,
adequate number of modern, relevant teaching and learning materials or facilities, sound standards of student literacy and
numeracy.
Objective 3.1: Provision of an adequate number of qualified teachers and other workers in the education sector.

No
Output/ Milestone
Activity { See also pp. 41 - 42 }
Time frame
Responsibility
P24 Untrained teachers trained
Encourage untrained teachers to undertake training, and their attendance at suitable
Ongoing,
SOE, TTDO, EAs, PE
using field based model
programmes will be facilitated through a field-based training programmes.
2007-2009
Division
P25 Five teachers trained each Train at least 3 trainee teachers from the Renbel Province each year for the next 3
2007 to 2009 SOE, TTDO, EAs
year
years through the pre-service teacher training programme at Solomon Islands College
of Higher Education. (a priority will be some of the existing untrained teachers)
P26 Teachers
upgrade
Encourage teachers with diplomas to upgrade their diplomas to degrees and
2007 to 2009 SOE, TTDO, EAs
qualifications with Diploma
certificate Teachers to upgrade to diplomas.
and degrees

P27 Teachers
upgrade
Offer serving teachers professional development opportunities and encouraged to do
2007 to 2009 SOE, TTDO, EAs, PE
qualifications and training
further training to improve their teaching skills and qualifications, through University
Division
through a number of
of South Pacific Distance and Flexible Learning and summer school modes, and
options.
through the University of Goroka’s teacher training programme, commonly called the
LAHARA Programme.
P28 PE teacher development
Assist at least 20 primary school teachers in each year to gain access to in-service

SOE, TTDO, EAs
plans prepared and
training programmes with an emphasis in science and weaker subject areas.
2007 to 2009
Increased enrolment
29 Multi class teaching
Ask for multi class teaching modules to be included in in-service training programmes,
2009
SOE, TTDO, EAs, PE
modules developed and
with appropriate training for the teachers to manage composite classes including
Division
given to teachers
children at different levels.
30 Improved teacher training
Opportunities for training must be advertised and applications should be screened by
2008 PEA,
TTDO,
selection process –
the Provincial Education Authority, and the Province should consider setting up a
Inspectorate, SE and
Committee established
screening committee for this purpose.
PE divisions

Management course
Administration and management short courses need to be arranged for Head 2007-2008 SICHE, TTDO,

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RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

included in SICHE/SOE
Teachers in order to improve their performance and accountability.
Accounts, PE Division
courses for school
managers
P31 Fill vacancies with trained
Advertise current teaching posts that are vacant in order to attract trained teachers to
2007 to 2009 SOE, TTDO,
teachers
the province.
Provincial Education

Objective 3.2.
Development and maintenance of a high quality process of teaching and learning

No
Output/ Milestone
Activity { See also pp. 42 - 43 }
Time frame
Responsibility

Improved and timely
Assist inspectors to decrease the backlog of probationary teachers and trial

Inspectorate,
P32 assessment of teachers of
promotional post holders by carrying out increased number of timely assessments
2007
Provincial Authorities,
appropriate implementation Education officers trained and specialised in monitoring curriculum implementation

CDC
of curricula
Head teachers and principals will play a supportive role in teacher assessment

All schools visited in a year Undertake regular visits to schools.
Ongoing
Provincial Education
P33
each year
Officers and School
Inspectors;

Objective 3.3: Development, distribution and use of a relevant, high quality and modern national and local school curricula

No
Output/ Milestone
Activity { See also p.41}
Time frame
Responsibility
P34 Local curriculum used in
Encourage the integration of cultural norms and values in the curriculum including

CDC, in cooperation
schools
traditional art and craft, traditional fishing and gardening techniques,folklore, and
2008
with schools
traditional music and dancing in order to develop a ‘homegrown curriculum’.
P35 Inservice training on Nguzu Provide more in-service training on Nguzu Nguzu materials through more
2007 and
TTD, PEA,
Nguzu materials delivered
decentralised training modes.
ongoing
Inspectorate
P36 Students read given
Encourage the teaching of reading in the first three years (Preparatory, standards 1
2007 and
Inspectorate, Schools
number of books each term and 2) of primary school;
ongoing
P37 Principals of PE and CHS
Provide opportunities to Principals of Community High Schools with primary schools to

hold joint curriculum
attend and be attached at in-service training on curriculum materials for primary
2007 and
CDC, TTD, PEA,
inservice training
teachers, and enable those Principals to hold school-based workshops;
ongoing
Inspectorate
P38 Achieve one child to one
Provide adequate curriculum resource materials in the province, to achieve a
By 2009 and
CDC, Education
text book ratio – 1:1
pupil/textbook ratio of 1:1.
sustained
Authority
P39 Annual stock take at the
Carry out an annual school inventory by Head Teachers at the end of each academic

end of each year
year, with a reminder to teachers they should not remove textbooks and other
2008
CDC, Education
resource materials from the school when they leave at the end of the year.
Authority

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RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

Objective 3.4: Provision of an adequate number of modern, relevant teaching and learning materials, facilities, equipment and materials

No
Output/ Milestone
Activity { See also p. 41}
Time frame
Responsibility
P40 Teachers’ guides and
Continue development and production of teachers’ guides and student text- books to
Ongoing,
CDC, in cooperation
student texts books
support the national curriculum, with a focus on learning materials to support the
2007-2009
with international
distributed to schools to
learning of English, Maths , 3 primary subjects (Science, Social Studies, Health

publisher
achieve 1:1
Education)
P41 A better curriculum
Analyse the effectiveness of the current system for distribution of learning materials to
2008 CDC,
PEA
distribution system
schools.
established
P42 Survey of curriculum
Identify the curriculum materials required in each school, and supply learning 2007 - 2009
CDC, PEA, Schools
materials requirements and materials where there are deficiencies identified.
P43 Increased number well
Promote libraries and readership
Ongoing,
NLS, Provincial
functioning libraries
Support to establishment and expansion of libraries and provision of reading materials 2007-2009
Authorities
P44 A functioning library in
- Revive provincial libraries
From 2008
NLS, Provincial
provinces
- Connect provincial libraries to Internet
onwards
Authorities
- Expand School Library Association with provincial representatives

Objective 3.5.
Continuous Professional Development for all education staff

No
Output/ Milestone
Activity { See also pp. 41 - 42}
Time frame
Responsibility
P45 Increased number of quality Offer professional development opportunities (in-service training) to existing teachers
Ongoing,
TTDO and
in-service training to
to improve teaching skills and qualifications, including through USP Distance and
2007-2009
SICHE(SOE), with
teachers and increased
Flexible Learning and summer schools
CDC, USP, &
participation of teachers in
Increase co-operation between CDC, TTDO, SOE in designing a capacity building
Provincial Education
in-service training
strategy and in-service training packages for teachers and education staff
Authorities
P46 Special In service training
Provide in service training for teachers in revised syllabus areas
Ongoing,
CDC,TTDO, PE-
for PE- and SE- teachers
Follow up for year 5, 6 NguzuNguzu English and Maths-materials
2007-2009
division, graduates
organised
Repeat for NguzuNguzu English and Maths, year 1-6
assistance programme
P47 Induction training and
Provide capacity building programmes to improve management skills of Head
Development Primary, Teaching
capacity building for head
Teachers/ Principals, and induction training for new Head Teachers/ Principals,
of modules
Service Division,
teachers and principals
including modules on personnel and staff management, school policy development,
by mid of
TTDO, Provincial and
developed and organized
school development planning, financial management, budgeting, financial
2008
Private education
through models.
accountability, the School Community Funding arrangement, project management,

authorities, Accounts
management of resources, inventory of school assets (text books, furniture,
Implementati
and Administration

85

RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

equipment etc.) and reporting on use of education grants
on of training Division

programme
Develop modules, organise try outs, review, printing and distribution
from mid of
2008 & 2009
P48 A staff professional
Develop a staff professional development plan, which should include inspection of
2007 Primary,
Teaching
development plan
teachers by the Inspectorate Division and Education Authorities for purposes such as
Service Division,
teacher registration, assessment of teacher performance, assessment of suitability for
TTDO, Provincial and
promotion, confirmation of teaching status, and approval of a housing allowance.
Private education
authorities

Objective 3.6.
Monitoring and assessment of sound standards of student literacy and numeracy and students’ progress in other subjects

No
Output/ Milestone
Activity { See also pp. 41 - 42 }
Time frame
Responsibility
P49 - Pilot scheme introduced
Improve student language development, including establishment of a pilot scheme for Ongoing,
Curriculum
for use of vernacular
use of the vernacular in primary schooling as a medium of instruction, and improve
2007-2009
Development Centre,
- Improved performance of
student performance in literacy (English and reading) and numeracy (mathematics)
Pilot starts in NESU and PE-division
PE-pupils in literacy and
2007
numeracy
Policy in
- Policy development for
2008
vernacular in PE

Strategic Goal 3:
To manage resources in an efficient, effective and transparent manner.

The management of the Renbel Province education system is effective and efficient, including effective
Outcome 4
education policy development, planning and budgeting, effective management of human and financial
(MANAGEMENT):
resources, a sound system of monitoring and evaluation, and effective development of appropriate skills and
competencies in the education work force.

Objective 4.1: Strengthening planning, budgeting, management, co-ordination and monitoring

No
Output/ Milestone
Activity { See also p. 43}
Time frame
Responsibility
P50 Cordial working relations at Embark awareness and strategy to the community and the School Committee to work

School Committees
the school/community level. in harmony with the Head Teacher and staff; This includes advising communities that
2007 and
and Staff , EAs
the welfare of the Head Teacher and his staff must be given priority by the school
ongoing
committee.
P51 Proper and transparent
Make sure that the Head Teacher and the School Committee ensure school policies

School Committees
management of school
and financial instructions are in place, and that arrangements are in place for proper
2007 and
and Staff , EAs
funds
and transparent management of school funds.
ongoing

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RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

P49 Headteachers participate in Re-introduce the Head Teacher training, and all Head Teachers are required to
2007 and
TTDO , EAs
re-introduced training
undertake management and financial training. This could be extended to school board
ongoing
members and senior staff.
P50 Reports of weekly and
Promote weekly or fortnightly meetings are held for staff and school committees.
2007
School Committees,
fortnightly meetings
Inspectorate
P51 Installation of better
Improve communication links between stakeholders (headquarters, provincial
2008
PEA, EA, School
communication link
authorities and schools)
Committees, MEHRD
P52 Increased role of Provincial Promote and sustain the role of Provincial Government and Authorities in planning,
2007
PS, CT, PMT, PCRU,
actors in national and
implementing and monitoring NEAP, and PEAP.
onwards
Provincial Authorities
provincial education
planning, budgeting and
monitoring

Objective 4.2: To develop, revise or finalise policies for the different sub-sectors or cross cutting areas

No
Output/ Milestone
Activity { See also pp. 38 - 43}
Time frame
Responsibility
P53 Policy produced on
Communicate policy on establishment of new schools to communities and other
By 31
Primary and
establishment of new
authorities
December
Secondary division,
schools

2007
PEA
P54 Policy produced on
Participate in development of policy to ensure improved co-ordination between the
By end of
TWG on Policy, NEB,
MEHRD-provincial
MEHRD and provincial and private education authorities, so that there are procedures 2008
Provincial Authorities,
education authorities
in place to ensure more effective joint or decentralised decision-making on policies
PS, PMT, PEA
relationship and
with significant downstream financial implications for central Government, such as
decentralisation process
establishment of new community high schools or primary schools.
P55 Policy developed for 3-year Implement policy developed for minimum three year tenure for Head Teachers,
By end of
TWG on Policy, NEB,
tenure for head teachers
Principals.
2007
PS, PMT, PEA
and principals
Commission
P56 Phasing out of SISEE and Develop a plan and timetable to phase out the Solomon Islands Secondary Entrance
By end of
NESU, Primary and
Examination.
2009
Secondary Division,
Provincial Education
Authorities
P57 Introduction of school
Develop a plan and timetable to introduce school-based assessment into the primary
By end of
NESU, Primary and
based assessment at
school after phasing out SISEE.
2009
Secondary Division,
primary school
Provincial Education
Authorities
P58 Policy review on transfer of Reassess and develop the provincial policy on transfer of teachers, to consider if a
2007
TTD, TSD, PEA

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RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

teachers to allow for choice system of incentives is needed, and will allow teachers more choice in future in
relation to transfers.
P59 Policy on vernacular in
Consider ways of strengthening language development, including policy on the use of
By 2007
TWG on Policy, NEB,
primary education
the vernacular in primary schooling as a medium of instruction, and ways to improve
PS, PMT, NEC, CDO
performance in English.

Objective 4.5: Develop and implement an improved and harmonised grants system to support school operations in primary, secondary
education and TVET

No
Output/ Milestone
Activity { See also pp. 42 - 43}
Time frame
Responsibility
P60 Accountants and bursars
Education Accountants appointed to each Provincial Authority, to support
By end of
PCRU, PE, , PIU,
appointed
administration of both Primary School Grants
2007
Accounts and
Guidelines produced for

Provincial Authorities
grants management by
Decentralisation of administration of grants to provincial level. Funding will go directly
provinces
to schools.

Grants managed under

From 2008
decentralisation system
Development and implementation of standard process/guidelines
onwards

P61 Improved financial reporting Develop and implement a simple reporting process for schools to be able to regularly
Beginning of
PE, PCRU, PIU,
(on grants) by schools
report on funds to promote accountability and transparency, all funds received by the
2008
Accounts and PEA
primary schools.
P62 Financial
management
Ongoing financial management training for Head Teachers/ Principals, and senior
From 2007
Accounts, PE, , and
training for staff in
education administrators, including staff of Provincial and Private Education
onwards
Provincial Authorities
provinces
Authorities, on the grants system.
P63 Increased understanding by Initiate a community and School Committee awareness campaign in order to develop By end of
PE, PCRU, PIU,
communities about grants
improved stakeholder understanding and commitment to grants and community
2007
Provincial Authorities
system, their entitlements
school standard funding.
and the purpose

P64 Central Government to
Negotiate with the Solomon Islands Government will continue with financial
2007
PE, PCRU, PIU,
support Provincial 30% of
assistance to the primary schools, taking over the responsibility of the Education
Provincial Authorities,
the CSF arrangement
Authority's contribution of 30% according to the community standard funding formula;
PMT

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RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

Objective 4.6: Develop and implement an improved and harmonised school infrastructure programme for primary, secondary education and
TVET

No
Output/ Milestone
Activity { See also pp. 39 - 40}
Time frame
Responsibility
P65 Improved monitoring of
Undertake regular and systematic monitoring and evaluation of the school
From 2008
PCRU, PE, SE, PIU
school infrastructure
infrastructure programme
onwards
and provincial
programmes for PE

authorities
P66 Improved co-ordination and Implementation of agreed findings by review team on primary education infrastructure From 2nd
PCRU, PE, SE, PIU
harmonisation of all
programme
quarter 2007 and provincial
infrastructure programmes

onwards
authorities
P67 Provincial
education
Strengthening of provincial education offices, school committees and school boards in From mid
PCRU, PE, SE, PIU
authorities and
management and operation of the school infrastructure programme
2007
and provincial
communities trained in
onwards
authorities
management and operation
of school infrastructure
programme

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RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

12.3. Schedule of Activities: Secondary Education

Strategic Goal 1: To provide equitable access to quality basic education for all children in the Solomon Islands

Outcome 1
All children in the Renbel Province regardless of gender, ethnicity, religion, location or disability have access to Basic
(ACCESS and
Education, which is including pre-school, primary, and secondary junior school till Form 3, achieved through an adequate
EQUITY):
number of schools, classrooms, desks, dormitories and other infrastructure and financial support from government and

other stakeholders

Objective 1.1: Provision of an adequate number of schools, classrooms, desks, dormitories and other infrastructure

No
Output/ Milestone
Activity { See also pp. 47 – 50 and 57 - 58}
Time frame
Responsibility
S1 Six
new
Plan to construct 2 more school buildings/classrooms in each year where demand for 2007 to 2009 PCRU, PE, SE, PIU,
buildings/classrooms
junior secondary enrolments is greatest (2 in 2007, 2 in 2008 and 2 in 2009, to
Education authorities
constructed
construct 6 in all by the end of 2009) and where possible build a standard double
and provincial
storey classroom in each junior secondary school to suit the local environment, where
authorities
cyclones are common.
S2 National
School
Implementation of National School Infrastructure Plan i.e. improve or renovate any
From 2009
PCRU, Infrastructure
Infrastructure Plan of
existing sub-standard facilities in schools and/or construct new facilities where
onwards
team, Division
Renbel Province
expansion is required, based on the school facilities development plan priority list,

Secondary, Provincial
component implemented
including identification of needs for school furniture (desks/ chairs/ benches),

Education Authorities

identification of a source of funding, and purchase and delivery of the furniture.

(provincial teams)

S3 Twelve staff houses built
Give preference to staff housing since it is an area of concern for junior secondary
By end of
PCRU, Infrastructure
schools in the province, attention will be given to staff housing in any rehabilitation of
2009
team, Division
school buildings by constructing twelve staff houses (four in each year of 2007, 2008
Secondary, Provincial
& 2009) to accommodate 12 teaching staff capable of teaching 2-3 subjects to cater
Education Authorities
for the different subjects taught at the schools.
(provincial teams)
S4 Improved access and
The province will plan to develop the following facilities over time:

quality of Education
a multi-purpose laboratory;
End of 2009
a home economics classroom;
PCRU, Infrastructure
a library;
team, Division
three staff houses for New Place Provincial Secondary School; and
Secondary, Provincial
development of an inventory of school furniture and assessment of what
Education Authorities

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RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

additional furniture is required.
(provincial teams)
S5 Access to reliable water
Consider a programme for renovation of boarding establishments, including a reliable

supply and better sanitation water supply, dormitories for students (both boys and girls), kitchen facilities, ablution 2007 - 2009

facilities
blocks, and appropriate sanitation facilities.
Provincial Education

Authority , MEHRD
S6 Survey for all schools and a Survey schools to verify actual school roll numbers by main school and extension
By end of
Inspectorate with PE
detailed programme or
schools, the state of current school facilities, and forecast enrolment numbers for
2008
and SE-division,
renovation and construction 2008-2009 to assess the condition of all buildings, and to evaluate gaps and the
PCRU, Provincial
occupancy rates of classrooms.
Education Authorities
S7 Guidelines for improved
Contribute to formulate guidelines for school infrastructure development.
By end of
PCRU, Infrastructure
school infrastructure
2008
Team, Division
development for all schools
Secondary, Provincial
Authorities

Objective 1.2: Provision of (financial) support from government and other stakeholders

No
Output/ Milestone
Activity { See also pp. 53 – 54 and 60}
Time frame
Responsibility
S8
Sustain junior secondary
Sustain senior junior education in the Renbel Province , the Community Standard

SIG, MEHRD,
education in the Renbel
Funding is implemented based on the following contribution levels:
2007 - 2009
Provincial
Province , the
the Solomon Islands Government will pay 60% of the total cost;
Government, PEA/EA,
Community Standard
Renbel Province will pay 30% of the total cost;
Communities/Parents
Funding
parents & communities will pay 10% of the total cost;
schools, parents and communities will be encouraged to raise extra funds.
S9 Communities
build
Identify schools with poor facilities and communities will be encouraged to improve
2009
EA / schools
facilities in identified
and renovate them. The province recognises that there is a need to improve existing
Communities
schools
facilities in all junior secondary schools.
parents

91

RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

Strategic Goal 1 To provide equitable access to quality basic education for all children in the Renbel Province
Outcome 1
All children in the Renbel Province regardless of gender, ethnicity, religion, location or disability have access to Basic
(ACCESS and
Education, which is including pre-school, primary, and secondary junior school till Form 3, achieved through an adequate
EQUITY):
number of schools, classrooms, desks, dormitories and other infrastructure and financial support from government and
other stakeholders.

Objective 1.3: Improved equal access to education for children, students and people with special needs.

No
Output/
Activity { See also pp. 50 and 57 - 58}
Time frame
Responsibility
Milestone
S10 Review organised on
Undertake an independent review of provision of education for people with special
By end of
MEHRD, (CT, PMT)
education for pupils,
needs (especially children) in the Solomon Islands.
2008
students with special needs
S11 Training of teachers on
Train teachers who have specialist skills to assist students with special learning
By end of
Primary, Secondary
special needs education
needs, either through dedicated programmes at SICHE(SOE) or USP, or at
2009
Division, with TTDO,
overseas institutions.
SOE & USP
S12
Increased participation of
Increase participation of girls to 50% of total enrolment by:
2007 - 2009 Primary, Secondary
girls secondary education
o building a girls’ dormitory;
Division, with CDC,
o considering the provision of streams for girls only;
EAs, Communities,
o Introduce more subjects in the school curriculum oriented to the interests of
girls;
o Provide awareness programmes to encourage participation by female
students.

Objective 1.4: Improved equal access for girls and boys, in particular in isolated locations

No
Output/
Activity { See also pp. 50 and 57 - 58}
Time frame
Responsibility
Milestone
S13 Increased participation of
Increase participation of girls by building an additional girls’ dormitory at Siota
2007 - 2009
SE-Division, Provincial
girls
Provincial Secondary School, or by considering the provision of schools or streams
education authorities
for girls only;
aim to achieve enrolment on a basis of 50% girls and 50% boys;
provide awareness programmes to encourage participation by female
students;

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RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

Strategic Goal 1 To provide equitable access to quality basic education for all children in the Solomon Islands and access to community,
& 2:
technical, vocational, and tertiary education that will meet individual, regional and national needs for a knowledgeable,

skilled, competent and complete people
Outcome 3
All levels and dimensions of the Renbel Province education system consistently demonstrate standards of excellence
QUALITY:
and deliver a quality education, which means high quality of learning achieved through provision of an adequate number of
qualified teachers and other workers, in the education sector, relevant national school curriculum and local curricula,
adequate number of modern, relevant teaching and learning materials or facilities, sound standards of student literacy and
numeracy.

Objective 3.1: Provision of an adequate number of qualified teachers and other workers in the education sector

No
Output/ Milestone
Activity { See also pp. 51 – 52 and 59 - 60}
Time frame
Responsibility
S14 Untrained
teachers
Plan to have by to provide by 2015 pre-service training for 15 junior secondary
Ongoing,
TTDO, SOE Provincial
trained for junior
teachers with the following subject combinations up to diploma or degree level: 3 2007-2009
Education Authorities,
secondary schools
specialists in English and social sciences; 3 specialists in mathematics and science; 3
USP

specialists in business and agriculture; 3 specialists in creative arts, industrial arts and

physical education; 3 specialists in home economics, NTS, and counselling.
S15 Untrained
teachers
Plan to have by to provide by 2015 pre-service training for 5 teachers with the
Ongoing,
TTDO, SOE Provincial
trained for and senior
following subject combinations up to diploma or degree level: 1 specialists in English
2007-2009
Education Authorities,
secondary schools
and social sciences; 1 specialists in mathematics and science; 1 specialists in
USP
business and agriculture; 1 specialists in creative arts, industrial arts and physical
education; 1 specialists in home economics, NTS, and counselling.
S16 Distance education to Eencourage current teachers to upgrade qualifications through University of South
Ongoing,
TTDO, SOE Provincial
upgrade qualification
Pacific’, SICHE, and Goroka to offer distance and flexible learning programme, in 2007-2009
Education Authorities
order to cater for teaching forms 4, 5, 6 and 7.
USP, Gororka
S17 Teachers trained in two
Ask that senior secondary teachers be trained through double majors with a focus on
Ongoing,
TTDO, SOE Provincial
major subjects
specialised subjects (e.g. science, mathematics, practical subjects)
2007-2009
Education Authorities
S18 Renbel teachers return to Encourage citizens of Renbel Province who are currently teaching in other provinces
2009 PEA,
TSC
the province
and Education Authorities to return and teach in Renbel islands provincial secondary
schools.
S19 Bonding system in place
Consider the introduction of bonding of teachers so that they serve the province for a
2008 PEA,
TSC
reasonable period.
S20 Vanga to take teacher
Discuss with the authorities for the feasibility of Vanga Teachers College to provide
2009
PIU, PS, SIG, EAs,
training
additional or supplementary teacher training
TTDO

93

RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

Objective 3.2: Development and maintenance of a high quality process of teaching and learning

No
Output/
Activity { See also pp. 50 - 53 and 58 - 60}
Time frame
Responsibility
Milestone
S21 Improved and timely
Inspectors decrease the backlog of probationary teachers and trial promotional post
By end of
Inspectorate,
assessment of teachers,
holders by carrying out increased number of timely assessments. Head teachers and
2008
Provincial Authorities
and of appropriate
principals will play a supportive role in teacher assessment

Inspectorate, SOE,
implementation of

curricula

S22 Quality
initiatives
Improve the quality of education offered by upgrading the skills and qualifications of 2007 - 2009
Inspectorate,
developed and monitored the teachers, by improving the facilities, and by reviewing the curriculum to provide
Provincial Authorities
more relevant, practical, up-to-date and vocationally focused courses.
Inspectorate, SOE, SE
Division

Objective 3.3: Development, distribution and use of a relevant, high quality and modern national and local school curricula

No
Output/
Activity { See also pp. 50 – 51 and 58 - 59}
Time frame
Responsibility
Milestone
S23 Contribution made to the
Contribute to the review of the junior secondary curriculum, giving equal emphasis to
Progress
Curriculum
curriculum review
both academic and practical subjects at the junior secondary level and Review of the
report by end
Development Centre,
senior secondary curriculum to ensure the strengthening of the linkage between form
of 2007
SE-division
5 and form 6 curricula;
S24
Local culture integrated in Make provision within the curriculum for teaching and learning about local culture.
2007
CDC
new curriculum
S25 Teachers trained on new
Undertake in-service training on new materials to ensure that the materials are used
By 2009
CDO,TTDO
curriculum materials
as intended.
S26 Balanced TVET and
Technical and Vocational Education and Training (i.e. practically-based subjects with
2007 and
SE Division, CDO,
academic biased courses a vocational emphasis) will be given equal emphasis in schools, by comparison with
onwards
Schools
offered
academic subjects.
S27 Curriculum
materials
Ensure that learning materials are produced by the Curriculum Development Centre to
2009
SE, CDC, SOE, EA
distribution system
ensure availability and easy access, and that Solomon Islands College of Higher
improved with easy
Education and Curriculum Development Centre put procedures in place to let teachers
access
know about curriculum materials that are sent to schools, and that curriculum
materials are delivered directly to schools, not through education authorities.

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RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

Objective 3.4: Provision of an adequate number of modern, relevant teaching and learning materials, facilities, equipment and materials

No
Output/
Activity { See also pp. 50 – 51 and 58 - 59}
Time frame
Responsibility
Milestone
S28 An improved pupil:
Supply curriculum materials, textbooks and equipment to junior secondary schools;
2007 to 2009
CDO, Provincial
textbook ratio – 1:1
Production and supplying of materials will be improved to achieve.
and ongoing
authorities, Schools
S29 Appropriate tools and
Supply appropriate tools and equipment for practical subjects by the Solomon Islands
2007 - 2009
CDC, Provincial
equipment supplied
Government and/or the Renbel Province
authorities, Schools

Objective 3.5.
Continuous Professional Development for all education staff

No
Output/
Activity { See also pp. 51 – 53 and 59 - 60}
Time frame
Responsibility
Milestone
S30 Increased number of
Support a total 15 junior secondary and 5 senior secondary teachers to receive in- Ongoing,
TTDO and
quality in-service training service training through a combination of summer school, extension activities and on- 2007-2009
SICHE(SOE), with
to teachers and increased campus training in the period 2007 to 2009;
CDC, USP, &
participation of teachers in
Provincial Education
in-service training
Authorities

S31 In-service training for SE-
Ensure 20 teachers with the following subject combinations up to diploma or degree Ongoing,
Secondary School
school teachers
level: 4 specialists in English and social sciences;4 specialists in mathematics and 2007, 2008 &
Division, TTDO,
science; 4 specialists in business and agriculture; 4 specialists in creative arts, 2009
SICHE(SOE) & USP
industrial arts and physical education; 4 specialists in home economics, NTS, and
counselling.

S32 Induction training and
Improve management skills of Principals, and induction training for new Principals,
Modules by
Secondary Division,
capacity building for
including modules on personnel and staff management, school policy development,
mid of 2008
Teaching Service
Principals developed and school development planning, financial management, budgeting, financial

Division, TTDO, EAs,
organised
accountability, the School Community Funding arrangement, project management,
Implementati
Accounts and
management of resources, inventory of school assets (text books, furniture,
on by mid of
Administration Division
equipment etc.) and reporting on use of education grants
2008

S33 Teacher training Plan for
Develop a strategic plan for secondary teacher training in the next three years for
2007 TTDO,
EAs,
secondary teachers
Renbel Province.
Inspectorate
developed

95

RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

Objective 3.6: Monitoring and assessment of sound standards of student literacy and numeracy and students’ progress in other subjects

No
Output/
Activity { See also pp. 50 – 53 and 58 - 60}
Time frame
Responsibility
Milestone

S34 Adequate and good quality Supply an adequate number of tools and equipment for junior secondary schools
From 2007
DC, Development
tools and equipment
(Forms 1-3) in particular for the practical skill subjects and science in order to enable
onwards
Partner(s)
provided for Forms 1-3
teachers to teach the new syllabus and practical skill subjects

S35 Increased number of SE-
Promotion of libraries and readership
Ongoing,
NLS, Provincial
schools with well
Support to establishment and expansion of libraries and provision of reading materials 2007-2009
Authorities
functioning libraries

Strategic Goal 3:
To manage resources in an efficient, effective and transparent manner.

The management of the Renbel Province education system is effective and efficient, including effective
Outcome 4
education policy development, planning and budgeting, effective management of human and financial

(MANAGEMENT):
resources, a sound system of monitoring and evaluation, and effective development of appropriate skills and
competencies in the education work force.

Objective 4.1 : Strengthening planning, budgeting, management, co-ordination and monitoring

No
Output/
Activity { See also pp. 54 and 61 - 62}
Time frame
Responsibility
Milestone
S36 Improved
school
For better management of schools at the junior secondary level, the province will:
2007- 2009
Teaching Service
management quality school

appointments of Principals should be made through established procedures
Division, Education
principal recruitment and
such as advertisement of the vacant post, shortlisting, and interviews;
Authorities, TWG on
management processes
the term of appointment for a Principal of a school should be for a duration of at
Policy

least 3 years;

senior secondary schools should have non-teaching Principals; and
Principals with a diploma need to obtain a degree in education, as it is a
requirement stipulated in the Teaching Service Handbook that principals
should have a degree in education to be confirmed in their position. Principals
in senior secondary schools should obtain a Masters degree in any educational
field so as to be professionally prepared to provide professional leadership in
their schools.

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RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

S37 Improved
school
This will be done by:
2007- 2009 Teaching Service
management quality school
discipline will be strengthened in schools by strengthening the disciplinary power
Division, Education
boards management
of school Boards; and
Authorities, TWG on
processes
Boards of management should be supported, by being briefed on their
Policy

responsibilities to ensure they work with school administration and management,
and their membership should be reviewed every two years.
S38 Improved
school
The roles and responsibilities of Provincial Education Authorities should be clearly 2007- 2009 Teaching Service
management quality
stated, and subject to review every two years.
Division, Education
provincial education

Authorities, TWG on
authority management
Policy
policies and processes

Objective 4.2: To develop, revise or finalise policies for the different sub-sectors or cross cutting areas

No
Output/
Activity { See also pp. 47 – 54 and 57 - 62}
Time frame
Responsibility
Milestone
S39 A policy developed for
Define special education in the Solomon Islands context, following the independent
By end of
TWG-Policy, PMT,
special (and inclusive)
review, and develop national policy for special education (to include inclusive
2009
Provincial Education
education
education)
Authorities
S40 Policy produced on
Communicate and implement policy on establishment of new schools
By 31
Secondary division
establishment of new

December
schools
2007
S41 Policy produced on
Communicate and implement policy to ensure improved co-ordination between the
By end of
TWG on Policy, NEB,
MEHRD-provincial
MEHRD and provincial and private education authorities, so that there are procedures 2008
Provincial Authorities,
education authorities
in place to ensure more effective joint or decentralised decision-making on policies
PS, PMT
relationship and
with significant downstream financial implications for central Government, such as
decentralisation process
establishment of new community high schools
S42 Phasing out of SISEE and
Implement plan and timetable to phase out the Solomon Islands Secondary Entrance
By end of
NESU, Primary and
introduction of school
Examination and pupils progress in to form 1
2009
Secondary Division,
based assessment at
EAs.
primary school

97

RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

Objective 4.4: Develop and implement a programme of Human Resource Development and capacity building

No
Expected outputs
Activity {See also pp. 54 and 61 - 62}
Time frame
Responsibility
S43 IOA implemented also for
Audit the existing education staff in provinces using the IOA process: Provincial
By end of
CT, with support from
actors in the provinces
Officers, Education Authorities, and school managers and educational institutions to
2007
PIU, and development
identify competencies and skill gaps.
partners
S44 HRD strategic plan
Participate in the Human Resources Development Strategic Plan which will include
First quarter
CT, with support from
designed for education
capacity building and Provincial and Private Education Authorities, and school
of 2008
PIU, and development
sector
managers, with a view to decentralising decision-making and strengthening all
partners
Provincial and Private Education Authorities.

Objective 4.5: Develop and implement an improved and harmonised grants system to support school operations in primary, secondary
education and TVET

No
Output/ Milestone
Activity { See also pp. 53 – 54 and 60}
Time frame
Responsibility
S45 Participated in the review of Participate in the review of school operational grants, including consideration of the
Completed by PCRU, Review Team
school operational grants
development of policy so that grants could be treated as an entitlement
March 2007
(TA)

Implementation of review findings
From 30 June PCRU, PE, SE, PIU,

2007
Accounts, Provincial

onwards
Authorities
S46 Accountants and bursars
- Education Accountants appointed by the Provincial Authority, and bursars
By end of
PCRU, PE, SE, PIU,
appointed
appointed at the provincial secondary school, to support administration of both
2007
Accounts and
Guidelines produced for
Primary School Grants & Secondary School Grants (harmonised system)

Provincial Authorities
grants management by

provinces
- Decentralisation of administration of grants to provincial level
From 2008
Decentralisation by
- Development of standard process/guidelines
onwards
transferring responsibilities
in grants management to
provinces
S47 Improved financial reporting Use a simple reporting process for schools to be able to regularly report on funds
Full
PE, SE, PCRU, PIU,
(on grants) by schools
implementati
Accounts and
on by
Provincial Authorities
beginning of
and EAs
2008

S48 Financial management
Ongoing financial management training for Head Teachers/ Principals, and senior
From 2007
Accounts, PE, SE,

98

RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

training for staff in
education administrators, including staff of Provincial and Private Education
onwards
TTDO, PCRU, PIU
provinces
Authorities, on the grants system.
and Provincial
Authorities, and EAs
S49 Increased understanding by Initiate a community and School Committee awareness campaign in order to develop By end of
PE, SE, PCRU, PIU,
communities about grants
improved stakeholder understanding and commitment to grants and community
2007
Provincial Authorities,
system, their entitlements
school standard funding
EAs
and the purpose

Objective 4.6: Develop and implement an improved and harmonised school infrastructure programme for primary, secondary education and
TVET

No
Output/ Milestone
Activity { See also pp. 49 – 51 and 58}
Time frame
Responsibility
S50 Improved monitoring of
Undertake regular and systematic monitoring and evaluation of the school
From 2008
PCRU, PE, SE, PIU,
school infrastructure
infrastructure programme
onwards
provincial authorities,
programmes for secondary Capture data into SIEMIS
EAs
schools
S51 Improved co-ordination and Coordination and harmonisation of all infrastructure programmes supported by SIG
2007
PCRU, PE, SE, PIU
harmonisation of all
and different Development Partners, based on the recommendations of the internal
onwards
and provincial
infrastructure programmes
reviews by STABEX99/PIU on the infrastructure for secondary schools

authorities, EAs

Strengthening of infrastructure team in MEHRD
S52 Provincial education
Strengthening of provincial education offices, school committees and school boards in From mid
PCRU, PE, SE, PIU
authorities and
management and operation of the school infrastructure programme
2007
and provincial
communities trained in
onwards
authorities, EAs
management and operation
of school infrastructure
programme
S53
Awareness conducted
Conduct an awareness programme for communities on ownership of schools.
Ongoing
PCRU, SE, PIU and

provincial authorities,
Schools

99

RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

12.4. Schedule of Activities: Technical and Vocational Education and Training

Strategic Goal 2: To provide equitable access to community, technical, vocational and tertiary education that will meet individual, regional
and national needs for a knowledgeable, skilled, competent and complete people
Outcome 2
People in the Renbel Province regardless of gender, ethnicity, religion, location or disability have improved access to
(ACCESS and
relevant, demand oriented community, technical, vocational or tertiary education achieved through an adequate number of
EQUITY):
schools or centres, classrooms, desks, dormitories, equipment and other infrastructure and financial support from
government and other stakeholders.
Objective 2.1:
Provision of an adequate number of schools, centres, classrooms, desks, dormitories and other infrastructure

No
Output/ Milestone
Activity { See also pp. 65 - 665 }
Time frame
Responsibility
T1 Comprehensive TVET Plan A comprehensive plan needs to be developed for the establishment of Technical and
2008 and
Education Authorities,
developed
Vocational Education and Training in the Renbel Province.
beyond
SIG, Church EA,
Provincial
Government, TSC,
PCRU, TVETD
T2 Tebaieha RTC fully
The following facilities are needed over time:
End of 2008
Education Authorities,
established

SIG, Church
two multi-purpose classrooms at Tebaieha Rural Training Centre;
Education Authorities,
one mechanics workshop;
Provincial
one agriculture laboratory/classroom; and
Government,
a specialist classroom for life skills (home economics).
Teaching Service

Division, PCRU
T3 Church and Government
Investigation of ways of collaborating with church education agencies to foster the
By end of
Education Authorities,
partnership arrangements
development of Technical and Vocational Education and Training.
2008
Church Education
established on TVET
Authorities, Provincial
development
Government, TSC,
PCRU, TVETD
T4 Additional
centres
Additional Technical and Vocational Education and Training will be established as a
End of 2009
EAs, Church
considered after a feasibility priority for the province.
Education Authorities,
study is conducted.
Provincial
Government, TSD,
PCRU, Communities

100

RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

Objective 2.4.
To improve equal access to all levels of education for girls and boys, in particular in isolated locations.
No
Output/ Milestone
Activity

{ See also pp. 66 }
Time frame
Responsibility
T5 Increased females intakes
To increase access through the following:
2007 - 2009 CDC, EA, TVET
in TVET
intakes will be increased at Tebaieha Rural Training Centre;
Division
women will be encouraged to attend rural training centres; and
more subjects will be offered that develop skills which females need, or in
which they have an interest, or at which they can excel.

Strategic Goal 1: To provide equitable access to quality basic education for all children in the Renbel Province

Outcome 2
People in the Renbel Province regardless of gender, ethnicity, religion, location or disability have improved access to
(ACCESS and
relevant, demand oriented community, technical, vocational or tertiary education achieved through an adequate number
EQUITY):
of schools or centres, classrooms, desks, dormitories, equipment and other infrastructure and financial support from

government and other stakeholders.
Objective 2.2:
Provision of (financial) support from government and other stakeholders

Output/ Milestone
Activity { See also pp. 67 }
Time frame
Responsibility
T6 Sustained junior secondary The funding of Technical and Vocational Education and Training should also be based
SIG, Provincial
education in the Renbel
on the Community Standard School funding. This concept is accepted and based on
2008 - 2010
Government, Church
Province , the Community the following contribution level:
Education Authorities,
Standard Funding
Renbel Government will pay 30% of the total cost;
Communities/Parents,
Renbel Province Authority or Church Education Authorities will pay 30%
TVETD
of the total cost;
Parents will pay for 40% of the cost.
T7 Detail cost of establishment The management and Planning Committee will detail the potential projected cost of
End of 2007
PCRU, Infrastructure
and operation of TVET
establishing and operating the Technical and Vocational Education and Training
to 2008
Team, TVET Division,
centres available
centres consistent with the Ministry of Education policy guidelines and in consultation
Provincial Authorities
with Church Education Authorities.
T8 Understanding
on
The province would have to either provide an undertaking to pay the salaries of
End of 2007
Education Authorities,
responsibility for teacher
qualified staff, or broker a suitable arrangement with an organisation that would pay
SIG, Church EAs
salaries brokered.
the salaries of staff.
Government, TSC

101

RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

To provide equitable access to quality basic education for all children in the Solomon Islands and access to community,
Strategic Goal 1 technical, vocational, and tertiary education that will meet individual, regional and national needs for a knowledgeable,
& 2:
skilled, competent and complete people

All levels and dimensions of the Renbel Province education system consistently demonstrate standards of excellence
Outcome 3
and deliver a quality education, which means high quality of learning achieved through provision of an adequate number
QUALITY:
of qualified teachers and other workers, in the education sector, relevant national school curriculum and local curricula,

adequate number of modern, relevant teaching and learning materials or facilities, sound standards of student literacy
and numeracy.
Objective 3.1:
Provision of an adequate number of qualified teachers and other workers in the education sector.

No
Output/ Milestone
Activity { See also pp. 67 }
Time frame
Responsibility
T9 Four TVET Teachers
The next step would be to ensure that four Renbel Province trainees are enrolled at
By 2009
TVET-division, Vanga
trained
Vanga Teachers’ College to ensure a future supply of trained tutors.
Teachers’ College,
TTDO Provincial
Education Authorities.
T10 Training of TVET-
Selectively nominate and train additional TVET tutors/instructors each year, focusing
By end of
TVET-division, Vanga
instructors
on specialised subjects (e.g. trade subjects where skilled workers are in short supply, 2007, 2008
Teachers’ College,
or key skills needed in the economy)
and 2009
TTDO Provincial
Education Authorities.
T11
TVET Centres monitoring Each TVET centre is monitored and a report on all aspects of each centre’s
2007 and
TVET-division, PEA.,
reports
operations is made to the PEA and EA and TVET Division.
ongoing
EA

Objective 3.3: Development, distribution and use of a relevant, high quality and modern national and local school curricula

No
Output/ Milestone
Activity { See also p. 66 - 67}
Time frame
Responsibility
T12 Modules chosen and used
Modules, which are relevant for the needs of the communities and the province, will 2008
TVET Division, CDO,
in existing and new TVET
be produced for centres to choose from. Centres will also be able to introduce a
centres
variety of subjects in their curriculum which are suited to the needs of communities
and the province. Tutors at Hakama would use the same modules currently used in
existing centres elsewhere in the Solomon Islands. The initial courses to be offered in
the Hakama centre would focus on: Life skills; Woodwork/Carpentry; Agriculture;
Applied Mathematics; Applied English; Business Studies; Home Economics; and
Mechanical Engineering.

102

RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

Strategic Goal 3:
To manage resources in an efficient, effective and transparent manner.

The management of the Renbel Province education system is effective and efficient, including effective
Outcome 4
education policy development, planning and budgeting, effective management of human and financial

(MANAGEMENT):
resources, a sound system of monitoring and evaluation, and effective development of appropriate skills and
competencies in the education work force.

Objective 4.1: Strengthening planning, budgeting, management, co-ordination and monitoring

No
Output/ Milestone
Activity { See also p. 67 - 68}
Time frame
Responsibility
T13 A Management and
For effective management of Technical and Vocational Education and Training in the
By end of
TVET division,
Planning Committee is
province, the following will be undertaken:
2007 and
Provincial and church
established and manages
a Management and Planning Committee will be established;
then onwards education authorities
its functions.
this Management and Planning Committee would become the Board of
operates.
Management for the new rural training centre when it becomes
operational;
the Management and Planning Committee would establish policies for
delivery of Technical and Vocational Education and Training in the
province, would identify a source of funds to pay salaries and run the
Centre, would appoint the initial Principal, and would provide governance
and ongoing support for the Centre.
T14 More
autonomous
Consider the feasibility of making the Technical and Vocational Education and
2008 TVET
division,
governance of TVET
Training centre more autonomous, with a Board of Management being responsible for
Provincial and church
governance of the Technical and Vocational Education and Training centre, and the
education authorities,
Principal and staff responsible for day-to-day operational management.
PMT, CT
T15 Principals properly trained
Make provision for management training for the Principal, including financial 2007 - 2009 TTDO, TSC, EAs,
in all aspects of
management training, staff management training, and training in counselling and
TVET Division
management
guidance services so that students receive appropriate guidance in course selection
and career guidance.
T16 Appropriate qualification is
Ensure that the Principal (as the chief administrator) should have a professional 2007 - 2009 TTDO, TSC, EAs,
attained by principals
qualification such as a Diploma in Education Administration, and should have access
SICHE/SOE, TVET
to support services from a person with an accounting qualification.
Division

103

RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

ABBREVIATIONS

AJR
Annual Joint Review
PRIDE
Pacific Regional Initiative for Delivery of Basic
Education
CDC
Curriculum Development Centre
PSS
Provincial Secondary School
CHS
Community High School
PSSC
Pacific Secondary School Certificate
COM
Church of Melanesia
PTID
Policy Translation and Implementation Document
CPD
Continuous Professional Development
RTC
Rural Training Centre
CSF
Community Standard Funding
SE
Secondary Education
CT
Co-ordination Team
SIARTC
Solomon Islands Association for Rural Training
Centres
DFL
Distance and Flexible Learning
SICHE
Solomon Islands College of Higher Education
DP’s
Development Partners
SIEMIS
Solomon Islands Education Management Information
System
EA
Education Authority
SIF3
Solomon Islands Form 3-(exam)
ECCD Early Childhood Care and Development
SIG
Solomon Islands Government
ECE
Early
Childhood
Education
SISC
Solomon Islands Secondary Certificate
EFA
Education for All
SISEE
Solomon Islands Secondary Entrance Examination
ERU
Education Resource Unit
SISTA
Solomon Islands Standardized Test of Achievement
ESF
Education Strategic Framework (2007-2015)
SOE

School of Education
ESIRP Education Sector Investment and Reform
SPBEA
South Pacific Board for Educational Assessment
Programme
ESP
Education Strategic Plan
SSEC
South Seas Evangelical Church
ESSC
Education Sector Co-ordination Committee
SSS
Senior Secondary Schools
EU European
Union

SWAp

Sector Wide Approach
FBT
Field Based Training
TSD
Teaching Service Division
FIT
Fiji Institute of Technology
TTDO
Teacher Training Development Officer
IOA
Institutional and Organisational Assessment
TVET
Technical and Vocational Education and Training
JSS
Junior Secondary School
TWG
Technical Working Groups
MEHRD
Ministry of Education and Human Resources
UBE
Universal Basic Education
Development
MoF
Ministry of Finance
UNESCO United Nations Educational, Scientific and Cultural
Organisation
MoPAC Ministry of Planning and Aid Co-ordination
USP
University of the South Pacific
MPS
Ministry of Public Service
VTC
Vanga Teachers’ College
NSS National
Secondary
School

NSTP
National Skills Training Plan

NTTDP National Teacher Training and Development

Plan
NZAID
New Zealand Agency for International

Development
PAF
Performance Assessment Framework

PCRU
Planning, Coordination and Research Unit

PE Primary
Education

PEA
Provincial Education Authority

PEAP
Provincial Education Action Plan

PIU
Project Implementation Unit (for Stabex

99/EU-project)
PMT
Programme Management Team

104

RENBEL PROVINCE – EDUCATION ACTION PLAN 2007 - 2009

References

Solomon Islands Government, 2004,
Education Strategic Plan, 2004-2006, 2nd Edition, Ministry
of Education and Human Resources Development, Honiara

Solomon Islands Government, December 2000, Report on 1999 Population and Housing Census,
Basic Tables and Census Description, Statistics Office, Honiara

Solomon Islands Government, 1999, Primary Schools Head teachers’ Manual, Ministry of Education
and Human Resources Development, Honiara

Solomon Islands Government, September 1998, Constituency Development Profile and Plan Rennell
and Bellona, Provincial Government Development Unit, Department of Provincial Government and
Rural Development with technical assistance from SIG-UNDP Solomon Islands Development
Administration and Participatory Planning Programme (SIDAPP), Honiara

Solomon Islands Government, February 1997, Education Policy and Administrative Handbook,
Ministry of Education and Human Resources Development, Honiara

UNESCO, 2000, Final Report, World Education Forum, Dakar, Senegal, 26-28 April 2000, Paris

UNESCO, 2000, The Dakar Framework for Action, Education for All: Meeting our Collective
Commitments, Adopted by the World Education Forum, Dakar, Senegal, 26-28 April, 2000, Paris.

105

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last updated Sat Sep 01, 2012