|
TONGA GOVERNMENT REPORT OF THE MINISTRY OF EDUCATION FOR THE YEAR 2001 PART I INTRODUCTION TONGA'S NATIONAL EDUCATION SYSTEM 1 TONGA'S NATIONAL EDUCATION SYSTEM 1. Historical Preface 1.1. The first missionaries, belonging to the London Missionary Society, landed in Tonga in 1797. In 1799, the murder of the King, Tuku’aho, the Tu’i Kanokupolu, brought Tonga into a period of serious strife, during which three of these missionaries were murdered. The remaining four missionaries left Tonga, and no further attempt was made to Christianise the country for some years. In 1822, the Rev. Walter Lawry, of the Wesleyan Missionary Society arrived but he left sixteen months later because of the menacing attitude of the local people. A further effort was made in 1826 when the Wesleyan Mission gained foothold in Tonga, under the leadership of the Rev. J. Thomas and Rev. Hutchinson. This Mission was able to establish the first school on 17 March 1828. However, it was the Rev. J. Turner who planned the first orthography and began writing simple books to be used in the schools. 1.2. Formal education, primary education initially, was first introduced into Tonga by the missionaries in the early 19th century. The first school was opened at Hihifo with twenty students, mostly adults. A little later, a second school was opened in Nuku’alofa, with a roll of fifty. Instruction in these schools was in Tongan, and the subject matter was directly connected with Christian teaching and the Bible. The missionaries found it necessary to educate the local people not only on moral and religious issues but also on basic skills such as literacy, numeracy and writing so that they could better understand the implications of the new faith. The establishment of the first schools however received some opposition particularly from Ata, a chief who was a strong adherent of the old faith. Despite the opposition, the schools continued to grow resulting in the shortage of teachers. This led to the adoption of the Monitorial system of Lancaster and Bell System which had been used in England at the beginning of the nineteenth century. Textbooks were written in longhand, and copies made by Tongans selected for the legibility of their handwriting. 1.3. The work of the Mission was extended to Ha’apai at the request of King Taufa’ahau, and between 1830 and 1832, Rev. Thomas established six schools in Ha’apai, with a total roll of 1,037 pupils who were mainly adults. In the same year, there were 953 pupils enrolled in the schools in Tongatapu. In September of 1835, Taufa’ahau, who later became King George Tupou I, ordered his chiefs to conduct a census of the Ha’apai Group. It was found that Ha’apai had a total population of 4,654 of whom 3,448 were alleged members of the Wesleyan Church; 214 were leaders; 80 were preachers; 429 were teachers and 3,158 or 68% of the entire population were enrolled in the 54 schools established in the group. With increasing knowledge, the pupils were graded into classes, and the syllabus was extended beyond mere Biblical studies. Taufa’ahau, his wife and six others commenced a study of the English language. At this time, Rev. Turner wrote: “We are convinced that something ought to be done for the younger part of our charge than has yet been done; to give them a more regular and thorough education. There is no regular plan of teaching writing and branches of useful learning. We are such in want of someone to commence infant schools in these islands. Why may we not have school masters and school mistresses in these islands as well as at other mission stations?” 1.4. The war of 1852 disrupted education, and life generally throughout the islands. Ten years prior to the outbreak of this war, a Roman Catechetical school had been opened by Father Chevron at Pea. He was supported by Chiefs Moeaki and Ma’afu, adherents of the old religion, but who opposed the rising power of Taufa’ahau and his alliance with the Protestant missionaries. The conversion of the Tu’i Tonga, Laufilitonga, to Roman Catholic in 1848 had a marked effect on interest in the work of that mission. During the Pea War of 1852, all schools were closed and Missionaries were forced to take refuge wherever they could find a group friendly enough to offer sanctuary. Immediately after the cessation of hostilities, Fr. Lamaze opened a Catholic day school for boys. This school remained limited until the establishment of St. Peter Chanel’s School, ‘Apifo’ou, in 1866, a co-educational establishment. 1.5. The establishment of the constitutional government in 1862, together with the acceptance of Christianity, saw increasing demand for trained people to run the various establishments in the newly established government, as well as those to become religious instructors and church ministers. The first secondary school was therefore established by the Wesleyan Mission in 1866. This was founded by King George Tupou I, the King responsible for many modern reforms in Tonga. On this school, he conferred his name, Tupou College, and to it he sent his grandsons. Much of the syllabus was the same as in many English grammar schools during the nineteenth century. 1.6. In 1876, the first Act of Parliament was passed, regulating Education in Tonga and thus making it compulsory for ages 7 - 16 years old. Later in 1882, this Act was revised. Under the terms of the 1882 Act, all existing primary schools became Government schools (Clause 2), and the Premier became the Minister of Education (Clause 3). The same Act also empowered the Premier to be responsible for the appointment of an 2 Assistant Minister of Education, and all officials connected with education. He would also have charge of al school buildings and the dwelling of teachers. Clauses 5 and 6 dealt with the establishment of schools, it being decreed that: ‘In all Wesleyan towns where there were over thirty children, a Wesleyan school master shall be appointed,’ And similarly, in Roman Catholic settlements, a catholic school master was to be appointed. In all other cases, the appointment was to be made by the Legislative Assembly. In all Wesleyan schools, the Protestant Bible shall be read daily, and in all Catholic schools, the Catholic Bible shall be read daily (Clause 7). Further, each school was to open from 9 to 10 each Wednesday, while it was lawful for a Minister of Religion to enter a school to instruct children of his own denomination (Clause 8). Clause 9 provided for the commencement and conclusion of all school sessions with a prayer. 1.7. Clauses 10-14 dealt with the establishment of school houses and dwellings of teachers, and the acquisition of all existing church schools. New schools were to be built in villages where the Legislative Assembly decided that the need existed. They were to be built by the equal work of all taxpayers, as directed by the town officer, with a penalty of ten dollars fine for failing to assist. All buildings were to be built ‘in a style worthy of the Government of good native houses,’ the size to be in proportion to the number of children attending the school. The women of the village were to make the matting for the floor, with a one dollar fine in default. Existing church schools were to be removed to the education compound in each village, and compensation was to be paid to churches for these buildings. Similarly, it was the responsibility of the community to build good houses for the teachers. 1.8. The Premier was to be responsible for the decision on the type of books to be used, and parents were required to buy suitable books for their children (or else suffer a fine of one dol ar). All books were to be offered for sale at a reasonable price by the Government (Clause 15). 1.9. Clauses 16-18 cover the appointment and payment of teachers. All teachers were to be appointed by the Premier, who was responsible for the examination of teachers. Salaries were to be commensurate with competence, and in proportion to the number of children attending the school, and on the result of school examinations. The salary paid depended on these criteria, and also on the amount of money granted each year by the Legislative Assembly for this purpose. Salaries were to be paid quarterly. 1.10. Attendance and leaving regulations appear in Clauses 20-24. These made school attendance compulsory for all between the ages of 5 and 16 years, and no child was permitted to leave school without the permission from the School Inspector. Such permission was granted only to those who could read, write, and do ‘compound division’ satisfactorily. Absenteeism was an offence excusable only by illness, and no child was permitted to change to another school without the permission of the Inspector. Fines of up to 15 dollars were imposed for breachers of these regulations. 1.11. Such was the state of Education in 1882 which also saw the establishment of the first government secondary school, Tonga College. Some amendments were made to the 1882 Act and were included in a further Act passed in 1893. This Act and further Acts of 1903 and 1913 are mentioned in official documents but no copies of these Acts can be found. The records of this period are said to have been destroyed by a fire some time in the 1920's. It appears that one of these Acts may have legalised the re-opening of the Mission primary schools, as from 1906 these schools began to appear in the villages again. 1.12. The Education Act of 1927 is considered as probably the beginning of modern secondary education in Tonga. Implementation of the various provisions saw major changes to the curriculum and assessment as well as a general expansion of secondary schools. A common syllabus for all secondary schools was introduced with definite programmes for those intending to enter the civil service. A selection examination was introduced at the end of primary education as well as the Public service, Scholarships and Teachers’ Certificate Examinations. 1.13. Minor amendments were made to the 1927 Act which were consolidated in 1947. This Act was later repealed by the 1974 Act, which is in force at the present time. Under the terms of this Act, ‘compulsory school age’ is ‘any age between six years and thirteen years and accordingly every person shall be deemed to be of compulsory school age if he has attained the age of six years and has not attained the age of fourteen years.’ However, the Act further stipulates that a child is exempted from compulsory attendance if: (i) There is no school within walking distance of the child’s place of residence; (ii) The parent or guardian makes other arrangements, deemed by the Minister to be suitable and efficient, for the education of the child; (iii) The child has completed six years of primary education; (iv) The child is prevented from attending school by sickness or other unavoidable cause. 3 1.14. The Minister of Education is responsible for the administration of this Act on behalf of the Government, ‘and all acts done by him or under his direction or authority shall be deemed to have been done by Government.’ Key Dates and Events since the 1970's 1970 • Examinations available: Tonga Higher Leaving Certificate, New Zealand School Certificate (NZSC), Victoria School Certificate, New South Wales School Certificate, Victoria Matriculation, New South Wales Matriculation, New Zealand University Entrance (NZUE); • Scholarships Officer post established; • Catholics phased out primary education. 1971 • Primary curriculum development began. 1972 • First Tongan Director of Education appointed - Mr. Sione Na’a Fiefia; • Senior Education Officer (SEO) post for Secondary education established. 1974 • SEO posts for Primary and Post-Secondary created. 1975 • Supervising Teacher (ST) posts for Primary Education created. 1976 • Curriculum Development Officer post created and Curriculum Development Unit established. 1980 • Tonga became a member of the United Nations Educational, Scientific and Cultural Organisation (UNESCO). 1982 • Niuatoputapu District High School Established. 1984 • Establishment of the Tonga National Commission for UNESCO 1985 • Tonga Maritime Polytechnic Institute (TMPI), Vava’u High School and Community Development & Training Centre (CDTC) established. 1986 • ‘Eua High School established. Founding of the Diploma in Education programme at Teacher’ Training College. 1987 • New Zealand School Certificate examination localised and known as the Tonga School Certificate (TSC). 1988 • Pacific Senior Secondary Certificate (PSSC) examination introduced to replace NZUE. 1990 • Niuafo’ou High School established; • Computer Training began. 1991 • National Form 7 Programme established. 1992 • Distance Education, Research and Communications Centre established; Satellite programme established. 1993 • Diploma in Agriculture, Tourism and Hospitality, and Accounting Studies established at CDTC. 1995 • Masters programme through distance education. 1996 • Government formally recognises the CDTC Diploma in Agriculture and Accounting Studies as equivalent to Diploma programmes awarded by recognised overseas institutions; First graduates of CDTC Diploma programme awarded with certificates; • Introduction of Strategic Planning Exercise; Education Regulation Expert recruited under Australian Staffing Assistance Scheme to review education regulations; Access to E-mail and INTERNET established. 1997 • Establishment of the Tonga College Development Committee; • Establishment of the Teachers’ Resources Centre in Tongatapu in September; 4 • Introduction of the Quality Management Programme for the Ministry, beginning at the Curriculum Development Unit under the assistance of the New Zealand Government. 1998 • Establishment of the Royal School of Science; • Establishment of trial units through Distance Education for 3 Diploma I subjects for teacher training for teachers who hold Class I Teaching Certificate; • First Orientation Progamme offered for Tongan scholarship awardees; • Establishment of Diploma Programme in Information Technology. 1999 Establishment of Post Graduate Diploma in Teaching for Graduate Teachers; 2000 • Tonga High School gutted by fire – make shift tents used as temporary classrooms 2001 Ha'apai High School established; Minister of Education of 32 years (Dr. S. Langi Kavaliku) retires. Sources: Turner, P., and Wilson, M. The Report of the Ha’apai Section for the Year Ending June, 1839; Tonga Government Gazette: 6 December 1882; Laws of Tonga, Volume 3, Chapter 86, 1988; Annual Reports of the Ministry of Education prior to 2001. 2. The Education System 2.1. The formal education system is divided into three stages: Primary or elementary school (six years), secondary school (7 years) and post-secondary (generally 6 months to three years depending on the type of training offered). Figure 1 below illustrates the division of the national education system into the levels of education in Tonga. 2.2. Education is compulsory for al children between the ages of 6 and 14, or unless a child has completed six years of primary education. At present, primary education is free, but could be subject to fee paying if prescribed by the Minister of Education under the powers granted to him by the Education Act of 1974. 2.3. The administration of Tonga’s education system is highly centralised. Most of the decisions relating to Education are vested in the Minister of Education through the powers bestowed on him by the Education Act of 1974, from issues relating to educational aims and objectives, syllabi, prescriptions, school curricula, teacher appointments, dismissal and admission of pupils to public schools. 2.4. In 2000/2001, Education received the highest allocation of public expenditure (15.9%) to carry out its annual programmes. Likewise, in 2001/2002, 13.1% of public expenditure was spent on Education, a decrease of 2.8% from the previous year. 2.5. In 2001, there were 118 primary schools with 17,026 students. Of these, 107 (90.6%) were operated by Government, with the remainder being managed by mission and private authorities. Access is 100% or universal, whereas participation rate at this level is estimated at 99.9%. Those who do not attend school are either severely handicapped or terminally ill and are exempted from school upon the recommendation of Health Authorities. 2.6. For the same year, there were 40 secondary schools with 13,442 students. Of these, 9 (22.5%) were operated by Government with the remaining schools managed by eight non-government education authorities. For the year under review, the latter received a government subsidy of $100 per student (an increase of $50) from previous years. In addition, they have the privilege to apply for importation of materials and equipment for educational purposes free of imports duty, including vehicles and school building materials. Participation rate at this level is approximately 100% up to the age of 16 or Form 5 level. 2.7. Under Post-Secondary Education, Government now provides 60 percent of facilities and training, compared to 53 percent in previous years. The remaining 40 percent is owned and administered by mission and private authorities. Tonga’s training provision within the formal education sector includes the following: 2.7.1. Community Development and Training Centre (CDTC) 2.7.1.1. This Centre was established in 1985 under the Ministry of Education. At present, it provides, coordinates and facilitates the implementation of non-formal education programmes (technical and non- technical) to the public and private sectors for upgrading knowledge and skills related to different occupations in the labour market. The Centre also provides certificate and diploma programmes in Accounting, Agricultural Studies and Tourism, Hospitality and Catering Studies and is also responsible for tertiary education and training. 5 2.7.2. Tonga Maritime Polytechnic Institute (TMPI) a.k.a. Tonga Institute of Science and Technology 2.7.2.1. This is a Government training institution under the administration of the Community Development and Training Centre (CDTC). It provides maritime training for deckhands, motormen, stewards and cooks for shipping companies. The Institute also offers training in other trade areas such as general engineering (Fitting, Tuning, Welding, etc.), automotive, plumbing, electrical, carpentry and refrigeration and air conditioning, etc. up to certificate and diploma levels. It also offers non-formal training programmes to technical employees and small boat owners in terms of sea safety precautions, engine maintenance, welding, hydraulics and pneumatics. Trade testing and certification is also carried out by the Institute in some trade on behalf of the Ministry of Education. 2.7.3. Teachers Training College (TTC) a.k.a. Tonga Institute of Education (TIOE) 2.7.3.1. This institution is also under the administration of CDTC. It trains primary and secondary school teachers in government and non-government education systems up to diploma level. It offers a three-year pre- service training programme for school leavers, with a credit of one year for serving teachers with a Class I Certificate and school leavers with Bursary qualifications. It also offers a one-year post graduate Diploma in Teaching for Graduate Teachers. 2.7.4. Distance Education and Communications Centre (DECC) 2.7.4.1. This Centre is administered also by CDTC. It concentrates on the delivery of training and education programmes through the distance education mode, research into Marine Science, and more recently, Video Production and Computer training at Certificate and Diploma levels for both the private and public sectors. 2.7.5. Queen Salote School of Nursing 2.7.5.1. The nursing school is administered by the Ministry of Health. It recruits and trains school leavers to become nurses in government hospitals and health centres throughout the Kingdom. It also provides in-service and specialised training for nursing staff as well as a certificate programme in nursing for both the private and public sectors. 2.7.6. Tonga Health Training Centre 2.7.6.1. Through this Centre, the Ministry of Health provides non-formal Health Awareness programmes through the radio and television to the public. At the village/community level, health programmes are provided to experienced women in the area of child delivery. Other programmes include training for health officers, public health inspectors, X-ray assistants, laboratory assistants, district medical officers and dental chair-side assistants. 2.7.7. Tonga Defence Force 2.7.7.1. This Department offers short-term training in the areas of building construction, electrical and motor mechanics to provide for its own requirements. It recently introduced training in computer programming which is open to any interested individual. 2.7.8. Police Training School 2.7.8.1. This school is administered by the Ministry of Police, and provides basic training for its recruits to the police force, fire and prison services. 2.7.9. Royal School of Science 2.7.9.1. This school was established in 1998 and is currently administered by the Tonga Defence Force. It offers programmes up to a Bachelor's level on Defence and Information Technology through Distance mode. 2.7.10. University of the South Pacific (USP) Tonga Centre 2.7.10.1. This Centre offers formal (up to Master’s degree level) and non-formal programmes to local students/individuals through the distance education mode. It is administered by the University of the South Pacific (USP) which has its headquarters in Suva, Fiji. 2.7.11. St. Joseph’s Business College 2.7.11.1. This is a Catholic owned institution which provides training for school leavers and in-service training to employees (government and non-government) in the areas of business, typing and secretarial work. 6 2.7.12. ‘Ahopanilolo Technical College 2.7.12.1 This vocational college is managed also by the Catholic Education System and focuses on the training of cooks and trainees for the hospitality and tourism industry, Fashion and Design. 2.7.13. Montfort Technical Institute 2.7.13.1. This Institute is also operated by the Catholic Education System and was established late in 1996 to provide basic training for Form 4 school leavers in the areas of carpentry, automotive, painting, welding, etc. 2.7.14. Hango Agricultural College 2.7.14.1. This training institution operates under the Free Wesleyan Church Education system and offers training to school leavers and adults on farming concepts to diploma level. It mainly trains personnel within the FWC’s scope of requirements. 2.7.15. ‘Atenisi Institute 2.7.15.1. A private institution which consists of a secondary division and a university. Its scope of training at post secondary level is mainly in the arts and sciences up to the Master’s degree level. 2.8. In addition to these formal courses, training under non-formal provisions is also administered by both Government and Non-Government sectors. Some of these include: 2.8.1. University of the Nations 2.8.1.1. This is an international interdenominational training campus for Youth With A Mission. It has a Discipleship Training School for Christian Studies and Youth Leadership. It also offers ad-hoc life skills training programmes, including carpentry and community development. 2.8.2. Sia’atoutai Theological College 2.8.2.1. This institution is under the administration of the Free Wesleyan Church of Tonga, and it offers study programmes to school leavers and experienced adults (including trained teachers) who wish to graduate with a diploma or degree in divinity, the latter which is in collaboration with the University of Auckland under a twinning arrangement. The College also offers in-service training to pastoral ministers and members of the Church, as well as formal courses such as English and Computer Studies for their trainees. 2.8.3. Catholic Women's League 2.8.3.1. This organisation was set up by the Catholic Church in 1992. It currently provides training and counselling to the women and the Youth in Tonga. 2.8.4. A variety of ad-hoc short courses are also offered by both government departments and the private sector. The major ones include the Civil Service Training Centre (upgrading training for civil servants and employees of the private sector, mainly in administrative, managerial and supervisory skills); Langafonua ’a- Fafine Tonga (basic training for women in improving quality of life, leadership and other such specific skills); the Tonga Development Bank (training in small business development);and the Tonga National Youth Congress (life skills, AIDS and Population Education Awareness, Small Business Schemes, etc). 2.9. The major task of the Ministry of Education is to ensure that the population is provided with a standard, balanced and quality programme of Education, as well as with the appropriate skills, knowledge and attitudes it needs to achieve the objectives of Tonga’s developmental planning, as well as individual fulfilment. With the achievement of universal primary and secondary education, increasing attention is targeted at the development of Post-Secondary education, particularly skills training in areas which are urgently needed to generate employment opportunities and achieve sustainable economic growth. 7 Figure 1: Tonga’s Education System: The Formal Structure Age Years of LEVEL Subjects Taught: Schooling POST-COMPULSORY See Scope of Training Provision (beginning from 15/16+ Open (English & Tongan as medium of item 2.7.) instruction) _ Age Years of LEVEL Subjects Taught: Schooling Forms 1 & 2 Maths, Science, English, Social Science, Tongan FORMS 1 – 7 Studies, Health, Music; Plus one choice from: Industrial Arts, Home Economics, Agricultural Examinations offered: Studies. Forms 3 & 4 Form 2 (Common Examination: Maths, Science, English, Tongan Studies, History, Middle Schools only) Geography; plus 2 choices from: Economics, Accounting, Computer Studies, Home Economics, Form 5 (Tonga School Certificate) Industrial Arts, Agriculture, French, Japanese. Form 5 Form 6 (Pacific Senior Secondary Tongan & English compulsory, plus choices of 3/4 12-18 Seven Certificate) from: Maths, Science, Geography, History, years Accounting, Economics, Industrial Arts, Japanese, Form 7 (N.Z. Bursaries) French, Computer Studies, Biology, H/Economics, Arts, Music and Agricultural Studies. SECONDARY Form 6 (English as medium of instruction) English is compulsory, plus choices of 4/5 from: Maths, Biology, Chemistry, Physics, Accounting, Economics, Geography, History, Computer Studies, Agricultural Studies, Development Studies, Japanese, French, Tongan Studies. Form 7 Choices of 5 from: English, Maths (Calculus), Maths (Statistics), Geography, History, Accounting, Economics, Biology, Chemistry, Physics, Agricultural Studies, Computing Studies (Vocational). _ Age Years of LEVEL Subjects Taught: Schooling CLASSES 1-6 English, Tongan, Maths, Environmental Science Compul- (Secondary Entrance Examination (incorporates Health, Science & Social Studies), sory administered in Class 6) Music, Physical Education, Art & Craft. PRIMARY 6-14 Six (Tongan as medium of instruction Subjects examined in the Secondary Entrance years with progressive use of English in Examination: English, Tongan Studies, Maths, senior classes) Environmental Science 8 PART II ORGANISATION, FUNCTIONS AND AIMS OF EDUCATION 9 Organisation, Functions and Aims of Education 1. ORGANISATION 1.1. Structure 1.1.1. The Ministry of Education is organised in accordance with its main functions approved by the Minister of Education under the powers conferred on him by the 1974 Education Act. The Organisational Chart in Figure 2 below denotes the structure into which these functions were organised and allocated in 2001. 1.2. Staff Establishment 1.2.1. The organisation of the Ministry of Education, as shown in Figure 2, determines the deployment of staff, both teaching and non-teaching, throughout the main Divisions of the Ministry. Table 1 below shows the establishment of staff and number of posts by 31 December 2001. Part II: Table 1: Staff Establishment – Ministry of Education: 2001 DIVISION DESIGNATION NO. OF REMARKS POSTS Minister’s Office Minister 1 Senior Assistant Secretary 1 Computer Programmer 1 vacant Deputy Director of Education 1 vacant (Youth, Sports and Culture) Senior Executive Officer 1 VIP Driver 1 vacant Assistant Secretary 1 To serve the Tonga National Commission for UNESCO; vacant Sub-total 7 Office of the Director Director 1 Deputy Director of Education 1 (Secretariat) Senior Education Officer 1 -Administration & Assistant Senior Education 2 Personnel Officer -Budget & Accounts Education Officer 2 -General Affairs Principal Accounting Officer 1 -Policy & Planning -Registry Senior Accounting Officer 1 vacant -Transport Pool Executive Officer 1 Clerk Typist Gr. 1 1 vacant Clerk Typist Gr. 2 1 vacant Clerk Typist Gr. 3 1 vacant Shorthand Typist Gr. 3 1 vacant Computer Operator Gr. 1 1 vacant Computer Operator Gr. 2 1 vacant Computer Operator Gr. 3 1 Clerk Gr. 1 1 vacant Clerk Gr. 2 2 One on Secondment to Soccer Clerk Gr. 3 2 One Attached to THS Transport Supervisor 1 Driver 2 Sub-total 25 Professional Services Chief Education Officer 2 1 each for CDU & Exams -Secretariat Senior Education Officer 7 1 for Direction, 5 for CDU & 1 for Exams -Curriculum Assistant Senior Education 9 7 for CDU and 2 for Exams -Examinations Officer Senior Lecturer 1 Exams 10 Education Officer 11 7 for CDU, 3 for Exams,: 1 for Direction Assistant Teacher 8 5 for CDU & 3 for Exams Computer Programmer 1 Direction: vacant Printing Officer Gr. 1 1 CDU Audio Visual Aids Officer 1 CDU Computer Operator Gr. 3 1 Exams: vacant Assistant Computer 2 Exams Programmer Driver 2 1 for CDU & 1 for Exams Clerk/Typist Gr. 1 2 1 for CDU & 1 for Exams Clerk Gr. 3 1 Direction Clerk/Typist Gr. 3 1 Direction Sub-total 50 Primary Education Deputy Director 1 Chief Education Officer 1 -Secretariat Assistant Senior Education 6 -Field Offices Officer -Inspectorate Education Officer 4 -Schools (107) Attendance Officer 1 Chief Inspector of Schools 1 Senior Inspector of Schools 1 Inspector of Schools 4 Assistant Senior Inspector of 1 Schools Area Organiser 5 Senior Area Organiser 1 Assistant Senior Area 2 Organiser Supervising Teacher 10 School Broadcasting Officer 2 Accounting Officer 1 Chief Clerk 1 Clerk Gr.2 1 Computer Operator Gr. 3 1 Clerk/Typist Gr. 3 1 Driver 3 Master M.V. Pako 1 Engineer; M.V. Pako 1 Deckhand 1 Head Teacher Gr. 1 4 Head Teacher Gr. 2 16 Teacher in Charge Gr. 1 20 Teacher in Charge Gr. 2 24 Teacher in Charge Gr. 3 31 First Assistant Teacher Gr. 1 4 First Assistant Teacher Gr. 2 17 First Assistant Teacher Gr. 3 17 First Assistant Teacher Gr. 4 25 Infant Mistress Gr. 1 4 Infant Mistress Gr. 2 19 Infant Mistress Gr. 3 18 Infant Mistress Gr. 4 34 Senior Assistant Teacher 396 Overseas Trained 93 Teacher/Diplomate Assistant Teacher Graduate 9 Deputy Principal Gr.I 1 Deputy Principal Gr. II 5 11 Deputy Principal Gr. III 15 Principal Gr. I 1 Principal Gr. II 4 Principal Gr. III 15 Trained Uncertificated Teacher 53 Junior Principal 1 Tonga Side School Junior Deputy Principal 1 Tonga Side School Assistant Teacher 16 Tonga Side School Watchman 1 Tonga Side School Sub-total 993 Secondary Education Deputy Director 1 Chief Education Officer 1 -Secretariat Senior Education Officer 2 1 attached to Exams -Schools (8) Assistant Senior Education 2 1 attached to Planning Unit; 1 attached to Officer DECC Clerk/Typist Gr. 3 7 1 each for Direction; TC; THS; F7; NTT; EHS; NFHS; Clerk Typist Gr. 2 1 VHS Clerk Gr. 3 7 1 for Direction, 2 for TC; 1for THS; 1 for THSNF/7; 1 for VHS; 1 for 'EHS Driver 5 3 vacant Librarian 3 1 each for VHS, ‘EUA, HHS (vacant) Principal 8 1 for each of the 8 schools Deputy Principal 11 2 each for THS; TC; VHS and 1 for each of the remaining Sec. Schools Senior Lecturer 44 9 for TC, 11 for THS; 7 for VHS & 5 for ‘EHS, 8 for Form 7; 4 for HHS Secondary Assistant Teacher 3 THS Senior Tutor 4 1 for TC; THS; VHS and 1 vacant at HHS Senior Mistress 4 1 for THS; VHS; 'EUA and 1 vacant at HHS Assistant Teacher 234 58 for TC; 50 for THS; 13 for NTTHS; 44 for VHS; 40 for ‘EHS; 12 for NFHS & 16 for HHS Band Master 1 TC Farm Manager 1 TC Assistant Farm Manager 1 TC Driver/Farm Assistant 2 TC Farm Assistant 2 TC Cook 1 TC Caretaker/Handyman 3 1 each for VHS, TC & 1 vacant at HHS Computer Operator Gr. 3 1 HHS: vacant Night Watchman 2 1 for THS and 1 vacant at HHS Clerk Gr. 2 5 1 for HHS; VHS; THS;THSNF/7;TC Sub-total 356 -Youth, Sports & As sistant Senior Education 2 Culture Officer Education Officer 1 Assistant Teacher 2 Trainer/PE Specialist 1 (vacant) Sub-total 6 Post Secondary Deputy Director 1 Deputy Principal 1 -Community Planning Officer 1 Development and Senior Lecturer 2 Coordinators for Accounting & Agriculture Training Centre Programmes Assistant Teacher 1 Coordinator for Tourism Programme Senior Accounting Officer 1 Senior Executive Officer 1 Clerk Gr. 1 1 Clerk/Typist Gr. 3 1 vacant Computer Operator Gr. III 2 Driver 1 12 Sub-total 13 -Tonga Institute of Principal 1 Technology Section Science and Deputy Principal 2 1 for Maritime; 1 for Technology Technology Senior Education Officer 1 Senior Lecturer 7 6 for Technology; 1 for Maritime Assistant Teacher 12 10 for Technology; 2 for Maritime Assistant Instructor 3 Maritime Catering Instructor 1 Maritime Auxiliary Instructor 1 Maritime Clerk Gr. 3 1 Clerk/Typist Gr. 3 1 Driver 1 Sub-total 31 -Tonga Institute of Principal 1 Education Deputy Principal 1 Senior Lecturer 9 Assistant Teacher 14 AVA Teacher 1 Specialist Teacher 1 Senior Assistant Teacher Cl.1 1 School Librarian 1 Clerk Gr. 3 1 Clerk/Typist Gr. 3 1 vacant Driver 1 Government Teacher Trainee Diploma 1 - Diploma 2 48 Diploma 3 52 Total = 100 Sub-total 32 (100 Teacher Trainees) -Distance Education Senior Computer Programmer 1 and Communication Computer Programmer 1 vacant Centre Assistant Teacher 1 Computer Operator Gr. 3 1 Clerk Typist Gr. 3 1 Assistant Senior Comp. 1 Programmer Sub-total 6 -Scholarships Senior Education Officer 1 Assistant Senior Education 1 Officer Education Officer 1 vacant Clerk Gr. 1 1 Computer Operator Gr. 3 1 vacant Sub-total 5 GRAND TOTAL 1624 13 Figure 2: ORGANISATIONAL CHART OF THE MINISTRY OF EDUCATION - 2001 MINISTER OF EDUCATION ADVISORY COUNCIL OF EDUCATION DIRECTOR OF EDUCATION TONGA SCHOLARSHIP COMMITTEE DIRECTOR'S SECRETARIAT TONGA NATIONAL COMMISSION FOR UNESCO DEPUTY DIRECTOR - ADMINISTRATION DEPUTY DIRECTOR - PRIMARY DEPUTY DIRECTOR - SECONDARY ,& PROFESSIONAL SERVICES DEPUTY DIRECTOR - POST SECONDARY & YOUTH, SPORTS AND CULTURE ADMINISTRATION & PERSONNEL BUDGET & ACCOUNTS TONGA NATIONAL VOLUNTEER ADMINISTRATION ADMINISTRATION CURRICULUM DEVELOPMENT UNIT ADMINISTRATION COMMITTEE GENERAL AFFAIRS POLICY & PLANNING TONGA SPORTS COUNCIL FIELD OFFICERS SCHOOLS EXAMINATION UNIT COMMUNITY DEVELOPMENT & TRAINING CENTRE REGISTRY TRANSPORT POOL INSPECTORATE TONGA MARITIME POLYTECHNIC INSTITUTE SCHOOLS TEACHERS TRAINING COLLEGE DISTANCE EDUCATION & COMMUNICATION CENTRE 14 FIGURE 2 (CONT'D) MINISTER OF EDUCATION ADVISORY COUNCIL OF EDUCATION DIRECTOR OF EDUCATION TONGA SCHOLARSHIP COMMITTEE DIRECTOR'S SECRETARIAT TONGA NATIONAL COMMISSION FOR UNESCO DEPUTY DIRECTOR - ADMINISTRATION DEPUTY DIRECTOR - PRIMARY DEPUTY DIRECTOR - SECONDARY ,& PROFESSIONAL SERVICES DEPUTY DIRECTOR - POST SECONDARY & YOUTH, SPORTS AND CULTURE TONGA NATIONAL VOLUNTEER ADMINISTRATION COMMITTEE TONGA SPORTS COUNCIL COMMUNITY DEVELOPMENT & YOUTH, SPORTS AND CULTURE TRAINING CENTRE TONGA MARITIME POLYTECHNIC INSTITUTE TEACHERS TRAINING COLLEGE DISTANCE EDUCATION & COMMUNICATION CENTRE ote: New N Post of Deputy Director of Education – Youth, Sports and Culture was created on 1 July 2001, but remained vacant until December 2001. 15 2. FUNCTIONS 2.1. The major functions of the Ministry of Education are to: a. ensure the country is provided with skilled and competent manpower needed for sustainable development; b. provide policy advice to the Government on primary, secondary and post-secondary education as well as future directions to meet challenges of the 21st Century c. ensure the effective, efficient and equitable implementation of the Education Act and other Government Policies. 2.2. Administration 2.2.1. The Minister of Education is responsible for the policies, direction and general administration of the Ministry under the powers granted by the 1974 Education Act. The Director of Education assists the Minister in the implementation and general administration of policies and programmes devised for the efficient operation of the Ministry as a whole. The Director is in turn assisted by four Deputy Directors who guide, monitor and implement educational programmes in the core Divisions of the Ministry, namely: Professional Services (Curriculum & Examinations), Primary Education, Secondary Education and Post-Secondary Education. Under the Offices of the Director and Deputy Directors, Administration Officers form the Secretariat and assist in the day to day operation of the Ministry and coordination of work between the various Divisions, Government and Non-Government, as well as regional and international organisations. 3. EDUCATIONAL AIMS 3.1. Broad Aims 3.1.1. Educational development in 2001 continued to subscribe to the broad aims laid down in the Seventh Strategic Development Plan (2001 - 2004). It aimed to provide a balanced programme of education for the full development of children, both as individuals and as productive members of society, by developing Tonga’s human resources to meet the country’s manpower needs which are required to: • achieve a high quality of life for the people overall; • achieve a high standard of living throughout the Kingdom; • respect the options of both present and future generations; • maintain a highly valued and adaptive culture; • achieve individual fulfilment; • achieve political stability; and, • achieve a stable economic and financial environment with less dependence on foreign aid. 3.1.2. As these broad aims are primarily long term, strategies for their achievements are developed and continuously reviewed accordingly. 3.2. A Look to the Future: Vision 3.2.1. It is clear that developments in the next decade will be based no n t o ly on the priorities identified by Government, but also on the basis of current developments in education. Si e nc 9 1 96, the Ministry continued in 2001 to operate under its own Strategic Plan which now serves as a guideline for Education as we move into the 21st Century. Some of the components of the Plan include: 3.2.2. Organisational Vision 3.2.2.1. That by the year 2010, Tonga will have achieved the following: a. Provision of, and universal access to quality basic education from Class 1 to Form 6 which means that Government and Non-Government schools have equal access to t a e chers, classrooms, building facilities and resource materials, and that equity of outcome is achi ed ev t p a rimary, secondary and post secondary levels in terms of gender balance, distribution of res u o s rce to the outer islands and rural 16 areas, educational attainment, bilingual competence, computer literacy, the right to an opinion, stable family life and clean and healthy environments; b. The Ministry is completely re-structured to meet the needs of the 21st Century and for the Education Act, with its supportive regulations and policies, to reflect the changes; c. The minimum compulsory leaving age is raised to 17 or Form 6 level; d. A well coordinated physical education programme is established and incorporated into th mal e for school curricula; e. Cultural imperatives are developed and in place; f. Technical and catio Vo nal education and training are further expanded and developed; g. More educational programmes are offered through the Distance Education mode; h. A National Qualifications Board is established and national qualifications are regionally and internationally recognised; i. Formal pre-school programmes for early childhood education are developed; j. Information Technology is formally integrated into the school curricula; k. A national university is established for Tonga. .2.3. Missio 3 n .2.3.1. 3 From the Organisational Vision flows the Ministry’s mission statement for the next decade, which is: “To provide and sustain lifelong relevant and quality education for all Tongans.” 3.2.4. Strategies 3.2.4.1. To achieve its m si is on, the Ministry of Education proposed to employ the following strategies: a. To improve the e eff ctiveness and expand the quality of basic education (which c in ludes improvements in access, equity in of put and output, establishment of counselli ervic ng s es and provision of services for children with e sp cial needs, curriculum development, legislation, regulations and policies, communication networks and linkages, teacher a qu lity and competence, physical resources, material resources, etc.) b. To improve the ffic e iency and ectiveness eff of the management and administration of education; c. To provide, upgrade, and acquire resources and facilities for the successful achievement of (a) and (b) above; d. To develop programmes in hi er e gh ducation as well as in technical and vocational areas; e. To promote basic research to illuminate policies for educational planning, management and administrative purposes; f. To improve communication and dialogue i w th other partners in the education process, such as non- government s hool ystems, sc communities, parents and employers. 3.2.5. Desired Outcomes . 3 1. 2.5. Some of the desired outcomes from the strategic goals are listed below: a. Equity of access to educational services and education achievement for both sexes, rural and urban areas and outer islands and for all social and economic groups at all levels of education; 17 b. Full retention rate to Form 6 level; c. Reduction of the repetition rate to nil or less than 5% of total enrolment; d. Equal access and equity in types and level of employment for all sections of the community and for both sexes and that adequate employment opportunities exist to allow for wider choices; e. That the majority of Tongans have had some form of post-compulsory or tertiary education; f. Adeq a uate nd quality facilities, and resources in all schools, government and non-government at all levels; g. All schools and all levels staffed by qualified, competent and dedicated teachers; h. Quality curricula used in all schools at all levels; i. Both Government and private sector organisations are staffed by appropriately educated and trained competent and dedicated personnel; j. Effective communication links and partnerships established with all providers of educational services in Tonga; k. Formal and informal linkages established with partner institutions abro d; a l. Qualifications internationally accredited an og d rec nised; m. High li c tera y and numeracy achievements with less than 5% of students still at risk by Class 4; n. National population equally competent in Tongan and English; o. General population aware of environmental conservation and protection issues and are actively engaged in activities designed to enhance and nurture the environment; p. All children live in stable, loving and supportive family units; q. Strong and active community support for education. 3.2.6. Although the aims of Education are long-term in nature, each Division of the Ministry, in accordance with its allocated functions, is assigned specific tasks and responsibilities to meet these desired outcomes in its set annual programmes. Part III of the Report details the activities carried out by each Division in 2001 which provides an ins g i ht into the strategies adopted as well as activities implemented under each individual duc e ational programme towards realising the long-term goals of Education. 18 PART III (ia) F OFFICE O R THE MINISTE OF EDUCATION 19 Office of the Minister of Education 1. LEGISLATION, DUTIES AND RESPONSIBILITIES 1.1. His Majesty appoints a Minister of Education whose term is of service at the pleasure of His Majesty. The Ministry of Education operates under the direction and control of the Mini . T ster he duties and responsibilities of the Minister are governed by the Education Act of 1974. Presently, the Minister of Education is also the Minister Responsible for Youth, Sports and Culture. The Minister is assisted in his tasks b th y e Director of Education. 1.2. Under the said Act, the Minister is empowered to appoint a Chairman and members of the Advisory Council for Education. The Minister is also empowered o t appoint a Chairman, Deputy Chairman and members of the Scholarship Committee with the approval of Cabinet (Education: Amendment Act 2001). The Sports Council Act of 1989 also empowers the Minister Responsible for Sports po to ap int a Chairman, Deputy Chairman and members of the Tonga Sports Council with the approval of His Majesty riv in P y Council. 2. STAFFING 2.1. The Minister of Education is immediately serv ed by Secretariat staff who are responsible for the general administration of the office. In 2001, staff establishment wa as follo s ws:- • 1 Minister of Education Hon. Dr. S. Langi Kavaliku, who had been Minister of Educ from ation 1969 retired from post on 24 January 2001. He was replaced by Hon. Dr. K. Tutoatasi Fa an kaf ua on 25 January 2001 until his resignation on 1 October 2001. Between October and De er 2 cemb 001, the Ministry of Education operated under the direction and control of the Hon. Prime Minister. • 1 Senior Assistant Secretary • 1 Computer Programmer (vacant due to promotion of former incumbent) • 1 Senior Executive Officer • 1 VIP Driver (vacant due to promotion of former incumbent) 2.2. One post of Deputy Secretary (Level 2) in the Minister’s Office was re-designated as Deputy Director of Education (Youth, Sports and Culture) with effect from 1 July 2001 to reflect emerging priorities in the Ministry. The post was thereafter transferred to the Division for Youth, Sports and Culture. 3. BUDGET (TOP$) 3.1. The breakdown of financial estimates allocated to the Minister’s Office during the 2001 period is tabled here-under:- Part III (ia):Table 1 Financial Allocation to the Office of th Min e ister of Education Item 2000/2001 FY 2001/2002 FY Percentage change Salaries for 233,715 232,525 0.5% decrease Established Staff Wages for Un- 4,000 4,000 No change established Staff Travel and 61,502 91,50 32.8% 2 increase Communication Maintenance and 10,151 10,95 increase 1 7.3 Operations Purchase of Goods 13,205 16,205 18.5% increase and Services Operational Grants and 4,001 4,001 No change Transfers Capital Expenditure 2 2 No change Total 326,576 359,186 9.1% increase 20 4 Attendance in Meetings of the Hon. Minister of Education • UNESCO Technical & Vocational Education and Training Conference, 25 – 28 March, Adelaide, Australia: jointly funded by UNESCO and the Government of Tonga; • Forum Education Ministers Meeting, 14 to 15 May, Auckland, New Zealand: funded by the Forum Secretariat; • University of the South Pacific Council Meeting, 16 to 17 May, Auckland, New Zealand: jointly funded by the Forum Secretariat and the Government of Tonga; • Press Conference & Press Release Workshop, 21 to 24 May, Nuku’alofa, Tonga; funded by the Australian Government; • Consultation of Pacific National Commissions for UNESCO, 20 to 24 August, Nadi, Fiji: jointly funded by UNESCO and the Government of Tonga; • Educational Visit to the People’s Republic of China, 16 – 23 September: jointly funded by the Government of the People’s Republic of China and the Government of Tonga. 5. OTHER COMMITMENTS 5.1. The Hon. Minister of Education, Dr. K. Tutoatasi Fakafanua, presided at the Legislative Assembly from the opening date, 31 May 20 until his 01 resignation on 1 October 2001. The Hon. Minister also chaired the Cabinet Appointed Third Committee on the Civil Service Reform which submitted its report to Cabinet in February 2001. 21 PART III (ib) OFFICE OF THE DIRECTOR OF EDUCATION 22 Office of the Director of Education 1. LEGISLATION, DUTIES AND RESPONSIBILITIES 1.2 The Education Act of 1974 empowers the Minister of Education, with the consent of Cabinet, to appoint a Director of Education. The duties and responsibilities of the Director are direct b ed y the Minister in accordance with the provisions of the Education Act. The same Act allows the Director of Education to serve as an ex-officio member of the Advisory Council for Education. 1.3 The Director of Education is also Director Respons l ib e for Youth, Sports and Culture. He is assisted in his tasks by five Deputy Directors of Education who head ain cor the m e functional areas of the Ministry, namely Administration; Primary Education; Secondary Education fessi & Pro onal Services (Curriculum & Examinations); Post Secondary Education; and Youth, Sports and Culture. 2. STAFFING 2.1 The Director of Education is immediately served by Administration and Planning Officers through the Deputy Director of Education (Administration, Planning & nanc Fi e). In 2001, the staffing establishment in the Office of the Director was as follows:- 1 Director of Education The Director of Education took Special Leave of absenc r fiv e fo e months from 1 August to 31 December 2001. In his absence, the Deputy Director of Ed io ucat n (Post Secondary Education) was appointed to act as Director and carried ou is duti t h es in addition to normal duties. 1 Deputy Director of Education – Administration, Planning & Finance 1 Senior Education Officer - Administration & Planning 1 Assistant Senior Education Officer – Administration 2 Assistant Senior Education Officers – Planning 1 Education Officer – Administration 1 Education Officer – Planning 1 Computer Operator Grade 1 – Administration (vacant: new post) 1 Computer Operator Grade 2 – Administration (vacant: new post) 1 Computer Operator Grade 3 - Administration 1 Shorthand Typist Grade 111 - Administration 1 Clerk Typist Grade 1 – Administration (vacant due to promotion of former incumbent) 1 Clerk Typist Grade 11 – Administration (vacant due to resignation of former incumbent) 1 Clerk Typist Grade 111 – Administration (vac t du an e to promotion of former incumbent) 1 Transport Supervisor 2 Drivers 2.2 In addition to general administration and planning ties, du and coordination of communication between the Office of the Minister and Office of the Director, Admi n and tratio nis Planning Officers are responsible also for all tasks relating to personnel and human resource management for all staff of the Ministry, including teachers. They also serve the Secretariats of the Tonga National Volunteer Committee and the UNESCO National Commission for Tonga. 2.3. Meetings Attended by the Director of Education * Consultation of Pacific Directors of Education, 12 to 16 February, Ap a ia, S moa: funded by UNESCO; * UNESCO Technical & Vocational Education and Training Conference, 25 to 28 March, Adelaide, Australia: jointly funded by UNESCO and the Government of Tonga; * UNESCO Consultation of Pacific Cultural Directors (represented), 26 to 29 March, Wellington, New Zealand: funded by UNESCO; * BELS Tripartite Review Meeting (represented), 27 to 28 March, Suva, Fiji: jointly funded by UNESCO and the University of the South Pacific; * USP Finance and General Purpose Committee meeting, 12 April, Suva, Fiji: funded by the University of the South Pacific; * Forum Education Ministers Meeting, 14 – 15 May, Auckland, New Zealand: funded by the Forum Secretariat; * USP Council Meeting, 16 – 17 May, Auckland, New Zealand: jointly funded by the Forum Secretariat and the Government of Tonga; 23 * Consultations of Pacific National Commissions for UNESCO, 20 to 24 August, Na i: di, Fij jointly funded by UNESCO and the Government of Tonga; * USP Finance and General Purpose Committee meeting, 6 September, Suva, Fiji: fund d e by the University of the South Pacific; * South Pacific Board for Educational Assessment Iss es u Meeting and Annual General Meeting, 9 to 11 October: funded by SPBEA; * Thirty-first Session of the General Conference of UNESCO, 15 October to 3 November: jointly funded by UNESCO and the Government of Tonga; * USP Finance and General Purpose Committee Special meeting, 14 November, Suva, Fiji: funded by the University of the South Pacific; * USP Council Meeting, 10 – 11 December, Suva, Fiji: funded by the Government of Tonga; 2.4 Courses attended by Director’s support staff * ESTACODE Contents Training Workshop, 29 March, Nuku’alofa, Tonga: jointly sponsored by the Prime Minister’s Office and Ministry of Education; * Press Conference and Press Release Workshop, 21 to 24 May, Nuku’alofa, Tonga: jointly sponsored by the Australian ent Governm and Prime Minister’s Office. * Regional Workshop on Educational Statistics and Indicators, 11 to 15 June, Nadi, Fiji: funded by UNESCO * Tonga Update 2001 Seminar (USP:ANU, Aust), 29 May 2001, USP Centre, ‘Atele, Tonga. * Classroom Skills, 7 to 20 October, Kuala Lumpur, Malaysia: funded by the Government of Malaysia; 3. EDUCATIONAL FINANCE 3.1 Staffing 3.1.1. The central Financial Division of the Ministry is also under the dire n of ctio the Director of Education and supervised by the Deputy Director of Education (Administrat a ion, Pl nning & Finance). 3.1.2. In the year under review, staff establishmen divis t in this ion was as follows:- 1 Principal Accounting Officer – Finance 1 Senior Accounting Officer – Finance & Payroll 1 Executive Officer – Finance & Payroll Clerk Class 1 – Finance Clerk Class 11 – Finance Clerk Class 111 – Finance 24 3.2. Overall Revenue and Expenditure Part III (ib): Table 1: Expenditure and Revenue for the Ministry of Education in 2001 Division Salaries ($) Services ($) Total ($) Administration (Minister’s Office, Direction & Admin 233,120.00 109,761.00 342,881.00 istration) Professional Services (Direction, Curriculum Devel 643,933.00 opment, Examinations) 472,749.50 171,183.50 Primary E ducation (Direction, School Inspection, Primary Education Services, M.V. Pako, Tonga Side School) 6,158,845.00 455,005.00 6,613,850.00 Secondary Education (Tonga College, Tonga High Schoo l, ‘Eua High School, Vava’u High School, Niuatoputapu High School, Niuafo’ou High School, Tonga National Form 7, Talafo’ou Middle School, 2,760,821.00 1,122,631.00 3883,452.00 Ha'apai High School) Post-Secondary (Direction, Community Development and Training Centre, Distance Education and Communications Centre, Institute of Education, Institute of Science and Technology, Scholarships), Youth, Sports and Culture 802,499.50 116,5974.00 1,968,473.00 TOTAL 10,428,0354.00 3024554.50 13,452,589.50 REVENUE 1. School and Examination Fees 584,712.00 2. Sundries 200.00 TOTAL 584,912.00 4. EDUCATIONAL PLANNING .1. 4 In 2001, the Planning Unit of the Ministry remained the direct responsibility of the Director of Education. Under the supervision of the Deputy Director of Administration, Planning and Finance, the staff of this unit which comprised of one Senior Education Officer, two Assistant Senior Education Officers and one Education Officer worked together in carrying the tasks as directed by the Director. .2. 4 Such tasks included the following: • Devise mechanisms for the collection of data relevant for policy and planning purposes. This include collection of data for the Ministry's Annual Report as well as requests from international organisations. • Collect, process and analyse data. • Disseminate information relating to Project Formats and National Planning. • Prepare and edit educational project requests in accordance with DCC/Donor Format. • Keep records of project requests, decisions, agreements, MOUs, etc • Reconcile project expenditure and Statements of Acquittal. • Conduct follow-ups on projects and assist in project implementation and monitoring 4.3. Staff Training 4.3.1 To strengthen the capability of the unit, one Assistant Senior Education Officer participated in the Advanced Training Programme in Educational Planning and Management at the International Institute for Educational Planning in Paris, France. 25 4.3 Development Projects 4.3.1. A list of development projects implemented by the Ministry is shown in Table 2 below: Part III (ib): Table 2: Development Projects Implemented in 2001 Project Title Donor Status Australia Tonga High School Temporary Classrooms New Zealand Completed France People's Republic Ha’apai High School of China Completed To titutiona nga Ins l Strengthening Project New Zealand 3-year programme completed Third Country Training Australia On-going I Cou n- ntry Training Australia On-going Third Country Training New Zealand On-going In-Country Training New Zealand On-going 4.3.2. In addition to the above, the Ministry continued to negotiate with overseas funding agen s cie for the funding of some of its projects. Many divisions and schools of the Mi istr n y received direct financial aid from overseas countries through their various diplomatic missions here in Tonga. 4.3.3. T ctio he colle n of data for planning and management continued to be the major activity of the unit in 2001. Va o ri us divisions of the Ministry assisted the unit in this task to ensure that the information received was correct and relevant for planning and management purposes. However, there is a need for the Ministry to set up a proper atab d ase which will assist the Unit significantly in the collection and storage of data. . 5 VOLUNTEER SERVICES 5.1. The chairmanship of the Tonga National Volunteer Committee is currently held by the Minister of Education. .2. 5 The services of volunteers in a wide range of programmes have long been recognized as essential to the deve opm l ent of the Kingdom. They contribute much needed skills that are not available locally, and have also ontin c ued to staff both government and non-government schools with qualified and experienced teachers at a cost affordable to employers. During their assignment in the Kingdom, they successfully transfer skills and knowledge to local counterparts, and share each other’s cultures. The forging of links is also an important aspect of the vol te un er scheme as volunteers have continued to assist former workplaces with financial contributions, equipment and resources after they leave post. The services of volunteers were further advocate n d i 2001 as they celebrated the International Year of the Volunteer. 5.3. The following table shows the number of volunteers serving in the Kingdom in 2001:- 26 Part III (ib): Table 3: Numb er of Volunt r ee s in Tonga i n 2001 Scheme Position Workpl e ac n Ge de gh Qu r Hi est alification Term of Contra ct held Australian Volunteers Cateri ng Lecturer ‘Aho a p nil o ol Techni C cal ollege F t i Cer omm n C ercial 1 Feb to 31 December 2001 Abroad ok Co ery Engl T ish eacher T upou College F h Bac e of Psy lor chology 17 Jan r ua y 2000 to 31 Augus 001 t 2 Computer Teacher T upou College M h Bac el of or Education 17 Jan r ua y 2000 1 to 3 Dece er 20 mb 01 Libraria n T upou High School F Diploma of Teaching 1 September 1999 to 31 c O r 20 tobe 01 Plumbi g n Instructor T upou College M Bachelor of Education 1 September 1999 to 31 c O r 20 tobe 01 Geogra h p y Teacher Mailefihi Siu’ilikutapu C ll o ege F Bachelor of Education 8 February 2000 to 31 Dece er 20 mb 01 Computer Instructor S s t. Jo s eph’ Busine o ss C llege M Bachelor of Education 20 Jan r ua y to 1 3 December 0 20 1 Sterile u S pply Adviser Ministry H of ealth M Certificate in Laboratory 1 February to 31 e Dec m r be 2 1 00 Management Engl T ish eacher Cha el C n ollege F Bachelor of Arts 1 February to 31 e Dec m r be 2001 Industrial Arts Teacher Taufa’ahau Pilolevu College M Bachelor of Arts 20 Jan r ua y 20 1 0 1 to 3 Ja ua n ry 2002 (Secondary) Education Teacher Trainer (Primary T Instit onga t ute of Educa ion F Bachelor of Education 1 February to 31 e Dec m r 2 be 001 English) Volunteer Service Farm Manager Han o Agric g ultural Coll g e e M 13 February 199 1 9 to 2 F br e uary 2003 Abroad (New Zealand) Counsel or T l rainer Catholic Women’s League of F 2 March 2000 to 14 Dece b m er 2001 Tonga Tutor/T ach e er T High upou School Dip o l ma in M 1 July 2000 to 1 July 2 001 B ess Pr usin ogramme Japanese Overseas Japanese Language Teacher T High onga School F BA in Foreign 13 July 2000 to 12 July 2002 Cooperation Volunteer Language Music T ach e er T Instit onga ute of tio Educa n F BA in Music 13 July 2000 to 12 July 2002 Physica T l herapist T Red onga Cross F BSc in Health & Human 9 December 200 6 0 to D ce e mber 2002 so Re s urce System Engineer M f Agri in. o culture and Forestry F l Dip oma 9 Decem r 2 be 00 6 0 to D ce e mber 2002 Tiss ultu ue C re Advisor Vain F i arm, MAF M c i BS n ricu Ag lture 9 December 2 0 0 6 0 to D ce e mber 2002 Physical Ed ucation (Sumo) Tonga Sumo Foundati n o M BSc in Sports Science De 9 cember 2 0 0 6 0 to D ce e mber 2002 Instructor Physical Ed ucation Teacher Tonga Institute of Education M BA in Physical April 2 7 001 to 30 April 2003 Education Audio Visual Educator Ministry of Fisheries F Diploma (Audio Visual) 7 April 2001 to 30 April 2003 Nutrition Advisor Central Planning De me part nt F C BS u in N trition 7 April 2 0 0 1 to 30 April 2003 Home Arts Instructor Ministry of Agri F culture & orestry F in BA m Ho e Ec m ono ics 14 July 2001 11 Jul to y 2003 Abacus Teacher T Institute onga of tio Educa n F d Gra uation Ce t rtifica e 14 July 2001 11 Jul to y 2003 Kindergarten Teacher Fa Kind tai ergarten F Diploma 14 July 2001 11 Jul to y 2003 Ground Investigation Advisor Ministry of Works M MSc 6 December 2001 to 5 December 2003 27 Physical Education (Aerobics) Central Planning Department F Diploma in Physical 6 December 2001 to 5 December 2003 Instructor Education Japanese Language Teacher 'Atenisi Institute F Diploma 6 December 2001 to 5 December 2003 Japanese Langua T ge eacher TupouCollege M BA in Chinese 6 December 2001 to 5 Dece ber 20 m 03 Language Forest Conservation Advisor 'Eua Office, MAF M BA in Agriculture 13 July 2000 to 12 July 2002 Home Arts Instructor 'Eua Office, MAF F BA 13 July 2000 to 12 July 2002 Forestry Advisor 'Eua Office, MAF M BSc in Agriculture 9 December 2000 to 6 December 2002 (Forestry) Kindergarten Teacher Kaufana Kinder n, garte 'Eua F Diploma 7 April 2001 to 30 April 2003 Industrial Arts Teacher 'Eua High School M BA in Education 6 December 2001 to 5 December 2003 Japanese Language Teacher 'Eua High School F Diploma 6 December 2001 to 5 December 2003 Abacus Teacher Ha'apai Education Office M BA in Commerce 13 July 2000 to 12 July 2002 Physical Education (Aerobics) Ha'apai Office, Ce g ntral Plannin F Diploma 14 July 2001 to 11 July 2003 Instructor Department Abacus Teacher Vava'u Education office F BA in Law 14 July 2001 to 11 July 2003 Peace Corps Volunteers School-based Commun tiy Different Schools and Youth 5 M - Commenced service in either 200 0 or (America) Education (SBCE) Groups around Tonga 8 F 2001 and will complete in 2002 or 2003. Future Farmers of Tonga Peace Corps Office M - 9 June 2000 to 9 June 2002. (FFT) Community-based Youth Different Youth Groups around 9 M - Refer to (SBCE). Development (CBYD) Tonga 5 F Volunteer Coordinator Peace Corps Office M - 5 February 2000 to 5 June 2003 Women in Development Neiafu F - 4 August 2001 to 4 August 2003 Community-based (3) for Ministry of Environment 2 M - Refer to (SBCE) Environment Management and (1) for Fu Grou tu Youth p 2 F Programme AESOP (Australia) not available British Volunteers - To MOU was signed in February 2001. Experience the South Scheme to begin in 2002. Pacific Project TOTAL 73 28 6. UNESCO N T A IONAL COMMISSION FO O R T NGA 6.1. Legislation 6.1.1. Tonga b m eca e a member f o UNESC n O o 29 September 1980. Four ye r a s later, on 11 September 1984, Gove e rnm nt established the Tonga National Commission for UNESCO as an agency within the Ministry of Educati n. o It is currently one of 190 National Commissions playi ng a key le to s ro upport and achieve the goals of UNE O. T SC he Te rms of Reference of the National Commission e w re amended on 26 September 2000, and the Natio C nal ommission renamed the UNESCO National Commission for Tonga. The President of the Commission is the M ster ini of Education, or if the Minister so decides, a person appoin b ted y him with the consent of Cabinet. Mem s ber hip of the m Co mission is now being revie e w d. The Minister of E ati duc on has the authority also to appoint all members of the Commission with the consent of Cabinet. 6.2. Staffing 6.2.1. The Commission had no full time staff in 2001, although Cabinet did approve in 2000 that there be four officers to serve full time as th n e Perma ent Secretariat of the Commission. This is due mainly to financial constraints all s as alaries n a d operatio a n l expenses have to be met by Government through the Ministry of Education. Respo sibiliti n es and duties in 2001 e w re carried out by administration and planning officers in the Office of the Direc of tor Education in ad tion di to their own under the supervision of the Senior Education Officer for Admi tr nis ation an Pl d anning. 6.3. Extent of Assistance from UNESCO 6.3.1. In addition to UNESCO’s direct financial assistance to the National Commission for project implementation, it contributes enormously in the form of Publications, Fellowships and Training, Participation in overseas meetings, and Technical Assi a st nce in education and other fields of competence (Natural Sciences, Social and Human Sciences, Culture, Communications and Information). It has regional projects running into millions of dollars for Basic Education and Literacy Support (BELS), Education For All, Secondary Teachers Education Programme, Press and Broadcasting, Youth Leadership, Culture, Groundwater Pollution studies, Science development and Technical Vocational Education and Training. 6.4. National Projects implement d e in 2001 (Participation og Pr ramme) 6.4.1. Seven out of 13 sub ted mit j pro ects w r e e approved for funding under the Participation Programme Biennium 2000 – 2 . 001 These a iste re l d b l e ow:- Part III (ib): ble 4 Ta a: UN O Pa ESC rticipation rog P ramme in 2000/2001 Recipient Project Title Amount US$ Status Tonga National Youth Communication Netwo k r for Tonga Nati a on l 26,000 Completed Congress Youth Congress Primary Education Unit, Development and Publication of Literacy 15,000 In progress Ministry of Edu ation c Materials for Teachers and Pupils Tonga l Col ege Upgradi of ng Industri l Arts and T a chnica e l 20,000 In progress F it acil t ies a Tonga College Tonga i Inst tute of Upgradi ng of Autom atic Mechanics Training 15,000 Completed Science and Works hop Technology Ministry of Educa tion Particip o ati n of Ton in ga Eighth Festival of 15,000 Completed and NG Os Pacific Arts Langafonua ‘a e Fe e fin Community Development Programme – 15,000 In progress Tonga Improving the Status of Women Women In Law Literacy on Basic Legal Rights for Women – 20,000 In progress Association (WILA) Women In Law Association $1 US 26,000 TOTAL Approx t ima ely TO 52,0 P$2 00 6.4.2. The National Commission also closely monitored and assisted implemen a ting gencies with the following activities under the Focus on the Pacific project:- 32 Part III (ib): Table 4b: Activities under the Focus on the Pacific Project Recipient Project Amount USD Status Tonga Traditions Establishment of a Centre for 10,000 In progress. Committee Community-Based Management of Natural and Cultural Heritage Tonga Broadcasting Production of Media Materials to 5,000 In progress Commission Publicize Focus on the Pacific Project: Cultural Heritage Sector 6.4.3. Of the 6 organizations that the Ministry of Education contributes to (COL, CYP, EWC, SPBEA, UNESCO, USP), UNESCO is considered the most cost effective in terms of Return On Investment. The following gives an indication of the e t x ent of direct financial assistance received from UNESCO compared to Tonga’s financial investment: - Part III (ib): Table 4c: Comparison between UNESCO's financial assistance and Tonga's financial contribution Year Tonga’s Tonga’s TOTAL (TOP$) Direct Financial Contribution Contribution Assistance from US$ Portion FF/EUROS UNESCO to Portion $ National Commission (T$) 1997 14,376 129,444 FF (T$18,594) (T$26,865.50) 45,459.55 133,850.58 1998/99 653 5,877 FF (T$1,062.84) (T$1,651.04) 2, 713.88 160,332.63 2000/2001 1,966 2,672 EUROS (T$4,148.09) (T$4,960.42) 9,108.51 280,335.53 .5. 6 Attendance in Meetings sponsored by UNESCO 6.5.1. UNESCO sponsored the attendance of Tongan personnel in the following meetings abroad:- * Meeting of the UNESCO TASKFORCE for TVET, 12 – 22 January, Tuvalu; * Consultation of Pacific Directors of Education (Focus on Secondary Education), 12 – 14 February, Apia, oa; Sam * Education Fo ll C r A oordinators Meeting, 5 –7 March, Apia, a Samo ; * Associated oo Sch ls Project National Coordinators Meetin 3 Marc g, 19 – 2 h, Auckland, New Zealand; * UNESCO TVET Co nference, 25 – 28 March, Adelaide, Australia. * UNESCO/UNE C VO Meeting, 29 March, Adelaide, Australia; * UNESCO Consultation of Pacific Cultural Directors, 26 – 29 March, Wellington, Ne Z w ealand; * BELS Tripartite Review Meeting, 27 – 28 March, Suva, Fiji; * UNESCO Regional Workshop on Educational Statistics and Indicators, 11 – 15 Jun , Nad e i, Fiji; * Workshop on the Protection on National Cultural Heritage: Ill No to icit Traffic in C l u tural Propert , 1 y 3 – 15 Na June, di, Fiji; * n Meeti g of National Commissions for UNESCO and Scholars of the Pacific Region for the Establishment of an International Council for Pacific Islands Studies (ICPIS), 9 J 25 – 2 une, Apia, Samoa; * SCO Pacif UNE ic Youth Meeti 16 – 2 ng, 0 July, Apia, Samoa; * Consultation of a P cific National Commissions 4 Au for UNESCO, 20 – 2 gus i t, Nadi, F ji; * The UNESCO World Heritage Youth Forum, ptem 3 – 9 Se ber, Karlskrona, Sweden; * Educati n For All C o oordinators Meeting, 17 – 21 Septembe i, Fiji r, Nad * Thirty-F es irst S sion of the General Conference of UNESCO, 15 October – 3 November, Paris, France; 6.6. eleb C ration of International Days and Weeks .6.1. 5 The National Commission continued to foster and promote the celebration of international days and weeks. 20 In 01, the 55 international days and weeks were celebrated nationally as well as through school based activities by relevant government and non-government organisations and members of the Associated Schools Project (ASP) network. This network has continued to enhance the role of education in developing a culture of peace. The 33 highlight for the Education sector was the deliverance of an address by the Acting Director of Education to all teachers over national radio and television on the occasion of World Teachers’ Day, Oc 5th. Additi tober onally, between May – October 2001, the National Commission in collaboration with the Ministry of Education and the Tonga Tr ions Committe adit e cond ed uct a series of seminars in 25 centres on the main island of Tongatapu on the theme, "National and Cultural Heritage". The purpose of this exercise was to collect re a li ble first-hand information from the villagers themselves as a source for updating refer d ence ocuments, school syllabus and reading materials. 6.7. Future a progr mmes 6.7.1. The National Commission expects to benefit further from UNESCO’s approved budget of US$544 million ver the 20 o 02-2003 biennium. The Commission aims to support strongly the five clear set priorities of UNESCO during the biennium period, namely Basic Education, Water Resources and ecosystems, the Ethics of Science and technology, Cultural diversity, pluralism and intercultural dialogue, and Equitable Access to Information and Knowledge. All programs under these priorities will work on two cross cutting themes selected by UNESCO, being Eradication f Povert o y, especially extreme poverty and the Contribution of Information and Communication Technologies to the development of education, science, and culture and the construction of a knowledge society. 34 PART III (ii) PROFESSIONAL SERVICES 35 PROFFESSIONAL SERVICES I. INTRODUCTION 1.1 The Professional Services Division was responsible for the devel m op ent of curricula materials and the administration of printing examinations which were aimed at the general deve opm l ent of education at the primary and secondary levels. 1.2 The Deputy Director of Education (Secondary Education & Professional Services) is responsible for the Professional Services Division, which consists of the Direction Section based at Head Office as well as the Curriculum Development Unit, Production Services and the xami E nations Unit. 2. BROAD OBJECTIVES 2.1. The Professional Services Division continued to subscribe to the broad objectives as stated in the Seventh Strategic Development Plan (2001 - 2004), with emphasis in achieving: * a well educated and skilled labo ur force, and a healthy population.* 3. CURRICULUM DEVELOPMENT UNIT 3.1. Strategies: 3.1.2 The Curriculum Development Unit under the Deputy Director of Education (Secondary Education & Professional Services), continued to sist the as Director of Education and the Minister of Education in the implementation of Education policies and objectives through the following specific strategies: i) continued improvement of the standard and the quality of education in Primary and Secondary school levels; ii) continued production and upgrading of resource materials for students and achers i te n both Primary and Secondary School levels; iii) continued upgrading of education and training programmes in terms of in-service workshops and the provision of new and improved resources; iv) continued professional development of CDU officers and everyone involved in the design and development of curricula; v) continued research and innovation into curriculum, resource needs and effectiveness of implemented syllabuses and materials; vi) continued evaluation and assessment of programmes and materials; vii) the building up of a comprehensive and current reference resource room (library) to assist writers in materials development and in their own professional development; viii) efficient administration and management of CDU; ix) continued linkages between primary and secondary levels, the teachers’ college, tertiary education and the Tongan community at large; x) continued enhancement of co-operation between education authorities in the Kingdom and overseas. 3.2 Finance 36 3.2.1 The budget for CDU & Production Services is allocated only for staff salaries and office supplies. In the 2000/2001 financial year, the allocation was $275, 0 415. For 2 01/2002 the allocation is $753,018. Funds allocated to CDU were used for the payment of the following expenditures: a) The daily operation of CDU in the areas of stationery and other office supplies. b) the repair and maintenance of computers and printers, including the purchase of software, diskettes and parts. c) T mainten he ance of printing machines, guillotine, binders, photographic equipment and photocopiers. d) The completion of the development, trial and printing of prescriptions and curriculum resource materials in the following subject areas: English, History, ogr Ge aphy, Tongan Studies, Science and Mathematics for Secondary Schools. .3. Staff: 3 3.3.3. All matters concerning CDU are the direct responsibility of recto the Deputy Di r of Education (Second Educatio ary n and Professional Services) who was based at the unit from March to October. The Chief Education Officer co-ordinated subject team’s acti i vities, in-service train ng and writing orksho w ps, the Advisory Committee meetings, general administrative work and other tasks assigned by the Director and Deputy Director of Education (Secondary Education & Professional Services). .3.4. 3 continu CDU ed to follow the guidelines outlined under the Quality Management Programme in the daily operation of its activities. This involved the delegation of some of the administrative responsibilities to senior officers in various sections such as: a) The day to day operation of the Production Unit was the responsibility of the Senior Education Officer (Production). b) The Audio Visual Aid Officer was responsible for co-ordinating the work of the Computer Operators and Graphic Artists. c) The Assistant Senior Education Officer (Administration) recorded and forwarded Leave as Applications such Casual Leave, Sick Leave and Special Leave to the Main Office, updated the Asset Registry of the Unit and performed other administrative duties. 3.3.4. A total of 22 staff worked at CDU in Januar 2001. T y his comprised of 1 Chief Education Officer, 1 Senior Education Officer, 7 Assistant Senior Education Officers (1 attached to TIOE), 7 Education Officers (1 attached to TIOE Library), 1 Audio Visual Aid Officer, 4 Assistant Teachers, 1 Printing Officer, 1 Clerk Typist, 1 Driver and 3 Japanese Volunteers. 3 Officers were attached to Tonga High School and Tonga College, and one left to the nite U d States of America and did not return and one officer retired. 3.3.5. A new JOCV volunteer, Junko Kadota worked with Miwa Nafe on the Soroban programmes for Primary cho S ols & TIOE. Eriko Tsukijima replaced Yoriko Kishida in the Japanese language programme. Ms Seiloni Senituli, Clerk Typist, was replaced by Temalisi Kata. Vehicle P937 was ca and red for driven by Tevita Lui. 3.4. In-country Workshops: 3.4.1. Dr Visesio Pongi and Ana Raivoce from SPBEA conducted most of these workshops Part III (ii): Table 1: CDU In-Country Workshops in 2001 By Level, Subject Area and District Month Subjec Participa t Area nts Venue Februar y F5&6 Tala ‘o Tonga Teachers CDU May F3 History Teachers CDU September F5 & 6 Tala ‘o Tonga Teachers CDU September F5 Geography Teachers CDU December School –based Officers & Teachers FWC Conference Room 37 3.5. The Curriculum Development Process: .5.1. 3 The usual stages involved in developing new or reviewing current curriculum materials are: i) Developing and reviewing syllabi and prescription. ii) Developing course materials for levels needed. iii) Trialling of course materials in pilot schools. iv) Obtaining evaluation and feedback from pilot schools to assist curricula revision. v) Final typing and formatting. vi) Printing for national implementation. vii) In-service training of teachers. viii) National implementation for the course. ix) Review and revision of the curriculum for improvement and reprint. 3.5.2 Each subject varies in the stage of devel opment and the progress of their development is, to a great extent, depe t o nden n the availability of subject officers, assistant writers and computer operators. 3.5 Reports: i) Primary Education:- Reports on Primary Curriculum Programmes may be located in the Primary Education Division (Part III (iii) of this Report. ii) Secondary School Subjects:- Less workshops and curriculum developments have resulted in the relocation of the Unit's Subject Officers to schools. However, the following subjects had full-time staff to continue with the work: a. Geography: Th rm 3 e Fo Geography Resource Book was entered in the Computer. It is still being finalised up to date. b. Tongan Studies: Resource Volume 3 “Tala ‘o e Ngaahi Kolo” is still being researched and compiled. The Form 6 Tongan Studies Prescription was finally approved, and is currently used by Secondary Schools. Lyrics for traditional dancing, songs, and poems for the Literature section are now in schools. Myths and Legends have not been submitted from schools yet. The Tongan Proverbs were compiled and are now at the pri ting stag n e prior to their sale. c. History: Form 3 History text for students on Theme 1 – Migration and Exploration was printed and used in schools. Theme 2 – Religion was on hold to wait for further feedback from schools before being it was finalised. “Government” will be ready for Term 2, 2002. Form 4 History Text on Regional Cooperation is being finalised and will be tabled at e n th ext meeting of the Advisory Committee in April 2002. Form 5 Resource Books for Pupils on the following topics: League of Nations, United Nations, and Commonwealth ions a of Nat re still being compiled. Form 5 History r evised Prescription was approved and now nationall implem y ented. 38 d. Industrial Arts & Home Economics Prescriptions: During the May holidays, Ana Raivoce (SPBEA) conducted a workshop for teachers to revise the Industrial Arts and Home Economics prescriptions. Direction from one of the Advisory Committee meeting indicated that there would be curriculum development for a new Form 5 subject called Technology that will consist of modules from Industrial Arts d Home an Economics. This will be developed to cater for students who hope to continue on to PSSC Technology which is being taught for the first time in 2002. e. Japanese: The Form 5 Japanese text “Sakura 3” was n tion a ally used in schools. “Sakura 4”, Form 6 Textbook was also distributed. The Japanese Syllabus Form 3 – 5 is still being revised. The Japanese writing competition was held in August for all levels. About 200 applicants participated in it. Certificates were given for those with e marks mor than 60%. This competition started in 1997 and the candidate numbers increase each year. f. Soroban: The Soroban programme continued in selected schools in Tongatapu, Ha’apai and Vava’u. Tonga Side School became a new pilot school for Soroban. The number of schools and students who learned Soroban by region is as follows: Tongatapu 29 schools 1230 students Vava’u 16 schools 777 students Ha’apai 4 schools 143 students The Soroban Officer i w th her Japanese Counterpart visited twenty schools in the morning and eight in the afternoon every week, teaching new steps and carrying out Step Tests twice a term. Soroban Competition was held for the participating schools in Tongatapu in August together with visiting Japanese students. The competition for Ha’apai and Vava’u schools were held in November in Ha’apai and Vava’u respectively. Some of the problems that hindered progress in the teaching of Soroban at school include the following: 1. Since Soroban is not allocated a specific time in the school timetable, some teachers do not teach it to students. 2. Instead of teaching Soroban to the whole class, teachers select only a few to learn Soroban at school. 3. Some teachers are still not very well equipped to teach Soroban. 4. Shortage of exercise books and Teacher’s Guides. g. Health Studies: The Officer for Health Studies was attached (full-time teaching) at Tonga High School in 2001. No more work was done on the Forms 1 & 2 texts. 3.6 Production Unit: 3.6.1. This unit is responsible for the Computer work, photocopying, printing and distribution of various educational materials such as exam papers for Secondary Entrance Examination, Form 2 and the Tonga School Certificate. In spite of the demands, regular servicing and maintenance of equipment ensured that educational programmes are processed and printed according to schedule. 39 3.6.2 Computer and Photocopying Rooms:- 3.6.2.1. These rooms are under the responsibility of the Visual Aids Officer. 3.6.2.2. The main tasks included typing of draft documents, amending and finalising of texts prior to printing, magazine photo processing and preparation for printing. The printed materials are shown under Table 2 (Educational Publications). i) Printing, Storage Rooms and Vehicle Shelter:- Laki Tupou, SEO, was in charge of the staff and programmes of this section. The staff consisted of 5 Assistant Teacher Diplomates, one Printing Officer and one driver. Publications o were d ne mostly for the Primary Schools, Secondary Schools and the Ministry of Education. The printed texts and resources are available for sale at the Ministry of Education's Bookroom at the Main Office. Exams papers were printed from June to September. The list of Educational publications are shown in Table 2 below. 40 Part III (ii): Table 2: Educational Publicat ns io - 2001 PRIMARY DIVISION TS EVELS ES/COPIES all Subjects) ks orts ental Science nvironmental Science n Tests a C/1 – C/6 C/1 – C/6 C/1 – C/6 ent Assessment Tests ests DARY DIVISION ics Reprint Arts Reprint Reprint rescription eprint ence Reprint chool Magazine titute of Education gh School gh School National Form 7 de School ion Papers ARY ENTRANCE EXAMINATION Q – 20/4000 A – 24/4000 Q – 8/4000 A – 10/4000 Q – 8/4000 A – 8/4000 Q – 6/4000 A – 6/4000 SCHOOL CERTIFICATE Q – 8/2500 A – 15/2500 ication Forms Q – 6/900 Accounting, Japanese, English, A – 5/900 Agriculture, Geography, Industrial, 7/90 Maths, Computer Studies, Economics, Q – 5/2600 Science, Home Economics. A – 4/2600 Q – 3/850 A – 2/850 Q – 11/1260 Q – 3/350 Q – 6/350 Q – 3/2300 A – 6/2300 Q – 5/900 Q – 4/1600 A – 10/1600 Q – 4/1000 A – 5/1000 Q – 15/200 COMMON EXAM. Maths, Tongan Studies, Science 16/400 15/400 5/400 tudies 6/400 f Education eports h, 199 pp n 194 pp 41 3.7 Resources 3.7.1. T ce he Resour Room received professional journals, curriculum documents, copies of printed teachers' and pupils' oks. Pam bo phlets, reports and other documents were from the Ministry’s partici io pat n in regional and international funded pro ect j s such as UNESCO, UNDP, SPBEA, Australia and New Zealand. 3.8 Other Involvements: 3.8.1. Many staff were involved in Ministry of Educ tion a programmes. Manu Puloka and Vili Vete were involved with the Annual Secondary Schools Inspection and ssessment A of teachers. Many of the staff were also involved with preparation, supervision, marking and repor g of various tin exam papers for Primary and Secondary schools. Vili te an Ve d ‘Aisea Hingano were members of the National Tala-‘o-Tonga sub-committee. These involvements were essential as they strengthened the li bet nks ween materials developed, classroom implementation and evaluation procedures. 3.9 Conclusion: 3.9.1. For those who worked at CDU in 2001, it was a worthwhile year with its accomplishments, changes and plans for ongoing programmes for the year 2002. 3.9.2. In line i w th the Ministry of Education's plans and directions, most of the Primary and Secondary curriculum developers were attached to their divisions or schools to implement the developed courses in the classrooms. This is also necessary to get feedbacks for confirmation of the texts and resources; and their standards for Tonga. Thus, the number of staff members at CDU was reduced to mostly the technical staff to continue reproducing existing materials for schools. The country’s tightening up on the Budget and emphasis on Quality Management has an effect on the reductio on the n number of staff within this important branch of the Ministry of Education. 4. EXAMINATIONS UNIT 4.1. Strategies 4.1.1. The Examinations Unit, under the same Deputy Director of Education continued to assist the Director of Education and the Minister of Education in the implementation of educational pol i ic es and objectives through the following strategies: i. continued improvement to the standards and quality of examinations and assessment mechanisms at the Grade/Class 6 (Secondary Entrance Examination/SEE) level, F r o m 2 Common Examination, Transfer Examination, and the Form 5 Tonga School Certificate (T aminati SC) Ex on; ii. continued assistance, whenever appropriate, with overseas-set e ami x nations, that is, the Form 6/Pacific Senior Secondary Certificate (PSSC) examination, and the Form 7 New Zealand Bursary Examination; iii. continued provision and upgrading of resources and facilities related to examination processing; iv. continued provision of in-service training for everyone involved in examinations; v. continued enhancement of cooperation between education authorities in e King th dom and overseas. 4.2. Finance 4.2.1. From the budget allocation of the 2000/2001 Financial Year to that of 2001/2002, there was only a marginal increase in the provision for salaries which made up the bulk of the allocati fo on r the Examinations Unit. This increase was to accommodate the annual increments and C.O.L.A in staff . salaries In the 2001/2002 Financial Year, the Public Examinations Vote, in its fifth year a w s utilised for the administration of examinations. Details of expenses incurred under this vote is shown in Table 3. Oth er er op ations relating to examinations and assessment were funded under the financial assistance of the New Zealand Government and South Pacific Board for Educational Assessment. 4.2.2. The total sum of 80,000 initially approved by Cabinet for the Public Examinations Vote has been cut each year as advised by Central Administration. This has led to operational problems especially claims for Markers 42 and administration expenses as from December to June each year. Public Examination Vote is authorised, managed and records are kept at Central Administration under the Director of Education, Deputy Directors and Principal Accountant Officer. Thus the reduced sum could not fully cover all the required expenses for the Exams Unit Programmes. Part III (ii) Table 3 : Expenses Incurred under the Public Examinations Vote for 2001/2002 Description Amount (T$) Printing/Publishing 20,000 Fees - Examiners/Moderators 6,500 Supervisors 17,500 Markers 32,440.30 Inspectors/Assessment 2,000 Training 1,500 Cover Charge 1,500 Stationery and Supplies 5,000 TOTAL (Actual) 86,440.30 4.3. Facilities and Resources 4.3.1. Resources and facilities available at the disposal of the Examinations Unit in 2001 includes the following: One building wi e an th offic d a garage. Comp er hard ut ware with specially designed software for examinations and assessment purposes; Office equipment including 2 photocopiers (1 not functioning) and 1 facsimile machine. One vehicle kindly provided by the Seattle (USA) and Christchurch Rotary Clubs in 1996. 4.4. Staff 4.4.1. As of January 2001, the Examinations Unit’s Staff consisted of 1 Chief Officer Education, 2 Senior Education Officers, 2 Assistant Senior Education Officers, 3 Education Officers (one currently on NZODA Scholarship), 1 Assistant Computer Programmer (study leave), 3 Assistant Teachers (1 study leave), 1 Clerk Typist Grade 1, a driver, and a Watchman. 4.5. Staff Training 4.5.1. There were several overseas and in-country training programmes offered to the Examinations Un n it a d the Ministry in 2001. Visiting consultants, other in-country training and workshops held for both staff of the Unit and those involved in examinations and assessment activities are shown in Table 4 below. 43 Part III (ii): Table 4 : 2001 In-Country Training and Workshops Consultants' Visits Month(s) Consultant(s) Origin/ Subject Participants Attachment Funding Jan 29- Dr.Visesio Pongi and Ana SPBEA Form 6 teachers *PSSC teachers–TBU, Feb 2 Raivoce Tongan Studies ‘Eua, Hp, Vv. Feb 6-9 Hans Zindel & Lafi Sanerivi SPBEA PSSC Internal Assessments & TBU, ‘Eua, Hp. Vv. Item Analysis Hans Zindel & Lafi Sanerivi TSC new examiners, F2, SEE & Feb 12-15 SPBEA Item Analysis TBU, Exams Unit March 26- Dr. Visesio Pongi SPBEA Primary Officers TBU, CDU April 3 April 9-13 Mr Mostyn Coleman SPBEA PSSC Technology TBU May 7-11 Ana Raivoce SPBEA TSC Indus.Arts & H/Eco. TBU Teachers revise Prescriptions Bursary & School Certificate visits May 21-25 Gil Roper QA NZ TBU & Vv 4 July -13 Dr. Visesio Pongi & Lafi SPBEA Verification visits TBU, ‘Eua, Hp, Vv Sanerivi Aug 21-24 Dr. Visesio Pongi & Ana SPBEA TSC T/Studies & Geo. TBU Raivoce Prescriptions review Sept 3-7 J. Taufa & M. Niulala SPBEA Manager & Technician Workshop Nadi 4.6. Number of Schools 4.6.1. Tables a 5 nd 6 show the number of schools by grouping and by district which represent candidates to both the Ministry’s l ca o l and overseas-set examinations at the Primary and Secondary school levels. Part III (ii): Table 5: Nmber of schools Presenting Candidates to Examinations in 2001 by Education System and by Level of Examination EXAMINATION LEVEL Government Missions Private TOTAL A. PRIMARY Secondary Entrance Examination (SEE) 104 9 - 113 B. SECONDARY Form 2 Common Examination 8 7 - 15 Tonga School Certificate (TSC) 6 24 - 30 Transfer to Form 2-5 3 - - 3 Pacific Senior Secondary Certificate (PSSC) 4 13 - 17 Form 7- New Zealand Bursary Examination 3 1 - 4 44 Part III (ii): Table 6 : Number of schools Presenting Candidates to Examinations in 2001 by District and by Level of Examination Examination Level Central aste E rn Western ‘Eua Ha’apai Vava’u NTT NF TOTAL A. PRIMARY Secondary Entrance 11 23 20 5 20 29 3 2 113 xam E ination B. SECONDARY Form 2 Common 6 2 1 1 2 3 1 1 17 Examination Tonga School 9 6 2 2 4 5 1 1 30 C e ertificat Transfer 2 - - - - 1 - - 3 Pacific Senior 7 4 1 1 1 3 - - 17 Secondary Certificate Form 7 Bursary 2 1 - - - 1 - - 4 Examination 4.7. Activities . 4.7.1 The Unit is involved the in development of the various public examinations conducted in the Kingdom. In 00 2 1, the Ministry once again conducted the following examinations: a. the Secondary School Entrance Examination (October); b. the Form 2 Common Examination (October); the c. Tonga School Certificate Examination (November). 4.7.2. In addition, the Unit also administered the Transfer Examination for students wishing to transfer to, and between the Government Schools. 4.7.3. Many secondary schools throughout the Kingdom also pres d c ente andidat o th es t e following overseas examinations: a. the Pacific Senior Second r a y Certificate; b. the New South Wales Certificate; (‘Atenisi In ute) stit c. e the N w South Wales Higher School Certificate; (‘Atenisi Institute) d. e the N w Zealand University Bursaries Examination. e. USP Foundation 4.8. Secondary Entrance Examination (SEE) 4.8.1. The Ministry of Education again conducted the annual Secondary Entrance Examination for 2001 in October. As in previous years, the examination consisted of four one-hour papers in English, Mathematics, Tongan Studies and Environmental Science. In the interest of fairness the marks from the four papers wer onc e e again standardised before they were aggregated to prod a n uce ational rank order of all the candidates. This was used by the Ministry as well as other education authorities as the principal means of allocati g stu n dents to their preferred secondary schools. Class 6 students at Tonga Side School, howe r, di ve d not take part in the examination beca se u e schoo th l had its own Forms 1 and 2. Selection for secondary school for these students were carried out at the end of Form 2 after sitting the Form 2 Common Examination. 4.8.2. In 2001, a total of 3280 class 6 pupils sat the Secondary Entrance Examination representing a slight increase by 44 candidates from the total of 3236 in 2000. The proportion of boys and girls sitting the examination in 45 2001 was 54% and 46%, respectively compared to 56% and 44% in 2000. Ninety-six percent of the candidates were from government primary schools, a sli t incre gh ase from ninety-five percent since 1998, and the remainder e w re from mission schools. The distribution of candidates by district and by gender is detailed in Tables 7 and 8. 4.8.3 T rtio he propo n SE of 2001 E candidates who e sat th entrance examination for the first, second an r d thi d time were 71%, and 27% 1.5% respectively. There is a slight decrease in the number ts r of studen epeating Class 6, particularly those for the second time. Further details on repeaters are shown in Table 9. Tables 10 and 11 provide more detailed information on the SEE results. Part III (ii): Ta ble 7 : Total Number of Candidates for the 2001 Secondary Entrance Examin b ation y Gender and by Age Age 9 10 11 12 13 14 Ot r he s TOTAL Gender F M F M F M F M F M F M F M F M Subtotal 6 5 282 254 852 902 326 530 26 78 3 7 5 10 1500 1780 TOTAL 11 536 1,754 856 104 10 15 3,280 46 Part III (ii): Table 8 : Number of Secondary Entrance Examination Candidates in 2001 by District and by Gender District Tongatapu ‘Eua Ha’apai Vava’u NTT NF Mission TOTAL Central Eastern Western Gender F M F M F M F M F M F M F M F M F M F M Subtotal 385 486 305 372 187 202 94 103 137 169 280 339 24 29 12 11 66 79 1500 1780 TOTAL 871 677 389 197 306 619 3 5 23 80 145 3,2 47 Part III (ii): Table 9 : Total number of Repeaters in the Secondary Entrance Examination in 2001 by District. District Number of Repeaters Tongatapu Central 283 Eastern 180 Western 118 Vava’u 240 Ha’apai 103 ‘Eua 63 Niuas 9 Missions 36 TOTAL 1,032 Part III (ii): Table 10 : Secondary Entrance Examination Results - 2001 : Total Means of Candidates by District is D trict Total No. of Total No. of Percentage of District in Each Category District Mean Schools Candidates Cat.1 Cat.2 Cat.3 Central 9 871 24 15 61 46 Eastern 22 677 14 14 72 43 Western 16 389 13 14 73 44 ‘Eua 5 197 12 18 70 43 Ha’apai 18 306 12 15 73 45 Vava’u 29 619 19 19 62 47 Niua’s 5 76 9 12 79 44 Mission 9 145 11 10 70 43 Category 1: Total ean of 2 m 20 and over for the 4 subjects. Category 2: Total ean of 2 m 00 and over but less than 220 for the 4 subjects. Category 3: Total mean of less than 200 for the 4 subjects. Part III (ii): Table 11 : Secondary Entrance Examination Results - 2001 : Subject Means by District jec Sub ts Central Eastern Western ‘Eua Ha’apai Vava’u Niuas Mission Ton n ga St. 45 43 45 43 46 48 46 42 English 47 42 44 41 42 45 41 45 Maths 46 44 43 43 45 47 43 42 Env. Sci. 45 43 44 44 45 48 46 43 TOTAL 183 172 176 171 178 188 166 172 NB: Include e sc s th hools from all Non-Government Education System throughout Tonga 50 4.9. Form 2 Common Examinations 4.9.1. This examination cons of ists five compulsory subjects namely English, Tongan Studies, Mathematics, Science and Social Science and is compulsory for all government schools. Non-government schools wishing to take part may do so but must comply wi co th the nditions set for gover nt sc nme hools. 4.9.2 The main purpose of this exa inati m on is primarily to check the students’ (and teachers’) progress at the end of the first two ye con ars at se dary level. It is also used for selecti f F on o orm 2 students from Talafo’ou Government Middle School and T Si onga de School for entrance to Form 3 at T ga Hi on gh School. In 2001, there were 77 and 72 candidates for this examination from Tonga Side School and Ta u Mi lafo’o ddle School respectively. The results for these examinations are shown in Table 12. Part III (ii): Table 12 F : orm 2 Common Examination Results in 2001 School No.Sat No.Qualified to Tonga High School Tonga Side School 72 41 (57%) Talafo’ou Government Middle School 77 2 (3%) TOTAL 149 ) 43 (30% 4.10. Tonga School rtific Ce ate (TSC) Examination 4.10.1. The Ministry of ducatio E n administered the Tonga School Certificate (TSC) Examination in 2001 at the end of Fo rm 5. It was also responsible for the sett g, markin in g a dm nd a inistration of all thirteen he main s of t ubj s offered ect in the award; Tongan Stud s, ie English, Accounting, Mathematics, Science, Economics, History, Geography, Home Econom ndustria ics, I l Arts, Agricultural Scie , Comp nce uter Studies and Japa s ne e. Japanes La e nguage wa ffere s o d in 199 for the first time as a 5 Tongan based subject and Computer Studies wa offered i s n 199 for the first tim 6 . e The remaining four subjects namely Biology, Fren , Art and Mu ch sic were set in Ne Z w ealand. Biology was ma i rked n Tonga whereas French wa s marked in New ealan Z d. Art and Music were still moderated at NZQA and marks sent to Tonga Exams Unit. The Ne w Zealand Qualifications Authority onti c nued to offer assistance with moderation and marking, though for all inte and p nts urposes, the TSC is now l ful y a Tonga-based examinat . ion 4.10.2. In 2001 a total of 1849 candidates from secondar ch y s ools throughout the kingdom entered the examination, which shows an increas from 2000’s 1731. In 2001, 1849 (74%) candidates sat the examination for the first time compared to 2000, 1731 (60%), 19 , 178 99 5 (51%), 1998, 1766 (72%), 1997, 1777 (71%), 1996, 1739 (97%), 99 1 5, 1345 (69%). This indicates a sharp decrease in the number of students repeating Form 5 and an improvement in e numb th er of cand at id es sitting the examination for the first time. 4.10.3 T ntag he perce e of male candidates increased from 40% in 1998 to 44% in 1999 and 42% in 2000 to 44% in 2001. Female candidates remain the same at 56% in 1998 and 1999, a slight increase to a 58% in 2000 and a decrease to a 56% in 2001. The Government schools provided 27% of the candidates, with the remain 3 ing of 7 % from the Non-Government schools in 1998, 28% : 72% in 1999, 27% : 73% in 2000, 30% : 70% in 2001. Every candidate who sat the examination was issued w th a c i ertificate showing the subjects sat and the grades achieved in each subject. T rade he g iss r ued fo each subj t ec was based o a 9- n po scal int e with de 9 Gra bein e lo g th west ib poss le grade and 1 as the highest possible grade. A summary of the results for this examination since 1988 is shown in Table 13. Further detai are pro ls vided in the Appendix. 51 Part III (ii): Table 13 : Results of the Tonga School Certificate Examination by Whole Territory since 1988 Year No. of Candidates No. Qualified to Form 6 % Qualified to Form 6 1988 1699 372 22 1989 1616 342 21 1990 2024 456 23 1991 2142 449 21 1992 2239 550 25 1993 2250 451 20 1994 2007 505 25 1995 1930 736 38 1996 1779 723 41 1997 1758 759 43 1998 1750 733 42 1999 1767 767 43 2000 1724 711 41 2001 1849 676 37 4.10.4. t from It is eviden Table 13 also that there has been a gradual increase in the number of students qualified to enter Form 6 since the introduction of the Tonga School Certificate examination in 1988. 4.11. Transfer Examination .11.1. 4 This examination is designed to cater for the demands for entrance into Forms 2-to 5 in Government Secondary Schools, particularly Tonga High School and Tonga College. This examination is conducted in December nd Ja a nuary every year. This development, on the other h nd, has l a ed to a drain in already severely limited resources in these schools, creating the need for the physical expansion of the schools concerned, as well as stretching to the limits the teaching and learning resources available. This thus led to a revision in the criteria for entry, not only to alleviate these shortages in resources but also to ensure that standards are maintained at these schools. As a result, only a few of the students who sat these examinations met the criteria for entrance into Tonga High School and Tonga College in 2001. Results for this examination is shown in Table 14. Part III (ii): Table 14 : Results of the 2001 Transfer Examinations Month Total No. of No. Passed to Tonga High No. Passed to Tonga Candidates School College December 2001 27 5 5 January 2002 34 5 3 . 4 12. Pacific Senior Secondary Certificate (PSSC) 4.12.1. Secondary schools throughout Tonga continue to present candidates for the Pacific Senior Secondary Certificate Award at the end of Form 6. A total of 14 subjects were offered in 2001 namely English, Mathematics, Biology, Chemistry, Physics, Accounting, Economics, Geography, History, Agricultural Science, Computer Studies, Development Studies, (a newly examinable subject in the 1997 examination), Japanese in 1999 and French as a Foreign Language in 2000. The Pacific Senior Secondary Certificate is considered as a regional replacement for the New Zealand Universities Entrance Examination, which was available for the last time in 1988. It has been developed by the South Pacific Board for Educational Assessment (SPBEA) in Fiji and is sat by students in Tonga, Western amoa, the So S lomons, Kiribati, Vanuatu, Tuvalu and Nauru. 4.12.2. Internal Assessment has become an increasingly important part of the PSSC Award with ten of the twelve subjects having internally assessed components. These subjects include English, Mathematics, History, Geography, Economics, Computer Studies, Physics, Chemistry, Biology, Agricultural Science, Japanese and French. Accounting is still fully externally assessed but plans are under way to incorporate internal assessment components into this study programme. 4.12.3. In 2001, a total of 1103 from Tonga entered the award, as compared with 795 in 1995, 922 in 1996, 977 in 1997, 1041 in 1998, 1016 in 1999 and 1100 in 2000. Although the number of candidates has increased in 1991 by 14%, 1992 by 10%, 1993 by 7%, it showed a decrease of 7% and 2% occurred in 1994 and 1995 respectively. In 1996 the number of candidates rose from that in 1995 by 13%, by 5% in 1997, by 6% in 1998. In 1999 it was 52 decreased by 2% but rose by 7% in 2000 and .3% in 2001. Government schools provided 42% of the total number of candidat in the es year 2001 as compared to 40% in 1996, 42% in 1997, 46% in 1998 and 1999, in 2000 there were 40%. The remaining 58% were candidat om the N es fr on-Government sec ar ond y schools. The PSSC Aw is ard graded acco i rd ng to a continuous 9-p int sca o le, with 1 representin the hi g ghest possible grade. T e PSSC results h since 1989 are summarised in T 5 b able 1 elow with further details provided in the Appendix. Part III (i ble 15 : i): Ta Results of the Pacific Senior Seconda Ce ry rtificate Examination by ho W le Territory Since 1989 ear Y N r umbe of Candidates Number Qualified to % Qualified to i Un versity University 98 1 9 700 112 6.0 #1 99 1 0 632 69 .9 10 1990 632 84 *13.3 1991 725 273 #37.7 1992 810 275 #34.0 1993 878 261 #29.7 1994 813 267 #38.8 1995 795 304 #38.2 1996 922 390 #42.0 1997 977 387 #40.0 1998 1041 452 43 1999 1016 428 42 2000 1100 514 47 2001 1103 524 48 Key: * Qualified for USP; + Qualified for Form 7; # Qualified for the Civil Service 4.13. Form 7 4.13.1. New Zealand Bursaries Examination 4.13.1.1. The Tonga National Form 7 (TNF7) now known as Tonga High School National Form 7, established in 1991, again presented candidates for the New Zealand Bursaries Examination in 2001. A total of 110 candidates were presented for this examination of which 59 (54%) were qualified to enter university. The results of this examination since 1991 are shown in Table 16a and further details are provided in the Appendix. 4 . .13.1.2 Results from other Form 7 schools from 1999 onwards are shown in Table 16b. 53 Part III (ii): Table 16 (a): Results of the NZ Bursaries Examinations since 1991 for Tonga High School Natio a n l Form 7 only Year No. of candidates No. Qualified to % Qualified to University University 1991 36 36 100 1992 90 90 100 1993 84 73 86.9 1994 97 66 68.0 1995 96 66.6 64 1996 9 10 69.7 76 1997 7 11 63.2 74 1998 120 84 70 1999 8 10 48 52 2000 4 10 32 33 2001 110 59 54 Part III (ii): Tab e 1 l 6 (b): Results of th Z N e Bursaries Examination : 1999 - 20 s 01 No. of candid ates No. Qualified % Qualified % + / - School 1999 2000 2001 1999 2000 2001 1999 2000 2001 2000 2001 Tonga High School National 108 104 110 52 56 59 48 54 54 +6 - Form 7 Tonga Colleg e 36 25 26 11 8 11 31 32 42 +1 +10 Form 7 Lavenga malie ll Co e 20 16 17 7 2 4 24 13 24 -11 +11 ge Form 7 Liahona High School Form 7 25 - - 9 - - 36 - - - - Vava High ’u l Form 7 - - 25 - - 3 - - 12 - - Schoo TOTAL 189 145 178 79 66 77 139 99 132 -40 +33 5. CONCLUSION 5.1.1. 2001 was a busy and chal enging year for the Professional Services Division. Much work was primarily focused in the development, trial and implementation of curriculum materials in view of identified specific educational needs of the children of Tonga. Work for the promotion of efficient and effective operation of both local and overseas examinations were also carried out during the year. These activities contributed to the many successes achieved by the Professional Services Division in the 2001 calendar year. 54 PART III (iii) PRIMARY EDUCATION 55 PRIMARY EDUCATION 1. VISION, GOALS AND MISSION OF PRIMARY EDUCATION 1.1 The vision of the Primary Education Division (PED) for the children of Tonga is: To develop a population of competent, and self-confident individuals who are capable of directing, controlling and determining their own destinies, a people who are aware that they have choices and who can exercise their right to choose. 1.2 The PED believes that universal access to quality basic education is a fundamental prerequisite to the achievement of justice, lasting peace and meaningful and worthwhile development for Tonga and the Tongans. Quality basic education in the Tongan context means universal primary e ati duc on for six years from ages 6 to 11 and universal secondary education for five years from ages 12 to 16, that is, to Form 5 level. 1.3 At the primary level, then, the long-term goals are to ensure that at the end of the six years of primary education: 1.3.1 every child will have developed pride in er h self/himself, her/his community, her/his country and will have developed a strong sense of personal identit y. 1.3.2 every child will have developed a love of learning, books and reading, and a thirst for knowledge. 1.3.3 every child will be ready for secondary education by attaining a high level of proficiency in Tongan and English literacy, numeracy and mastering the basic skills and knowledge in Tongan, English, Maths, Science, Social Studies, Music and Culture, Art and Craft, Health and Nutrition, and Sports and Physical Education and will have developed positive attitudes towards all of the above. 1.3.4 every child will be well-disciplined, bel v ie es in God, knows that she /he is a Tongan, will be spiritually, emotionally, mentally and physically h th eal y and lives in a healthy environment. 1.3.5 Tongan primary school children will be t i op n the Pacific region in Tongan, English, Maths, Science, Social Studies, Music and Culture, Art and Craft, Health and Nutrition, Sports and Physical Education. 1.4 To achieve these goals, the PED adopted this Mission for 2001. The mission of Primary Education is to provide, develop and sustain quality primary education for all children of compulsory school age in all parts of Tonga. This means that: 1.4.1 every child, particularly children with learning difficulties, will be cared for indivi u d ally and will master the skills, and will have knowledge and attitudes established for her/his class level. 1.4.2 every teacher will be caring, competent and dedicated to achievement of the aims of primary education in Tonga. 1.4.3 every field officer will be supportive, competent and effective and will take a leadership role in pursuing the achievement of the aims of primary education. 1.4.4 the Primary Education Division will prov e id all necessary support, resources and materials to ensure that the aims of primary education are achieved. 1.4.5 2001 will continue to prioritise Special Education, which means that the main focus of all will be directed at the needs of children and schools that are achieving below the national norms. 1.4.6 monitoring of programmes and implementation processes, particularly the provision of support services to teachers in the classrooms, will be particularly highlighted. 56 1.5. The Primary Education Division is well aware of the fact that Tonga has very limited financial resources to support the kind of quality primary education considered desirable for Tonga. T ar he Prim y Division is, therefore, concentrating on four key strategies: 1.5.1 Upgrading the quality of leadership in schools and the effectiveness and efficiency of educational management and administration at all levels, which would inc u l de a quality control management system, within the schools themselves and at the different levels. 1.5.2 Upgrading teachers’ competencies by upgrading their professional qualifications and training, duc e ational level and attitudes and upgrading the other human resources of the Division to meet the evolving needs of Education today and in the long-term. .5 1 .3. Upgrading the quality and relevance of curriculum programmes to meet the needs of all students and all schools, particularly in the core areas of Language, Mathematics, and Environmental Science, which include upgrading the quality and quantity of classroom resources and teacher support materials, such as reading books and basic equipment. 1.5.4. Upgrading teachers’ and students’ competencies in the two languages of education: Tongan and English. 1.6 The a o b ve are supportive of the social goals set by the SDP7 (2001 – 2004) which include the achievement of the following: 1.6.1. Good quality primary education with equal opportunity and access for both men and women; 1.6.2. That all school age children attend school; 1.6.3. A social safety net, ensuring an adequate standard of living and quality of life for those in need; 1.6.4. Good health for all in a healthy island setting through healthy homes, healthy schools, healthy villages, healthy and safe work places, healthy towns and urban areas, safe and healthy roads and so forth. 1.6.5 As in previous years, countries such as New Zealand, Australia and Japan have provide assista d nce to the Division fo e r th construction and renovation of classrooms, the production of reading books and journals for school children and the training of primary school teachers. . 1.6.6 In addition, concurrent development programmes are taking c pla e in other educational divisions which also have impact on primary education: the review and re-structuring of the Teacher Education pre-service programme; the establishment of the Production Unit at CDU; the establishment of the Distance Education and Communication Centre with networks overseas and the improved accessibility to the Internet; the introduction of the Diploma in Professional Teaching and Learning; the establishment of Ha'apai High School to provide universal access to Secondary Education; These, to mention a few, also contribute to the development of Primary Education. 57 2. FINANCE 2.1. The following Table shows the financial allocation for the Primary Education Division in 2001. II. III. Table III (iii): Table 1: Financial Allocation for the Primary Division in 2001 Vo Item te Primary Allocation - 2001 Jan -June 2001 July-Dec 2001 Total %of Total 19030101 Salary 106559.37 80928.23 187487.6 2.996 19030101 Overtime 7652.38 1399.91 9052.29 0.145 19030101 Allowances 23733.71 11198.53 34932.24 0.558 19030 W 101 ages 8981.75 8354.58 17336.33 0.277 19030101 Domestic Transport 47426.06 18486.55 65912.61 1.053 19030101 Telecommunications 6923.17 1762.69 8685.86 0.139 19030101 Broadcasting 15775.96 8932 24707.96 0.395 19030101 Fuel 780.29 582.79 1363.08 0.022 19030101 rvice of Office buildi Se ng 235234.69 59752.38 294987.07 4.714 19030101 Service of Office Equipment 642 240 882 0.014 19030101 Electricity 4023.83 305.12 4328.95 0.069 19030101 Water 3389.57 496.37 3885.94 0.062 190 O 30101 ffice Supplies 200.56 17.5 03 218.06 0.0 19030101 Printing and Stationary 6.73 186.43 193.16 0.003 19030101 Office Equipment 200.56 200.56 0.003 19030101 Rental 7008 1500 8508 0.136 19030101 Technical Equipment 187983.95 22121.81 210105.76 3.358 Supplies 19030101 Training 364.05 364.05 0.006 19030201 Salary Inspection 185051.91 127362.04 312413.95 4.993 19030301 Salary Primary Ed. Service 2947293.24 1847756.61 4795049.85 76.628 19030401 Salary Tonga Side School 153348.87 99339.28 252688.15 4.038 19030401 Salary Wages 887.63 1996.91 2884.54 0.046 19030401 Telecommunications Charges 980.7 205.62 1186.32 0.019 19030401 Electricity 918.4 918.4 0.015 19030401 Water 894.84 878.48 1773.32 0.028 19030401 Office Supplies 98.84 83.28 182.12 0.003 19030401 Technical Equipment 2775.53 80.7 2856.23 0.046 Supplies 19030501 Salaries MV Pako 4528.38 4424.52 8952.9 0.143 19030501 Overtime MV Pako 607.89 736.34 1344.23 0.021 19030501 Service of MV Pako 1463 1463 0.023 19030501 Technical Equipment 581.98 502.28 1084.26 0.017 Supplies 19030501 Wages MV Pako 847.91 798.52 1646.43 0.026 Total 3,957,165.75 2,300,429.47 6,257,595.22 100.0 % on Salary Only 89.147 2.2 It can be seen from Table 1 that as in previous years, the largest portion of the Primary Division's budget was used up for salaries. For the 2001 Calendar Year, this made up 89.1% of this Division's allocation leaving very little money for operation and maintenance. Quality primary education is difficult to achieve when the schools severely lack the resources with which to support activities and curriculum innovations. In fact, the amount allocated to School Supplies constitutes not even 1% of the total allocation to the Primary Division. Because operational funds are inadequate, particularly for school resources, the school rely heavily on the financial support of the Parent 58 Teacher Associations but yet this is still inadequate. It should be noted, however, that parents and communities contribute a great deal towards the education of their children. 3. RESOURCES AND FACILITIES 3.1. The Primary Education consists of administrative and professional units, which are responsible for the management, administration and professional services of the iv D ision, the field ficers of provi de district and school- based support to schools. The administ tiv ra e and professional staff, which comprised of the administrative and management staff, clerical and financial support staff, curriculum officers, in-service training officers, assessment and evaluation staff, school broadcasting and attendance officers, were accommo ted in da the following localities: Part 111 (iii) Table 2: Primary Staff and Locations in 2001 Unit Location Direction ain Office and Vaio M la Motua are centre ries a s for Sala nd other administrative matters. Attendance an tistics d Sta Vaiola Motua and Primary Annex, CDU. Inspection Vaio Motu la a and Primary Annex CDU. Education Officers Primary Annex CDU Physical Education and Sports Vaiola Motua and Primary Annex CDU Vaheloto Field Office Vaiola Motua Curriculum Development Curriculum Development Unit Soroban Curriculum Development Unit Schools Broadcasting anc Dist e Education and Research Centre Hahake Field Office Primary Annex CDU. Hihifo Field Office Vaiola Motua and Primary Annex CDU Vava'u iaf Ne u Education Office Ha’apai Pangai Education Office ‘Eua Eua District High School Niuatoputapu lNiuatoputapu District High S hoo c l Niuafo’ou Niuafo'ou District High School 3.4. The Primary Division also has offices in Ha’apai a V nd ava’u, each one being manned by an Assi a st nt Senior Area Or ganizer, Area Organizer, Education Officer and two Supervising T acher e s. Th the fif is is th year in which Education Officers have been posted to serve in ield the f educat ricts in ion dist stead being of in based Tongatapu, travelling t for ou the in-service training when needed. M.V. Pako has been serving the Ha'apa u i Gro p, transporting officers to the outer islands to visit the teac er h s there. Unfortunately the boa rok t b e down towa t rds he end of the year and at this stage, the Ministry is trying to acquire funds fo Only r repair. r one Office was posted to ‘Eua in 2001. The Niuas wer und e er the supervision of the ci Prin pals of the two strict Di High Sch o o ls, however,. in 2001 as in previous years, tw ers o offic were sent to eac e t h of th wo Niuas for in-servici ar ng of prim y teachers, in terms of planning, developing strategies for teaching of reading and writing and how to use the Pacific Literacy Readers effectively. 3.5. The Parents’ Teachers’ Associations (PTAs) also contributed to capi l ta development in a n umber of schools by building classrooms, toilet facilities, teachers’ houses, school libraries, and fences and providing much needed teaching and classroom resources. Building projec ntin ts co ued in 2001 but on a smalle a r sc le. The donors were Australia, New Zealand, Japanese Grassroot Assistance, the Tonga Government and PTA’s as shown on the Table.3 59 Part III (iii): Table 3: Primary Schools in the Building Scheme for 2001 SCHOOL FACILITIES DONOR GPS Longoteme 2 blocks 6 rooms Grassroot Project (Japan) P T A Library (1 additional classroom) NZ Government Furniture for 6 classroom / Library Ministry of Education Water Tank, Toilet Block (6) GPS Ma’ufanga 2 blocks ( 6 rooms ) PTA and Japanese Grassroot project. 1 additional classroom Ministr of y Education New Toilet Block (8 rooms) GPS ‘Atele 1 block ( 3 rooms ) PTA and Grassroot Project (Japan) GPS Havelu 1 block ( 3 rooms ) PTA and Grassroot Project (Japan) GPS Fua’amotu Renovation of Classroo s m Australia e R novation of Toilet Block) pa Ja n GPS Pea New Classrooms (new school) Taiwan Furniture Ministry of Education 4. STAFF AND STAFF DEVELOPMENT 4.1 Staffing 4.1.1 Table 4 shows the number of teachers and officers employed in the Primary Division in 2001. 60 Part III (III): Table 4: Total Number of Staff Employed in the Primary Division in 2001 POST NUM TOTAL SALA BER RY F M T Deputy Director 1 0 1 20790 Chief Education Officer 1 0 1 16142 Chief Inspector of School 1 0 1 16534 Assistant Senior Inspector of School 1 1 2 27120 Assistant Senior Area Organiser 2 1 3 42528 Senior Area Organiser 0 1 1 15695 Assistant Senior Education Officer 4 1 5 72816 Senior Inspector of Schools 0 1 1 15413 Inspectors of Schools 4 0 4 54240 Education Officers 3 2 5 61855 Area Organiser 1 4 5 64896 Supervising Teacher 6 4 10 106844 School Broadcasting Officers 1 0 1 12768 Attendance Officer 0 1 1 11008 Accounting Officer 0 1 1 9791 Chief Clerk 1 0 1 7774 Clerk Class II 1 0 1 3585 Clerk/Typist Grade III 1 0 1 3585 Computer Operator Gr. III 1 0 1 6645 Drivers 0 2 2 6166 Principal Grade 1 0 1 1 13744 Principal Grade 2 1 3 4 51072 Principal Grade 3 6 7 13 146627 Deputy Principal Grade 1 1 0 1 11712 Deputy Principal Grade 2 4 1 5 54912 Deputy Principal Grade 3 10 2 12 125354 Head Teachers Grade 1 0 4 4 44736 Head Teachers Grade 2 9 6 15 158134 Teacher In-Charge Grade 1 13 7 20 194214 Teacher In-Charge Grade 2 13 7 20 175554 Teacher In-Charge Grade 3 11 3 14 108928 First Assistant Teacher Grade 1 2 2 4 42535 First Assistant Teacher Grade 2 11 5 16 155703 First Assistant Teacher Grade 3 10 6 16 133619 First Assistant Teacher Grade 4 14 2 16 113853 Infant Mistresses Grade 1 2 2 4 37294 Infant Mistresses Grade 2 21 5 26 230455 Infant Mistresses Grade 3 10 3 13 96940 Infant Teacher Grade 4 5 4 9 57694 Senior Assistant Teachers : Primary 171 90 261 2529275 Secondary 9 9 18 Others 1 7 8 Scholars 6 7 13 Total 187 113 300 2529275 Overseas Trained Teachers 248 142 390 310827 Trained Uncertificated Teachers 23 12 35 130997 Volunteers : JOCV 2 3 5 0 VSO (UK) 0 0 0 0 SUB-TOTAL 460 270 730 441824 TONGA SIDE SCHOOL Junior Principal 1 0 1 15208 Junior Deputy Principal 1 0 1 14352 Assistant Teachers 25 6 31 262604 SUB-TOTAL 27 6 33 292164 MV PAKO Master 0 1 1 7310 Engineer 0 1 1 6645 Sub-Total 0 2 2 13955 TOTAL 630 363 993 3277218 4.1.2 The allocation for salaries of the Primary Division in 2001 was in excess of the actual salary payments. The savings, therefore, were utilized mostly in the much-needed repairs to school buildings and toilet facilities, the provision of classroom furniture and resources and the purchase of much needed equipment. 61 4.2 Staff Development 4.2.1. The development of the Primary Division’s human resources is the most important strategy adopt b ed y the Division for achieving quality education. The Division aims also at raising the basic academic qualifications of officers from diploma to degree le l, a ve nd the professional qualification of teachers from post-Higher Leaving (Form4) and locally trained to post-Form 6 and diploma level. However, in 2001, no Class 1 teachers entered the Tonga I stit n ute of Education. Class Ce ficates rti ex ms for C a l s as es 2 and 3 are also offered annually to the locally trained teachers to upgrade their qualifications from Class 3 to Class 1. Teachers also continue to be regularly in-ser ed to u vic pgrade their professional skills. T ble 5 a below shows the number of serving teachers who were under oi g ng upgrading training at the T chers’ C ea ollege, those h w o sat the Teachers’ Class Exams and their qua cati lifi ons. Part III (ii) Table 5 : Serving Teachers in the TIOE and itting S th lass Ex e C ams in 2001 EXAMS NUMBER PASSED COMMENTS NUMBER SITTING Diploma 2 - - Diploma 3 6 5 Class 3 3 1 Class 2 4 3 Subject passes for the rest Class 1 13 6 Subject passes for the rest TOTAL 26 15 20% pass rate 4.2.2 In addition to th T e eachers’ Class Exams and upgrading training at the T chers’ C ea ollege, teachers are in-serviced throughout the e y ar through school-based assistance provi by ded the District Field Officers, Education Officers, Curriculum Development Unit Officers, and Exams Unit Officers. Other in-country programmes include those conducted by regional organizations such as IOE and er instit oth n utio s and schools of USP and SPBEA and international organizations su h as c UNESCO. The two main d n o ors to Education, Australia and New Zealand, also provided in-service training through the various programmes they funded . 4.3 Impact Study. 4.3.1 The Study conducted in 1999 revealed a number of basic fici de encies in the basic English Literac y development. The Ministry followed closely the recommendations mad i e n this study to flood the schools with quality books and train these teachers to use the books productively and to ensure h t at reading and writing skills are taught. Changes were made to planning of programmes and Time Tables to s cifi pe cally allocate times for the teaching of reading and writi n 2 ng. I 001 from 29 October - 2 Novembe anoth r e pa r Im ct Study was carried out under the supervision of Professor W. Elley (NZ) as a strategy for evaluating the imp ct a of the Tonga Institutional Strengthening Project Literac comp y onent. The same elev n sch e ool partici s pa d te and the result was ver y pleasing. It revealed a substantial improvement in literacy sk s. T ill he dat from thi a s plus assessment results have given the Ministry invaluable information on which to base pla i nn ng activi es an ti d the in-service training of teachers. 4.3.2 The recommendations made b Pr y ofessor Elley (Imp ct Study a ): 1. The Ministry of Education should continue to improve the access of pupils to good quality books and other reading materials. • Order more bo ov oks from erseas publishers eg. Learning Media, Wendy Pye Ltd, Scholastic and other New Zealand agencies. • cour En age the development of more Big Books, by teachers by par t en s and by Teachers Colle ge dents. stu • Workshops to be conducted to promote better wr ng, il iti lust ng a rati nd publishing of books. 2. The training of teach rs an e d principals in book-based methods should be consolidated and extended. 3. Those teachers who show particular skills and enthusiasm in using the new methods could be seconded from their schools to assist in teacher workshops or with new t c ea hers who have yet to adopt the recommended approaches. 62 4.3.1. Classroom Assessment and Monitoring of Curriculum Outcomes. A five day workshop was held on the above-stated subject during March. Objectives : At the end, the primary officers should be able to :- • Know the purposes, principles and limitations of assessment. • Advise teachers on what and when to assess • Suggest to teachers how to implement appropriate methods of assessment. • Assist teachers on drawing up school assessment policies. Details : Day 1 - Introduction, Purposes & Limitation of Assessment. Day 2 - What to assess - assessment blueprints. Day 3 - Methods of Assessment 1. Day 4 - Methods of Assessment II (Activity-based) Day 5 - Assessment Policy within the school. The programme was activity-based. 4.4 Literacy (Primary) 4.4.1 r Murra M y Gadd, the NZ Consultant conducted a series of w rks o hops for primary teachers on shared reading, guided reading and related metho s. d These methods recommended in the BELS Programme are also widely d use in book-based programmes in New Zealand. Recordings of Reading and Writing lessons on vid eo tapes we m re ade for future use. The monitoring and assessing of the three inter-related components of the BELs Project Literacy Education, Teaching and Le arning (Classroom asse ment), com ss munity suppor for Liter t acy education continued in 2001. 4.4.2 It was also incorporated into the training activities interventions to combat the weaknesses identified in various areas such as the Secondary Schools Entrance Examination, classroom assessment of the teaching and learning component, and in the planning of reading and writing lessons (shared and guided) to link to the real life themes of the language programme. The mode of all training this year was either school or district based and organised by the officers of each respective district. The weaknesses identified in the 1999 Impact study were also addressed in the training programmes. Overseas consultants cond d t ucte he following workshops for Primary Language Team, education district officers and teachers during the year. Part III (ii) Table 6 : Workshops Conducted for Primary Schools by Overseas Consultants in 2001 SUBJECT CONSULTANT TIME ORGANISATION Literacy / Numeracy Murray Gadd March / November New Zealand Aid Literacy / Numeracy STATS C/4 & 5 Dr. Visesio Pongi May / November SPBEA Trevor Rees, Ana Raivoce School – based Assessment Mr. Hanz Zindel November SPBEA Video ecord r ings Murray Gadd November TISP (NZ) Summary (Officers) December 4.4.3 Teachers need o “practis t e, practise, and practise” all that they have been taught so far. To consolidate and reinforce methodologies and practices established, it is suggested that working with as many key teachers as possible c a ross Tonga on one-day workshops and in classrooms is necessary. This is to promote the effective use of newly purchased English language reading resources by teachers including the Pacific literacy reading series and the New Zealand based Junior Journals and school library journal series through using them as a means of consolidating and reinforcing guided reading, teacher modelling of writing, shared reading, teacher reading to students and reading responses in the workshops. 63 Part III (ii) Table 7 : District and School-based Workshops in 2001 DATES VENUE ACTIVITIES February Ha'apai, Vava'u, Niuatoputapu, Niuafo'ou • Running Record of Reading Pacific Literacy Workshop March All districts Literacy/Numeracy Maths/Standardised Tests (STAT ) April School-based Tongan Studies/Culture Athletic Sports ASP May Schoo ased l b Take Note (Music) Workshop for teachers Community Support Assessment 1 June All districts Tree Planting Art Craft Literacy/Numeracy July School-based Physical Education Tongan Studies/Culture Literacy/Numeracy August Tongatapu Staffing for 2002 September All districts Literacy/Numeracy Environmental Studies Community Support Programme October - School-based Literacy/Numeracy November Tongatapu Assessment 2 Impact Study All districts National Week Literacy/Numeracy (ASP) Tongatapu and Vava'u Video Recording December Tongatapu Planning/Training of officers for 2002 4.4.4 In-service Programme: (storing, handling and using of reso rces (pac u ific literacy) 4.4.4.1 Three Education Officers from T atapu t ong ravelled to conduct workshops at Ha’apai, Vava’u and the two g F Niuas durin ebruary and Marc n h. Officers i each district acted as nts and o assista bservers during these workshops to enable them to conduct similar workshops w tih teachers duri ng the year. 4.4.4.2 In 2001, teache t rs pu into prac e tice the id as and methods pr ed d omot uring the in-service o w rkshops conducted in Tongatapu, Ha’apai, Vava’u, ‘E n ua a d the two Niuas. Radio programmes on Friday r T s fo eachers was also used consol to idate these ideas and methods. 4.4.4.3 offi Overall, the cers felt that this programme was well received and the feedback from the teachers was a clear indication of their positive attitudes. The children were well immersed in quality books and there was improvement in their reading and writing. The teachers used the different language forms from these books to link to the real life themes of the modules. These language forms provided good models of the language features for both the teachers and the pupils such as in: Selection and Organisation of the ideas (Meaning) Expression – (Grammar * Cohesion) Signs and Symbols. 4.5 Looking Ahead 4.5.1 Literacy and numeracy continued to be uppermost in the priority list of all primary school programmes and activities for the year 2001. The Deputy Director for Primary Division wishes to put greater emphasis on reading in particular, thus reducing the percentage of students at risk throughout Tonga, as stated in the specific aim of 64 the Language In-service programme. The Primary Division is very grateful for the work done by Murray Gadd in helping field officers as well as teachers. 4.6. Number of Teachers 4.6.1. Table 8 below shows the number of Primar y h Sc ool Teachers since 1997 and Table 9 show h s t e Teacher/Pupil Ratio since 1997. Part III (ii): Table 8: Sc Number of Primary hool Teachers Since 1997 % % YEAR EDUCATION MALE FEMALE TOTAL FEMALE TOTAL SYSTEM 1997 Government 223 502 725 69.2 91.5 Church 14 53 67 79.1 8.4 TOTAL 237 555 792 70.1 100 1998 Government 213 476 689 69.1 91.6 Church 13 50 63 79.4 8.4 TOTAL 226 526 752 69.9 100 1999 Government 215 457 2 67 68 90.2 Church 22 51 73 69.8 9.8 TOTAL 237 508 45 7 68.1 100 2000 Government 214 464 754 61.5 81.7 Church 21 55 76 72.3 8.3 TOTAL 235 519 30 8 62.5 100 2001 Government 239 502 741 67.7 90.0 Church 24 58 82 70.7 10.0 TOTAL 263 560 23 8 68.0 100 Part III (i l i) Tab e 9: Teacher/Pupil Ratio Since 1997 YEAR NUMBER OF PUPILS NUMBER OF TEACHER/PUPIL RATIO TEACHERS 1997 16,64 8 792 1:21 1998 15,276 752 1:20 1999 16,551 745 1:22 2000 16,697 830 1:20 2001 17,026 823 1:21 65 Part III (ii)Table 10: Primary School Teachers’ Qualifications in 2001 by Education System and By Sex QUALIFICATION DEGREE DIPLOMA CLASS 1 CLASS 2 CLASS 3 *TUT T #U TOTAL OF % TUT/DIP CLASS EDUCATION SYSTE M F T M F T M F T M F T M F T M F T M F T M F T nd 3 a M less GO N VER ME NT Central District 0 0 0 24 74 98 8 22 30 4 3 7 1 16 17 1 10 11 0 0 0 38 125 163 12.4 ¤Tonga Side School 1 1 2 5 28 33 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 6 29 35 0 Eastern District 1 0 1 30 51 81 6 30 36 1 9 10 11 16 27 1 2 3 0 0 0 50 108 158 18.3 Western District 0 0 0 17 31 48 8 12 20 2 7 9 4 21 17 3 3 6 0 0 0 34 70 104 25.8 ‘Eua 0 0 0 4 17 21 4 8 12 3 3 6 1 2 3 1 2 1 0 0 0 14 30 44 8..3 Ha’apai 0 0 0 27 8 35 5 15 20 1 2 3 3 7 10 7 4 3 0 0 0 75 40 35 16.1 Vava’u 0 0 0 24 33 57 12 47 59 5 1 6 5 7 12 1 6 7 0 0 0 47 94 141 12.0 Niuatoputapu 0 0 0 3 5 8 2 2 4 0 0 0 0 0 0 0 0 0 0 0 0 5 7 12 15.3 Niuafo’ou 0 0 0 4 1 5 0 3 3 0 0 0 0 0 0 1 0 1 0 0 0 5 4 9 12.5 Total 2 1 3 138 248 386 45 139 184 16 25 41 26 64 90 12 25 37 0 0 0 239 502 741 14.8 Percentage of Total 0.4 52.1 24.8 5.5 12.2 5.0 0 100 Non-Government Schools Free Wesleyan 2 1 3 1 4 5 0 1 1 2 0 2 3 9 12 6 1 7 13 7 20 16 34 50 63.4 Seventh Day 1 0 1 2 7 9 0 0 0 0 0 0 2 2 4 0 0 0 1 0 1 5 9 14 28.5 Adventist Tokaikolo 0 1 1 0 1 1 0 1 1 0 0 0 0 1 1 0 0 0 0 3 3 0 7 7 57.1 Baha’i 3 5 8 0 3 3 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 3 8 11 0 Total 6 7 13 3 15 18 0 2 2 6 2 0 2 11 17 6 1 7 14 10 24 24 58 82 46.5 Percentage of Total 15.8 21.9 2.4 2.4 20.7 8.5 29.2 100 GRAND TOTAL 8 8 16 141 263 404 45 141 186 18 25 43 37 70 107 18 26 44 14 10 24 263 560 823 17.9 % OF GRAND TOTAL 1.9 49.1 22.6 5.2 13.0 5.3 2.9 100 * : Trained Uncertificated Teacher # : Untrained Teacher ¤ : Includes teachers at the Secondary School level 66 5. NUMBER OF SCHOOLS 5.1 Primary Education in Tonga is by la com w pulsory m fro age six to fourteen. Schools are, therefore, established on every habitable island in Tonga, where there are children of compulsory school age. In one or two island he p s, t op a ul ti is on highly mobile and om in s e years, there might be school- g a ed children and in some ye , the ars re might no T t. he school at To a, H fu a’apai was cl e os d because there were no school-aged pupils on the island. Table 12 below shows the distribution of primary schools in Tonga, both Government and Non- Governme Nin nt. ety-one percent of the sch ls oo are owne b d y Government a h nd t e remainder are managed by church education sy m ste s; the Free W sl e e an Chur y ch admin ter is s , 7 the Seventh Day Adventist Church administers 2; the Tokaikolo Church administers one and the Bahai Faith administers one. art I P i): Ta II (i ble 11: Number of Primary Schools in Tonga in 2001 by Managing Authority Distri and By ct DISTRICT CONTROLLING AUTHORITY TOTAL GOVERN- FREE SEVENTH TOKAIKOLO BAHA’I MENT WESLEY N A DAY Tongatapu 48 5 2 1 1 57 ‘Eua 5 0 0 0 0 5 Ha’apai 19 2 0 0 0 20 Vava’u 30 0 0 0 0 30 Niuatoput u ap 3 0 0 0 0 3 Niuafo’ou 2 0 0 0 0 2 TOTAL 107 7 2 1 1 118 6. ENROLMENT 6.1. Enrolment at the primary education level, as previousl stat y ed, is compulsory. Parents are encouraged to take their childr to schoo en l. However, ther is e v uni e l rsa access and participation at this level. Enrolment has stabilised re mo or less in the last five ye s ar o ar u nd the 16, , 000 with marginal var a i tio s n only. However, in 2001, for the first time, enrolment reached 17,000. Table 13 shows how the enrolment at primary level fluctuates in the la iv st f e y . ears 6.2 The variations are due to a number of factors. It could be due to v riati a o i ns n the birth rate and migration rate. It is suspected that the variations could be partly attributed to the number of expatriates, Tongan children bei se ng nt back to their parents overseas, or s o T ent t onga for educational purposes. More details are provided in the followi g n tables: 67 Part III (ii) Table 12: Primary hool Enro Sc lment Since 1997 By Controlling Authority and By Sex (October Figures) YEAR EDUCATION NUMBER BOYS GIRLS TOTAL % SYSTEM OF TOTAL SCHOOLS 1997 Government 105 8333 7136 15469 93.0 Church 11 637 542 1179 7.0 Total 116 8970 7678 166 .0 48 100 1998 Government 106 807 9 6939 15018 92.7 Church 11 6 9 2 559 1188 7.3 Total 117 8970 7498 16206 100.0 1999 Government 106 8272 7166 15438 92.8 Church 11 662 552 1214 7.2 Total 117 8934 7718 16652 100.0 2000 Government 106 8168 7200 15368 92.0 Church 11 731 598 1329 8.2 Total 117 8899 7798 16697 100.0 2001 Government 107 8158 7309 15467 90.8 Church 11 827 732 1559 9.2 Total 118 8985 8041 17026 100.0 Part III (ii) Table 13: Primary School Enrolment in 2001 By Sex and By Controlling Authority EDUCATION MALE FEMALE TOTAL %FEMALE %TOTAL SYSTEM Government 8,158 7,309 15,467 47.2 90.8 FWC 307 243 550 44.2 3.2 SDA 308 317 625 50.7 3.7 TOKAIKOLO 142 116 258 44.9 1.5 BAHA’I 70 56 126 44.4 0.7 TOTAL 8,985 8041 17,026 44.3 100 68 Part III (ii) Table 14: Primary School Enrolment By District, By Controlling Autho y rit and By Sex as of 31 March -2001. % of Total District Controlling Authority TOTAL at Government FWC SDA Tokaikolo Bahai M F T M F T M F T M F T M F T M F T Central 2544 2290 4834 117 94 211 257 277 534 142 116 258 70 56 126 3130 2833 63 59 Eastern 1626 1474 3100 51 40 91 1677 1514 3191 Western 970 913 1883 142 111 253 1112 1024 2136 63.4 Sub-Total 5140 4677 9817 259 205 464 308 317 25 6 142 116 258 70 56 126 9 591 37 5 1 90 112 5.7 ‘Eua 469 413 882 469 413 882 8.5 Ha’apai 698 631 1329 48 38 86 746 669 1415 1628 1425 40 28 19.8 Vava’u 1628 1425 3053 1.7 NTT 156 101 257 156 101 257 0.9 NF 67 62 129 67 62 129 TOTAL 8158 7309 1546 307 243 550 308 317 5 62 142 116 258 70 56 126 8985 8041 17026 7 69 6.3 It can be seen from Tables 12 and 13 that Government’s share of the school population for the last four years remained around 93%. The Free Wesleyan C rc hu h continue s to educate the largest share among the non-gover me n nt educ ti a on sy s stem c . Ac ording to Table 14, T n o p gata u uc ed ated the largest percentage of the primary school population at 63.4% followe b d y Vava’u with 19.8%, Ha’a ai p with 8.5%, ‘Eua with 5.7% and the two Niuas with 2.6% (NTT=1.7%). According to the last Census (1996), 69% of Tonga’s population reside on Tongatapu; 16% at Vava’u; 8% t a Ha’apai; 5% at ‘Eua and i 2% e n th Niuas. When the two sets of figures are compar it ed, is intere tin s g to note th at Tongatapu a e pp ars b to e educating less than its share of the school populati on, while the other groups, other than ‘Eua whose percentage share of the school population matches that of its share of the national popul n atio , s e e m to be e u d cating more th th an eir percentage share of the school populati One e on. xplanation is t tha d chil ren of worke m rs e ployed o n Tongatapu continue to be educated in their home islands and are looked after b gr y andparents and other relatives. 6.4 Every year the Primary Division compares school enrolments for March and October. While Tables 15 – 22 show t March he figures, the Tables in Appendix 2 at the end of the Report show the October figures. 5 6. Repeaters and Drop-outs 5.1 6. Primary c s ho l o children are allowed to repeat in two levels onl Class 1 y: and Class 6. In Class 1, ildr ch en are expected to acquire the basic tools for learning. If by the end of the year, children have not astered t m hese basic ski the lls, y are required to repeat the year in order to prepare them more satisfactorily cope to with higher leve le l arning. At C ss la 6, all children are given t o w years or more if needed, to sit the condar Se y Entr ce E an xamination (SEE). 5.2 6. can It be seen from the October figures (Appendix) that the number of pupils repeating Class 6 has creas in ed from1024 in 20 t 00 o 1059 in 2001, an increase of 3.4% (35 pupils). The figure is still unacceptably g hi h. Th s is i an indication of the level of wastage in the system. The system has to provide extra teachers d r an eso c ur es to cater for the additional numbers at this level. One of the basic goals at this level is to mi eli nate p re eating at Class 1 a d n Class 6 but to work towards making the system more proficient and fective ef as in sisting all children to maste the tools of r the educational process within the six years of mpu co lsor sc y hooling. Howe r, ve the percentage of repeaters at Cla 6 ss is not necessarily an indication of e prof th ic nc ie y of the stude t n s t rather bu the risin of g aspirations of parents and the level of competition for ac pl es in he t t bes o sec nd r a y schools. Parents are no longer conten i t w th sending their children to the hoo sc ls they q f uali y for at first attempt. They would rather have their children repeat Class 6 to increase their anc ch es of winning a place in t hig he h school of their choice. 7. OGR PR AMMES AND ACTIVITIES 1 7. Curriculu emen m Impl tation 1.1 7. Language 1.1.2 7. T e n h ew Languag Progr e amme introduced in 1995 was implem ted i en n 1996 and 1997 to all sses cla rim at P ar l y eve T l. ne he w curriculum adopted a bilingual approac to the teachi h ng of the two n la guages, Tongan and English. It is confidently expected that all children participating in the programme will ve ac ha hi ed ev equal comp e et n in ce t the wo langua s ge by the en d C of las 6, to allo s w them to learn largely roug th h the me m diu ng of E lish by Fo 1 rm w ilst at the sam h e time nt mai ain a ing nd developing their mpet co en e i c n T the ongan language at the secondary level, where Tongan will continue to be taught as a bj su ect. T ach e throug ers ho t T u a ong were in-service th d rougho t u the year to assist them to implement the ogr pr am m me o ef re v fecti el A y. t e th sam e e tim l , al i ch ldren wer tested e twice during the year, at the g be inning n a d at the end of the school year to assess their performance in Tongan, English and athem M s. atic 1.1.3 7. There are also support programmes to assist in the implementation of the Language Programme. ne is the Schoo O l Journals Project funded by New Zealand. These Journals are provided to schools and achers ar te e trained in their use. 7.2 Mobile Library 2.1 7. The Mobile Library continued to serve the class 5 pupils in the schools of the Eastern and Western stricts Di . The children were given basic training in book care and bo ok handling. The children enjoyed the ad re in sess g ions. 70 7.3 Physical Education 7.3.1 Teachers were once again encouraged to carry out the Physical Education lessons as most tend to use these periods to catch in other subject areas. 7.3.2 Two Sports Officers from the Ministry of Education assisted the schools in the Sports and Aerobics activities. Some schools participated in the August competitions and first was Ha’alalo GPS. Second was Ma’ufanga GPS and Fua’amotu GPS was third. The JOCV volunteer travelled to the schools and assisted teachers with Physical Education activities. 7.4 Music 7.4.1 The feedback from teachers in this subject area is that a Teachers Guide is required for each level. However some schools participated in music competition organized by other organizations and most won prizes. 7.5 The BELS Programme 7.5.1 The BELS Programme, funded by UNDP/UNESCO assisted Tonga in a number of areas: literacy development, educational assessment, educational management, and vocational training. The main components are: literacy education, classroom assessment of the teaching and learning, community sup o port f r education with early childhood educatio a n as sub-component and educational management are all very lev re ant to primary education. 7.5.2 Although the project has ended, the primary schools has benefited a great deal from it. Teachers continued to put into practice the training they had received under the Project for the development of literacy materials and appropriate teaching Methodologies for Reading (Running Record, guided and shared) and likewise with writing. Literacy materials and Science Literacy Materials were sent to schools and a supply was put in the Mobile Library. It also offered intensive courses for head teachers, in community support for education. It took the form of basic training for head teachers and teachers to enable them to conduct training of parents in ways in which they could assist their children to develop the basic skills, attitudes, knowledge and values which would maximise their children’s performance; and in, educational assessment. 7.6 Secondary Entrance Examination (SEE) .1 7.6 The Ministry of Education again co uct nd ed the annual Secondary Entrance Examination for 2001 in October. This examination consisted of four one-hour papers in English, Mathematics, Tongan Studies and Environmental Science. The marks from the four papers were once again standardised before they were aggregated to produce a national rank order of all the candidates. This was then used by the Ministry as well as the other educati auth on orities as the principal means of allocating students to their preferred secondary schools. Class 6 students at Tonga Side School however did not take part in the examination because the school has its own Forms 1 and 2 Selection examinations for secondary school. 7.6.2 Results from this examination may be found in the Professional Services Report under the Examination Unit (pp42 – 45). 7.7 Other Curriculum Programmes 7.7.1 There has been no further development in the areas of Environmental Studies and Art and Craft due to shortage of staff at CDU. The schools continued to use the old syllabus and a reprint of the class 6 social studies a w s made. Reprinting of the materials for al levels is the pressing need for 2002. 7.8 Other Activities 7.8.1 Tongan Culture 7.8.1.1 Every year the primary schools conduct a programme in Tongan Culture, which usually takes the form of teaching the pupils to perform the various Tongan Dances, and to make Tongan Handicrafts. In some years, schools demonstrate their expertise through district or national dance festivals. In 2001, the dance festivals were school-based. Each school performed its dances on the Open Day for parents toward the end 71 of November. As in previous years, cultural activities are done school-based. Some schools participated in cultural activities (singing, dancers etc) organized by other institutions and won prizes. 7.8.2 Plants Project 7.8.2.1 The Plants Project has been on-going in the primary division for some years. Under this project, schools have planted largely exotic timber trees and vegetables. An added dimension to the Project is the emphasis on cultural and traditional plants in an attempt to preserve the rare plants and encourage the development of plant sanctuaries in t selec ed primary schools. The aim is to propagate and save plant species which are endangered or which are important culturally, either as food, medicine, making of scented coconut oi or l, in flower garlands, etc. In Ha’apai, the Ministry of Agriculture and Forestry has initiated a milar pr si oject in which primary schools are provided with plant seedlings. 7.8.3. Health Project 7.8.3.1 The aim of this Project is to promote the good health of all children in the primary schools as well as ensur ng i that their school envi e ronm nts are clean and healthy. A health programme was enforced and there was a marked improvement in the cleanliness of schools. 7.8.3.2 In addition to these activities, Ms Miuwa, JOCV, continued with the survey on the growth of the Primary School students. From her research, certain exercises were necessary for the children to have a good growth development since there is a tendency for class 5 and 6 children to increase in height and weight more rapidly. Once a ch d starts dev il eloping the excessive overweight, it is difficult to avoid obesity. Therefore, establishing a firm curriculum for Physical Education at the primary school level is very important whereby children would establish a healthy life style and eating habits. 7.8.4 Sports 7.2.4.1 The Sports programme is conducted every year in the primary schools in which pupils are taught basic skills in various sports such as netball, rugby union, rugby league, soccer, cricket and volleyball. In previous years, competitions were organised whereby pupils were involved in athletic activities, ball games, and practised their cultural dances. However, the most recent and popular sports is soccer. The schools participated ri du ng Term III in district-based games. 7.8.5 International Commemorative Days/Years 7.8.5.1 A number of International Days commemorating or highlighting important events and issues were part of the school activities in 2001. Commonwealth Day is celebrated on March 11 every year. As in 2000, the Radio Schools Broadcasting Programme in 2001 also was devoted to highlighting events and information relating to the Commonwealth. The World Food Day is celebrated every year with a number of activities. In 2001, the usual programme was conducted. In addition, an Aerobic Competition was held to mark the event. The World Li c tera y Day is also celebrated annually on 8 September and schools focussed on literacy events. Some schools participated in the poster competition to mark – World water day. Some also completed in particular events in the Music Festival held in conjunction with the Heilala Festival. 7.8.6 Schools Broadcasting Programme 7.2.6.1 The radio programme continued to provide invaluable assistance to schools and teachers as well as parents, particularly for those in the outer islands. A special aspect of the Friday’s programme is the in-service training for teachers in curriculum areas such as Language, Maths, Environmental studies, Art/Craft, Music, Physical Education etc. One private company EM Jones continued to sponsor the fortnightly evening radio programmes for the public and teachers on Wednesdays. This programme is aimed at ting co promo mmunity support for education, such that as provided by Parents’ Teachers’ Associations. This medium also provides opportunities for educating the public on critical educational issues and strategies that parents could adopt to assist their children to improve their performance. The Ministry is grateful for the continuing support from this company to sponsor the quiz competition for Class 6 pupils of Tongatapu schools, which has proven very popular as well as educational. In 2001, the Quiz Competition was won by ‘Atele Government Primary School, Houma Primary School came second; and Lotolu Primary School came third. 72 7.8.7 Soroban Programme .8.7.1 7 The Soroban Programme continued to be implemented in the schools. The programme was consolidated and expanded in Tongatapu, Ha’apai, Vava’u and ‘Eua. In Tongatapu, where the two Soroban officers are based, pupils are given practical sessions from Monday to Thursday every week. Each school is visited once every fortnight. The sessions are done in the first 15 minutes of each Maths period. The 28 schools on Tongatapu were expanded to 28 and are visited regularly but the 18 schools on Ha’apai and the19 schoo i ls n Vava’u are visited also. The programme is serviced by one full-time officer based at CDU and one Japanese Soroban Officer funded by Japan. 7.8.7.2 The Programme is supported almost entirely in its implementation by the Tonga Soroban Education Association (TSEA), with most of the funding donated by TSEA members Jap in an. In 2001 the Programme was highlighted by co the district mpetitions which was held in Tongatapu during August. District competition was held only in Vava’u and Ha’apai. The Soroban programme is a compulsory subject for all primary school teacher trainees at the Tonga Institute of Education. 8. OTHER MATTERS 8.1 Evaluation / Assessment 8.1.1 Two assessments were planned for the year, however only Assessment 1 was completely implemented as planned. Due to financial constraints, Assessment 2 was carried out as planned only in Tongatapu an ua. d ‘E For the rest, the materials were sent to Education Officers of each district to administer as best as they could. 8.1.1.1 Objectives: To it mon ss mad or progre e in 3 main subject areas English Tongan Mathematics In the following areas: 1. Reading 2. Writing 3. ac Numer y - basic operations -To gather data on strengths and weaknesses in each of the levels in the schools and by class. -To cater and find effective ways to remedy the weaknesses and to enhance strengths. -On going monitoring of classroom management and teaching methodologies and progress. Time: Assessment 1 - May - June Assessment 2 - November Format • Skills in each of the three subject areas were distributed and discussed with teachers prior to the assessment exercise. • Individual reading and grading to be d n o e by the class teacher, the week before the Assessment. Common Reading / writing / Numeracy activities for all levels in all schools. Assessment in Tongatapu was done by levels as shown:- Outcome: All teachers were ‘graded’ accordingly as most effective to least effective. Weaknesses identified in Assessment 1 were dealt with. Comparison of Assessment 1 and 2 was made and definitely progress was made. Day 1 - all class 6 (3 districts) Day 2 - all class 4 Day 3 - Class 5 Day 4 - Class 3 Day 5 - Class 2 Day 6 - Class 1 73 8.2 Special Education 8.2.1 The Primary Division continued the attempt to incorporate teaching strategies that address the problems of children with special needs into the standard teaching programmes of schools. The teaching and learning strategies of the curriculum programmes, in fact, fit in well with this effort since they emphasized classroom skills that meet the needs of the individual learner. Field officers also focus their assistance on the most needy schools, teachers and pupils. 9. CONCLUSION 9.1 The learner is the centre of all our educational efforts. As in previous years, we try to make every school day a Special Day for every child in the Kingdom. We are far from achieving the ideal of that Vision but it is hoped that each day, we are making some small progress toward the attainment of that goal. On the whole, 2001 was another extremely busy year with many new innovations on trial and curriculum programmes adopted by the schools for the first time. The burden of learning and trial on both pupils and teachers was enormous and the fact that the pupils perfor s med a well as they did, is a measure of the level of commitment that teachers have and the importance that the communities place on the support of educational developments. All developments, but particularly educational change, require commitment and collaborations from a number of groups. In Tonga partnership between schools, teachers, communities and educational authorities seems to continue to thrive. Each group is committed to the achievement of the same ideals. Educational develop n ment i Tonga will continue to prosper only as long as that partnership is maintained and actively sustained and as lon g as each group believes and works towards the same goals. But community support is dependent very much o n whether they perceive their needs and those of their children to be satisfactorily met by the Education System. The onus is, therefore, for th Div e ision to continue to meet those expectations and to continue to improve its performance. 74 PART III (iv) SECONDARY EDUCATION 75 Secondary Education 1. INTRODUCTION 1.1. The Secondary Education Division in 2001 was und r the re e sponsibility of 1 Deputy Director of Education who was based at the Head Office in Nu e a ku’alofa. With th id of her staff, the Deputy Director continued in 2001 to assist the Director of Education and Minister of Education in the development, maintenance and implementation of good quality and internationally recognised educational programmes at the secondary level of education. 1.2. Objectives 1.2.1. Education at the secondary level continued to subscribe to the aims set out in the Seventh Strategic Development Plan (2001 - 2004). In particular, secondar e y ducation in 2001 pursued the following priority objectives in accordance to the objectives set down in the SDP7. • to improve overall standard and quality ed of ucation at the secondary level; • continue to develop and implemen u t q ality and meaningful educational programmes conducive to harmonious social, economic, cultural and spiritual development of Tonga; • continue to upgrade educational resources and training facilities in secondary schools in Tonga; • continue to cultivate and enhance cooper t a ion between educational authorities in the Kingdom. 2. FINANCIAL REPORT 2.1. To help achieve its targets, a total amount of $8,246,119.00 was utilised by the Secondary Education Division in 2001 for both salaries and operational servic . 30.3% of this es amount was spent on salaries and wages, however, Ha'apai High School alone received 90.7% of the total allocation to Operational Services. Table 1 below shows how the budget allocation for the Secondary Division was distributed and utilised in 2001. 2.2. A lot of effort and resources were also dedicated to n e hancing the good working relationship between the Government and other educational authorities in the Kingd m. In 20 o 01 the Ministry continued to administer the annual grant to non-government schools. A total of $690,350.00 was distributed to non- government secondary school systems throughout the country with the exception of the Latter Day Saints secondary schools, which are completely funded by the church. Part III (iv) : Table 1 : Distribution and Utilisation of Funds Allocated to the Secondary Division in 2001 Sub-Division Salaries & Wages Operational Services Total Direction 123,320.00 ,630.0 275,310.00 398 0 Tonga College 556,351.00 124,603.00 ,954.00 680 Tonga High School 549,235.00 258,89.00 575,124.00 Niuatoputapu High School 151,405.00 11,850.00 163,255.00 Vava’u High School 411,016.00 16,700.00 427,716.00 ‘Eua High School 352,240.00 13,652.00 365,892.00 Niuafo’ou High School 130,632.00 10,151.00 140,783.00 Tonga High School National Form 7 179,486.00 8,901.00 188,387.00 Ha'apai High School 48,853.00 4,566,175.00 4,615,028.00 Grant to Schools 690,350.00 TOTAL 2,502,538.00 5,035,231.00 8,246,119.00 76 2.3. The distribution of grants to non-government schools in 2001 as mentioned in 2.2. was as follows: Education System Amount (T$) Free Wesleyan Church 305,450.00 Roman Catholic Church 173,450.00 Tokaikolo Church 33,400.00 Anglican Church 38,700.00 'Atenisi High School 9,200.00 Free Church of Tonga 71,300.00 Seventh Day Adventist Church 58,850.00 Total 690,350.00 3. RESOURCES AND FACILITIES 3.1. Gove nt rnme Schools 3.1.1. Most of the secondary schools were well-equipped with office equipment for administrative purposes. All indicated possession of at least 1 computer, and 1 printer while all schools indicated ownership of `either a photocopier or ink and/or spirit duplicating machine for da d y-to- ay administrative purposes, as well as the production of educational resource materials and internal examination papers. 3.1.2. In te rms of resource materials, there were over a total of 38,000 library books in government secondary schools throughout Tonga. Relevant textbooks for subjects offered at each level were also made ava b ila le in part through provisions made in the budget with the majority being provided from school levies in the form of textbook fees. In add l ition, ocally developed materials were available for sale at the Curriculum Development Unit for both teachers and pupils. .1.3. 3 In 2001 the school buildings in government secondary schools were reported to be mostly in good condition, with the exception of Tonga College and Niuafo'ou High School which reported that some of their buildings, in particular, teachers’ houses and toilets are in poor conditions and in need of repair. 3.2. Non-Government Schools 3.2.1. Secondary schools operating under non-government education systems reported generally satisfactory conditions in terms of building and other physical facilities, equipment and educational resource materials. Most o scho ls had access to computer facilities for both administrative and educational purposes. For those that did not have access to any, manual and electronic typewriters, as well as duplicating machines and photocopiers were available for administrative purposes and for the production of school-based resource materials, as well as internal examination papers. All non-government secondary schools indicated access to a library with an average of 5,000 books for each school. As in the case of government secondary schools, locally produced resource and curriculum materials were also available to the non-government education systems from the Curriculum Development Unit for the use of both teachers and students. 4. STAFF 4.1. Direction 4.1.1. All matters relating to the Secondary Education Division e w re the direct responsibilit of th y e Deputy Director (Secondary of Education ) based at the Head Office. A Chief Education Officer, also d base at the Head Office, was respons ible for coordinating the Division’s in 2001 includ activities ing the annual inspection programme, staff administration, distribution of grants to non-gov me ern nt secondary schools an ot d her activities related to the devel e opm nt of secondary education in the Kingdom. 4.2. Secondary School Teachers 4.2.1. In 2001 a total of 1022 teac e h rs were employed throug t hou the secondary schools in e th Kingdom. Of these, 60 (19 in m Govern ent schools) held a Master’s or higher d r eg ee, 233 (71 in Gove ch rnment s ools) held a Bachelor’s degr ee, with the remainder holding either a Diploma, a teaching certificate or matriculation from secondary vel. school le 4.2.2. It is evident from these figures that 293 of the teachers who taught in secondary schools in 2001 held either a Bachelor’s, Master’s or higher degree. 31% taught in the 9 government schools. This indicates that a 77 higher proportion of the teachers in Government schools were graduates as compared to those teaching i n n on- government schools. This is attributed to Government’s commitment to providing quality education at this level through the provision of a highly qualified teaching f rce. o The distribution of secondary school teachers since 1997 by Education System, by Sex and by Nation lit a y is provided in Table 2. Part III (iv) : Table 2 : Number of Secondary School Teachers Since 1997 By Cont ng rolli Authority By Sex and By Nationality YEAR EDUCATION TONGAN EXPATRIATE TOTAL GRAND % TOTAL FEMALE M F M F M F 1997 Government 109 102 1 7 110 109 219 49.8 Non- 306 279 20 32 326 311 637 48.8 Government TOTAL 415 381 21 39 436 420 856 49.1 1998 Government 104 102 5 5 109 107 216 49.5 Non- 297 258 42 31 339 289 628 46.0 Government TOTAL 401 360 47 36 448 396 844 46.9 1999 Government 122 91 9 9 131 100 231 43.2 Non- 255 234 33 45 369 361 730 49.4 Government TOTAL 377 132 42 54 500 461 961 47.9 2000 Government 126 121 6 7 132 128 260 49.2 Non- 338 306 30 59 368 365 733 49.8 Government Total 464 427 36 66 500 493 993 49.6 Government 122 124 6 2 128 126 254 49.6 2001 Non- 378 336 19 35 397 371 768 48.3 Government TOTAL 500 460 22 37 525 497 1,022 48.6 4.3. Government Secondary School System 4.3.1 al In 2001, a tot of 254 teachers were employed in the Government Secondary Schools, of which 50.4% were females. Government employs 24.9% of all secondary school teachers in the kingdom. (A summary of the teachers in the government secondary schools system is shown in Table 3A). 4.3.2 Of these 254 teachers, 90 (35.5%) held first degrees or higher qualifications, 154 (60.6%) held Diplomas, 9 (3.5%) held Certificates. (More details on teachers' qualifications is provided in Table 4). 78 Part III (iv) : Table 3a: Government Secondary School Teachers in 2001 By Sex and By Nationality SCHOOL TONGAN EXPATRIATE TOTAL Male Female Total Male Female Total Male Female Total Tonga College 44 21 65 - 1 1 22 44 66 Tonga High School 11 41 52 1 - 1 12 41 50 ‘Eua High School 17 17 34 1 1 2 18 18 36 Vava’u High School 22 22 44 1 - 1 23 22 45 Ni at u oputap H u ig l h Schoo 7 13 6 1 - 8 1 6 14 Niuafo’ou High School 7 4 11 1 - 1 8 4 12 Ha'apai High School 4 7 3 - - 4 0 3 7 Ta Middl Schoo lafo’ou e l 8 2 10 - - 0 8 2 10 Ton atio ga N nal Form 7 2 8 10 1 1 3 8 11 TOTAL 122 124 246 6 2 8 128 126 254 4 . .4 Non-Government Seconda Sc ry Sy hool stems 4 .1. .4 As i p n v re ious years, the Non-Government education systems were once again r spo e nsible for educating the majority of the studen ts at the secondary level. Of the 1022 teachers who taught at this level in 2001, 768 (75 ) of the .1% m ht in N taug on-Government o scho ls: 284 (36.9%) taught in F the ree Wesleyan Educati n S o ystem, 188 (24.5%) taught in the Mormon S stem, 1 y 05 (13.7%) taught in the Roman Catholic system with the r mai e nder (24.9%) teachin a g for the rem ining non-government secondary school systems. 4.4.2. The distribution of ach te r the ers fo non-governme t secon n dary scho is ols shown in Table 3B. Part III (iv) : Table 3b : Teachers in Non-Government Secondary Schools in 2001 By Controlling Authority, By Sex and By Nationality Education System TONGANS EXPATRIATES TOTAL Male Female l Tota Male Female Total Male Female Total Free Wesleyan 156 125 281 2 1 3 158 126 284 Roman Catholic 46 55 101 2 2 4 48 57 105 Latter Day Saints 77 87 164 4 20 24 81 107 188 Seventh Day Adventist 21 8 29 - - 0 21 8 29 Free Church of Tonga 31 36 67 1 1 2 32 37 69 Anglican 17 6 23 2 7 9 19 13 32 Tokaikolo Church 17 17 34 1 1 2 18 18 36 ‘Atenisi Institute 13 - 13 3 2 5 16 2 18 Bahai - 2 2 4 1 5 4 3 7 TOTAL 378 336 714 19 35 54 397 371 768 79 Part III (iv): Table 4: Secondary School Teachers' Qualifications – 2001 Controlling PHd Maste rs Bach l e or Diploma f Certi icate No Po t s Sec. TOT L A Grand Authority Educ t a ion Total M M F F M F M F M F M F M F Government 1 7 11 0 3 41 85 69 4 5 1 2 1 8 126 254 Free Wesleyan Church 1 5 6 5 3 29 70 56 48 24 10 58 1 126 284 Roman Catholic Church 1 7 1 7 6 20 26 4 3 9 21 48 57 105 Church of the Latter Day Saints 2 2 1 1 25 25 41 33 37 10 2 81 107 188 Seventh Day Adventist 1 3 1 12 6 5 1 21 8 29 Free Church of Tonga 2 3 4 11 11 8 12 8 10 32 37 69 Anglican Church 1 9 8 4 2 2 1 3 2 19 13 32 Tokaikolo 1 2 3 4 6 3 6 2 3 6 18 18 36 Baha'i 1 3 3 4 3 7 'Atenisi 1 3 1 0 1 1 2 16 2 18 Total 4 2 1 31 24 11 121 3 2 5 220 101 85 42 46 525 497 1022 75 5. NUMBER OF SCHOOLS 5.1. With the establ me ish nt of Ha'apai Hig ch h S ool in 2001, the total number of secondary schools in Tonga increa d from se 39 to 40 of which 9 schools were managed by Government. The remaining 31 schools were oper ated by non-government education authorities, namely, the Free Wesleyan Church (FWC); the Roman Catholic Church (RC); the Church of the Latter Day Saints (LDS); the Free Church of Tonga (FCT); the Tokaikolo Church (T ); OC the Se th ven Day Adve tist Ch n urch (SDA); the Anglican Church (AC); and ‘Atenisi Institute (AI), a private organisation. Note that the Ocean of Light International School operated by the Baha'i Faith is included under the Primary Division report, however, the enrolment for Forms 1 – 3 and the number of teaching staff at secondary level at this school is provided in this section. The distribution of secondary schools by Controlling Authority and by District throughout the country for 2001 is shown in Table 5. Part III (iv) : Table 5: Number of Secondary Sc s in 2001 By District and By hool Controlling Authority DISTRICT GOVT FWC SDA TOC RC LDS FCT AC AI TOTAL Tongatapu 4 7 1 2 2 4 1 1 1 23 ‘Eua 1 1 - - - 1 - - - 3 Ha’apai 1 2 - - 1 1 1 - - 6 Vava’u 1 1 1 - 1 1 1 - - 6 Niuatoputapu 1 - - - - - - - - 1 Niuafo’ou 1 - - - - - - - - 1 TOTAL 9 11 3 1 4 7 3 1 1 40 6. ENROLMENT 6.1. The total enrolment for the secondary ho sc ol system in 2001 was 13,442 compared to the total of 14,955 in 2 0 0 0, a d cl e ine of 1,513 (10.1%). The distribution of students in 2001 by District and by Controlling Authority is sho n w in Table 8. 6.2 . For the t p las a five st years, the total enrolment at Secondary Level has remained steady between 13,000 and 15,000. More details on Enrolment may be found in Table 7. 6.3. Gove nt Se rnme condary Schools 6.3.1. In 2001, a total of 3,577 students were enrolled in the government secondary schools throughout the Kingdom. Of th total, is 56.6% enrolled in the secondary schools on Tongatapu, 19.2% in Vava’u and the remainder enrolled in the secondary schools in ‘Eua and the Niuas. Meanwhile, 55.2% of the total enrolment in Government secondary schools were male students, the l rger pr a oportion (42.3% of the total number of males) were students of T a C ong oll g e e. Table 6 shows the distribution of students in 2001 within the Government Secondary School System. 76 Part III (iv) : Table 6 : Governme c nt Se ondary School Enrolment By District and By Sex for 2001 DISTRICT SCHOOL MALE FEMALE TOTAL %FEMALE %TOTAL Tonga College 836 - 836 - 23.4 Tonga High School 244 466 710 65.6 19.9 Talafo’ou Middle School 75 84 159 52.8 4.4 Tonga High School National 31 81 112 72.3 3.1 Form 7 TONGATAPU *Tonga Side School 94 112 206 54.4 5.8 Sub-Total 4 1,280 743 2,023 36.7 56.6 ’EU A ‘Eua High School 218 267 485 55.1 13.6 VAVA’U Vava’u High School 282 405 687 59.0 19.2 NTT Niuatoputapu H igh Schoo 97 l 103 2 51.5 00 5.6 NIUAFO’OU Niuafo’o Hig u h School 56 42 98 42.9 2.7 HA'APAI Ha'apai High Sc ol ho 4 4 40 47.6 84 2.3 Sub-Total 5 857 155 697 55.2 4 43.4 TOTAL 9 1,977 1,600 3,577 44.7 1 00 * Tonga Side School is covered also under Primary Division. Part III (iv) : Table 7 : Secondary School Enrolment Since 1997 By Controlling Authority and By Sex YEAR EDUCATION MALE FEMALE TOTAL %FEMALE %TOTAL SYSTEM 1997 Government 1,672 1,620 3,292 49.0 23.0 urc Ch h 5,516 5,341 10,857 49.0 76.0 Private 74 54 128 42.0 1.0 Total 7,262 7,051 14277 49.0 100 1998 Government 1,686 1,580 3,266 48.0 24.0 Church 4,888 5,079 9,969 51.0 75.0 Private 59 57 116 49.1 1.0 Total 6,633 6,716 13,349 50.0 100 1999 Government 2,148 1,510 3,658 41.2 26.2 Church 4,991 5,254 10,245 51.2 73.2 Private 47 37 84 44.1 0.6 Total 7,186 6,801 13,987 48.6 100 2000 Government 2,004 1,586 3,590 44.2 Church 5,587 5,694 11,281 50.5 24.0 Private 47 37 84 44.0 75.4 0.6 Total 7,638 7,317 14,955 48.9 100 2001 Government 1,977 1,600 3,577 44.7 26.6 Church 4,733 5,058 9,791 51.7 72.8 Private 36 38 74 51.4 0.6 Total 6,746 6,696 13,442 49.8 100 77 Part III (iv) : Table 8: Secondary School Enrolment for 2001 By District and By Controlling Authority DISTRICT GOVERNMENT FREE CATH IC OL MORMON TOKAIKOLO R F EE SEVENTH ANGLICAN T A ENISI BA TOTAL HAI WESLEYAN U CH RCH DAY ADVENTIST M F M F M F M F M F M F M F M F M F M M F F Tongatapu 1,280 743 1,089 1,333 783 791 825 874 109 157 199 2 21 224 247 240 262 36 38 28 26 4,813 4,683 ‘Eua 218 267 85 63 - - 19 28 - - - - - - - - - - - - 322 358 Vava’u 282 405 227 191 186 169 169 186 - - 92 78 82 108 - - - - - - 1,038 1,137 Ha’apai 44 40 177 142 119 121 49 36 - - 31 34 - - - - - - - - 420 373 Niuatoputapu 97 103 - - - - - - - - - - - - - - - - - - 97 103 Niuafo’ou 56 42 - - - - - - - - - - - - - - - - - - 56 42 TOTAL 1,977 1,600 1 78 ,5 1,729 1,088 1,081 1,062 1,124 9 10 157 322 324 306 355 282 260 36 38 28 26 6,746 6,696 GRAND- 3,577 3,307 2,169 2,186 266 646 661 502 74 54 13,442 TOTAL 26.6 24.6 16.1 16.3 2.0 4.8 4.9 3.7 0.6 0.4 100% %TOTAL DROPOUTS 44 22 * * 32 17 81 55 11 4 12 12 7 1 34 19 3 - - - 224 130 TOTAL DO 66 * 49 136 15 24 8 53 3 354 - GT-DO 3511 3307 2120 2050 251 622 653 449 71 5 13,088 4 %DO OF TOT. 18.6 - 13.8 38.4 4.2 6.8 2.3 15.0. 0.9 - 100 (DO) * data not available 78 Part III (iv) : Table 9: Teacher/Pupil Ratio at the Secondary School Level Since 1997 YEAR NUMBER OF STUDENTS NUMBER TE OF H AC S ER ACHER/PU TE PIL RATIO 1997 ,2 14 77 856 1:17 1998 13,349 844 1:16 1999 9 13, 81 961 1:15 2000 4 1 ,955 993 1:15 200 13,44 1 2 102 2 1:13 6.3.2. Table 9 shows that since1997, there have been marginal changes in the teacher/pupil ratio over the st 6 pa years. In 2001, t the ea her/pu c p ra il tio de creas d ed ue to a decre s a e in the total enrolment at this level. 6.4. Non-Government Secondary School Enrol n me t The non-gover en nm d t e ucation systems administered 31 of the 40 seco a nd r h y sc s t ool hat were operative in 2001, ro en lling 9,865 of the 13,442 students studying at secondary level. Of the students that enrolled in non-government schools, 51.7 pe nt rce w r e e females. In addition, 3,30 33.5 7 ( %) enrolle the F d in ree Wesleyan Education System, 169 ( 2, 2 %) 2.0 enrolled in the Roman Catholic Education system, 2,186 (2 % 2.2 n ) e rolled in the LDS Education System with the remai r nde enrolle i d e n th re a m ining n n o -g vernm o ent secondary school systems. Details of student ro en lment for 2001 can be found in Table 8. 4.1 6. Fr e e W s e leyan Church Education System 4.1.1. 6. T F he ree Wesley an secon r da y school system operated a total of 11 scho ls at the seco o ndary level in 2001, providing secondary education for more students than any other Non-Government School System in the kingdom. Of the 13,442 students enrolled at this level in 2001, 3,307 (24.6%) were enrolled in the Free Wesleyan’s secondary school programme. Th r is es epr ents a decrease of 11.1% from the enrolment figure (3,721) of 2000. Details stu of dent enrolment under this system for 2001 ma y be found in Table 10A. Part III (iv) : Table 10a: Free Wesleyan Second ary School Enrolment By District and By Sex in 2001 DISTRICT SCHOOL MALE FEM L A E TOTAL %FEMALE %TOTAL Queen Salote College - 825 825 100 24.9 Tupou College 545 - 545 - 16.5 Tupou High School 456 431 887 48.6 26.8 TONGATAPU Mo’unga’olive College 29 38 67 56.7 2.03 Pea Middle School 29 14 43 32.6 1.3 Vaini Middle School 12 9 21 42.9 0.6 Houma Middle School 18 16 34 47.1 1.03 Sub-Total 7 1089 1333 2422 55.0 73.2 ‘EUA Hofangahau C ll o e ge 85 63 148 42.6 4.48 VAVA’U le Mai fi /S hi iu’ilik p uta oll u C ege 227 191 45.7 418 12.6 Ta ’a ufa ha / u Pil le o vu C ollege 7 14 114 261 43.7 7.9 HA’APAI Tupouto’a 30 28 58 48.3 1.75 Sub-Total 4 489 396 885 41.7 26.8 GRAND T L OTA 11 1578 1729 3307 53.3 100 6.4.1.2 The Free We l s ey n a C u h rch Education Sy e st m ls a r o p ovided post secondary education through two of sc its ls hoo o . M re detai o ls n the enrolment at this level is provided in Table 10B. 6 8 Part III (iv) : Table 10b: Free Wesleyan Post Secondary School Enrolment By District and By Sex in 2001 SCHO L O MALE T FEMAL OTAL %FEMAL %TOTAL E E Hango Agricultural College Certificate Year 1 5 1 6 .7 16 5.6 'Eua Certificate Year 2 13 9 22 .9 40 20.4 Diploma Year 2 4 8 12 11.1 66.7 22 18 40 45.0 7.0 3 Tongatapu Tupou High School (Dip. in Business Studies) Year 1 13 29 42 69.0 38.9 ..................................... Year 2 6 20 26 76.9 24.1 Total 2 41 67 108 62.0 100 6.4.2. Roman Catholic Education System 6.4.2.1. In 2001, the Roman Catholic Education System provided secondary education for 2169 tude s r 1 nts o 6.1% of the total secondary school population. This represents a decrease of 18.8% from the system’s 2000 enrolment figure of 2672. It also provided post-secondary education for 259 students mainly through its three technical and vocational schools, namely St. Joseph’s Business College, ‘Ahopanilolo Technical School and Montfort Technical School. The total number of students enrolled in its schools was 2428, making it the third largest educator in terms of total enrolment in Tonga. More details are shown in Tables 11 and 12. Part III (iv) : Table 11 : Roman Catholic Secondary School Enrolment By District and By Sex in 2001 DISTRICT SC M HOOL AL FEM E A TO LE TA % L FEMAL % E TOTAL ‘Apifo’ou 596 59 118 0 5 6 49.7 4.7 TONGATAPU Ta 187 kuilau 201 388 51.8 17.9 Sub-Total 2 783 791 1,574 50.3 72.6 HA’APAI St.Joseph’s Community 119 121 240 1 50.4 1.0 College VAVA’U Chanel College 186 169 355 16 47.6 .4 Sub-total 2 305 290 595 48.7 27.4 TOTAL 1,08 4 1,081 2,1 8 100 69 49.8 Part III(iv) : Table 12: School E Roman Catholic Vocational nrolment By District and By Sex in 2001 DISTRICT SCHOOL MA FEMA LE TOT LE A %FE L MAL %TO E TAL ‘Ahopanilolo Technical School 36 57 93 3 61. 9 35. St.Joseph’s Business College - 108 108 0 10 7 41. TONGATAPU Monfort Technical School 58 - 58 - 4 22. TOTAL 3 94 165 259 62 100 6.4.3. Latter Day Saints Education System 6.4.3.1. The LDS Education System is one of the largest secondary education system in Tonga. It educated 16.4% of the secondary school population in 2001. Next to the Free Wesleyan Church Education System, the LDS Education System managed 7 secondary schools which composed of 2 high schools and 5 middle schools. 87 6.4.3.2. In 2001, the schools under this system had an aggregate total of 2,186 students of which 1,124 (51.4% re female ) we s. Liahona High School enrolled the highest number of 948 stud ts en . The total enrolment for the LDS Secondary Schools System showed a decrease of 8.3% from the enrolment figure of 2,384 in 2000. Table 13 shows the details of enrolment for this system in 2001. Part III (iv): Table 13: LDS Secondary School Enrolment By S District and By ex in 2001 DISTRICT SCHOOL M LE A FEMALE TOT L A %FEMALE TOTA % L Liahona High School 430 8 51 948 54.6 43.4 Liahona Middle School 135 3 11 248 45.6 11.3 Havelu Middle School 159 158 317 49.8 14.5 TONGATAPU Pakilau Middle School 1 10 85 186 45.7 8.5 Sub-Total 4 5 82 4 87 99 1,6 51.4 77.7 ‘EUA ‘Eua Middle School 19 28 47 59.6 2.2 HA’APAI Pangai Middle School 49 36 85 42.4 3.9 VAVA’U Saineha High School 169 186 355 52.4 16.2 Sub-Tot l 3 a 237 250 487 51.3 22.3 GRAND TOTAL 7 1,062 1,124 2,186 51.4 100 6.4.4. Free Church of Tonga Education System 6.4.4.1. The Free Church of Tonga Education System enrolled a total of 646 students in 2001, with 411 students enrolled in the Tongatapu Campus, 170 in Vava’u and 65 in Ha’apai. This shows a decrease of 20.5% from the enrolment figure of 813 in 2000. Table 14 shows the details of enrolment for this system. Part III (iv): Table 14: Free Church of Tonga Secondary School Enrolment By Dis S trict and By ex in 2001 District School Male Fema le To tal %Fem ale %To tal Tongatapu Tailulu College 2 199 12 411 51.6 63.6 Vava’u Tailulu College 92 78 170 45.9 26.3 Ha’apai Ta ollege ilulu C 31 34 65 52.3 10.1 TOTAL 3 322 324 646 50.2 100 6.4.5. Sev n e th Da y Adventist Education System 6.4.5.1. Day Advent The Seventh ist System operated 1 full-scale secondary school, Beulah Coll ege in 2001 with 2 pr ch imary s ools, namely, Hilliard Memorial and Mizpah, expanding up to Form 3 and 4 levels, r spe e tively. The total enrol c ment for Beulah College in 2001 s 334 of which 1 wa 70 (50.9%) were females. This w sho s an increa .1 se by 8 % from th e e 2000 nrolmen gu t fi 9 re of 30 . The overall enrolment for all the secondary schools under this system was 6 f whi 61 o ch 137 students r were en olled at Hilliard Memorial School and 190 students at Mizpah s o . Detail nrolm f E ent r this fo sy m ste in 2001 can be found in Tabl 15 e . Part III (i ): Table v 15: Seventh Day Adventist Secondary Sc n hool Enrolme t By Dist t ric and By Se in 2 x 001 DISTRICT SCHOOL MALE FEMALE TOTAL %FEMALE %TOTAL Beulah College 164 170 334 50.9 50.5 Tongatapu Hilliard 60 77 137 56.2 20.7 Sub-Total 2 224 247 471 52.4 71.3 Vava’u Mizpah 82 108 190 56.8 28.7 TOTAL 3 306 355 661 53.7 100 88 6.4.6. Tokaikolo Church Education System 6.4.6.1. The Tokaikolo Church operated 1 secondary school, Lavengamalie College which enrolled 266 students in 2001 of whom 157 (59.0%) were females and 109 (41.0%) were males. This represents a decrease of 39.8% of its enrolment figure of 442 in 2000. 6.4.7. n A glican Church Education System 6.4.7.1. c The Angli an Church opera con ted 1 se dary school, St. Andrew’s High School, which enrolled 502 students in 2001. This represents a decrease of 7 4% from the total enrolm . ent of 543 in 2000. 6.4.8 ‘Atenisi Institute 6.4.8.1. Enrolment in the secondary schoo of th l e ’Atenisi Institute decr as e ed by .9% 11 from 84 i 2 n 000 to i 74 n 2001 of wh om 36 (48.7 ) % were males. 7. ACTIVITIES 7.1. Government Secondary School System 7.1.1. To g n a College .1.1.1. T 7 onga College celebrated its 119th birthday on 27 October 2001 with the Hon. Cecil Cocker, Minister of Works, Marine and Ports, and Environment as the G st ue of Honour. The commemorative service was conducted by the P si re dent of the Tonga Constitutional Church, Rev. Luke Sikalu followed by entertainment, feasting and fundraising arranged by the students and ex students of the College. 7.1.1.2. In 2001, there was a total of 66 staff working at the College. Out of this number, 53 were full- time teachers and 14 remaining were administrative, maintenance and farming staff. 7.1.1.3. The College continued in 2001 to present candidates for the Tonga School Certificate (TSC), Pacific Senior Secondary Certificate (PSSC) and New Zealand Bursary Examinations. 7.1.1.4. T Colleg he e continued to participate in the nnua A olle l Inter- C ge Sp ts C or ompetitio and n obtain ed 3 trophi e Ru es. In th gby Competitio , t n he school won the shields for grades 1, 2, and 5. The school also won all grad S es in the occer competition and the Junior Grade in he Voll t eyball competition. 7.1.1.5. The School collected 5, $5 000 during the School Day's fundraising to buy prizes for the school's End of Year Prize-Giving, and to meet other needs ch a su s printing of the school's maga e a zin nd g upgradin of comp d cla uters an ssrooms. 7.1.1.6. Special thanks are extended to the PTA ciation f and Old Boys Asso or their various contributions and support to the College during the year. 7.1.2. Tonga High School 7.1.2.1. The school started the academic year with 57 full time staff, 54 of which were employed by the Ministry and 3 by the PTA. Two new administration posts were added to the school's normal staff namely, a second Deputy Principal and a Senior Tutor. .1.2.2. 7 The school continued to follow the syllabus prescribed by the Ministry for each subject offered at Forms 1 – 5 while Form 6 followed the syllabus prescribed by the South Pacific Board for Educational Assessment towards e PSSC Exa th minations at the end of the year. Due to the damages inflicted on the school by last year's fire, the choice of subj cts offer e ed to nts stude was In 2 limited. 001 a , for ex mple, mputer Co Studies was not availabl to e Form 3 students. However, attempts to incor r porate o ganis ts ed Spor , Singin progr g ammes and Study periods were made to the benefits of studen d st ts an aff as well. T e sch h ool also plans to intro c du e Technology Studies (Design and Catering as a ) schoo ba l sed PSSC paper in 2002 in response to the need for more vocational subjects for students. 7.1.2.3. Form 2 stude c nts ontinued to take the Form 2 Common Examinat n pr io epared by the Ministry f o Educati . T on he school continued to take in stude from nts Talafo’ou Middle School and Tonga Side School who qualifie om this F d fr o 2 e rm xamination as well as from the transfer examinations. 89 7.1.2.4. In 2001 the school presented 130 candidates for the Tonga School Certificate. A total of 153 Form 6 students sat for the Pacific Senior Secondar SC) Certificate Examin y (PS ation. 7.1.2.5. The school participated in the inter-col egiate competitions, in Athletics, Rugby, Netball, Volleyball and Soccer. Semisi Taulava (Best Sportsman for the Year) won a scholarship to study at Form 7 and to play rugby at Wanganui Collegiate School, New Zealand in 2002. . 7.1.2.6 The school won first place in the Math atic em s Competition for Forms 5 and 6. The first and second places th in e Radio Tonga San Francisco Essay Competition were won by the school as well as the best writing in the Japanese Essay Competition for Levels 1, 2, 3 and 4. Essay competitions organised by the Commonwealth Foundation and Essay writing for World Day Population were also won by the students of Tonga High School. 7.1.2.7. The school wi to ackno shes wledge with thanks the Ex-students Association and the PTA for their ontin c ued support and s assi tance to the school in various areas. The former collected books for stocking the school's library and the latter raised $81,000.00 to assist the school to acquire computers and equipment for the Home Economics and Industrial Arts workshops. 7.1.3. Niuatoputapu High School .1. 7.1.3 The school commenced its academic ar ye on 21 January 2001 with the Teachers' Planning ee W k. The Staff comprised of 12 Assistan her t Teac s, Principal, Deputy Principal and 1 clerk. The school contin ued to follow the curriculum prescribed by the Ministry and 28 Form 5 students sat the Tonga School x Certificate E amination at the end of 2001. Form 2 students also sat the Common Examination. 7.1.3.2. The school celebrated its 20th anniversary on 16 June 2001. As in previous years, the school continued to operate on the lands and premises of the Free sle We yan and Roman Catholic Churches as stipulated in the Memorandum of Agreement between the two churches and the Government of Tonga represented by the Ministry of Education. However, plans have been made by the Ministry to e s cure land for the new site of the school. 7.1.3.3. The school was honoured with the visits of the New Zealand Deputy High Commissioner, the Australian igh H Commissioner and the First Secretary from the Australian High Comm n issio and the First Secretary from the Japanese Embassy. These were follow-up visits to see projects funded by these Governments. 7.1.3.4. The school is grateful for the support and assistance provided by various organisations roug th hout the year. The community donated $1500.00 to assist the scho s p ol in variou rojects. The Church of the Latter Day Saints donated a container of books, electric typewriters and furniture. The Youth of Niuatoputapu helped students with reading and computing skills. The school hopes to tin con ue to work together with these organisations in the future. 7.1.4. Vava’u High School .1.4.1. 7 The school goals for 2001 were established to ens e ur that the school provides a positive and healthy environment for learning as w ll as to impr e ove the moral attitudes of students and staff. 7.1.4.2. The school continued in 2001 to follow the syllabus prescribed by the Ministry of Education for each subject offered at the Forms 1-5 levels. The Form 6 level continued to follow the syllabus prescribed by the South Pacific Board for Educational Assessment towards the Pacific Senior Secondary Certificate Examination at the end f the o year. 7.1.4.3. The school was proud to introduce the Form 7programme in 2001. The Guest of Honour for the official opening was the Government Representative from Vava'u. Also attending were the Director of Education, parents, teachers and students. The 26 pioneer students were mostly from Vava'u High School with several from Mailefihi/Siu'ilikutapu College and Saineha High School. These students sat the New Zealand Bursary Examination at the end of the year. 7.1.4.4. The school also provided candidates for the Tonga School Certificate and the Pacific Senior econ S dary certificate Examinations in 2001. (Results of these examinations may be located in the appendix). The school was visited by several persons from the Ministry of Education for the annual inspection. Mr Gil Roper from NZQA visited the school for the Form 7 programme. 90 7.1.5. ‘Eua High School 7.1.5.1. In 2001, a staff of 38 were posted at the school. This included the Administration and the Teaching Staff. The school commenced on 21 January 2001. In preparation for the TSC and PSSC examinations, the school conducted extra night classes throughout the year for Form 5 and 6 students. As in previous years, it presented candidates for the Tonga School Certificate and Pacific Senior Secondary Certificate Examinations. 7.1.5.2. Subjects offered at the school continued to follow the syllabus set by the Ministry of Education and SPBEA. Remedial Classes were also offered at Forms 1 and 2 at 'Eua High Middle School. 7.1.5.3. 'Eua High School participated in the Tongatapu Inter-Collegiate Sports competition with outstanding results. The team won 11 gold, 7 silver and 25 bronze medals. 7.1.5.4. Important Visits to the school included the visit of the Director of Education, the Director of SPBEA and the annual inspection by the Secondary Administration. Representatives of Japan, Canada and New Zealand as Aid donors also visited the school. Japan donated funds to help to buy furniture for the school. 7.1.5.5. The PTA and Ex-Students Associations continued to work together with the school durin g the year. The community of 'Eua contributed $27000.00 for computers to enable the school to start computer classes The Ministry of Education donated 10 computers towards this cause. Special thanks are hereby conveyed to both Associations, other charitable organisations and the Ministry for contributions and support which helped to make 2001 a successful year for the school. 7.1.6. Niuafo’ou High School 7.1.6.1. The school's academic year started on 21 January 2001. There were 13 e staff serving at th school of which 12 were teachers and 1 clerk. .1.6.2. 7 Thirteen subjects we 001 re offered in 2 of which 4 were compulsory for all levels from Form 1 up to Form 5. The school was pleased to include Industrial Arts in the Forms 1 and 2 syllabi after it had not been offered for many years due to the lack of teachers in this field and appropriate facilities. 7.1.6.3. A Dedication Service was held on 16 March 2001 where the school and its programmes were consecrated. The Inauguration of Prefects was also carried out at the service. The school celebrated its 11th Anniversary on 27 July 2001. 7.1.6.4. The school presented 17 candidates for the Tonga School Certificate examination at the end of the year. Progress Reports were issued every term as a means to assess and monitor students' performance throughout the year. 7.1.6.5. The PTA had been active in assisting the school with projects such as improving pathways around the school, painting of classrooms, installing of lights for night classes, renewing of louvers and rovidin p g furniture and a new fax machine. This Association and and other or n ga isations such as aid donors continued to make valuable contributions to assist in on-going development at the school for which the school remains grateful. 7.1.7. Talafo’ou Middle School 7.1.7.1. A staff of 10 worked at the school in 2001. The school continued to teach the subjects prescribed by the Ministry of Education, namely, English, Mathematics, Science, Social Science, Health Studies and Tongan Studies. 7.1.7.2. The school continued to provide candidates for the Form 2 Common Examination which the Ministry uses as a selection exami o nati n to determine entry to the upper secondary level, particularly at Tonga High School. 7.1.7.3. The school celebrated its 14th anniversary on 14 August 2001. The Minister of Education, Hon. Tu asi toat Fakafanua officiated as the Guest of Honour. The Acting Director of Education was also present at the occasion. 7.1.8. Tonga High School National Form 7 .1.8.1. 7 As in previous years, our aim is to prepare students in one year to sit and pass the New ealan Z d Bursary/University Entrance/Scholarship Examination. This is also a foundation year for further rtiary studi te es. “Strive for Excellence” was the school's working motto. The Inauguration of the 91 Students Council was held in February led by Rev. Tuinauvai 'Asaeli and the Director of Education was the Keynote Speaker. 7.1.8.2. Students continued to compete for scholarship awards tenable in 2002, either through the official scholarships awarded by the Scholarship Committee or through study opportunities through open competition scholarship programmes such as the ADCOS (administered by AUSAid) a Ne nd the w Zealand Aotearoa Scholarships Prog mme. The Staff working at ra the school consisted of 9 full time teachers, 3 administrative staff and 2 night watchmen. To commemorate the 10th anniversary of the school, a thanksgiving service was held on 25th March 2001. The Guest of Honour was the Retired Minister of Education, Dr. Langi Kavaliku. The school remains grateful to all parents, guardians, friends, charitable organisations and donor gen a cies for their invaluable support and contributions to the school in 2001. 7.1.9. Ha'apai High School 7.1.9.1. The school was established in 2001. It started its academic year on 22 January 2001 with Planning Week. The school initially started off with 4 Form 1 classes with intentions to expand the school's programme in the 20 2 0 academic year. A staff of 7 comprising of 1 Deputy Principal and 6 Assistant Teachers worked at the school. 7.1.9.2. Nine subjects were offered in 2001, namely, English, Tongan Studies, Mathematics, Science, Social Science, Health, Music, Reading and Physical Education. However, only six subjects were examined at the end of he year. t .1.9.3 7 A Dedication Service was held on 31 January 2001 to mark the establishment of the school. The Guest of Honour for this occasion was the Ha'apai Government Representative. Also present was the Director of Education. 7.1.9.4 Eight Prefects were inaugurated at the beginning of the year to assist teachers in the running of the programmes. The PTA held its inaugural meeting on 25 January 2001 whereby the executive members were appointed. Night Classes were organised by the PTA to assist the students. The Inter-House Competition took place on 28th February 2001. The school also participated in the Ha'apai Region Sports Competition. .1.9.5. 7 Ha'apai High School's new school complex was funded and constructed by the Government of the People's Republic of China. The official opening of the school on the new site was held on 18 December 2001. 8. STATISTICS 8.1. Relevant Statistics for Secondary Education may be found in the Appendix. 9. CONCLUSION .1. 9 2001 has been a challenging year for the Secondary Division in both academic and extracurricular activities. With the establishment of Ha'apai High School, the Ministry is able to provide universal accessibility to Secondary Education to all regions of the Kingdom. Tonga High School moved in time for the final examinations into new classrooms built with the kind generosity of the Governments of Australia, New Zealand and France. 9.2. Some schools showed significant improvements in terms of improved and upgraded educational res rc ou e materials and physical facilities, as well as in their academic achievements throughout the year. It is also noted that qualified teaching staff were be g in recruited this past year to work in the different school systems, an accomplishment which contributed to the improvement in the standard and quality of education, as well as academic achievements in 2001. 9.3. Special thanks go out to all the various individuals, PTAs, Ex-Students Associations, charitable organisations and aid donors whose generous donations and unwavering support contributed substantially to the many successes achieved by the Secondary Education Division in 2001. Many thanks go also to all Non- Government Education Systems for the continuous partnership in the provision of education at the secondary school level in Tonga. It is hoped that these positive efforts will be maintained in years to come. 92 PART III (v) POST SECONDARY, YOUTH, SPORTS AND CULTURE 93 POST SECONDARY, YOUTH, SPORTS AND CULTURE 1. INTRODUCTION 1.1. The educational programmes at the post secondary level are co-ordinated and administered by/under the leadership of one Deputy Director of Education. Included under the responsibility of the Deputy Director for Post Secondary, is the Youth, Sports and Culture. This division is based at the Community Development and Training Centre (CDTC), the central administrative unit for Post Secondary Education. 1.2. Under the umbrella of the Post-Secondary n Divisio are the CDTC, the Distance Education and Communications Centre (DECC), the Tonga Instit Science and Te e of ut chnology (TIST), the Tonga Institute of Education (TIOE) as well as the Scholarsh Unit. ips 2. BROAD OBJECTIVES 2.1. All educational programmes implemented by the Post-Secondary Division are formulated in order to achieve the social goals outlined in the Seventh National Strategic Deve n lopme t Plan (2001- 2004): • full employment and high incomes for both men and women in the labour force; • good quality primary, secondary and tertiary education, especially vocational and technical, with equal opportunity and access for both men and women. 3. COMMUNITY DEVELOPMENT AND TRAINING CENTRE (CDTC) 3.1. Objectives 3.1.1. The Community Development and Training Centre (CDTC) established by the Tonga Government in 1985 aims to coordinate and expand p t se os condary training opportunities throughout the Kingdom. It reflects the Government’s desire to ex nd traini pa ng opportunities in both the formal and informal sectors, but at the same time rationalize the use of staff, facilities and resources. It also reflects the Government’s commitment to the expansion of training but in more efficient and cost effective ways. 3.1.2. The central objective of the CDTC is to expand traini evel ng and d op educational opportunities throughout Tonga. In order to achieve this objective the CDTC seeks to: provide as wide a possible range of post-secondary training programmes, including those leading to the award of post graduate diploma, certificate and middle level qualifications, short final courses and retraining programmes. offer non-vocational adult courses, including a range of en g eral and liberal studies and leisure type activities. provide assistance to persons seeking to undertake r o who are undertaking courses through institutions outside of Tonga. 3.2. Financial Report 3.2.1. Most of the funds allocated to the CDTC are taken up with the payment of salaries and wages to full time and daily paid staff, and the payment of fees to part-time instructors. Other main items of expenditures include: • The day to day running costs of the CDTC in the areas of transport, water, electricity and stationery. • The maintenance of buildings, grounds, vehicles and office equipment. • The repair and maintenance of computer facilities, including the purchase of software, parts and disks. • Expenses associated with telecommunications equipment, such as, telephones, fax, and E Mail. • The printing of course and teaching materials, and CDTC handbooks and information booklets. 94 3.3. Resources and Facilities 3.3.1. The resources and facilities available to the CDTC include: • A purpose built administration building with office and conference room facilities. • Specialist classrooms for Accounting (at the Tonga High School National Form 7), Agriculture (at Tonga College) and Tourism and Hospitality (at the DECC) programmes. • A computer laboratory. • An Accounting resource room • Recording equipment for schools’ broadcasting. • Software application packages and hardware equipment for computer training. • A video produc n studi tio o • Access to E MAIL • Books, manuals and reference materials for the Agriculture, Accounting and Tourism & Hospitality programmes. .4. Staff 3 .4.1. 3 In 2001 the following posts ere w occupied by staff at the CDTC: 1 Deputy Director of Post Secondary & Non Formal Education, 1 Deputy Principal, 1 Senior Lecturer (Acting Planning and Curriculum Officer), 1 Senior Lecturer (Agriculture and Accounting Programme Co-ordinator),1 Assistant Teacher (Tourism and Hospit lit a y Programme Co-ordinator), 1 Senior Accounting Officer, 1 Senior Executive Offi ter cer, 1 Clerk Class 1, 1 Compu Grad Operator e 3, 1 Clerk Typist Grade 3. . 3.4 2. Retirement of Staff 3.4.2.1. Mrs `Akanesi Tupo cer retired from u, Senior Accounting Offi the Civil Service on 1 October 2001 after working for 34 years. The Ministry also acknowledges in deep appreciation her service and contributions to the Civil Service. 3.5. Enrolment 3.5.1. Table 1 details the Enrolment for CDTC programmes in 2001. 3.6. Activities 3.6.1. During the year under review the following activities took place: 3.6.1.1. T xth Nati he Si onal Awards Ceremony for the Post Secondary Division was deferred to July year 2002. Howev r e t , he number of students who successfully completed the Certificates and Diplomas and will be receiving awards are as follows: Diploma in Education 118 Diploma in Accounting 18 Diploma in Computer Science 10 Diploma in Information Systems 10 Certificate in Computer Science 26 Certificate in Information Systems 21 Certificate in Agriculture 19 Certificate in Accounting 12 rtificate i Ce n Tourism and Hospitality 24 Tr ica ade Certif te in Engineering and Construction 51 ter Class 5 Mas Engineer Certificate of Competency 26 --------------------------------------------------------------------------------------------------- Total Number of Graduands 335 --------------------------------------------------------------------------------------------------- 3.6.1.2. Classes were cond d th ucte roughout the year for the Diploma Programme in Accounting and the ertificate Pro C grammes in Accounting, Agriculture and Tourism & Hospitality. 3.6.1.3 The CDT Exa C mination Committee met twice throughout the year 3.6.1.4 Dr. `Uhila – moe – Langi Fasi, Principal for TIST and Hon. Si`atukimoana Vaea, Acting planning officer went to Wellington, New Zealand on a two week training on TVET 3.6.1.5 Programme Co-ordinator for Agriculture and Accounting, Mr Brian Langi, went to Singapore on a 1 mon A th dvanced Certificate course in Quality Management. 95 Part III (v) : Table 1 : CDTC Enrolment in 2001 By Programme Programme nde Ge r Average Age Employment History Employer Education T l ota Drop Number Area Standard -outs Passed M F 20/30 30/40 40/50 JC 2CC C 1 C OFF SL CS B PS L TH TSC PSSC F7 Accounting 4 14 5 13 0 7 0 0 1 1 0 8 5 5 0 2 15 1 18 0 16 Certificate Accounting Diploma 10 18 21 4 7 0 0 1 2 0 17 10 1 2 2 5 0 28 2 21 Agriculture 22 10 28 4 0 0 0 0 6 0 7 0 4 16 12 1 32 1 28 Certificate – Year 1 Agriculture Certificate 22 5 22 5 0 1 0 0 9 17 0 0 6 12 9 0 27 1 18 18 Year 2 Tourism & 2 33 35 0 0 2 0 0 0 0 1 0 1 0 5 29 1 35 9 26 Hospitality KEY: JC : Junior Clerk CS : Servants Civil THL : Tonga Higher Leaving 1&2 CC : 1st & 2nd Class Clerk B : d Boar TSC : T oo onga Sch l Certificate OFF : Officers PS : te Priva Sector PSSC : Pacific Senior Secondary Certificate SL Schoo : e l Leav r F7 : Bursary 96 4. TONGA MARITIME AND YT POL EC C IN HNI STIT (TM UTE PI) ( . A K.A NGA TO INSTITUTE OF SCIENCE AND TECHNOLOGY) 4.1. Objective s 4.1.1. The Ton a ga M ritime Polytechnic Institute (also known as the Tonga Institute for Science and Technolog ), co y ue ntin d to pursue fol the lowin obj g ectives in 200 ce 1 in accordan to the Ministry of Education’s long-te a rm go ls in Education to: • continue the provision of courses to cater for the training needs of indus s an trie d employees who have p the otential and wi o pu sh t rsue fu er rth education and training in scie a nce nd technology. • continue to plan and implement three year courses according to their cyclic der or and financial visi pro on an c d omple ente m d by specific shor cour t ses of o e n t or wo weeks duration as well as staff e dev lopment training opportunities. • tin con ue to r p ovide q al u ity, cost-effective and high standard education and trainin for seafar g ers which: focuses on individual, community, national and international needs; is c ral ultu ly sensitive; and which emphasises co-operative efforts, personal commitment to high professional standards, as e w ll as p res onsible decision making which i w ll form the ba r ach sis fo ieving set objectives. • ur ens e that maritime training conducted meets the requirements of international standards as set in the out “STCW’95 CONVENT ON”, and to main I tain the standards and requireme ts under n which Tonga was accepted into the IMO WHITE LIST. 4.2. Financia Report l 4.2.1. rovi P sio s t n hro th ugh e es mat ti e we u re sed for salaries, wages a d n to support im mentatio ple n of courses. As in re p vious years, due to insufficient provisions, funds were vired from variou tes from s vo other Divi n sio s of the Ministry to finance other areas when their votes were depleted. 4.3. esou R s an rce d Facilities 4.3.1. eso R urces and facilities available at the Institute in 2001 were as listed by Division below. 4.3.1.1. Maritime Di i v sion 4.3.1.1.1. Resources and facilities a ailable at the disp v osal of the Mari Divisio time n included the following: 2 classrooms, 1 fire/smoke training unit, 1 life boat with davits, 1 kitchen and cooking facilities, 1 office, 1 laundry room, 1 emergenc r y powe generator and 1 staff room. The Maritime Division is a in lso possession of the body of the MV “Lea’aetohi”, which C net app abi roved to be transferred to TIST for training pu po r ses. It must be noted that it was only the body without any other equipment. e The ngines were damaged beyond rep ir. a 4.3.1.2. Techni Div cal ision 4.3.1.2.1. The Technical ision Div of the Institute had the following resource and fa s i cilit es i 001: 2 n 2 classroo 1 mech ms, anical workshop, 2 mechanical stores, 1 panel-beating and spray paintin p g worksho with spray booth, 1 electric-workshop, 1 automotive workshop, 1 hydraulic-pneumatic laboratory, 1 electrica bo l la ratory, 1 carp ntr e y m hin ac e shop, 1 carpentry workshop, 1 staff room and 1 emergency power ho e us and 3 rainwater tanks. 4.3.1.3. Resourc es Needed 4.3.1.3.1. Both Maritime and Technical Division ar s e in need of extra classrooms to accom date the mo increasing number of different courses and stud nts. e The Maritime Division needs d 2 a ditio l na classrooms and 1 en e gin ering worksh . T op e he T chnical Division s 3 cl need assrooms and one p car ent orksh ry w op. There is al o s a need for a p er f rop unctio ib nal l rary. u St t den s and staff alike need library facilities not only for references but also for researc nd h a a priv te stu dy. 97 4.3.1.3.2. The Maritime Division is urgently in need of a training vess a el to en ble more specialized and sophisticated aini tr ng to be carried out, as well as exposing trainees to equipment and facilities required by the revised maritime regulations. The MV “Lea’aet hi” als o o needs to be refitted with new engines and be fully equipped and renovated to e use b d for training purposes. 4.4. Staff .4.1. 4 Details relating to the Institute staff in 2001 are provided in Table 2. Part III (v) : Table 2: Occupied posts at TIST in 2001. POST LEVEL DIVISION TOTAL Admin. Technical Maritime Principal 5 - 1 - 1 Deputy Principal 5 - 1 1 2 Senior Educ o ati n Officer 7 1 - - 1 Senior Lecturer 7 - 1 3 4 Marine Engineer 7 - - 1 1 Deck Nautical Instructor 7 - - 1 1 Assistant Te h ac er 11/9 - 7 - 7 Technical Instructor 9 - - 1 1 Catering Instructor 9 - 1 1 Clerk Gr. 2 14 1 - - 1 Driver 14A 1 - - 1 Office Assistant Daily 1 - - 1 Watchman Daily 1 - - 1 Groundskeeper Daily 1 - - 1 TOTAL 7 9 8 24 4.4.2. Volunteers 4.4.2.1. The Institute continued to have 1 JOCV volunteer working in the electrical engineering department. 4.4.3. Overseas Meetings, Conferences and Training Programmes which TIST Staff attended: • Meeting of the UNESCO TASKFORCE for TVET, 12-22 January, held in Tuvalu: Attended by the Principal, Dr. ‘Uhilamoelangi Fasi and funded by UNESCO. • Grade 3 Engineer Upgrading Course, New Zealand School of Maritime Studies, 19 March – 6 April 200 ed b 1: Attend y Mr. Laumeesi Tu’ipulotu, Marine Engineer and Mr. ‘Esafe Uaisele, Marine Engineerin structor. F g In unded by the Secretariat of the Pacific Communities (SPC). • UNESCO Technical and Vocational Education and Training Conference, Adelaide, Australia from 25 – 28 March: Attended by the Principal, Dr. ‘Uhilamoelangi Fasi and funded by the Australi n a National Commission for UNESCO. • 6th Meeting ss of the A ociation of Pacific Islands Maritime Training Institutions and Maritime Authorities (APIMTIMA), 26 – 30 March, Nandi, Fiji: Attended by Capt. Tevita Mafi, Senior Lecturer, Maritime Divisi an on d funded by SPC. • Group Training Course in Welding Engineer, Tokyo, Japan, 9 April – 1 October: Attended by Mr. Derrick Mo’unga, Assistant Teacher, Technical Division and funded by JICA. • A Colloguium of Pacific Islands Educators on the Theme: “Re-Thinking Pacific Education”, held at the Institute of Education (IOE), University of the South Pacific (USP), Suva, Fiji, 25 – 27 April: Attended by Dr. ‘Uhilamoelangi Fasi and funded by the NZODA and USP. 98 • HIV/AIDS Peer Education Training of Trainer Workshop, 30 April – 11 May, Suva, Fiji: Attended by Mr. Viliami Tu’ipulotu (Senior Lecturer) and Mr. Kepueli Mafi ‘Aloua (Catering Instructor), Maritime Division. Funded by SPC. • Review of t e h PSSC Physics Prescription, Suva, Fiji, 7 – 11 May: Attended by Dr. ‘Uhilamoelangi Fasi and funded by the South Pacific Board for Educational Assessment (SPBEA). • Master Class 1 Revalidation Course, New Zealand School of Maritime Studies,11 June – 6 July: Attended by Capt. Tevita Mafi, Senior Lecturer, Maritime Division. F n u ded by SPC. • Class 1 & 2 Master Revalidation Course, Australia r n Ma itime College (AMC), Tasmania, Australia, 18 – 29 June: Attended by Malakai Tapealava, Deputy Principal, Mr. Viliami Tu’ipulotu, Senior Lecturer, Maritime Division. Funded by SPC. • Meeting of National Commissi ns for UNES o CO and Schola of the Pacific Reg rs i p on ertinent to the Establishment of an Internati a on l Council fo aci r P fic Islands tudies (ICP S IS), 25 – 29 June, Apia, Attend Samoa: b ed y Dr. ‘Uhi o lam elangi Fasi nd fun a ded by NES U CO. • Third-Country Tr ning Pro ai gramme on Engi Electr ne ical & Electronic Systems Services, Malaysia, 3 – 28 September: Attended b Mr. F y alanisi chaum S kel, As tant T sis eacher, Technical Division and de fun d by the Malaysian Technical Cooperat Progr ion amme T (M CP). • Technology Prescription Wor shop for T k echnical Subjects at the PSSC Level, Suva, Fiji, 17 – 21 temb Sep er: Attended by Mr. ‘Oto Va’inga Mi , De si puty Prin al, T cip echnical Divisio nd f n a unded by BEA. SP • Biennial Confer e enc of the O n pe & Distanc ear e L ning Association of Australia, 24-27 September, Sydney, Austra ttende lia: A d b Dr. ‘Uh y ilamoelangi and funded by COL. • Technical & Vocational Educ tion a Training (TVET) Workshop, 12-20 October, Wellington, New Zealand; Attended by Dr. ‘Uhi mo la elangi Fasi and H on. Si’a ki-Moa tu- na Vaea an und d f ed by COL. • ea L d Auditors Course, Apia, moa, 1 Sa 5-19 tober Oc : Attended by Capt. Tevita Mafi and funded by SPC. 4.4.4. taff W S ho Resigned / Retired in 2001 4.4.4.1. Mr. Kesikou Ikahihifo, Senior Lecturer, Technical Division, resigned from the Tonga Instit f Scienc ute o e & Te log chno y (TIST), on 23 June 2001. 4.4.4.2. M a r. L umeesi Tu’ipulotu, Marine Engineer, Maritime Division, was granted a three-year Secondment to Ports Authority with effect from 1 September 2001. 4.4.4.3. Mr. Setaleki Samate retired from the Teaching Service after working at TIST for 12 years and 3 months. The Ministry acknowledges his service and wishes to thank him for his untiring efforts and edi d cation which contributed to the success of our training programmes. May God’s blessing be upo s n s him and hi family. 4.5. Enrolment 4.5.1. The number of trainees enrol ed in each course is presented in Tables 3a and 3b. A more detailed analysis of the enrolment by course level is given in Table 4 and Table 5 in the next section. 99 Table 3a Enrolment in Maritime Courses Course Number Enrolled Rating 28 Watchkeeper Rating 13 Master Class V 15 Engineer Class V 11 STCW95 Bridging Master Class IV 27 STCW95 Bridging Master Class V 34 STCW95 Bridging Engineer Class IV 24 STCW95 Bridging Engineer Class V 12 GMDSS 10 Ro-Ro Stability/Dangerous Cargoes/Crowd Control 12 Advance LPG 16 Ship Safety 100 Special Catering 6 Advanced Fire Fighting & Proficiency in Survival Craft & Rescue Boat 27 Total 335 Table 3b Enrolment in Technical Courses Course Number Enrolled Mechanical 22 Ele 27 ctrical Automotive 35 Carpentry & Joinery 12 General Engineering & Construction 15 Total 111 . 4 6 Training Programmes 4.6.1. The followin p g rogrammes were conducted by each Division by level during the course of 2001. 4.6.1.1. Maritime Division . 4.6.1.1.1 Details on courses and levels of training which the Maritime Division conducted during the year are summarised in Table 4 below. . 4.6.1.1.2 In order to comply with the IMO regulations as stipulated in the STCW95 Convention, TIST conducted 3 new courses with the sponsorship of Britain’s Department for International Development (DFID) through SPC, to upgrade existing qualifications to IMO Standard. (i) Bridging Courses for Master Grade 4 & 5 and Engineer Grades 4 & 5 – These courses were offered to holders of Grade 4 & 5 Certificates of Competency to upgrade their certificates to Class 4 & 5. (ii) GMDSS (Global Maritime Distress and Safety Systems) Course was conducted to equip officers with er the mod n and latest technology in search and rescue as well as safety techniques. (iii) Ro-Ro Stability / Dangerous Goods / Crowd Control course was conducted to improve and upgrade the skills of officers n han i dling the public and in loading and unloading certain types of ships. 4.6.1.1.3. The Maritime Division also offered training for overseas seafarers. Upon the request from Dilmun Navigation Company of Sydney, Australia, the Maritime Division conducted two special block courses in Ship Safety for the Fijian crew ships operated by Dilmun Navigation. IV. Table 4 shows Courses offered by the Maritime Division in 2001. 100 Part III (v): Table 4: o Pr e gramm s Offered by the Maritime Division in 2001 Programmes Field of Number Duration Date No. Pass No. Fail Training Enrolled 1 s Pre- ea Basic (Watchkeeper n Rati g Class II) Deck 14 14 - Engine 10 20 we eks 2/4 – 17/8 10 - Caterin 4 g 2 2 Upgrading Rati g n (Watchkeeper Rating Deck 7 10 we eks 27/ 8 – 2/11 7 - 2 s Clas 1). Engine 6 6 - Catering - - - - - 3 e Mast r Class V - 15 10 weeks 27/ 8 – 2/11 15 - 4 Engineer Class V - 11 3 8 Class IV - Master 12 12 Class V 29/ 01 – 9/02 - Master 19 19 5 Special STCW’95 Bridging Co urse Class IV 2 weeks Master 15 15 - lass V C / 19 11 –30/11 Master 15 15 6 Engineer - lass I C V 19 19 Special STCW’95 Bridging Co urse Engineer 2 weeks 13/3 – 23/3 - lass V C 8 8 Engineer - lass I C V 5 5 Engineer 19/11 –30/11 - lass V C 4 4 7 Global Maritim e Distress Signal S st y em 10 1 week 26/2 – 6/3 10 - (GMDSS) 8 Ro-Ro/Stabilit D y/ angerous Ca Cro rgo wd Control 12 4 days 7/3 – 10/3 12 - 9 Advance LPG 16 2/4 – 20/4 16 - 12 21/5 –1/6 12 - 10 18/6 – 6/7 10 - 16 3 weeks 6/8 – 24/8 16 - 10 Ship Safety r Cou se 15 23/4 – 5/5 15 - 22 12/11 –30/11 22 - 25 3/12 – 21/12 25 - 11 Special Caterin Co g urse 6 7 weeks 24/9 – 9/11 6 - 12 Advanced Fire rev P ention & C ol ontr 27 - 13 Proficiency in Survival Cr aft & cue Res Boat 27 2 weeks 6/11 – 16/11 101 4.6.1.2. Technical Division 4.6.1.2.1. Details on courses and levels of training conducted by the Technical Division during the year are summarised in Table 5 below. 4.6.1.2.2. A new one-year course towards a C rtificat e e in General Engineering and Construction was offered for the first time in 2001 by the Technical Division. The course targeted Form 6 and Form 7 graduates, and was aimed at providing trainees with the basic skills in four trade areas, namely Automotive Mechanics, Mechanical Fitting and Turning, Electrical Engineering and Carpentry &Joinery. At the completion of the course, trainees would have ident t ified he area in which to pursue a c reer or un a dertake further special s i ed training. A total of 1 aine 5 tr es pioneered this programme although the target intake was f r 3 o 0 – 40 trainees. For various reasons, techn cal i and vocatio l e na ducation and training does not seem to appeal to many senior school leavers. However, TIST is planni o ng n a more vigorous publicity progra secon mme to attract dary school leavers. Part III (v) : Table 5 : Training Programmes Conducted by the Technical Division in 2001 INTAKE NUMBER S OF TUDENT COURSE LEVEL R DU ATION UMB N ER PASS INCOMPLETE TOTAL STAGE 1 13 – 1/2001 22/1 – 8/6 8 3 11 MECHANICAL FITTING STAGE 2 10 – 2/2001 23/7 – 16/11 7 4 11 STAGE 1 0 1/20 1 1 – 1 22/ 3/4 11 7 8 1 ELECTRICAL ST AGE 3 0 2/20 1 – 26/1 6/8 0 9 - 9 STAGE 1 29 – 1/2001 22/1 – 13/4 10 10 20 AUTOM TI O VE STAGE 2 2/2001 7/5 – 27/7 6 - 6 MECHANIC STAGE 3 3/2001 20/8 – 9/11 9 - 9 GENERAL ENGINEERING & STAGE 1 1 – 1/2001 29/1 – 1 /1 6 1 15 15 N CO ST CT RU ION STAGE 1 3 – 1/2001 22/1 – 13/4 6 1 7 CARPENTRY & JOINERY STAGE 3 1 – 2/2001 14/5 – 3/8 5 - 5 4.7 Other Acti i v ties 4.7.1 T Institute h he osted an HIV/AIDS/STI Peer Education Training Workshop for Seafarers f 10- rom 21 December 2001. This workshop was fu e nd d by SPC. It was attended by s lecte e d individuals from unions, companies/departments involved in the shi i pp ng industries Repres . ented to this workshop were the Shi pi p ng Corp o orati n of Polynesia, Ministry of Works (MOW), Vete Shipping, Ministry F of isheries, Dateline Shipping, Tonga Defenc ervic e S es, T ga Nati on onal Youth Co ress a ng nd TMPI. 5. DISTAN ED CE UCATION AND COMMUNICATIONS CENTRE (DECC) 5.1 Introduction 1 5.1. The ta Dis nc ucati e Ed on and Communicatio s C n entre (formerly kno n w as th istan e D ce Ed ti uca on and Research Centre) was established in 1992 u er nd the umbrella of the ommu C nity Devel pm o ent and Training Centre. It is responsible f r the d o evelopment of Distance Educat n io Programmes the at higher educ ti a on level and offers trai n ni g rogr p ammes in Information Technology for the istry Min Ed of uc tio a n, Government Departments, Private Sector, Agencies as well as the general public. 102 5.2 Staff 5.2.1 There were only six staff employed under the Distance Education and Communications Centre, although the center also accommodates 1 staff member for Video Production and 2 staff members for School Broadcasting for Primary Schools. The six staff members under DECC included 1 Acting Planning Officer, 1 Senior Computer Programmer, 1 Assistant Senior Education Officer, 2 Assistant Teacher Diplomates and 1 Computer Operator Grade III. 5.2.2. In addition to the two full time instructors from DECC, there were 8 part-time instructors who assisted in the teaching of courses offered at the center. That is, 1 from Treasury, Ministry of Finance, 1 from the Tonga Development Bank, 1 from Tonga Visitors Bureau, 1 from the Ministry of Labour and Commerce, 2 from Tonga High School National Form 7, 1 from Tonga High School and 1 private. 5.3 Activities 5.3.1 Diploma In Information Technology Programme (Full-time and Part-time) 5.3.1.1 T Diplom he a m Program e in Informati T on echnology which started at DEC th C on 17 us Aug t, 1998, continued into its third year with an intake of 22 students, 14 students majored m in Infor ation System an 8 s d tudents majored in the mpu Co ter Sci . At ence the e nd of the year, 11(7fem s and 4 ale al m es) students graduated with a Diploma in In atio form n System and 8 students (4 males and 4 females) graduated with a Diploma in Computer Science. 5.3.2 Certificate In Information Technology (Full-Time) 5.3.2.1 T Program he Certificate me in formatio In n Technology continued with an intake of 64 students of which 25 majored in Information Systems and 39 students majored in Computer Science. This is a one-year training programme. At the end of the year, 25 students graduated with the Certificate in Information Systems and 31 students graduated with a Certificate in Computer Science. 5.4 Computer Courses (Short Courses) 5.4.1 The Centre continued to offer short term courses on computer applications to Government Departments as well as the General Public. 5.4.2 80 Staff members of the Tonga Telecommunications Corporation completed a three-week computer course in Windows 98, MS Words 97 and MS Excel 97. 5.4.3 40 Staff members from the Reven e u Services D e epartm nt also m co pleted a three-week comp ter u course in Windows 98, MS Words 97 and MS Excel 97. 5.4.4 The Centre also assisted in conducting classes for some of the Ministry’s Staff members in upgrading their computer skills appropriate to their working areas. 5.4.5 Computer courses were also offered to the General Public in Windows 98, MS Words 97 and MS Excel 97 in the levels of Introductory, Intermediate and Advance. 6. TONGA INSTITUTE OF EDUCATION (TIOE) 6.1. Introduction .1. 6.1 Tonga Institute of Education (TIOE) continued in 2001 to provide Dip loma in Education (Dip Ed) training for both Primary and Secondary school teachers. The Dip Ed programme was established in 1986 and it is a 3-year programme. Teachers who su ssful cce ly completed Teaching Certificate before the Dip Ed programme started in 98 1 6 are allowed to upgrade their training in 2 years. Similarly, secondary school students who passed New Zealand Form 7 Bursaries examination can complete the Dip Ed in 2 years. 6.1.2. All students who wish to do secondary teaching are required to undertake two major subjects in addition to the teaching education courses. Those opting to take primary school teaching are required to do a general programme. 103 6.1.3. The year 2001 was the second time in which TIOE offered the Graduate Diploma of Teaching and ear L ning (Secondary) programme for secondary school graduate teachers, who do not have any teaching qua ati lific on. This is a 20-week course. The second intake will be completed in January 2002. It is funded by NZODA and the Government of Tonga. 6.2. Mission 6.2.1. TIOE started with the mission “Nurturing quality teachers for Tonga”. 6.3. Objectives 6.3.1. The Institute’s main objectives for 2001 were as follows: • to improve the se u of minimal resources both human and material to produce maximum results in both academic and non-academic activities. • to create and encourage a healthy working atmosphere which is conducive to teaching and learning for both lecturers and student teachers. • to train, promote and encourage the values acceptable to society amongst lecturers and student teachers. • to promote full and diligent participation by all in academic and extracurricular activities. • to expose student teachers to the best possible school experience throughout the 3 year programmes. • to review the academic programmes in preparation for accreditation processes with other teacher education institutions overseas. • to encourage the use of English the as medium of instruction in all courses except Tongan Studies and to promote continuous professional development amongst lecturers and student teachers. • to develop an awareness of the social / cultural context of Tonga when teaching the various disciplines. • to promote the active involvement of both lecturers and student teachers in research development within their respective departments. 6.4. Enrolment 6.4.1. A total of 341 students were enrolled at the Institute in 2001. Of these, 104 students were enrolled in the first year course, 113 students were enrolled in the second year course, and 124 students successfully ompl c eted the Diploma programme at the end of the year. Of the successful candidates, 83 were from the me Govern nt Education System and 105 were from the Non-Government Education Systems, 25 students were from Tuvalu and 128 were local private students. 6.4.2. Details of enrolment are given in Tables 6 an 7 bel d ow. Part III (v) : Table 6 : Enrolment at TIOE by Gender and by Programme in 2001 DIPLOMA 1 DIPLOMA 2 DIPLOM 3 TOTAL FEMALE 57 65 79 202 MALE 47 48 45 139 TOTAL 104 113 124 341 104 Part III (v) : Table 7 : Admission to TIOE in 2001 by Gender and by Sponsorship LEVEL GVT RC FWC TOK FCT SDA AC LDS BF TU PR TOTAL F - 3 1 1 4 1 - 3 1 - 44 58 M - 1 5 - 1 - - 1 - - 38 46 Tot l Dip 1 a - 4 6 1 5 1 - 4 1 - 82 104 F 18 4 6 2 2 2 - 1 1 6 24 65 M 12 4 8 - 3 3 - 1 - 3 13 48 Total Dip 2 30 8 14 2 5 5 - 2 1 9 37 113 F 33 2 15 2 3 2 0 4 - 13 5 79 M 20 1 10 1 4 - 2 - - 3 4 45 Tota ip l D 3 53 3 25 3 7 2 2 4 - 16 9 124 GRAND TOTAL 83 15 45 6 17 8 2 10 2 25 128 341 KEY: GVT : Government FCT : Free Church of Tonga TOK : Tokaikolo Church LDS : Latter Day Saints AC : Anglican Church FWC : Free Wesleyan Church RC : Roman Catholic Church SDA : Seventh Day Adventist BF : Baha'i Faith TU : Tuvaluan Students PR : Private Students 6.5. Financial Report 6.5.1. Most of the funds allocated to the Tonga Institute of Education were consumed by salaries and wage s of full time and daily paid staff as well as payment of allowances to student teachers sponsored by the Government. 6.5.2. Other main items of expenditures included: • Day-to-day running of the TIOE in terms of transport, water, electricity and stationery. • mainte a n nce of buildings, grounds, vehicle and office equipment. • expenses associated with tele mmunic co ations equipment such as telephones and fax, email and internet. • printing ou of c rse and teaching materials, TIOE handbooks, school experience and information booklets, as well as provision of library books for the TIOE library. 6.6. Resources and Facilities 6.6.1. The resources and facilities available to the TIOE in 2001 included a resource centre in the library for teachers and students, computer equipment for lecturers, students and the office plus 3 more computers were installed in the Library for internet. Reso s and urce equipment for teaching music, po s rts and other subjects were also provided. .7. St 6 aff 6.7.1. During 2001 the followi osts ng p re we occupi staff ed by a th t e TIOE: rinci 1 P p l, 1 a Depu ty Principal, 1 Senior Ed cation Office u r (attached TIOE) to work as an c Academi Registrar, 7 Senior Lecture rs, 15 Assistant Teache rs (assisting the Senior ecturers in L teachin e v g th arious Progra es), 1 mm Librarian, 1 Clerk Typist Grade 3, 1 Clerk Grade 3 and 1 Driver. 6.8. ff De Sta velopment a i nd Tra ning Programmes .8.1. 6 The New Zealand Government’s Overseas Development Assistance (NZODA) continued to upp s ort TIOE by providing funds and consultants to implement staff development and training programmes. Funds e w re allocated to training programmes, and experts in various fields were attached to the Institute to conduct workshops. Ms Lynn Scot, Manager of the Management Strategic Consultant (MSC) for the Tonga Schools Project, 105 continued to develop and evaluate various activities in the Tonga Institutional Strengthening Project (TISP) in TIOE. Funds for the provision of resource ma terials were also made available for the purchase of textbooks m stl o y for the raduate D G iploma Programme. 2001 is the final year for this project. 6.8.2 Mr. Steve F e r n Pr ch, oject e D velo e pm nt Advisor who reside in d T s onga inc J e an r ua y 200 al 0 ways ensured that implementation of the TISP ogram Pr me in T E IO wa p s a propriate and effective. Through out the year, Mr French continuously s p u ported the Graduate Diploma Programme ran , workshops as a p rt e s of th taff development a ten nd at ded various committee meetings as part of the Qualit Ma y na me ge nt S stem (QMS) for y TIOE. 6.8.3 The following urs co es were evise r d and lecturers concerne d were ain tr ed in the most effective approaches in achi te ng the courses. 6.8.3.1 Science 6.8.3.1.1 oss T Mr R aske om fr r t Ch e h rist urch ch College f Adv o anced Education continued workin al g ongside wit h the Head of the Science Departm t, M en iss ela T S a ap ’atout , an ai d the Science lectur s i er n d vel e opi g n a r prog amme ha t t is appropri ch ate to S oo in ls T ga a on nd also hi l gh y com ara p ble it w h inte ati rn ona an l st dards. 6.8.3.2 Mathematics 6.8.3.2.1 Mr. Brian Law from istchu Chr rch College of Education continued the work D na K r. A oto had starte ol d with osai Mr. S a Moala (Head ematic of Math Departm s ent). Mr Brian and Mr Moala continue he d d t v e elopment of a similar programme as in Science. It is c anti ipated that th o is w ul rod d p uce more suitable progr me am s for the Primary and Secondary school levels. 6.8.3.3 Teaching Courses .8.3.3.1 6 Each subject area had developed 3 teaching courses to be offered in each level in the first semester. Mr. Steve French worked closely with each department in developing these courses to be implemented in Semester One, 2002. .8.3.4. Professio 6 nal Studies 6 4.1. .8.3. Dr. Eve Coxon from the Un and iversity of Auckl continued in 2001 the evaluation of the TISP ram prog me and also the upgrading of the skills of members of the Research Committee. This Committee was established to oversee the incorporation of research components into the courses taught at Ins the titution. 6.9. Post Graduate Diploma of Teaching and Learning (Secondary) .9.1. 6 Ms Lynn Scott, Manager of the NZ Consultant Team, continued to work together with the College Staff in n revisi g the post graduate programm , e which was designed in 1993 by Mr Ian Culpan. This course was designed for Graduate Teachers who had not had the opportunity to undertake formal professional education and teacher traini T ng. he Post-Graduate Diploma programme began in November 1999, and trainees were selected from b th o government and non-government secondary schools. 6.9.2 Mr Ross Tasker, Mr Steve French and Mrs. Linda Ma’u, the TIOE Co-ordinator, continue d to work losel c y with the Principal, Miss ‘Alisi Katoanga for t deve he lopment and implementation of the diploma programme. .9.3 6 Enrolment 6.9.3.1. Twenty-seven teachers with degrees but no teaching certificates enrolled in the first intake for the Graduate Diploma Programme in November 1999. Fourteen of them were from the Government schools and thirteen were from Non-Government schools. Twenty-one of them graduated with Diploma of Teaching and Learning (Secondary) in February 2001. 6.9.3.2 In November 2000, nineteen Teacher Graduates were enrolled for the second intake. Seven of them were from Government schools and twelve from the Non-Government schools. 106 Part III (v) : Table 8 : Enrolment in Graduate Diploma Programme 2001 by Gender and by Sponsorship Intake in years GVT RC FWC TOK FCT SDA AC LDS AT TOTAL 1999/2001 F 8 1 3 1 - - - 1 - 14 M 6 1 3 - - 1 1 1 - 13 Total 14 2 6 1 - 1 1 2 - 27 2000/2002 F 5 1 - - - - - 4 - 10 M 2 1 1 1 2 - 1 - 1 9 Total 7 2 1 1 2 - 1 4 1 19 KEY: GVT : Government FCT : Free Church of Tonga TOK : Tokaikolo Church LDS : Latter Day Saints AC : Anglican Church FWC : Free Wesleyan Church RC : Roman Catholic Church SDA : Seventh Day Adventist F : B Bahai Faith AT : Atenisi University .10. 6 Activities 6.10.1. A summary of major activities that took place at TIOE in 2001: 6.10.1.1 New Zealand Consultants, namely, Ms Lynn Scott, Dr Eve Coxon, Mrs Christine Scott, Mr Ross Tasker, Mr. Brian Law, Mr. Richard H milto a n Williams and Mr Murray Gadd continued to carry out staff development at the institute as part of the Quality Management System. 6.10.1.2. T he inauguration of the President (Mafi To Ki Fale Maama), Vice President and the Student Councillors for 2001 took place on 30th of March. This ceremony was blessed with the presence of Rev. Taliai Niumeitolu who conducted the service. 6.10.1.3. The Director of E tio duca n, Mr. Paula Bloomfield conducted his annual official visit to TIOE on 9th of April. 6.10.1.4 The Graduation Ceremony for the first Intake of the Graduate Diploma of Teaching and Learning (Secondary) was held on May 9th at Nawaii Alii ‘o Kanokupolu Reception Centre. It was a joyful event and the Acting Prime Minister, Hon. Tevita Tupou was the Guest o Honour. 6.10.1.5 The presentation of the First Aid Certificate Award to the teacher trainees took place on 22nd October. The president of the Tonga Red Cross, Hon. Alaileula Tuku’aho was the Guest of Honour for this occasion. 6.10.1.6. The launching of the TIOE Internet at the Information Section in the Library was honoured by Hon. Tu’ilokamana Tu’ita on 3rd of December. Mafi To Ki Fale Maama and the students donated 3 new computers to the Library for Internet purposes. This was part of the students' project to mark the beginning of the new millennium. 6.10.1.7 The External Assessor, Dr. ‘Ana Maui Taufe’ulungaki, Fellow of the Institute of Education from the University of the South Pacific wa e s at the Institute on th 3rd of December to conduct an appraisal on the standard of e s th yllabus as well as the implementation of courses offered in 2001. 6.10.1.8. Various competitions were held at TIOE from 3rd to the 6th of December and winners are listed ere h under: Monday 3rd December - Year 3 won the traditional dance competition Wednesday 5th December - Year 3 won the singing competition. Thursday 6th December - Year 1 won the sport competition. 6.11. Conclusion 6.11.1 The year 2001 was a successful and challenging year. It was not only a year of hard work but also n a inspirational year for both staff and students particularly e in th institute’s ability to nurture quality primary and secondar y teachers for Tonga. As a result of an ongoing judicious review of the Diploma structure and subj t ec curriculum programmes, the Postgraduate Diploma of Teaching for untrained graduate teachers was introduce . d The TIOE staff would continue to do their best in training primary and secondary teac meet i hers to nternational tandar s ds so that they would be able to teach not only in schools in the Kingdom of Tonga but anywhere else in the o w rld. 107 7. CHOL S ARSHIPS 7.1. Introd tion uc 7.1.1. T hol he Sc arships Prog mme ra th of e Government of Tonga is operating in its present structure under the leadership e T of th onga Government Scholarshi Co ps mmittee. It a w s jointly reviewed by ustral A ia, New Zealand and Tonga in 1 1 99 and again in 1 8 99 by a Schol hi ars p Review T m, ap ea pr ved o by a C bine It atten t. nee ds to ds for all overseas trai n ni g allocat d e by the Tonga Government Scholarshi s Co p mmittee. 7.1.2 Tonga continues to rely heavily on overseas funding for its scholarship programme T . able 9 below details m the nu ber of awards by donor countries for the last four years including 2002. In 2001, a total of 120 scholars e w re abroad. Of these, 46 were expected to complete their studies by December 2001. However 29 or 63% successfully completed their studies, 18 or 3 % 7 were ex n te ded from 2000 to complete in the year 2001. Some of these ex nsi te ons included courses upgraded to a higher le l. ve Four scholars were terminated for academic reasons but were not expected to complete in 2001. 7.1.3. The total recurrent b d u get for the Scholarships Unit co tin n ued to decrease immensely as stated in the last report. In 2000/2001the Unit was allocated $151,972. Of this amount $100,000 was allocated for scholarships alone h w ile $51,872 was spent on salaries of staff and operational services. The tremendous cut in the scholarships’ budget meant that no Tonga Government scholarships were offered for the 2000/2001 academic year. 7.1.4. It should be noted that figures presented in this section only covers scholarships allocated by the Tonga Government Scholarships Committee. They do not include private students and students studying under other scholarship schemes, such as the New Zealand Aotearoa Scholarship Programme and Australian Open Category Scheme. 7.1.5. Table 9 summarises the total number of new awards allocated by the Scholarships Committee in 200 1 while Table 10 provides a brief summary of the distribution of awards in 2001 by fields of study. Part III (v) : Table 9: Number of New Awards by Donor Countries Country Ne or w Awards For: Organisation 1998 1999 2000 2001 2002 1. ADS 8 6 2 4 2 2. ARDS 5 7 3 8 10 3. NZODA 8 - 7 10 2 4. NZPRA 12 14 12 15 13 5. Tonga Government 11 10 2 nil 6 6. CFTC 2 2 2 2 2 7. Canadian Commonwealth 2 4 1 1 - 8. British Commonwealth 2 2 1 1 1 9. NZ Commonwealth - 1 - - - 10. Japan 1 1 1 - 1 11. India - - - 1 - 12. Malaysia - - - awaiting - Part III (v) : Table 10: Distribution of w A ards in 2001 by Fields of Study Field of Study Number Percentage al of Tot Education 10 25 Health 6 15 Law and Order - - Economics and Commerce 7 18 Management and Administration 5 13 Science and Technology 9 23 Agriculture and Fisheries 1 2 Infrastructure 1 2 T O T A L 39 100 108 Part III (v ): Table 11: Awards in 2001 by Sponsors (Local & Financial) and Level of Study /Spo L nsor No. of Awards Level of Study Funding Gender Government 1. Agriculture 1 Undergraduate NZPRA M 2. Audit 1 Undergraduate NZODA F 3. Central Planning 1 Postgraduate ADS F 4. Civil Aviation 2 Post/Under grad. NZODA/CFTC M/F 5. Crown Law - - - - 6. Education 16 Undergraduate NZ/PRA/CFTC 9M, 7F 7. Finance 2 Post/Under grad. NZODA 2M 8. Fisheries 1 Undergraduates ADS M 9. Foreign Affairs - - - - 10. Health 6 Undergraduates ARDS/NZPRA 2M, 4F 11. Justice - - - - 12. Labour, Commerce 2 Postgraduate NZODA` 1F & Industries 13. Lands, Survey & - - - - Natural Resources 13. Police 1 Undergraduate ARDS M 14. Marine & Ports 1 Undergraduate ARDS F 15. Prime Minister’s Office - - - - 16. Printing - - - - 17. Statistics 1 Undergraduate NZODA M 18. Tonga Visitors’ Bureau 1 Undergraduate ARDS F 19. Works 1 Undergraduate NZODA M SUB-TOTAL 37 5PG, 32UG 18F* 19M, The total number of awards is 39. Two places were won by two of the mission schools. Of the 39 places 3 candidates were ineligible. Only one was replaced due to individual interests and academic. L/Sponsor No. of Awards Level of Study F/Sponsor Gender Non-Government Education System 1. Angilican - - - - 2. ‘Atenisi - - - - 3. Catholic - - - - 4. Free Church - - - - of Tonga 5. Free Wesleyan Church 1 Undergraduate NZPRA F 6. Tokaikolo - - - - 7. Latter Day Saints - - - - 8. Seventh Day 1 Undergraduate NZPRA M Adventist TOTAL 2 2UG 1M/1F GRAND TOTAL 37 5PG, 32UG 37 awards 18M, 19F Total number of awards 37 Percentage of Female 51 Percentage of Male 49 109 . 7 2 Finance 7.2.1 Tonga continued in 2001 to contribute to institutions and centres of Higher Education overseas like the University of the South Pacific, Commonwealth of Learning, Commonwealth of Pacific Education and similar organisations. 8. YOUTH, SPORTS AND CULTURE 8.1. Introduction 8.1.1. The Youth, Sports and Culture Section of the Ministry of Education was, in 200 nder the 1, u supervision of the Deputy Director for the Post Secondary Education Division. Its major function is to coordinate and facilitate implementation of Youth, Sports and Cultural programmes in the Kingdom. The Deputy Director was assisted by 1 Assistant Senior Education Officer and 2 Education Officers in the day-to-day administration of this Section. 8.1.2. Youth, Sports a The nd Culture Section continued in 2001 to formulate strategies to achieve its objectives in it le a s ro s the co-ordinating dy fo bo out r Y h, ports a S n Culture p d rog s. Ho ramme wever, it is felt that there is still much to be done in these crucial areas in terms of establishing a National Policy framework for each subsection to enhance the implementation of set annual programmes. 8.1.3. The financial assistance allocated by Government for the Youth, Sports and Culture Section is utilised mainly for implementation of activities outside the Ministry. In 1999/2000 the total budg r the et fo section amounted to $55,600.00. In 2000/2001 it increased to $ 213,953.00. All monies were expended and distributed amongst Cultural, Youth and Sporting facilities managed and operated by the Interim Sports Council. 8.1.4. It is to be noted that a new post of Deputy Director of Youth, Sports and Culture wa ted s crea on 1 July 2001 but remained vacant due to shortage of funds to finance the post. 8.2. YOUTH 8.2.1. The Tonga National Youth Congress (TNYC) is a non-gover ent or nm ganisation set up in 1990 to assist the Ministry of Education in identifying national youth objectives and programmes. It was anticipated at its establishme t that in time, the T n N C shou Y ld be able to function independently of the Ministry of Education. 8.2.2. Youth Credit Scheme. 8.2.2.1. This programme was implemented in 1993 through joint cooperation between the South Pacific Commission, now known as the South Pacific Community (SPC), the International Labour Organisation (ILO) and the Tonga Government which involved the piloting of a Credit Scheme for young people in Tonga. The Scheme for young people in Tonga is at present administered by the Tonga National Youth Credit Scheme Committee which consists of representatives from the Tonga Development Bank, Ministry of Labour, Commerce and Industries, Tonga National Youth Congress, and the Ministry of Education. 8.2.2.2. SPC provided an initial injection of approximately AUD $20,00.00 as seed capital and only those youth groups which are affiliated to TNYC are eligible to the Loan scheme. However, any youth groups which wished to submit a project proposal must have attended the training prove Y in IYB/SYB (i.e Im our Business/Start Your usin B ess) workshop coordinated by the Youth Section. Such training programs have already been conducted in Vava’u, Ha’ap i a and Tongatapu. As a resu of this lt rai t ning, many youth groups from these ar eas have taken dva a ntage of the Loan Scheme. 8.2.3. Progr an ams d Services 8.2.3.1 dio Progra The Ra m sp so on red by O.G.Sanft & Sons continued in 2001. In addition the TNYC central office has managed to produce a monthly magazine, ‘LE’O ‘OE KAHA’U’, a newsapaper of the 110 youth, by the youth, for the youth. Both means of Communication have been proved useful and successful. 8.2.3.2. In recognition of outstanding contributions to the development of society, the Fonu Moe Moa Youth of Hofoa, Tongatapu was one of the five winners of the CYP Regional Youth Service Award 2001. he othe T r four winning Youth Groups were from N.Z., The Solomon Islands, Cooks, and Samoa. The prizes consisted of a certificate as well as a c sh of £1000. .2.4. 8 Tonga National Volunteer Service (TNVS) 8.2.4.1 This Programme is in its second year. It was established to alleviate youth unem ployment. It began with ten youths, 2 from Vava’u, 7 from Tongatapu, and 1 from Niuatoputapu. These youths underwent a three-month training course before going to work at various departments under a one-year contract. The places of work included Tonga National Youth Centres, Tonga Red Cross, Tonga Family ealth, Depa H rtment of Environment and ANGO. Thi T s Volunteer Service is funded by NZODA, Peace Corps, AUS/AIDS, UNDP and SPC. 8.2.5. Visitation .2.5.1. 8 The staff of the TNYC Central office continued to make regular visits uth grou to village yo ps with the view to establishing a closer relationship and understanding between them with regards to immediate needs and programmes conducted by the TNYC. 8.2.5.2. Eight candidates from throughout Tonga have registered for the CYP Diploma Course in Youth Work, which is being administered through the USP Tonga Centre. 8.2.6. Training Programs and Workshops. 8.2.6.1. Ten representatives from throughout the Kingdom represented To a on nga in e-week Business Development r Workshop held in Cai ns, Australia in October, 2001. In November, the ASEO for Youth, ports a S d nd Culture, atten ed a follow up Seminar on Strategic Planning held in Nadi, organised by the YP for S C enior Officials of Ministries/Departments responsible for Youth Affairs. The Tonga RYF member, Kasanita Lu’au also attended this meeting. 8.2.6.2 HIV/AIDS Awareness Programme 8.2.6.2.1 The HIV/AIDS Awareness Programme has been made compulsory as part of the Seafarers ou c rse at Fokololo ‘oe Hau. a F Ms Moan akava, the officer-in-charge of the Programme continued its n impleme tation which is also extended to Village Youth Groups and Secondary Schools. 8.2.6.3. UNICEF and Life Skills 8.2.6.3.1. Twenty-five youths took part in a one-week Life Skills Workshop funded by UNICEF and facilitated by two of its expert staff. At the end of this training, these people were equipped to carry out similar workshops at their respective districts. 8.3. SPORTS 8.3.1. The Youth, Sports and Culture Section continued to coordinate sports competitions in the primary and secondary schools throughout the year. Support was also provided for the annual Inter- College Athletics Competition, as well as the Rugby and Netball Tournaments for secondary schools. .3.2. 8 As in previous years, the 2001 Sports Programme at the primary level was school based with each school term being de different activiti voted to es. Sports programs for the secondary school level was organised through mutual agreements between schools channeled through the Secondary Principals Association as well as the Inter-College Sports Association. 111 8.3.3. The Ministry of Education, through the Youth, Sports and Culture Section continued to be a representative member in many sports committees and organizations in the Kingdom. A significant ortion of the p 2000/2001 Budget Allocation was distributed to various sporting organizations that sought financial assistance from the Ministry during the year. This has helped further cultivate the many sporting talents abound in the Kingdom. This Division was also involved in the planning of the Tonga Games 2001, which was held between 3 and 17 November. The Games was the first of its kind ever to be held in Tonga. Although there were no overseas pant partici s, it is anticipated that for future Games, vitations will in be sent to neighbouring island nations. 8.3.4. An invitation from the Organizing Comm 21st ittee, World Wide Universities Games (Universiade) Beijing, 22 Aug st – 1st u September, 2001, was extended to athletes from Tonga through the Ambassador Extraordinary a d n Plenipotentiary, of the People’s Republic of China to the Kingdom of Tonga directly to the Minister of Education. As a result, with the help of the Chinese Embassy, Diane Noa of Queen Salote College and Piliote Hafoka of Tonga College were the chosen athletes, with Pasinamu Tautakitaki as the official to travel with them. It was anticipated that the experience gained would be of great value to the up and coming athletes of the Kingdom of Tonga. 8.4. CULTURE 8.4.1. The Youth, Sports and Culture Section continued in 2001 to coordinate many cultural activities from rimar P y up to Post-secondary Education. Cultural Studies is still very much a significant part of the curriculum taught at primary and secondary levels. At the post-secondary level, the Tonga Institute of Education offers theoretical and practical training programmes in Culture for prospective teachers. Personnel from the communities have been called in to the Institute from time to time to assist in the teaching of practical components of the Tongan Culture for which no qualified staff was available. 8.4.2. The Ministry of Education, through the Youth, Sports and Culture Section continued to be a member of the Tonga National Center Advisory and Management Board. As such, it continued to maintain and enhance its partnership with the Tonga Visitors Bureau, through the Tonga National Center, in promoting the preservation and maintenance of the Tongan Culture and Heritage. 8.4.3. As evidence of the promotion and preservation of the Tongan Cultural Heritage the staff of this division together with two from CDU worked in collaboration with the Tonga Traditions Committee, headed by Hon. Tu’ivanuavou, in conducting a series of UNESCO – funded seminars between May and October 2001. These seminars were held at 25 centres throughout the main island of Tongatapu, whereby information was collected through hand-written recording, audio tapes and videos of local speakers. The main purpose of this exercise was for ross-checking of kno c wn facts, as well as collecting new d an unwritten ones. With further funding it is hoped that this work will continue to the other island groups of Tonga. 8.4.4. The World Heritage Youth Forum (UNESCO) invited 2 teachers and 2 students from the Ministry to attend the World Heritage Youth Forum, Karlskrona, Sweden from September 3 – 9, 2001. The participants were nominated from Tonga Side School and Tonga Institute of Education. 8.4.5. Staff from the Youth, Sports and Culture Section, in collaboration with relevant staff at the Curriculum Development Unit, continued to research on the Tongan Traditions and Culture with the hope of compiling collections as resources for school children. The exercise referred to in 8.4.3 has been proved as a useful source of information, especially for reading materials at all levels of education. 9. CONCLUSION 9.1 This has been a successful year for the CDTC particularly in its ability to implement plans for the eve d lopment of post secondary education. The Youth, Sports and Culture Section had also made a significant contribution in 2001 to assist in the development of their areas of competence in Tonga. 112 PART IV PARTNERSHIP WITH NON – GOVERNMENT EDUCATION AUTHORITIES 113 Non – Government Education Authorities 1.1. The continued co-operation and goodwill existing between Government and Non-Government education authorities is the cornerstone of the National Education System. 1.2. The Ministry of Education remains indebted to Non-Government ed ti uca on authorities for their continued assistance and contribution to national educational developments, both in the academic disciplines and extra- curricula activities, such as sporting and cultural events, which have, for many years, been developed in a spirit of close partnership and mutual understanding. 1.3. In 2001, cordial relations have been maintained an strengt d hened in a number of ways: 1.3.1. Through the Advisory Council of Education established by the Education Act of 1974, Government and Non-Government education authorities are able to meet at least every 14 weeks to discuss major policy issues, directions, etc., particularly those relating to changes in the curricula and examination prescriptions. This is further supported through regular dialogues in the form of meeting of Princip s als, Curriculum Writing Teams, Examination moderators, and those other activities for which the assistance and expertise of Non-Government education authorities are often needed. 1.3.2. Non-Government schools continued in 2001 to follow the prescriptions, syllabi and curriculum materials developed by the Curriculum Development Unit. They also o c llaborated in the external examinations administered by the Ministry of Education, such as the Secondary ntrance E E xamination (SEE), the Form 2 Common Examination and the Tonga School Certificate Examinatio T n ( SC). Some of them have also been responsible for administering and funding areas in education such as Earl C y hildhood Education or Pre-Schools, Special Needs and theological training. In addition to these, they continu to partici ed pate in national activities/celebrations, which required or encouraged school participation such as the World Food Day programme, Environmental Week, Health Week, Library Week, Music Festival, Day of Tolerance, as well as s tin por g and cultural events. 1.3.3. Government assistance to Non-Government education aut iti hor es, on the other hand, comes in various forms. The most visible one is the Direct-Financial-Aid scheme whic requ h ired Government to pay T$100 per head, calculated on the enrolment of each school by 31st March. ART P III (iv) of this report details the distribution of funds in 2001, which amounted to Top$690,350.00. The other major form of assistance is the duty-free importation privilege, which allows Non-Government education authorit to app ies ly for duty free importation of materials and equipment intended for educational purposes. The list of su goo ch ds is generous, and although no figures are available to determine the loss of revenue to Government through this process, it could well be over a million dollars per annum. Places in Government Tertiary Institutions and those abroad through the Scholarships programme, continued to be allocated to Non-Government education authorities. For example, 2 (6.0%) places out of the 37 scholarships in 2001 were allocated to Non-Government Schools. As for other institutions, the T such as onga Institute of Education College, for example 105 (30.8%) of the 341 enrolled were Non-Government sponsored students. Other forms of assistance included: donation of library books and resource materials, as well as extension of invitations to schools to apply for Grant/Technical assistance from overseas donors such as Australia, Japan, New Zealand and UNESCO. 1.4. I would especially like to express in this Report my deepest appreciation for the magnificent work undertaken in education by the various Non-Government education authorities in the Kingdom. It is my sincere hope that the partnership between Government and Non-Government education authorities will be maintained and further strengthened in years to come, and that no doubt, the Non-Government education authorities will continue to provi e the d dedicated service on behalf of the school children of today and tomorrow. 114 PART V CONCLUSION 115 Conclusion 1.1. I wish to express my sincere thanks to the Director of Education and all the staff of the Ministry for the conscientious manner and co-operative spirit in which they performed their duties during the ld also lik year. I wou e to express the same gratitude to those in Non-Government organisations, especially the churches, youth and women groups, d participated either parents and students, who ha directly or indirectly, in the provision of education in Tonga in 2001. I would also like to express my sincere appreciation to all aid donors for the assistance they have provided towards the development and upgrading of education in Tonga. Undoubtedly, these have had significant and positive impacts on the welfare and the people of Tonga. qualities of life of 1.2. I would like to pay special tribute also to the HRH, Prince 'Ulukalala Lavaka Ata, The Prime Minister, under whose leadership and advice the Ministry operated during the final quarter of 2001. 1.3 Finally, I would like to express my sincere appreciation to all members of the Legislative Assembly, Government ers of the public Departments and memb for all assistance and advice offered during the year. I have the honour to be Your Majesty’s Most Humble and Obedient Servant, PAULA SUNIA BLOOMFIELD INTERIM MINISTER OF EDUCATION 116 APPENDIX 1: SUMMARY BY WHOLE TERRITORY CONTROLLING i) PRIMARY ENROLMENT ii) SECONDARY & MIDDLE iii) TEACHER EDUC TI A ON iv) TECHNICAL & VOCATIONAL v) DIPLOMA IN AGR. ACC.TOUR. AUTHORITY SCHOOL ENROLMENT IT M , CO P. SCIENCE, BUSI.STUD. SCH NO. NO. TOTAL SCH TAL TO SC NO. H TOTAL SCH NO. NO TOTAL SCH TOTAL M F M F F M M F M F a) GOVERNMENT 107 8158 7309 15467 9 1977 1600 3577 1 139 202 341 1* 446 0 446 1 68 91 159 b) NON-GOVT 11 827 732 1559 31 4769 6 509 9865 0 0 0 0 4# 116 183 299 @1 19 49 68 TOTAL 118 8985 1 804 17026 40 6746 6 669 13442 1 139 2 20 341 5 562 183 745 2 87 140 227 Key: * Tonga Institute of Science and Technology # Hango Agricultural College; 'Ahopanilolo Technical School; St Joseph Business College; Mo or nf t Technical School @ Tupou High School 110 APPENDIX 2 : TABLE 1: SCHOOL ENROLMENT BY AGE, GRADE, SEX, AND BY CONTROLLING AUTHORITY BY WHOLE TERRITORY GOVERNMENT AND MISSION PRIMA Y R SCHOOLS AS 31 OCTOBER 2001 - Abstract Of Table 1 AGE L C ASS1 CL SS 2 A CLASS 3 CLA SS 4 L C A SS 5 CLA S 6 S RPTS OTHERS GRAND TOTAL RPTS RPTS RPTS RPTS RPTS M F M F M F M F T F T F M F M F M F M F M F M F M F M F M F T 5+ 1151 1144 131 124 1282 1268 1282 1268 2550 6+ 306 191 1044 1002 138 162 1486 1355 1486 1355 2841 7+ 24 22 225 163 1014 900 1357 1191 1357 1191 2548 8+ 18 24 24 9 198 186 113 122 146 135 1279 1185 1279 1185 2464 9+ 4 1 36 30 938 860 926 807 143 112 167 119 167 119 1357 1132 1524 1251 2775 10+ 4 8 290 222 205 210 796 833 229 151 229 151 1102 1114 1331 1265 2596 11+ 1 1 25 33 33 32 339 208 153 110 153 110 400 298 553 408 961 12+ 2 6 2 3 81 49 67 52 67 52 92 56 159 108 267 13+ 6 7 8 3 8 3 6 7 14 10 24 TOTAL 1499 1381 1428 1299 1389 1287 1368 1243 1312 1187 1365 1209 624 435 624 435 8361 7606 8985 8041 17026 CLASS TOTAL 2880 2727 2676 2611 2499 2574 1059 1059 15967 GRAND TOTAL 2880 2727 2676 2611 2499 3633 17026 17026 111 APPENDIX 2: Table 2: SCHOOL ENROLMENT BY AGE, GRADE, SEX AND BY CONTROLLING AUTHORITY BY WHOLE TERRITORY: ALL GOVERNMENT PRIMARY SCHOOLS AS OF 31 OCTOBER 2001 – Abstract of Table 1 AGE CL S A S 1 CLASS 2 CLASS 3 CLASS 4 CLASS 5 CLASS 6 RPTS OTHERS GRAND TOTAL RPTS RPTS RPTS RPTS RPTS RPTS ONLY M F M F F M M F F M M F M M F F M M F F M F F M M F M F M F T 5+ 1064 1060 120 116 1184 1176 1184 1176 2360 6+ 226 138 984 948 122 150 1332 1236 1332 1236 2568 7+ 12 7 158 100 960 860 94 106 1224 1073 1224 1073 2297 8+ 7 3 14 3 150 140 890 822 130 128 1191 1096 1191 6 109 2287 9+ 4 1 20 12 240 180 870 764 138 108 167 119 167 119 1272 1065 1439 4 118 2623 10+ 2 3 16 18 180 170 786 815 229 151 229 151 984 1006 3 121 1157 0 237 11+ 1 1 2 6 24 28 296 176 143 101 143 101 323 211 466 312 778 12+ 2 3 41 25 55 44 55 44 43 28 98 72 170 13+ 5 2 6 1 6 1 5 2 11 3 14 TO 1309 120 1280 1168 55 1166 1132 1 1093 1 6 1126 600 416 600 416 755 6893 8 67 TAL 8 12 1242 206 26 8 815 7309 154 CLA 251 244 242 4 9 101 451 SS 7 8 1 237 229 2392 6 1016 14 TOTAL GRA D 517 2448 2421 9 467 67 N 2 2374 229 3408 15 154 TOTAL 112 APPENDIX 2: Table 3: SCHOOL ENROLMENT BY AGE, GRADE, SEX AND BY CONTROLLING AUTHORITY BY WHOLE TERRITORY: ALL MISSION PRIMARY SCHOOLS AS 31 OCTOBER 2001 – Abstract of Table 1 AGE CLASS 1 CLASS 2 CLASS 3 CLASS 4 CLASS 5 CLASS 6 TOTAL GRAND TOTAL M F M F M F M F M F M F M F M F M F M F M F M F M F M F M F T 5+ 87 84 11 8 14 12 98 92 98 92 190 6+ 80 53 60 54 54 40 154 119 154 119 273 7+ 12 15 67 63 48 46 133 118 133 118 251 8+ 11 21 10 6 16 18 19 16 88 89 88 89 177 9+ 2 5 48 38 16 7 5 4 85 67 85 67 152 10+ 50 42 56 43 18 17 118 108 118 108 226 11+ 9 15 25 40 32 43 10 9 10 9 77 96 87 96 183 12+ 9 4 24 40 12 8 12 8 49 36 61 36 97 13+ 1 5 2 2 2 2 1 7 3 7 10 TOTAL 190 173 148 131 134 120 126 111 106 94 99 83 24 19 24 19 803 713 827 732 1559 CLASS 363 279 254 237 200 182 43 43 1516 TOTAL GRAND 363 279 254 237 200 225 559 1 559 1 TOTAL 113 APPENDIX 3 (1): SECONDARY AND MIDDLE SCHOOLS – ENROLMENT 2001 Ta 1 ble : All Controlling Authorities By Age, By Sex, and Form Level AGE CLASS 7 FORM 1 FORM 2 FORM 3 F ORM 4 Lower 5th FORM 5 FORM 6 FORM 7 TOTAL GRAND M F M F M F M F M F M F M F M F M F M F TOTAL 10+ 5 6 7 2 28 0 0 0 0 0 0 0 0 0 0 0 0 0 0 33 33 66 11+ 1 39 195 45 18 5 32 0 0 0 0 0 0 0 0 0 0 0 0 25 2 272 497 12+ 406 104 104 400 2 15 67 1 8 11 0 0 0 0 0 0 0 0 0 0 664 688 1352 13+ 1 03 53 480 354 357 88 3 98 4 15 1 13 0 0 0 0 0 0 0 0 03 1 9 962 2001 14+ 1 4 10 240 120 392 45 3 345 5 35 117 155 0 0 9 9 1 0 0 0 11 1 8 994 2112 15+ 0 6 0 3 31 227 146 372 6 37 295 372 0 6 100 96 0 1 0 0 3 10 0 02 1 8 2058 16+ 0 6 0 4 50 23 236 162 298 332 13 48 345 297 67 92 1 15 66 9 00 1 7 1973 17+ 0 1 0 0 5 3 60 26 166 124 24 53 396 329 143 246 13 39 40 7 873 1613 18+ 0 0 0 0 0 0 4 3 48 28 9 18 217 208 181 197 22 33 80 4 483 963 19+ 0 0 0 0 0 0 1 0 3 18 1 9 55 48 114 129 26 16 00 2 220 420 20+ 0 0 0 0 0 0 0 1 1 0 1 1 39 21 47 43 13 2 101 68 169 21+ 0 0 0 0 0 0 0 0 2 0 2 0 15 2 15 9 1 0 35 11 46 Age unkno n w 8 2 19 8 0 0 18 23 9 4 0 0 61 20 0 0 0 0 115 57 172 TOTAL 267 217 1370 1138 1188 1104 1124 1088 931 1042 50 135 1122 1145 568 717 76 105 6746 6696 13442 GRAND TOTAL REPEATERS 14 2 40 35 38 28 30 39 31 14 0 0 147 159 88 92 4 2 392 371 763 TOTAL REPEATERS % OF REPEATERS DROP 14 9 31 19 27 16 28 19 57 28 0 0 33 21 33 15 1 3 224 130 354 OUTS Government: 3577 Latter Day Saints: 2186 Seventh Day Adventist: 661 Free Wesleyan Church: 3307 Tokaikolo: 266 Anglican Church: 502 Roman Catholic: 2169 Free Church of Tonga: 646 'Atenisi Institute: 74 Baha'i Faith: 54 114 APPENDIX 3 (1): SECONDARY AND MIDDLE SCHOOLS – ENROLMENT 2001 Table 2: Government Secondary and Middle Schools by Age, By Sex, and By Form Level AGE CLASS 7 FORM 1 FORM 2 FORM FORM 4 Lower 5th FORM 5 FORM 6 FORM 7 TOTAL GRAND 3 TOTAL M F M F M F M F M F F M M F M F M M F F 10+ 0 0 22 25 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 2 25 47 11+ 0 0 7 6 9 6 1 7 0 0 0 0 0 0 0 0 0 0 0 0 68 76 144 12+ 0 0 7 14 2 11 40 36 3 4 0 0 0 0 0 0 0 0 0 0 190 152 342 13+ 0 0 8 13 9 8 36 1 117 35 50 0 9 0 0 0 0 0 0 0 0 309 265 574 14+ 0 0 6 3 8 12 2 1 72 126 86 41 47 0 0 1 2 0 0 0 0 316 235 551 0 0 8 10 47 25 117 78 84 92 0 0 31 22 0 1 0 0 278 237 515 16+ 0 6 1 0 13 4 43 10 80 7 5 0 0 99 98 45 28 1 15 286 214 500 17+ 0 0 1 0 0 0 8 1 50 4 0 0 7 111 4 56 99 13 39 239 217 456 18+ 0 0 0 0 0 0 0 0 15 2 0 0 1 42 9 74 61 20 29 151 111 262 19+ 0 0 0 0 0 0 0 0 0 1 0 0 20 1 43 40 25 11 88 53 141 20+ 0 0 0 0 0 0 0 1 0 0 0 0 1 6 11 10 13 2 30 14 44 21+ 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 1 1 Age unknown 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 TOTAL 0 261 0 425 334 348 332 230 270 2 21 0 0 228 300 29 2 239 72 96 97 1 7 60 1 0 3577 GRAND 75 0 9 609 2 56 482 0 528 1 468 68 3577 TOTAL REPEATERS 0 0 14 18 20 17 5 20 19 5 0 0 28 21 15 41 0 0 101 122 223 TOTAL 0 32 37 25 24 0 49 0 56 223 REPEAT RS E % OF 0 14.35 16.6 11.21 10.76 0 22 25.11 0 100 REPEATERS DROP OUTS 0 0 6 1 6 5 1 1 12 6 0 0 2 12 6 4 1 3 44 22 66 Tonga College: 836 'Eua High School: 485 Niuafo'ou High School: 98 Tonga High School: 710 Vava'u High School: 282 Ha'apai High School: 84 Talafo'ou Middle School: 159 Niuatoputapu High School: 200 Tonga Side School: 206 Tonga High School National Form 7: 112 115 APPENDIX 3 (1): SECONDARY AND MIDDLE SCHOOLS – ENROLMENT 2001 TABLE 3: Non-Government Secondary and Middle Schools by Age, By Sex, and By Form Level AGE CLASS 7 FORM 1 FORM 2 FORM FORM 4 LOWER 5th FORM 5 FORM 6 FORM 7 TOT L A GRAND 3 TOT L A M F M F M M F F M F M F M F M F M F M F 10+ 7 0 5 4 3 0 0 0 0 0 0 0 0 0 0 0 0 0 11 8 9 1 11+ 9 3 5 4 4 11 6 12 4 25 0 0 0 0 0 0 0 0 0 0 0 0 57 1 6 19 3 35 12+ 4 10 4 10 3 25 4 29 2 11 1 13 5 7 0 0 0 0 0 0 0 0 0 0 74 4 6 53 1010 13+ 3 10 3 5 2 34 5 26 1 22 1 27 63 4 10 1 4 0 0 0 0 0 0 0 0 30 7 7 69 1427 14+ 4 1 0 1 4 20 2 9 0 28 3 27 9 21 9 26 76 8 10 0 0 8 7 1 0 0 0 02 8 9 75 1561 15+ 0 0 8 2 1 2 0 18 1 12 5 25 8 29 1 21 0 28 0 6 78 65 0 0 0 0 52 7 1 79 1543 16+ 0 0 0 3 7 3 19 3 19 2 15 8 21 5 27 13 199 48 246 22 64 0 0 80 6 3 79 1473 17+ 0 3 0 0 0 5 2 5 5 2 6 11 120 24 218 53 322 87 147 0 0 01 5 6 65 1157 18+ 0 0 0 0 0 0 4 3 3 3 6 2 9 175 18 189 107 136 2 4 29 3 2 37 1 70 19+ 0 0 0 0 0 0 1 0 3 7 1 1 9 35 47 71 89 1 5 12 1 7 16 9 27 20+ 0 0 0 0 0 0 0 0 1 0 1 33 1 20 36 33 0 0 71 4 5 5 12 21+ 0 0 0 0 0 0 0 0 2 0 2 15 0 1 15 9 1 0 35 0 1 45 Age unknown 8 2 9 8 0 1 0 8 1 3 2 9 4 0 61 0 20 0 0 0 0 15 1 7 5 2 17 TOTAL 7 26 7 21 5 94 4 80 5 83 3 84 2 79 8 85 1 66 0 83 50 35 1 822 917 339 478 4 9 6 47 9 5096 9865 GRAND 84 4 1749 1678 1650 1491 85 1 173 817 9 13 9865 TOT L A REPEATERS 4 1 2 6 2 7 1 8 1 11 5 2 19 12 9 0 119 0 138 73 51 4 2 91 2 9 24 0 54 TOTAL 9 2 4 4 21 0 257 124 6 0 54 REPEAT S ER 16 43 % OF REPEAT S ER 2.96 7.96 5.37 8.15 3.89 0.00 47.59 22.96 1.11 100 DROP OUTS 4 1 9 5 2 8 1 1 2 11 7 2 18 45 2 2 0 0 21 19 27 11 0 0 80 1 8 10 8 28 Free Wesleyan Church: 3307 Tokaikolo: 266 Anglican Church: 502 Roman Catholic: 2169 Free Church of Tonga: 646 'Atenisi Institute: 74 Latter Day Saints: 2186 Day Adventist: Seventh 661 ith: Baha'i Fa 54 116 APPENDIX 3 (2): SECONDARY AND MIDDLE SCHOOLS - DROPOUTS 2001 TABLE 1: All Controlling Authorities By Age, By Sex and By Form Level AGE CLASS 7 FORM 1 FORM 2 FORM FORM 4 LOWER 5th FORM 5 FORM 6 FORM 7 TOTAL GRAND 3 TOTAL M F M F M F M F M F M F M F M F M F 10+ 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 11+ 2 0 5 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 7 2 9 12+ 2 5 4 4 1 2 0 0 0 0 0 0 0 0 0 0 0 0 7 11 18 13+ 7 4 10 6 8 6 1 1 0 0 0 0 0 0 0 0 0 0 26 17 43 14+ 1 0 11 4 9 0 7 5 1 0 0 0 0 0 0 0 0 0 29 9 38 15+ 0 0 1 2 8 3 5 4 19 7 0 0 4 0 0 0 0 0 37 16 53 16+ 0 0 0 0 0 5 11 3 13 14 0 0 5 4 3 0 0 0 32 26 58 17+ 0 0 0 1 0 0 1 3 10 5 0 0 11 5 9 2 0 1 32 16 48 18+ 0 0 0 0 0 0 0 0 5 1 0 0 8 8 10 4 0 1 23 14 37 19+ 0 0 0 0 0 0 0 0 1 1 0 0 4 3 6 7 1 1 12 12 24 20+ 0 0 0 0 0 0 0 0 8 0 0 0 1 1 5 2 0 0 14 3 17 21+ 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Age unknown 0 0 1 0 2 0 3 3 0 0 0 0 0 0 0 0 0 0 5 4 9 TOTAL 14 9 31 19 27 16 28 19 57 28 0 0 33 21 33 15 1 3 224 130 354 GRAND 23 50 43 47 85 0 54 4 4 8 354 TOTAL % DROPOUTS 6.50 14.12 12.15 13. 2 28 1 4.0 0.0 1 5.25 13.56 1.13 100 Government: 66 Latter Day Saints 136 : Seventh Day Adventist: 8 Fr W an Ch ee esley ur (not ch: available) Tokaikolo: 15 Anglican Church: 53 Roman C tholic: a 49 Free Church of Tonga: 24 'Atenisi Institute: 3 Baha 'i: - 117 APPENDIX 3 (2): SECONDARY AND MIDDLE SCHOOLS - DROPOUTS 2001 TABLE 2: Government Secondary and Middle Schools By Age, By Sex and By Form Level AGE CLASS 7 FORM 1 FORM 2 FORM 3 FORM 4 Lower 5th FORM 5 FORM 6 FORM 7 TOTAL GRAND TOTAL M F M F M F M F M F M F M F M F M F M F 10+ 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 11+ 0 0 5 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 5 0 5 12+ 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 13+ 0 0 0 0 5 1 0 1 0 0 0 0 0 0 0 0 0 0 5 2 7 14+ 0 0 1 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 2 1 3 15+ 0 0 0 0 0 1 0 0 11 1 0 0 2 0 0 0 0 0 13 2 15 16+ 0 0 0 0 0 3 1 0 1 3 0 0 3 0 2 0 0 0 7 6 13 17+ 0 0 0 0 0 0 0 0 0 1 0 0 4 1 1 0 0 1 5 3 8 18+ 0 0 0 0 0 0 0 0 0 0 0 0 3 1 3 0 0 1 6 2 8 19+ 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 4 1 1 1 6 7 20+ 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 21+ 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Age unknown 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 TOTAL 0 0 6 1 6 5 1 1 12 6 0 0 12 2 6 4 1 3 44 22 66 GRAND 0 7 11 2 8 1 0 4 1 10 4 66 TOTAL % DROPOUTS 0 10.6 16.7 3.03 27.3 0 21.2 15.2 6.1 100 100 Tonga College: 21 ' ua E Hig School: h 13 Niuafo'ou Hi l: gh Schoo 7 Tonga High School: 1 Vava'u High School: 15 Ha'apai High School: - Talafo'ou Middle School: - Niuatoputapu High School: 6 Tonga Side School: - Tonga High School National Form 7: 3 118 APPENDIX 3 (2): SECONDARY AND MIDDLE SCHOOLS – DROPOUTS 2001 TABLE 3: Non-Government Secondary and Middle Schools by Age, By Sex nd By a Form Level AGE CLASS 7 FORM 1 FORM 2 FORM 3 FORM 4 LOWER 5th FORM 5 FORM 6 FORM 7 TOTAL GRAND M M M M M M M M M TOTAL F F F F F F F F F 10+ 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 11+ 2 0 0 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 2 4 12+ 2 5 4 4 1 2 0 0 0 0 0 0 0 0 0 0 0 0 7 11 18 13+ 7 4 10 6 3 5 1 0 0 0 0 0 0 0 0 0 0 0 21 15 36 14+ 1 0 10 3 8 0 7 5 1 0 0 0 0 0 0 0 0 0 27 8 35 15+ 0 0 1 2 8 2 5 4 8 6 0 0 2 0 0 0 0 0 24 14 38 16+ 0 0 0 0 1 0 2 0 3 12 11 0 0 2 4 1 0 0 0 25 20 45 17+ 0 0 0 0 1 0 1 3 10 4 0 0 7 4 8 2 0 0 27 13 40 18+ 0 0 0 0 0 0 0 0 5 1 0 0 5 7 7 4 0 0 17 12 29 19+ 0 0 0 0 0 0 0 0 1 0 0 0 4 3 6 3 0 0 11 6 17 20+ 0 0 0 0 0 0 0 0 8 0 0 0 1 1 5 2 0 0 14 3 17 21+ 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Age unknown 2 0 0 1 0 0 3 3 0 0 0 0 0 0 0 0 0 0 5 4 9 TOTAL 14 9 25 18 21 11 27 18 45 22 0 0 21 19 27 11 0 0 180 108 288 GRAND 23 43 32 45 7 6 0 40 8 3 0 8 28 TOTAL % DROPOUTS 7.99 14.93 11.11 15.63 23.26 0.00 13.89 13.19 0.00 100 100 Latter Day Saints: 136 enth Sev Day Adventist: Baha'i 8 Faith: - Free Wesleyan Church: (not available) Tokaikolo: 15 Anglican Church: 53 Roma ic: n Cathol 49 Free Church of To 24 nga: 'Atenisi Institute: 3 119 APPENDIX 3 (3): SECONDARY AND MIDDLE SCHOOLS - REPEATERS 2001 TABLE 1: All controlling authorities by Age, By Sex, and By Form Level AGE CLASS 7 FORM 1 FORM 2 FORM 3 FORM 4 LOWER 5th FORM 5 FORM 6 FORM 7 TOTAL GRAND M F M F M F M F M F M F M F M M F F TOTAL 10+ 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 11+ 1 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 0 2 12+ 2 0 1 15 7 4 1 0 0 0 0 0 0 0 0 0 0 0 0 21 18 39 13+ 10 2 1 18 5 7 6 1 1 0 0 0 0 0 0 0 0 0 0 36 24 60 14+ 1 0 3 3 11 6 14 14 0 0 0 0 0 0 0 0 0 0 29 23 52 15+ 0 0 2 0 1 9 0 9 12 8 4 0 0 2 0 0 0 0 0 30 26 56 16+ 0 0 0 0 7 5 5 12 14 3 0 1 0 2 7 2 2 0 0 40 29 69 17+ 0 0 1 0 0 0 1 0 7 3 0 4 0 4 4 9 18 15 0 0 71 67 138 18+ 0 0 0 0 0 0 0 0 0 2 0 0 60 76 29 49 0 0 89 127 216 19+ 0 0 0 0 0 0 0 0 2 2 0 2 0 2 4 1 29 19 1 1 56 43 99 20+ 0 0 0 0 0 0 0 0 0 0 0 0 5 5 8 7 1 1 14 13 27 21+ 0 0 0 0 0 0 0 0 0 0 0 0 0 1 2 0 2 0 4 1 5 Age unknown 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 TOTAL 14 2 40 35 38 28 30 39 31 14 0 1 0 1 47 59 88 92 4 2 392 371 763 GRAND 16 75 66 69 45 0 306 180 6 763 TOTAL % 2.10 9.83 8.65 9.04 5.90 0.00 40.10 23.59 0.79 100.0 0 REPEATERS Government: 223 Latter Day Saints: 81 Seventh Day Adventist: 90 Free Wesleyan Church: (not available) Tokaikolo: 97 Anglican Church: 14 Roman Catholic: 203 Free Church of Tonga: 38 'Atenisi Institute: 17 Baha'i Faith: - 120 APPENDIX 3 (3): SECONDARY AND MIDDLE SCHOOLS - REPEATERS 2001 TABLE 2: Government Secondary and Middle Schools by Age, By Se nd By x, a Form Level AGE CLASS 7 FORM 1 FORM 2 FORM 3 FORM 4 LOWER 5th FORM 5 FORM 6 FORM 7 TOTAL GRAND M F M F M F M F M F M F M F M F M F M F TOTAL 10+ 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 11+ 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 12+ 0 0 3 5 0 0 0 0 0 0 0 0 0 0 0 0 0 0 3 5 8 13+ 0 0 6 11 2 1 0 0 0 0 0 0 0 0 0 0 0 0 8 12 20 14+ 0 0 3 2 8 4 1 5 0 0 0 0 0 0 0 0 0 0 12 11 23 15+ 0 0 1 0 6 7 1 10 6 0 0 0 0 0 0 0 0 0 14 17 31 16+ 0 0 0 0 4 5 2 5 11 2 0 0 5 0 0 2 0 0 22 14 36 17+ 0 0 1 0 0 0 1 0 2 2 0 0 11 6 0 4 0 0 15 12 27 18+ 0 0 0 0 0 0 0 0 0 1 0 0 7 12 7 22 0 0 14 35 49 19+ 0 0 0 0 0 0 0 0 0 0 0 0 5 3 6 9 0 0 11 12 23 20+ 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 4 0 0 2 4 6 21+ 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Age unknown 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 TOTAL 0 0 14 18 20 17 5 20 19 5 0 0 28 21 15 41 0 0 101 122 223 GRAND 0 32 37 25 24 0 49 56 0 223 TOTAL % 0 14.35 16.6 11.21 10.76 0 22 25.1 0 100 REPEATERS Tonga College: - 'Eua High School: 80 Niuafo'ou High School: 19 Tonga High School: 30 Vava'u High School: 48 Ha'apai High School: - Talafo'ou Middle School: - Niuatoputapu High School: 46 Tonga Side School: - Tonga High School National Form 7: - 121 APPENDIX 3 (3): SECONDARY AND MIDDLE SCHOOLS - REPEATERS 2001 TABLE 3: Non Government Secondary and Middle Schools by Age, By Sex, and By Form Level AGE CLASS 7 FORM 1 FORM 2 FORM 3 FORM 4 LOWER 5th FORM 5 FORM 6 FO M R 7 TOTAL GRAND M F M F M F F TOTA M F M M F M F M F M F L 10+ 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 11+ 1 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 0 2 12+ 2 0 1 1 2 2 4 1 0 0 0 0 0 0 0 0 0 0 0 0 8 1 13 31 13+ 10 1 2 2 4 5 5 1 1 0 0 0 0 0 0 0 0 0 0 8 2 12 40 14+ 1 0 0 1 3 2 13 9 0 0 0 0 0 0 0 0 0 0 7 1 12 29 15+ 0 0 1 0 3 3 8 2 2 4 0 0 2 0 0 0 0 0 6 1 9 25 16+ 0 0 0 0 3 0 3 7 3 1 0 0 7 2 7 0 0 0 8 1 15 33 17+ 0 0 0 0 0 0 0 0 5 1 0 0 33 18 43 11 0 0 6 5 55 111 18+ 0 0 0 0 0 0 0 0 0 1 0 0 53 6 2 4 2 27 0 0 5 7 92 167 19+ 0 0 0 0 0 0 0 0 2 2 0 0 18 19 23 10 1 1 5 4 31 76 20+ 0 0 0 0 0 0 0 0 0 0 0 0 5 6 5 3 1 1 2 1 9 21 21+ 0 0 0 0 0 0 0 0 0 0 0 0 0 2 1 0 2 0 4 1 5 Age unknown 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 TOTAL 14 2 26 17 18 11 25 19 12 9 0 0 119 7 138 3 51 4 2 291 49 2 540 GRAND 16 43 29 44 21 0 257 124 6 540 TOTAL % 2.96 7.96 5.37 8.15 3.89 0.00 47.59 22.96 1.11 100 REPEATERS Latter Day Saints: 81 Seventh Day Adventist: 90 Baha'i Faith: - Fr n Ch ee Wesleya urch: not ( available) Tokaikolo: 97 Anglican Church: 14 Roman Cathol 2 ic: 03 Church of Free Tonga: 38 Institute: 'Atenisi 17 122 Appendix 4 STUDENT ACCESS/PATHWAYS TO POST COMPULSORY EDUCATION FORM Montfort Private St Fualu Hango Ahopanilol Tokaikol Queen Police Health Tonga Tonga NZ/A t us Training TIST* CDTC* TIOE* ‘Atenisi Univ. Royal Women in (1) Provider Joseph’s Training Agricultural o Technical o Salote Training Training Defence Navy C pon orres Centre (14) Maritime (16) (17) Institute* (USP, NZ, School of Development s & Business Centre College Institute (6) Business School Centre (9) Centre Service (11) (12) dence Technical (18) Aust, Science** (Langafonua, Industry College (4) (5) College of (10) Schools (15) etc)** (19) (20) ‘Aloua ma’a providin (3) (7) Nursin (13) Tonga) (21) g own g (8) training# (2) 4 Short 3 yr rtif Ce icate Non- UE/ NZ Aust 10 day – 16 Foundatio n Short Courses Certificat formal Yr 12 week Studies e courses heath Certificate Certificate awarene s s courses progs. 5 – Tonga 3 yr got 1 2 yr yr 2 yr Certificate 2 yr 2 yr 3 yr 6 mth basic 1-3 yr 7 mths o Sh rt 6 wk – 6 Sc ool h certificate Certificat course Certificate subject Certific Certificate 3 Certificat Ce ate rtific courses mth Certificate & e (NZ certificate ate 6 mth and 1 e (US); 2 yr with Certificate Aust) (Aust); 2 month mth Adv. Ce ate rtific st Au yr Post short in NZ/Aust d NZ an drafting Certific courses in navies (US ate NZ/Aust. Correspo ndence) 6 – 1 yr rtif Ce icate Diploma r 2 y 2 yr 3 yr Diploma 2 yr Assoc. Diplo a m PSSC/NZ in FSM Diplom Certificate, – Level 1 Arts; Assoc. Univ. a in NZ r 1 y Science tran En ce p Di lomas st Yr 1 Au 2 Cert. 7 (including Diploma – 2 yr Diploma Pre/post Pre/Post USP Level 2 3 yr Degrees graduate graduate Foundation) Diplomas, Diplomas, Degrees Degrees # Includes a range of private sector companies (e . Ro .g yal Tonga Airlines, Tong y a Dair , Polynesian Airlines, erlife, Ev View, Harbour A co s otors, M etc.) ho w e utilise p and rsonnel material from Australian training and New Zealand twinning institutions * Recognition of prior learning will increasingly be considered in entry for on-going education ** tr Special En y to universit a number of adults w ies as ith recognised prior learning en Agreem t is required on ways to describe certificates and diplomas. One possibility would be to include the levels of competency or reference to a course or module together with the number of hours allocated to the course. 123 APPENDIX 5 : EXAMINATION RESULTS – 2001 1. SECONDARY ENTRANCE EXAMINATION TOTAL MEANS OF CANDIDATES BY EDUCATIONAL DISTRICTS District Total No. of Schools Total No. of Percentage is of D trict Ea in ch Category District Mean Candidates Cat.1 Cat.2 Cat.3 Central 9 900 24 15 61 46 Eastern 22 632 16 15 70 43 Western 16 406 8 12 80 42 ‘Eua 5 192 12 17 70 47 Ha’apai 18 295 15 19 67 43 Vava’u 29 601 16 14 69 46 Niua’s 5 67 7 19 73 45 Mission 9 143 7 11 81 43 Category 1: Total mean of 220 and over for the 4 subjects. Category 2: Total mean of 200 and over but less than 220 for the 4 subjects. Category 3: Total mean of less than 200 for the 4 subjects. 124 APPENDIX 5 : EXAMINATION RESULTS – 2001 2. FORM 2 COMMON EXAMINATION School No. at S o. N Qualified to Tonga High School Tonga Side ool Sch 2 7 41 (57%) Talafo’ou Government Middle School 77 2 (3%) TOTAL 149 ) 43 (30% 125 APPENDIX 5 : EXAMINATION RESULTS – 2001 3. TONGA SCHOOL CERTIFICATE (TSC) 1. ALL CANDIDATES (31 SCHOOLS) PASS S U B J E C T Acc A/Sci Art Bio Comp Eco E ng Fren Geo Hist H/Eco I/Arts Jap Maths Music Sci Tonga No. Enrolled 528 382 33 153 584 614 1843 8 675 158 165 111 24 1628 29 1063 1748 No. Sat 516 377 27 152 580 604 18 8 2 8 664 151 162 108 24 1597 23 1044 1735 No. Passed Grade 1 28 - 4 1 30 27 66 1 9 8 - - 3 51 - 40 23 No. Passed Grade 2 31 9 5 13 34 42 72 2 38 10 3 3 3 99 1 62 116 No. Passed Grade 3 70 26 13 23 69 70 223 2 90 27 14 9 2 209 11 154 247 No. Passed Grade 4 78 45 4 26 108 107 275 - 112 21 17 16 6 249 2 194 262 No. Passed Grade 5 120 108 1 33 129 149 465 2 138 37 36 26 8 356 3 290 367 No. Passed Grade 6 108 84 - 32 103 117 359 1 111 29 38 21 1 316 1 168 326 No. Passed Grade 7 63 67 - 18 68 58 228 - 106 16 28 19 1 197 2 105 251 No. Passed Grade 8 16 33 - 6 22 19 117 - 53 3 22 11 - 115 1 29 122 No. Passed Grade 9 2 5 - - 17 15 23 - 7 - 4 3 - 5 2 2 21 No. Absent 12 5 5 1 4 10 15 - 11 7 3 3 - 31 6 19 13 TOTAL NUMBER OF CANDIDATES ENROLLED - 1849 Grade 1: Outstanding level of achievement Grade 6: Adequate level of achievement NO. QUALIFIED TO ENTER FORM 6 - 676 Grade 2: Excellent level of achievement Grade 7: Low level of achievement Grade 3: High level of achievement Grade 8: Unsatisfactory level of achievement Grade 4: Very satisfactory level of achievement Grade 9: No significant level of achievement Grade 5: Satisfactory level of achievement 126 APPENDIX 5 : EXA IN M ATION RESULTS – 2001 TONGA SCHOOL CERTIFICATE (TSC) 2. ‘APIFO’OU COLLEGE S U B J E C T PASS Acc A/Sci Bio Eco mp Co Eng Geo Hist H/Eco I/Arts ath M s Music Sci Tonga No. Enrolled 51 19 13 38 68 200 120 14 21 12 200 8 37 190 No. Sat 44 19 12 36 66 194 115 13 19 11 188 5 35 185 No. Passed Grade 1 - - - - 1 1 - - - - 2 - - - No. Passed Grade 2 2 - 2 3 1 3 1 - - - 1 - 1 1 No. Passed Grade 3 4 - 2 3 4 13 6 1 - - 9 1 2 4 No. Passed Grade 4 2 - 1 3 6 20 13 - - - 13 - 2 4 No. Passed Grade 5 10 6 2 8 14 38 21 2 3 2 39 1 12 23 No. Passed Grade 6 14 2 2 8 16 43 19 5 2 3 52 - 7 39 No. Passed Grade 7 7 6 2 7 13 44 29 3 7 3 36 1 8 59 No. Passed Grade 8 5 4 1 2 7 27 21 2 5 3 35 0 2 49 No. Passed Grade 9 - 1 - 2 4 5 5 - 2 - 1 2 1 6 No. Absent 6 - - 2 2 6 5 1 2 1 12 2 2 5 Total No. Sat - 194 No. Qualified to Form 6 - 68 127 APPENDIX 5 : EXAMINATION RESULTS – 2001 TONGA SCHOOL CERTIFICATE (TSC) 3. BEULAH COLLEGE S U B J E C T PASS Acc A/Sci Comp Eco Eng Geo Hist H/Eco I/Arts Maths Sci Tonga No. Enrolled 13 10 28 13 48 15 4 15 4 44 15 41 No. Sat 13 9 28 13 47 14 4 15 4 42 15 40 No. Passed Grade 1 - - 2 - 3 - - - - - - 0 No. Passed Grade 2 - - 2 - - - - 1 - 1 - 1 No. Passed Grade 3 1 - 2 1 3 - 1 1 - 6 1 4 No. Passed Grade 4 3 1 4 4 7 1 - 3 - 4 3 9 No. Passed Grade 5 2 1 12 4 8 - - 3 - 8 2 10 No. Passed Grade 6 6 4 - 4 19 2 - 5 4 11 7 17 No. Passed Grade 7 1 3 4 - 6 5 3 1 - 6 2 17 No. Passed Grade 8 - - 1 - 1 6 - 1 - 6 - 13 No. Passed Grade 9 - - 1 - 0 - - - - - - 2 No. Absent - - - - 1 1 - - - 2 - 1 Total No. Sat - 47 Qualified to Form 6 - 8 128 APPENDIX 5 : EXAMINATION RESULTS – 2001 TONGA SCHOOL CERTIFICATE (TSC) 4. CHANEL HIGH SCHOOL S U B J E C T PASS A/Sci Bio Eng Geo H/Eco Maths Sci Tonga No. Enrolled 17 25 71 29 14 64 50 71 No. Sat 17 25 71 29 14 64 49 71 No. Passed Grade 1 - - - - - - - 0 No. Passed Grade 2 - - - 4 - 2 - 4 No. Passed Grade 3 - - 3 2 1 4 3 7 No. Passed Grade 4 3 6 8 5 1 5 8 16 No. Passed Grade 5 8 9 18 8 2 13 14 14 No. Passed Grade 6 3 4 21 6 2 15 12 18 No. Passed Grade 7 - 3 11 2 3 15 9 8 No. Passed Grade 8 2 3 9 2 5 10 3 4 No. Passed Grade 9 1 - 1 - - - - - No. Absent - - - - - - 1 - Total No. Sat - 63 No. Qualified to Form 6 - 14 129 APPENDIX 5 : EXAMINATION RESULTS – 2001 TONGA SCHOOL CERTIFICATE (TSC) 5. ‘EUA HIGH SCHOOL S U B J E C T PASS Acc A/Sci Eco Eng Geo Hist H/Eco I/Arts Jap Maths Sci Tonga roll No. En ed 7 19 30 55 32 5 6 5 6 55 55 55 No. Sat 7 19 30 55 32 5 6 5 6 55 55 55 No. Grade 1 Passed - - - 1 - - - - 1 - - 1 No. Passed Grade 2 3 2 3 1 1 - 2 - - 4 2 6 No. Passed Grade 3 - 9 4 8 7 - 3 - 1 12 19 10 No. Passed Grade 4 2 3 9 18 9 1 - 1 - 9 17 14 No. Passed Grade 5 1 5 11 15 9 1 1 1 4 16 15 16 No. Passed Grade 6 1 - 3 8 4 3 - 3 - 8 2 4 No. Passed Grade 7 - - - 4 2 - - - - 4 - 3 No. Passed Grade 8 - - - - - - - - - 2 - 1 No. Passed Grade 9 - - - - - - - - - - - - No. Absent - - - - - - - - - - - - Total No. Sat - 55 No. Qual ied if to Form 6 - 38 130 APPENDIX 5 : EXAMINATION RESULTS – 2001 TONGA SCHOOL CERTIFICATE (TSC) 6. HOFANGAHAU EGE COLL S U B J E C T PA S S Acc A/Sci Eco Eng Geo Hist Maths Sci Tonga No. Enrolled 5 13 6 20 8 3 18 7 20 No. Sat 5 13 6 20 8 3 18 7 20 No. Passed Grade 1 - - - - - - - - 1 No. Passed Grade 2 1 - - 1 - - 1 - 5 No. Passed Grade 3 - - 1 - 2 - 3 - 7 No. Passed Grade 4 3 2 4 2 - - 3 2 4 No. Passed Grade 5 - 6 1 9 2 3 2 2 1 No. Passed Grade 6 1 2 - 5 2 - 3 3 2 No. Passed Grade 7 - 1 - 2 1 - 4 - - No. Passed Grade 8 - 2 - - 1 - 2 - - No. Passed Grade 9 - - - 1 - - - - - No. t Absen - - - - - - - - - Total No. Sat - 20 No. Qualified to Form 6 - 9 131 APPENDIX 5 : EXAMINATION RESULTS – 2001 TONGA SCHOOL CERTIFICATE (TSC) 7. LAVENGAMALIE COLLEGE S U B J E C T PASS Acc A/Sci Bio Comp Art Eco Eng Geo ist H s Math Sci Tonga No. Enrolled 13 9 13 12 6 16 46 8 5 2 3 21 44 No. Sat 13 9 13 12 4 16 46 8 5 2 3 21 44 No. Passed Grade 1 2 - - - - 2 5 - 1 - - 1 No. Passed Grade 2 - - - 1 - - 1 1 - 5 - 3 No. Passed Grade 3 2 - 2 2 1 2 8 1 1 3 5 5 No. Passed Grade 4 4 2 3 5 2 4 8 - - 5 6 3 No. Passed Grade 5 - 1 3 2 1 4 6 3 1 0 1 6 9 No. Passed Grade 6 2 3 3 2 - 2 9 2 - 9 3 10 No. Passed Grade 7 3 2 2 - - 2 6 1 2 - 1 9 No. Passed Grade 8 - 1 - - - - 3 - - - - 3 No. Passed Grade 9 - - - - - - - - - - - 1 No. Absent - - - - 2 - - - - - - - Total No. Sat - 46 No. Qualified to Form 6 - 19 132 APPENDIX 5 : EXAMINATION RESULTS – 2001 TONGA SCHOOL CERTIFICATE (TSC) 8. LIAHONA HIGH SCHOOL S U B J E C T PASS Acc A/Sci Art Comp Eco Eng Geo Hist H/Eco Maths Sci onga T No. Enrolled 86 17 18 133 35 159 5 11 11 142 45 130 No. Sat 86 17 17 132 35 158 5 10 11 141 45 129 No. Passed Grade 1 5 - 2 4 - 7 - 1 - 6 2 - No. Passed Grade 2 4 - 5 5 1 10 - 2 - 5 2 7 No. Passed Grade 3 9 1 8 25 3 36 1 1 1 15 4 11 No. Passed Grade 4 13 2 2 27 9 27 2 1 5 26 10 18 No. Passed Grade 5 16 4 - 38 14 50 0 2 1 34 18 21 No. Passed Grade 6 15 6 - 20 5 17 1 2 1 35 5 39 No. Passed Grade 7 20 4 - 8 3 6 1 1 1 18 3 27 No. Passed Grade 8 4 - - 4 - 5 - - 2 2 1 6 No. Passed Grade 9 - - - 1 - - - - - - - - No. Absent - - 1 1 - 1 - - - 1 - - Total No. Sat - 158 ied No. Qualif to Form 6 - 69 133 APPENDIX 5 : EXAMINATION RESULTS – 2001 TONGA SCHOOL CERTIFICATE (TSC) 9. MAILEFIHI / SIU’ILIKUTAPU COLLEGE S U B J E C T PASS Acc A/Sci Comp Eco Eng Geo Hist H/Eco I/Arts Maths Sci Tonga Total no. Enrolled 12 30 10 19 69 10 4 17 3 60 45 69 No. Sat 1 1 0 3 10 18 69 10 4 17 2 58 42 69 No. Passed Grade 1 - - - - - - - - - - - 1 No. Passed Grade 2 - - - - - - - - - - - 4 No. Passed Grade 3 3 - - - 4 - - 2 - 7 1 14 No. Passed Grade 4 - 3 4 2 6 3 4 1 1 10 6 12 No. Passed Grade 5 - 8 4 6 22 1 - 4 1 17 12 18 No. Passed Grade 6 5 9 2 3 15 2 - 6 - 11 12 14 No. Passed Grade 7 2 8 - 4 15 4 - 3 - 13 9 4 No. Passed Grade 8 1 2 - 2 6 - - 1 - - 2 2 No. Passed Grade 9 - - - 1 1 - - - - - - - No. Absent - - - 1 - - - - 1 2 - - Total No. Sat - 69 No. Qualified to Form 6 - 11 134 APPENDIX 5 : EXAMINATION RESULTS – 2001 TONGA SCHOOL CERTIFICATE (TSC) 10. MO’UNG A’OLIVE COLLEGE S U B J E C T PASS Acc A/Sci Eco Eng Geo Maths Sci Tonga Total no. Enrolled 3 9 11 19 12 14 4 19 No. Sat 3 9 11 19 12 14 4 19 No. Passed Grade 1 - - 0 - - - - 1 No. Passed Grade 2 - - 1 1 1 1 - - No. Passed Grade 3 - 1 0 1 - - - 3 No. Passed Grade 4 - 1 1 4 2 1 - 2 No. Passed Grade 5 2 3 3 2 3 2 - 4 No. Passed Grade 6 1 1 2 5 1 4 3 7 No. Passed Grade 7 - 1 3 2 2 4 1 2 No. Passed Grade 8 - 2 - 3 3 1 - - No. Passed Grade 9 - - 1 1 - 1 - - No. Absent - - - - - - - - T No. otal Sat - 19 No. Qualified to Form 6 - 6 135 APPENDIX 5 : EXAMINATION RESULTS – 2001 TONGA SCHOOL CERTIFICATE (TSC) 11. NIUAFO’OU DISTRICT HIGH SCHOOL S U B J E C T PASS Acc A/Sci Eco Eng Geo Maths Sci Tonga Total no. Enrolled 5 6 8 14 9 14 14 14 No. Sat 5 6 8 14 9 14 13 14 No. Passed Grade 1 - - - - - - - - No. Passed Grade 2 - 1 - 1 1 - - 2 No. Passed Grade 3 - 1 2 1 2 2 - 4 No. Passed Grade 4 2 2 3 3 5 3 3 4 No. Passed Grade 5 1 2 2 6 1 4 8 2 No. Passed Grade 6 2 - 1 3 - 4 2 2 No. Passed Grade 7 - - - - - 1 - - No. Passed Grade 8 - - - - - - - - No. Passed Grade 9 - - - - - - - - No. Absent - - - - - - 1 - Total No. Sat - 14 No. Qualified to Form 6 - 9 136 APPENDIX 5 : EXAMINATION RESULTS – 2001 TONGA SCHOOL CERTIFICATE (TSC) 12. NIUATOPUTAPU DISTRICT HIGH SCHOOL S U B J E C T PASS Acc A/Sci Eco Eng Geo Hist H/Eco Mat s h Sci Tonga Total no. Enrolled 6 9 17 33 25 3 3 30 18 33 No. Sat 6 9 17 32 24 3 3 29 17 32 No. Passed Grade 1 - - 1 - - - - 1 - 1 No. Passed Grade 2 1 - 1 - 1 - - 1 2 5 No. Passed Grade 3 1 1 - 4 3 - - 4 - 5 No. Passed Grade 4 1 - 4 4 5 - 1 5 6 6 No. Passed Grade 5 1 3 3 10 3 2 1 6 4 8 No. Passed Grade 6 2 3 4 5 6 1 - 8 4 5 No. Passed Grade 7 - 2 3 6 4 - 1 4 - 1 No. Passed Grade 8 - - 1 3 2 - - - 1 1 No. Passed Grade 9 - - - - - - - - - - No. Absent - - - - - - - 1 1 1 Total No. Sat - 32 No. Qualified to Form 6 - 13 137 APPENDIX 5 : EXAMINATION RESULTS – 2001 TONGA SCHOOL CERTIFICATE (TSC) 13. QUEEN SALOTE COLLEGE S U B J E C T PASS Acc Bio omp C co E Eng Geo Hist H/Eco Maths Sci Tonga Total no. Enrolled 32 36 54 38 95 11 13 9 95 95 91 No. Sat 32 36 54 38 95 11 13 9 95 95 91 No. Passed Grade 1 4 - 7 1 4 - - - 5 3 3 No. Passed Grade 2 2 2 13 1 5 1 - - 4 5 8 No. Passed Grade 3 8 11 7 9 22 - 5 - 11 21 20 No. Passed Grade 4 4 5 11 6 20 3 3 1 25 18 22 No. Passed Grade 5 7 11 9 7 23 2 2 5 36 28 24 No. Passed Grade 6 3 6 4 7 14 3 3 2 10 17 10 No. Passed Grade 7 4 1 2 - 6 2 - - 4 3 3 No. Passed Grade 8 - - 1 - - - - 1 - - 1 No. Passed Grade 9 - - - - 1 - - - - - 1 No. Absent - - - - - - - - - - - Total No. S at - 95 No. Qualified to 6 Form - 58 138 APPENDIX 5 : EXAMINATION RESULTS – 2001 TONGA SCHOOL CERTIFICATE (TSC) 14. SAINEHA HIGH SCHOOL S U B J E C T PASS Acc A/Sci Comp Eco Eng Hist H/Eco Maths c S i Tonga Total no. Enrolled 8 11 27 8 42 6 7 40 26 40 No. Sat 8 11 27 8 42 6 7 40 26 40 No. Passed Grade 1 - - 6 - - - - - 1 - No. Passed Grade 2 - - - - 2 - - 2 2 - No. Passed Grade 3 3 - 8 - 8 1 - 2 3 2 No. Passed Grade 4 - - 6 - 13 - - 4 5 6 No. Passed Grade 5 - 3 6 1 11 2 1 10 8 10 No. Passed Grade 6 2 3 1 6 5 3 4 11 6 15 No. Passed Grade 7 3 4 - 1 3 - 2 7 1 7 No. Passed Grade 8 - 1 - - - - - 4 - - No. Passed Grade 9 - - - - - - - - - - No. Absent - - - - - - - - - - Total No. Sat - 42 No. Qualified to Form 6 - 18 139 APPENDIX 5 : EXAMINATION RESULTS – 2001 TONGA SCHOOL CERTIFICATE (TSC) 15. ST. ANDREW’S HIGH SCHOOL S U B J E C T PASS Acc A/Sci Art Eco Eng Geo Hist H/Eco I/Ar s t s Math Sci Tonga Total No. Enrolled 1 1 6 21 73 52 1 15 7 62 51 70 No. Sat 1 1 6 17 70 50 1 14 6 56 48 69 No. Passed Grade 1 - - 2 - - - - - - - 1 - No. Passed Grade 2 - - - - 2 1 - - - - - 4 No. Passed Grade 3 - - 4 3 4 7 - 2 - 2 3 4 No. Passed Grade 4 - 1 - 2 12 4 - - - 6 4 7 No. Passed Grade 5 - - - 3 15 8 - 4 - 10 12 12 No. Passed Grade 6 1 - - 4 17 11 1 3 1 19 5 10 No. Passed Grade 7 - - - 4 10 12 - 2 2 9 15 15 No. Passed Grade 8 - - - 1 7 6 - 3 3 10 7 12 No. Passed Grade 9 - - - - 3 1 - - - - 1 5 No. Absent - - - 4 3 2 - 1 1 6 3 1 Total No. Sat - 72 No. Qualif to ied Form 6 - 14 140 APPENDIX 5 : EXAMINATION RESULTS – 2001 TONGA SCHO L CERTIFICA O TE (TSC) 16. ST. JOSEPH BUSINESS COLLEGE S U B J E C T PASS Acc Eng Total No. Enrolled 5 1 No. Sat 5 1 No. Passed Grade 1 1 0 No. Passed Grade 2 0 0 No. Passed Grade 3 0 0 No. Passed Grade 4 0 0 No. Passed Grade 5 2 2 No. Passed Grade 6 1 0 No. Passed Grade 7 0 0 No. Passed Grade 8 0 0 No. Passed Grade 9 0 0 No. Absent 0 0 Total No. Sat - 6 No. Qualified to Form 6 - - 141 APPENDIX 5 : EXAMINATION RESULTS – 2001 TONGA SCHOOL CERTIFICATE (TSC) 17. ST. JOSEPH COMMUNITY COLLEGE S U B J E C T PA S S Acc A/Sci Eco Eng H/Eco I/Arts Maths Sci Tonga Total No. Enrolled 17 21 13 58 5 12 58 23 58 No. Sat 17 21 13 58 5 12 58 23 58 No. Passed Grade 1 - - - - - - - - - No. Passed Grade 2 - - - 1 - - 2 - 2 No. Passed Grade 3 - - - 5 - 1 7 8 6 No. Passed Grade 4 1 2 1 6 - 1 7 3 8 No. Passed Grade 5 5 4 2 12 - 1 7 4 21 No. Passed Grade 6 4 1 5 15 - 4 10 5 14 No. Passed Grade 7 5 8 2 9 4 4 8 2 3 No. Passed Grade 8 2 5 2 7 1 1 17 1 4 No. Passed Grade 9 - 1 1 3 - - - - - No. Absent - - - - - - - - - No. Total Sat - 58 No. Qualified to Form 6 - 9 142 APPENDIX 5 : EXAMINATION RESULTS – 2001 TONGA SCHOOL CERTIFICATE (TSC) 18. TAILULU COLLEGE (TT) S U B J E C T PASS Acc A/Sci Bio Eco Eng Geo His t H/Eco Math s Music Sci Tonga Total No. Enrolled 13 12 6 7 1 41 15 5 5 32 1 19 41 No. Sat 13 11 6 7 1 40 14 5 5 31 1 17 40 No. Passed Grade 1 - - - - 1 - - - - - - 1 No. Passed Grade 2 - 1 1 - - - - - 1 - - - No. Passed Grade 3 - 1 1 - 1 2 - 1 3 1 1 2 No. Passed Grade 4 1 1 1 2 4 0 1 - 6 - 2 6 No. Passed Grade 5 7 5 - 8 5 1 8 1 1 7 - 9 10 No. Passed Grade 6 3 3 2 4 8 3 2 1 7 - 3 11 No. Passed Grade 7 1 - 1 2 8 1 1 2 7 - 1 8 No. Passed Grade 8 1 - - 1 2 - - - - - 1 3 No. Passed Grade 9 - - - - 1 - - - - - - - No. Absent - 1 - - 1 1 - - 1 - 2 1 Total No. Sat - 40 No. Qualified to Form 6 - 6 143 APPENDIX 5 : EXAMINATION RESULTS – 2001 TONGA SCHOOL CERTIFICATE (TSC) 19. TAILULU COLLEGE (HP) PA S S S U B J E C T Acc A/Sci Eng Geo H/Eco Maths Sci Tonga Total No. Enrolled 1 4 8 6 1 7 5 8 No. Sat 1 4 8 6 1 7 5 8 No. Passed Grade 1 - - - - - - - - No. Passed Grade 2 - - - - - - - - No. Passed Grade 3 - - - - - - - - No. Passed Grade 4 - - - - - 1 - 3 No. Passed Grade 5 - 2 - 1 - - - 1 No. Passed Grade 6 1 - 5 3 1 3 2 1 No. Passed Grade 7 - 1 - 2 - 1 2 2 No. Passed Grade 8 - 1 3 - - 2 1 1 No. Passed Grade 9 - - - - - - - - No. Absent - - - - - - - - No. Total Sat - 8 ied No. Qualif to 6 Form - - 144 APPENDIX 5 : EXAMINATION RESULTS – 2001 TONGA SCHOOL CERTIFICATE (TSC) 20. TAILULU COLLEGE (VV) S U B J E C T PASS Acc A/Sci Eng Geo H/Eco Maths Music Sci Tonga Total No. Enrolled 2 8 28 20 4 18 4 17 28 No. Sat 2 8 28 20 4 18 4 17 27 No. Passed Grade 1 - - - - - - - - 1 No. Passed Grade 2 - - - 1 - - - - - No. Passed Grade 3 - - - 2 - 3 3 - 1 No. Passed Grade 4 - - 1 3 1 3 - 1 2 No. Passed Grade 5 - 1 4 4 2 1 1 5 5 No. Passed Grade 6 2 3 10 7 1 4 - 5 7 No. Passed Grade 7 - 3 4 2 - 5 - 4 8 No. Passed Grade 8 - 1 8 1 - 2 - 2 3 No. Passed Grade 9 - - 1 - - - - - - No. Absent - - - - - - - - 1 Total No. Sat - 28 No. Qualified to Form 6 - 3 145 APPENDIX 5 : EXAMINATION RESULTS – 2001 TONGA SCHOOL CERTIFICATE (TSC) 21. TAKUILAU COLLEGE S U B J E C T PASS Acc A/Sci Eco Eng Geo Maths Sci Tonga Typing Total No. Enrolled 6 22 16 54 12 54 36 52 15 No. Sat 6 22 15 54 12 54 36 52 14 No. Passed Grade 1 0 0 0 0 0 1 0 0 0 No. Passed Grade 2 0 0 0 5 0 0 1 1 1 No. Passed Grade 3 1 0 0 5 0 2 2 4 3 No. Passed Grade 4 2 1 2 13 4 12 6 4 3 No. Passed Grade 5 2 6 5 8 2 14 4 11 4 No. Passed Grade 6 1 11 2 10 3 14 11 17 0 No. Passed Grade 7 0 3 3 9 2 11 6 10 1 No. Passed Grade 8 1 1 2 3 1 0 6 5 2 No. Passed Grade 9 0 0 1 1 0 0 0 0 0 No. Absent 0 0 1 0 0 0 0 0 1 Total No. Sat - 67 No. Qualified to Form 6 - 11 146 APPENDIX 5 : EXAMINATION RESULTS – 2001 TONGA SCHOOL CERTIFICATE (TSC) 22. TAUFA’AHAU / PILOLEVU COLLEGE S U B J E C T PASS Acc A/Sci Comp Eco Eng Geo H/Eco I/Arts Maths Sci Tonga Total No. Enrolled 12 31 16 14 52 18 13 6 24 12 49 No. Sat 12 31 16 14 52 18 13 6 24 12 49 No. Passed Grade 1 1 - - - - - - - - - 1 No. Passed Grade 2 3 1 - 1 1 - - - 1 - 4 No. Passed Grade 3 5 4 1 - 3 1 2 - 4 - 9 No. Passed Grade 4 1 3 6 5 5 2 1 - 6 3 10 No. Passed Grade 5 1 9 7 6 14 7 5 1 8 5 10 No. Passed Grade 6 1 8 1 2 16 2 4 - 4 2 9 No. Passed Grade 7 - 2 1 - 7 5 1 3 1 2 4 No. Passed Grade 8 - 3 - - 4 - - 1 - - 2 No. Passed Grade 9 - 1 - - 2 1 - 1 - - - No. Absent - - - - - - - - - - - Total No. Sat - 52 No. Qualified to Form 6 - 15 147 APPENDIX 5 : EXAMINATION RESULTS – 2001 TONGA SCHOOL CERTIFICATE (TSC) 23. TONGA COLLEGE S U B J E C T PASS Acc A/Sci Comp Eco Eng Geo Hist I/Ar ts Math s Mu i s c Sci Tonga Total No. Enrolled 38 28 60 34 141 80 7 26 137 5 139 135 No. Sat 36 26 59 32 141 80 6 26 132 4 134 135 No. Passed Grade 1 1 - - 1 - - - - 4 - - - No. Passed Grade 2 2 - 1 - 3 5 - 2 6 - 2 3 No. Passed Grade 3 5 2 1 3 18 26 1 6 25 1 8 1 23 No. Passed Grade 4 8 7 9 5 26 20 - 9 23 2 24 25 No. Passed Grade 5 11 7 5 1 1 1 57 4 1 3 7 6 3 - 40 42 No. Passed Grade 6 6 5 21 9 22 8 1 - 0 2 1 5 2 28 No. Passed Grade 7 2 4 11 1 14 6 1 2 5 1 - 2 2 12 No. Passed Grade 8 - 1 - 1 1 1 - - 2 - 3 2 No. Passed Grade 9 1 - 1 1 - - - - 1 - - - No. Absent 2 2 1 2 - - 1 - 5 - 5 - Total No. Sat - 141 No. Qualified to Form 6 - 68 148 APPENDIX 5 : EXAMINATION RESULTS – 2001 TONGA SCHOOL CERTIFICATE (TSC) 24. TONGA HIGH SCHOOL S U B J E C T PASS Acc Comp Eco Eng Fren ch Geo Hist I/Arts Jap Maths Sci Tonga Total No. Enrolled 54 52 90 130 8 47 22 4 8 130 130 105 No. Sat 54 52 90 130 8 47 22 4 8 130 130 105 No. Passed Grade 1 7 10 20 40 1 9 5 - 2 27 31 6 No. Passed Grade 2 8 7 26 31 2 14 6 1 3 40 40 28 No. Passed Grade 3 15 14 23 37 2 15 6 1 - 26 44 27 No. Passed Grade 4 10 12 18 14 - 5 4 1 2 24 11 15 No. Passed Grade 5 12 7 2 7 2 3 1 1 1 8 2 19 No. Passed Grade 6 2 2 1 1 1 1 - - - 4 1 8 No. Passed Grade 7 - - - - - - - - - 1 1 2 No. Passed Grade 8 - - - - - - - - - - - - No. Passed Grade 9 - - - - - - - - - - - - No. Absent - - - - - - - - - - - - Total No. Sat - 130 No. Qualified to Form 6 - 128 149 APPENDIX 5 : EXAMINATION RESULTS – 2001 TONGA SCHOOL CERTIFICATE (TSC) 25. TUPOU COLLEGE S U B J E C T P SS A Acc A/Sci mp Co Eco Eng Geo st Hi I/Arts Maths Mu i s c c S i a Tong ed Total No. Enroll 8 12 16 20 54 12 9 7 30 6 1 2 4 5 No. Sat 8 12 16 20 54 12 9 7 30 6 1 2 54 No. Passed Grade 1 - - - - - - - - - - - - No. Passed Grade 2 - - 1 - - - - - 1 1 - 3 No. Passed Grade 3 1 - - 1 2 - 1 - 6 5 2 10 No. Passed Grade 4 1 4 3 3 1 2 1 - 6 - 5 11 No. Passed Grade 5 4 3 - 3 13 5 1 3 7 - 4 9 No. Passed Grade 6 - 2 5 3 15 4 2 3 4 - 6 10 No. Passed Grade 7 - 3 4 5 16 - 3 1 4 - 2 10 No. Passed Grade 8 2 - 1 1 7 1 1 - 2 - 2 1 No. Passed Grade 9 - - 2 4 - - - - - - - - No. Absent 1 - - - - - - - - - - - Total No. Sat - 54 No. Qualified to Form 6 - 7 150 APPENDIX 5 : EXAMINATION RESULTS – 2001 TONGA SCHOOL CERTIFICATE (TSC) 26. TUPOU HIGH SCHOOL S U B J E C T PASS Acc Eco p Com ng E Geo Hist Maths Sci nga To Total No. Enrolled 40 41 1 4 78 24 12 60 21 77 No. Sat 39 40 41 77 24 11 59 21 76 No. Passed Grade 1 2 - - 2 - - - - - No. Passed Grade 2 1 1 2 2 - 1 3 1 3 No. Passed Grade 3 4 4 1 8 - 2 12 2 10 No. Passed Grade 4 7 0 1 8 18 4 - 10 10 18 No. Passed Grade 5 12 5 1 8 23 7 2 15 5 19 No. Passed Grade 6 10 9 14 16 4 4 12 1 11 No. Passed Grade 7 2 - 5 5 6 2 5 2 6 No. Passed Grade 8 - - 1 3 3 - 2 - 7 No. Passed Grade 9 1 1 2 - - - - - 2 No. Absent 1 1 - 1 - 1 1 - 1 Total No. Sat - 77 No. Qualified to Form 6 - 26 151 APPENDIX 5 : EXAMINATION RESULTS – 2001 TONGA SCHOOL CERTIFICATE (TSC) 27. TUPOU HIGH SCHOOL – NUKUNUKU CAMPUS S U B J E C T PASS Acc A/Sci Eco Eng Geo Hist Maths Sci Tonga Total No. Enrolled 6 8 9 21 13 8 11 8 21 No. Sat 6 8 9 21 13 8 11 8 21 No. Passed Grade 1 1 - - - - - - - 3 No. Passed Grade 2 - 1 - - 1 1 - - 3 No. Passed Grade 3 2 1 1 2 - 3 3 - 7 No. Passed Grade 4 1 - 4 5 4 3 2 4 4 No. Passed Grade 5 2 3 3 8 3 1 3 2 3 No. Passed Grade 6 - 3 - 5 5 - 2 2 1 No. Passed Grade 7 - - 1 1 - - 1 - - No. Passed Grade 8 - - - - - - - - - No. Passed Grade 9 - - - - - - - - - No. Absent - - - - - - - - - Total No. Sat - 21 No. Qualified to Form 6 - 11 152 APPENDIX 5 : EXAMINATION RESULTS – 2001 TONGA SCHOOL CERTIFICATE (TSC) 28. TUPOU HIGH SCHOOL – TAPUNISILIVA CAMP S U S U B J E C T PASS Acc A/Sci Eco g En Geo Maths c S i Tonga Total No. Enrolled 3 4 3 10 3 9 7 10 No. Sat 3 4 3 10 3 9 7 10 No. Passed Grade 1 - - - - - - - - No. Passed Grade 2 - - - - - - - 1 No. Passed Grade 3 - 1 1 - - 1 - 1 No. Passed Grade 4 - - 1 2 1 - 2 2 No. Passed Grade 5 1 1 - 2 - 3 1 2 No. Passed Grade 6 2 1 1 3 - 5 3 1 No. Passed Grade 7 - 1 - 2 - - 1 3 No. Passed Grade 8 - - - 1 1 - - - No. Passed Grade 9 - - - - - - - - No. Absent - - - - - - - - Total No. Sat - 10 No. Qualified to Form 6 - 3 153 APPENDIX 5 : EXAMINATION RESULTS – 2001 TONGA SCHOOL CERTIFICATE (TSC) 29. TUPOU HIGH SCHOOL – VAOLOLOA CAMPUS S U B J E C T PA SS Acc A/Sci Eco Eng Geo Hist H/Eco Maths Sci Tonga Total No. Enrolled 26 27 35 77 26 11 7 42 30 76 No. Sat 26 26 35 76 25 8 7 42 29 76 No. Passed Grade 1 - - - - - - 0 - - - No. Passed Grade 2 - - - - - - 1 4 - - No. Passed Grade 3 - - - 5 - 1 1 8 1 5 No. Passed Grade 4 4 1 - 4 2 3 1 9 3 8 No. Passed Grade 5 11 4 14 19 8 3 2 8 12 16 No. Passed Grade 6 7 9 15 23 5 1 1 8 9 24 No. Passed Grade 7 4 8 3 18 8 - 1 3 3 16 No. Passed Grade 8 - 3 2 5 2 - 0 2 1 4 No. Passed Grade 9 - 1 1 2 - - 0 - - 3 No. Absent - 1 - 1 1 3 0 - 1 1 Total No. Sat - 76 No. Qualified to Form 6 - 7 154 APPENDIX 5 : EXAMINATION RESULTS – 2001 TONGA SCHOOL CERTIFICATE (TSC) 30. TUPOUTO’A COLLEGE PASS S U B J E C T Acc Eco Eng Maths Sci Tonga Total No. Enrolled 6 10 10 10 4 10 No. Sat 6 10 10 10 4 10 No. Passed Grade 1 - - - - - - No. Passed Grade 2 1 - - 1 - - No. Passed Grade 3 - - - - - 2 No. Passed Grade 4 2 1 - 1 - 2 No. Passed Grade 5 1 2 2 6 1 3 No. Passed Grade 6 - 3 5 1 2 3 No. Passed Grade 7 2 4 3 1 1 - No. Passed Grade 8 - - - - - - No. Passed Grade 9 - - - - - - No. Absent - - - - - - No. Total Sat - 10 No. Qualified to Form 6 - 1 155 APPENDIX 5 : EXAMINATION RESULTS – 2001 TONGA SCHOOL CERTIFICATE (TSC) 31. VAVA’U HIGH SCHOOL S U B J E C T PASS Acc A/Sci Comp Eco Eng Geo Hist I/Arts Jap Maths Sci Tonga Total No. Enrolled 18 22 12 27 94 64 11 9 7 94 94 92 No. Sat 18 21 12 27 94 64 10 9 7 94 94 92 No. Passed Grade 1 2 1 4 4 5 1 0 0 1 5 13 1 No. Passed Grade 2 3 6 4 4 10 6 0 0 1 9 19 23 No. Passed Grade 3 2 4 2 7 24 19 2 1 1 23 22 29 No. Passed Grade 4 3 8 2 7 28 17 2 5 0 22 21 11 No. Passed Grade 5 4 1 0 4 15 14 1 3 3 20 13 12 No. Passed Grade 6 3 1 0 1 12 6 4 0 1 11 6 16 No. Passed Grade 7 0 0 0 0 0 1 1 0 0 4 0 0 No. Passed Grade 8 1 0 0 0 0 0 0 0 0 0 0 0 No. Passed Grade 9 0 0 0 0 0 0 0 0 0 0 0 0 No. Absent 0 1 0 0 0 0 1 0 0 0 0 0 Total No. Sat - 123 No. Qualified to Form 6 - 76 156 APPENDIX 5 : EXAMINATION RESULTS – 2001 4. PACIFIC SENIOR SECONDARY CERTIFICATE (PSSC) 1. ALL CANDIDATES (18 SCHOOLS) PASS S U B J E C T Acc A/Sci Bio Chem Comp D/Stud Eco Eng F/Arts Fren Geo Hist Jap Maths Phys T ‘o T No. Sat 334 136 500 401 384 44 455 970 6 3 331 124 5 855 351 258 No. Passed Grade 1 33 1 16 23 22 - 22 41 - - 8 14 1 47 17 - No. Passed Grade 2 54 10 24 32 45 1 47 62 2 - 3 3 13 - 78 27 10 No. Passed Grade 3 44 10 69 53 64 4 58 128 2 3 1 5 12 1 107 72 29 No. Passed Grade 4 69 21 108 82 68 8 103 258 2 - 0 8 18 1 152 65 38 No. Passed Grade 5 79 41 143 118 81 15 122 307 - - 1 7 40 2 220 92 82 No. Passed Grade 6 33 44 94 71 69 13 80 95 - - 5 5 17 - 175 50 58 No. Passed Grade 7 18 7 28 12 28 2 19 60 - - 7 1 9 - 63 18 35 No. Passed Grade 8 4 1 8 3 4 1 2 5 - - 4 1 - 8 9 - No. Passed Grade 9 - 1 10 7 3 - 2 14 - - 12 - - 5 1 2 No. Absent 4 4 9 9 2 1 5 2 1 - 1 3 - 6 2 4 TOTAL NUMBER OF CANDIDATES - 1103 nding level Grade 1: Outsta of a hievement c Grade 6: Adequate level of achievement Grade 2: Excellent level of achievement Grade 7: Low level of achievement Grade 3: High level of achievement Grade 8: Unsatisfactory level of achievement Grade 4: Very satisfactory level of achievement Grade 9: No significant level of achievement Grade 5: Satisfactory level of achievement 157 APPENDIX 5 : EXAMINATION RESULTS – 2001 PACIFIC SENIOR SECONDARY CERTIFICATE (PSSC) 2. ‘APIFO’OU COLLEGE PASS S U B J E C T Acc Bio Chem Comp D/Stud Eco Eng Geo Hist Maths Phys T ‘o T Total No. Enrolled 27 24 28 31 3 3 34 96 37 21 71 23 36 No. Sat 27 22 26 30 2 3 33 95 37 20 71 22 36 No. ed Gra Pass de 1 2 - - 2 - - - 2 - 1 - - No. Passed Grade 2 3 1 - 2 1 8 4 4 - 7 2 1 No. Passed Grade 3 4 5 3 2 3 3 13 3 1 7 5 13 No. Passed Grade 4 6 6 8 4 5 10 22 8 1 10 3 10 No. Passed Grade 5 6 6 6 7 11 6 28 9 12 25 5 10 No. Passed Grade 6 3 4 7 5 10 5 18 5 3 14 6 2 No. Passed Grade 7 1 - 2 6 1 1 10 5 3 6 1 - No. Passed Grade 8 2 - - 2 1 - - - - - - - No. Passed Grade 9 - - - - - - - 1 - 1 - - No. Absent - 2 2 1 1 1 1 - 1 - 1 - Total No. Candidates 98 - No. Qualified - 44 158 APPENDIX 5 : EXAMINATION RESULTS – 2001 PACIFIC SENIOR SECONDARY CERTIFICATE (PSSC) 3. BEULAH COLLEGE PASS S U B J E C T Acc Bio Chem Comp Eco Eng Geo Hist Math s Phys T ‘o T Total No. Enrolled 6 12 9 13 10 25 8 5 22 6 10 No. Sat 6 12 9 13 10 25 8 5 22 6 10 No. Passed Grade 1 - - - 1 1 1 - - - - - No. Passed Grade 2 1 - - 2 3 2 - - 1 - - No. Passed Grade 3 1 - - 3 2 - - - 2 2 - No. Passed Grade 4 1 1 1 4 2 8 - 1 3 - - No. Passed Grade 5 2 7 7 3 2 7 - 2 5 1 - No. Passed Grade 6 - 3 1 - - 7 4 2 7 2 - No. Passed Grade 7 - 1 - - - - 3 - 4 - 9 No. Passed Grade 8 1 - - - - - 1 - - 1 1 No. Passed Grade 9 - - - - - - - - - - - No. Absent - - - - - - - - - - - Total No. Candidates - 25 No. Qualified - 9 159 APPENDIX 5 : EXAMINATION RESULTS – 2001 PACIFIC SENIOR SECONDARY CERTIFICATE (PSSC) 4. ‘EUA HIGH SCHOOL PA SS S U B J E C T Acc A/Sci Bio Chem Eco Eng Geo Hist Jap Maths Phys T ‘o T Total No. Enrolled 18 8 25 25 26 47 18 5 1 38 16 5 No. Sat 18 8 25 25 26 47 18 5 1 38 16 5 No. Passed Grade 1 1 - - - 2 - - 2 - - 1 - No. Passed Grade 2 2 2 1 - 3 - - - - 5 3 - No. Passed Grade 3 6 1 2 6 3 4 2 - - 3 7 1 No. Passed Grade 4 4 1 3 5 6 21 9 2 - 5 5 2 No. Passed Grade 5 4 3 12 12 6 19 5 1 1 15 - 2 No. Passed Grade 6 1 1 7 2 5 3 2 - - 9 - - No. Passed Grade 7 - - - - 1 - - - - 1 - - No. Passed Grade 8 - - - - - - - - - - - - No. Passed Grade 9 - - - - - - - - - - - - No. Absent - - - - - - - - - - - - Total No. Candidates - 48 No. Qualified - 28 160 APPENDIX 5 : EXAMINATION RESULTS – 2001 PACIFIC SENIOR SECONDARY CERTIFICATE (PSSC) 5. LAVENGAMA LEGE LIE COL PASS S U B J E C T Acc A/Sci Bio Chem Eco Eng Geo Hist Maths Phys T ‘o T Total No. Enrolled 9 12 12 20 9 45 5 4 40 16 8 No. Sat 9 12 12 19 9 45 5 4 40 16 8 No. Passed Grade 1 1 - - - - - 1 - 2 - - No. Passed Grade 2 2 - - 3 - 1 - 2 3 - - No. Passed Grade 3 1 1 1 5 2 5 - - 4 4 - No. Passed Grade 4 4 - - 4 2 8 3 1 7 2 2 No. Passed Grade 5 1 2 2 6 2 8 1 1 11 3 6 No. Passed Grade 6 - 7 7 1 3 13 - - 10 5 - No. Passed Grade 7 - 2 2 - - 10 - - 3 2 - No. Passed Grade 8 - - - - - - - - - - - No. Passed Grade 9 - - - - - - - - - - - No. Absent - - - 1 - - - - - - - Total No. Candidates - 45 No. Qualified - 12 161 APPENDIX 5 : EXA IN M ATION RESULTS – 2001 P CIFIC SENI A OR SECONDARY CERTIFICATE (PSSC) 6. LIAHONA HIGH SCHOOL PASS S U B J E C T Acc A/Sci Bio Chem Comp Eco Eng F/Arts Geo Hist Maths Phys Total No. Enrolled 38 17 44 16 62 29 84 7 6 9 71 7 No. Sat 38 17 44 16 62 29 84 6 6 9 71 7 No. Passed Grade 1 4 - - - 6 - 5 - - 3 4 1 No. Passed Grade 2 9 2 - - 10 - 4 2 4 - 1 - No. Passed Grade 3 5 - 4 1 12 1 14 2 - 2 10 1 No. Passed Grade 4 7 3 10 3 14 3 16 2 2 2 8 - No. Passed Grade 5 12 6 11 10 14 10 22 - - 1 20 2 No. Passed Grade 6 1 4 6 2 4 12 15 - - - 21 2 No. Passed Grade 7 - 2 3 - 2 2 4 - - 1 6 1 No. Passed Grade 8 - - 1 - - - 1 - - - 1 - No. Passed Grade 9 - - 9 - - 1 3 - - - - - No. Absent - - - - - - - 1 - - - - Total No. Candidates - 85 No. Qualified - 38 162 APPENDIX 5 : EXAMINATION RESULTS – 2001 PACIFIC SENIOR SECONDARY CERTIFICATE (PSSC) 7. MAILEFIHI / SIU’ILIKUTAPU COLLEGE PASS S U B J E C T Acc A/Sci Bio m Che mp Co Eco Eng Geo Hist Maths Phys T ‘o T Total No. Enrolled 8 11 18 9 12 10 31 32 5 20 5 14 No. Sat 8 10 17 9 12 10 31 32 5 20 5 12 No. Passed Grade 1 - - - - - 1 - - - - - - No. Passed Grade 2 1 - - 1 - 3 - 1 1 1 1 - No. Passed Grade 3 - - - - - 2 3 3 - 1 - - No. Passed Grade 4 1 - 2 3 - - 2 2 1 3 1 1 No. Passed Grade 5 4 1 9 1 6 4 10 10 2 9 2 4 No. Passed Grade 6 1 7 4 4 3 - 12 12 1 2 1 6 No. Passed Grade 7 1 2 2 - 3 - 3 3 - 3 - 1 No. Passed Grade 8 - - - - - - - - - 1 - - No. Passed Grade 9 - - - - - - 1 1 - - - - No. Absent - 1 1 - - - - - - - - 2 Total No. Candidates - 31 No. Qualified - 5 163 APPENDIX 5 : EXAMINATION RESULTS – 2001 PACIFIC SENIOR SECONDARY CERTIFICATE (PSSC) 8. QUEEN SALOTE COLLEGE PASS S U B J E C T Acc o Bi em Ch mp Co co E Eng Geo Hist Maths Phys T ‘o T Total No. Enrolled 30 34 24 59 43 84 14 16 80 18 17 No. Sat 30 34 24 59 43 84 14 16 80 18 17 No. Passed Grade 1 7 - - 2 1 1 - 1 5 - - No. Passed Grade 2 4 - - 7 1 4 1 1 15 1 4 No. Passed Grade 3 8 2 1 20 6 9 4 3 12 7 5 No. Passed Grade 4 3 10 5 9 8 16 5 1 11 4 6 No. Passed Grade 5 6 12 6 8 11 26 2 5 17 5 2 No. Passed Grade 6 1 8 8 9 8 23 2 2 17 1 - No. Passed Grade 7 1 2 4 3 6 5 - 2 3 - - No. Passed Grade 8 - - - 1 2 - - 1 - - - No. Passed Grade 9 - - - - - - - - - - - No. Absent - - - - - - - - - - - Total No. Candidates - 84 No. Qualified - 44 164 APPENDIX 5 : EXAMINATION RESULTS – 2001 PACIFIC SENIOR SECONDARY CERTIFICATE (PSSC) 9. SAINEHA HIGH SCHOOL PASS S U B J E C T Acc A/Sci Bio Chem Comp Eco Eng Maths Phys Total No. Enrolled 6 4 8 11 8 4 15 10 6 No. Sat 6 4 8 11 8 4 15 10 5 No. Passed Grade 1 - - - - - - - - - No. Passed Grade 2 - - - - - - 4 - 1 No. Passed Grade 3 1 - - - 1 2 - 1 2 No. Passed Grade 4 1 - 2 2 3 2 3 1 1 No. Passed Grade 5 3 - 4 5 1 - 3 5 - No. Passed Grade 6 1 3 2 3 1 - 3 1 1 No. Passed Grade 7 - 1 - - 2 - 1 2 - No. Passed Grade 8 - - - - - - - - - No. Passed Grade 9 - - - 1 - - 1 - - No. Absent - - - - - - - - 1 Total No. Candidates - 16 No. Qualified - 6 165 APPENDIX 5 : EXAMINATION RESULTS – 2001 PACIFIC SENIOR SECONDARY CERTIFICATE (PSSC) 10. ST. ANDREW’S SCHOOL PASS S U B J E C T A/Sci Bio Chem Eco Eng Geo Hist Maths Phys Total No. Enrolled 9 18 13 6 27 10 3 21 10 No. Sat 9 18 13 6 27 10 3 21 10 No. Passed Grade 1 1 - - - 1 1 - - - No. Passed Grade 2 - 1 1 - 1 - - - - No. Passed Grade 3 1 - 2 - - - - 1 2 No. Passed Grade 4 1 1 3 - 7 1 - 3 2 No. Passed Grade 5 3 5 4 3 4 4 - 7 2 No. Passed Grade 6 3 3 3 3 9 2 1 3 4 No. Passed Grade 7 - 4 - - 3 1 2 3 - No. Passed Grade 8 - 3 - - 1 - - - - No. Passed Grade 9 - 1 - - 1 1 - 1 - No. Absent - - - - - - - - - Total No. Candidates - 36 No. Qualified - 6 166 APPENDIX 5 : EXAMINATION RESULTS – 2001 PACIFIC SENIOR SECONDARY CERTIFICATE (PSSC) 11. TAILULU COLLEGE PASS S U B J E C T Acc Bio Eco Eng Geo Hist Maths ys Ph T ‘o T Total No. Enrolled 3 2 5 9 3 3 5 5 8 No. Sat 3 2 5 9 3 3 5 5 8 No. Passed Grade 1 - - - - - - - - - No. Passed Grade 2 2 - - 1 - - 1 1 - No. Passed Grade 3 1 - - 2 - 1 2 2 - No. Passed Grade 4 - 1 1 2 1 1 - - - No. Passed Grade 5 - - 1 1 1 1 1 1 - No. Passed Grade 6 - 1 3 2 1 - 1 1 2 No. Passed Grade 7 - - - 1 - - - - 6 No. Passed Grade 8 - - - - - - - - - No. Passed Grade 9 - - - - - - - - - No. Absent - - - - - - - - - Total No. Candidates - 9 No. Qualified - 3 167 APPENDIX 5 : EXAMINATION RESULTS – 2001 PACIFIC SENIOR SECONDARY CERTIFICATE (PSSC) 12. TAKUILAU COLLEGE PASS S U B J E C T Acc Bio Chem Eco Eng Geo Maths Phys Total No. Enrolled 8 24 16 19 33 21 32 8 No. Sat 7 24 16 19 33 21 32 8 No. Passed Grade 1 - - - - - - 1 - No. Passed Grade 2 2 - - 1 1 - - - No. Passed Grade 3 3 1 2 2 5 2 2 1 No. Passed Grade 4 1 3 5 5 13 5 5 1 No. Passed Grade 5 1 8 6 5 6 3 13 3 No. Passed Grade 6 - 7 3 3 3 1 4 3 No. Passed Grade 7 - 4 - 3 4 - 6 - No. Passed Grade 8 - 1 - - - 1 1 - No. Passed Grade 9 - - - - 1 9 - - No. Absent 1 - - - - - - - Total No. Candidates - 33 No. Qualified - 12 168 APPENDIX 5 : EXAMINATION RESULTS – 2001 PACIFIC SENIOR SECONDARY CERTIFICATE (PSSC) 13. TAUFA’AHAU / PILOLEVU COLLEGE PASS S U B J E C T Acc A/Sci Bio Chem Comp D/Stud Eco Eng Geo Maths Phys T ‘o T Total No. Enrolled 10 9 9 9 13 6 13 32 9 19 7 20 No. Sat 8 7 9 9 13 6 12 30 8 17 7 19 No. Passed Grade 1 1 - - 1 - - 1 - - - - - No. Passed Grade 2 1 - - 2 2 - 3 - - 2 - - No. Passed Grade 3 1 - - 2 - 1 2 1 1 3 - - No. Passed Grade 4 3 4 2 1 1 1 1 9 2 4 1 2 No. Passed Grade 5 1 1 2 3 3 2 5 12 4 7 3 9 No. Passed Grade 6 1 2 4 - 5 2 - 6 1 1 3 7 No. Passed Grade 7 - - 1 - 1 - - 1 - - - 1 No. Passed Grade 8 - - - - - - - 1 - - - - No. Passed Grade 9 - - - - 1 - - - - - - - No. Absent 2 2 - - - - 1 2 1 2 - 1 Total No. Candidates - 32 No. Qualified - 11 169 APPENDIX 5 : EXAMINATION RESULTS – 2001 PACIFIC SENIOR SECONDARY CERTIFICATE (PSSC) 14. TONGA COLLEGE PA S S S U B J E C T Acc A/Sci Bio Chem Comp Eco Eng Geo Hist Maths Phys T ‘o T Total No. Enrolled 23 22 53 41 37 29 97 27 4 86 41 10 No. Sat 23 22 52 40 37 29 97 27 4 86 41 10 No. Passed Grade 1 4 - - - 1 1 1 - 1 12 2 - No. Passed Grade 2 2 1 2 5 9 2 4 2 1 7 3 - No. Passed Grade 3 4 - 11 5 11 8 5 6 - 16 9 1 No. Passed Grade 4 6 7 12 10 6 8 25 7 1 15 8 1 No. Passed Grade 5 5 10 13 11 7 6 42 6 1 13 10 4 No. Passed Grade 6 2 4 11 6 1 2 16 6 - 19 7 4 No. Passed Grade 7 - - 3 - 2 2 3 - - 4 1 - No. Passed Grade 8 - - - 1 - - 1 - - - 1 - No. Passed Grade 9 - - - 2 - - - - - - - - No. Absent - - 1 1 - - - - - - - - Total No. Candidates - 98 No. Qualified - 56 170 APPENDIX 5 : EXAMINATION RESULTS – 2001 PACIFIC SENIOR SECONDARY CERTIFICATE (PSSC) 15. TONGA SCHOOL HIGH PASS S U B J E C T Acc Bio Chem Comp Eco Eng Fren Geo Hist Jap Maths Phys T ‘o T Total No. Enrolled 47 82 68 43 90 153 3 39 29 4 122 49 31 No. Sat 47 81 66 43 89 153 3 39 27 4 121 49 31 No. Passed Grade 1 8 11 8 5 12 29 - 2 6 1 14 5 - No. Passed Grade 2 13 10 8 6 14 31 - 5 5 - 14 7 5 No. Passed Grade 3 7 22 11 9 15 37 3 7 3 1 23 11 7 No. Passed Grade 4 7 24 12 9 19 26 - 9 2 1 33 5 8 No. Passed Grade 5 9 8 14 7 14 16 - 9 6 1 18 13 8 No. Passed Grade 6 2 4 7 4 12 12 - 5 4 - 14 4 2 No. Passed Grade 7 - 1 2 3 3 1 - 2 1 - 4 2 - No. Passed Grade 8 1 1 2 - - - - - - - 1 2 - No. Passed Grade 9 - - 2 - - 1 - - - - - - 1 No. Absent - 1 2 - 1 - - - 2 - 1 - - Total No. Candidates - 153 No. Qualified - 118 171 APPENDIX 5 : EXAMINATION RESULTS – 2001 PACIFIC SENIOR SECONDARY CERTIFICATE (PSSC) 16. TUPOU COLLEGE PASS S U B J E C T Acc A/Sci Bio Chem Comp D/Stud Eco Eng Geo Hist s Math Phys T ‘o T Total No. Enrolled 20 8 15 1 1 21 6 23 33 7 4 33 6 17 No. Sat 20 8 15 10 21 6 23 33 7 4 33 6 17 No. Passed Grade 1 - - - - - - 1 - 1 1 - - - No. Passed Grade 2 1 - - - 1 - 1 1 - 2 2 - - No. Passed Grade 3 1 - 1 - 1 - 3 2 3 - 2 1 - No. Passed Grade 4 6 2 1 - 3 2 5 4 1 - 4 1 5 No. Passed Grade 5 2 4 8 1 5 2 3 8 1 - 5 - 11 No. Passed Grade 6 8 2 5 7 5 1 9 10 1 1 8 4 1 No. Passed Grade 7 2 - - 1 3 1 1 7 - - 9 - - No. Passed Grade 8 - - - - 1 - - - - - 1 - - No. Passed Grade 9 - - - 1 2 - - 1 - - 2 - - No. Absent - - - 1 - - - - - - - - - Total No. Candidates - 44 No. Qualified - 14 172 APPENDIX 5 : EXAMINATION RESULTS – 2001 PACIFIC SENIOR SECONDARY CERTIFICATE (PSSC) 17. TUPOU HIGH SCHOOL PASS S U B J E C T Acc A/Sci Bio Chem Comp Eco Eng Geo Hist Maths Phys T ‘o T Total No. Enrolled 64 9 50 35 76 71 132 29 20 91 14 55 No. Sat 63 8 49 33 75 70 133 29 20 90 14 55 No. Passed Grade 1 2 - - - 1 1 1 - - 3 1 - No. Passed Grade 2 6 - 2 1 2 3 1 - 1 6 - - No. Passed Grade 3 8 2 5 7 4 3 14 1 3 11 3 - No. Passed Grade 4 14 - 11 8 13 21 32 4 5 20 7 1 No. Passed Grade 5 21 3 15 9 20 31 53 10 8 25 1 18 No. Passed Grade 6 9 3 13 7 32 11 26 10 3 23 2 26 No. Passed Grade 7 3 - 3 1 3 - 5 3 - - - 9 No. Passed Grade 8 - - - - - - 1 1 - 1 - - No. Passed Grade 9 - - - - - - - - - 1 - 1 No. Absent 1 1 1 2 1 1 2 - - 1 - - Total No. Candidates - 135 No. Qualified - 48 173 APPENDIX 5 : EXAMINATION RESULTS – 2001 PACIFIC SENIOR SECONDARY CERTIFICATE (PSSC) 18. VAVA’U HIGH SCHOOL PASS S U B J E C T Acc A/Sci Bio Chem p Com Eco ng E Geo Maths ys Ph ‘o T T Total No. Enrolled 16 26 78 75 11 39 30 1 57 103 51 25 No. Sat 16 26 75 75 11 38 30 1 57 101 51 24 No. Passed Grade 1 3 - 5 14 4 1 2 1 5 7 - No. Passed Grade 2 4 5 7 11 4 5 3 6 13 9 - No. Passed Grade 3 1 3 15 8 1 4 14 19 7 11 2 No. Passed Grade 4 5 3 16 12 2 10 35 21 20 13 6 No. Passed Grade 5 2 8 21 17 - 13 42 6 24 10 8 No. Passed Grade 6 - 5 7 10 - 4 27 3 21 1 8 No. Passed Grade 7 1 - 2 2 - - 2 - 9 - - No. Passed Grade 8 - 1 2 - - - - - 2 - - No. Passed Grade 9 - 1 - 1 - 1 5 1 - - - No. Absent - - 3 - - 1 - - 2 - 1 Total No. Candidates - 131 No. Qualified - 74 174 APPENDIX 5 : EXAMINATION RESULTS – 2001 5. NEW ZEALAND BURSARY 1. TONGA HIGH SCHOOL NATIONAL FORM 7 S U B J E C T PASS Acc Bio Chem Eco Eng Geo Hist M/Calc M/Stat Physic No. Sat 55 34 43 58 58 37 20 72 84 52 No. Passed Grade A - - 2 - - - 1 6 3 3 No. Passed Grade B 5 3 6 6 4 - 4 15 18 4 No. Passed Grade C 16 4 27 22 14 6 5 31 46 14 No. Passed Grade D 11 26 8 27 29 30 9 16 15 19 No. Passed Grade E 1 1 - 3 8 1 1 4 2 2 T DATES OTAL NO. CANDI - 1 4 0 GRADE MARK No. passed Grade A -6 A 66 - 100 o passed Grade B N - 7 1 B 56 - 65 No qualified to enter University 58 C 46 - 55 D 30 - 45 E 1 - 29 175 APPENDIX 5 : EXAMINATION RESULTS – 2001 NEW ZEALAND BURSARY 2. TONGA COLLEGE FORM 7 S U B J E C T PASS Acc AgHo Bio Chem Eco Eng Geo t His M/Cal M/Stat Phys No. Sat 3 9 14 14 2 12 7 3 20 19 14 No. Passed Grade A - - - - - - - - 2 - - No. Passed Grade B - - - - - - - - 4 2 2 No. Passed Grade C 1 - 2 2 2 - - - 7 7 7 No. Passed Grade D 1 6 9 9 - 8 4 - 4 6 5 No. Passed Grade E 1 3 3 3 - 4 3 3 3 4 - TOTAL NO. CANDIDATES - 26 GRADE MARK No. passed Grade A - - A 66 - 100 No passed Grade B - 1 B 56 - 65 No qualified to enter University 11 C 46 - 55 D 30 - 45 E 1 - 29 176 APPENDIX 5 : EXAMINATION RESULTS – 2001 NEW ZEALAND BURSARY 3. LAVENGAMALIE COLLEGE FORM 7 S U B J E C T PASS Acc Bio m Che Eco ng E Geo Hist M/Calc M/Stat Physic No. Sat 3 1 5 1 6 6 4 10 10 8 No. Passed Grade A - - - - - - - - - - No. Passed Grade B - 1 - - 1 - - 1 - - No. Passed Grade C 1 1 1 - 2 - 2 3 3 1 No. Passed Grade D 2 - 5 1 2 5 2 6 6 5 No. Passed Grade E - - 2 - - 1 - - 1 2 TOTAL NO. CANDIDATES - 17 GRADE MARK No. passed Grade A - - A 66 - 100 No passed Grade B 1 B 56 - 65 No qualified to enter University 4 C 46 - 55 D 30 - 45 E 1 - 29 177 APPENDIX 5 : EXAMINATION RESULTS – 2001 NEW ZEALAND BURSARY 4. VAVA’U HIGH SCHOOL FORM 7 S U B J E C T PA SS Acc Bio Chem Eco Eng Geo M/Calc M/Stat Physic No. Sat 12 4 1 13 2 1 16 5 2 2 19 7 No. Passed Grade A - - - - - - - - - No. Passed Grade B - - - 1 - - 1 - 1 No. Passed Grade C 2 3 8 1 1 1 5 5 5 No. Passed Grade D 9 9 5 9 10 4 11 11 1 No. Passed Grade E 1 2 - 1 5 - 5 3 7 TOTAL NO. CANDIDATES - 25 GRADE MARK No. passed Grade A - - A 66 - 100 No passed Grade B - - . B 56 - 65 No qualified to enter University - 3 C 46 - 55 D 30 - 45 E 1 - 29 178 APPENDIX 6 DIRECTORY Government and Non-Government Education Systems GOVERNMENT NON-GOVERNMENT NON-GOVERNMENT continued Office of the Minister of Education Free Wesleyan Church The Tokaikolo Church Hon. Paula Sunia Bloomfield Rev. Dr. Kalapoli Paongo (Mr) Rev. Dr. Liufau Saulala (Mr) Interim Minister of Education President, FWC Education System President, The Tokaikolo Church Education System Ministry of Education P.O. Box 57 P.O. Box 367 P.O. Box 61 Nuku’alofa Nuku’alofa Nuku’alofa, Tonga. onga. T Tonga. Phone: (676) 23903; 23511 Phone: (676) 24934 Phone: (676) 24019/21898 Facsimile: (676) 23866 Facsimile: (676) 24020 Facsimile: (676) 23205 Office of the Director of Education Roman Catholic Church Anglican Church Mr. Viliami Takau Sister Kalo Sikimeti Mr. Trevor Simpson Director of Education Director, RCC Education System Principal, St. Andrew School (also Responsible for Youth, Sports, P.O. Box 1 P.O. Box 118 Culture and Examinations) Toutaimana Centre Nuku’alofa Ministry of Education Nuku’alofa Tonga. P.O. Box 61 Tonga. Phone: (676) 24980 Nuku’ T alofa, onga. Facsimile: (676) 26050 Phone: (676) 23822 Phone: (676) 23511 Facsimile: (676) 23854 eni ‘At si Facsimile: (676) 23596 E-m il a : moe@kalianet.to Church of the Latter Day Saints – Prof. ‘I. ta H Fu elu (Mormon) Director, ‘Atenisi Institute Administration, Finance and Planning P.O. Box 220 Mr. Pita Hopoate 'Atenisi Mr. Colin Lutui Director, LDS Education System Nuku’alofa, Tonga. Deputy Dir of E ector ducation+ P.O. Box 60 Phone: (676) 24819 Liahona Facsimile: (676) 24819 Phone: (676) 23511 Tonga Facsimile: (676) 23596 Ocean of Light International School Phone: (676) 29288 Secondary & Curriculum Development Facsimile: (676) 29277 Ala Mr n Cains Principal, Peaua T. Heimuli Free Church of Tonga P.O. Box 2878 Deputy Director of Education Nuku'alofa, Tonga. Mr Savelio ‘Atuekaho Ph: (676) 25332 Phone: (676) 23511 Director, FCOT Education System Email: n@kali ocea anet.to Facsimile: (676) 23596 P.O. Box 23 Nuku’alofa Others Primary Education Tonga University U of the South Pacific ( SP) Extension Mrs Tupou U. Taufa Phone: (676) 23896 Centre Deputy Director of Education Facsimile: (676) 24458 Mr S s. alote Fukofuka Phone: (676) 1/24 7 2351 07 The 7th Day Adventist Church Director, USP Centre Facsimile: (676) 23596 P.O. Box 278 Mr. Tesimale Latu tele ‘A Post Secondary Education Director, SDA Education System Tonga. P.O. Box 15 Phone: (676) 29055 Dr. 'Uhila-moe-Langi Fasi Mangaia Facsimile: (676) 29249 Acting Deputy Director of Education Nuku’alofa Tonga Correspondence or General enquiries regarding Phone: (676) 23511/22667 Education in Tonga may be directed to the: Facsimile: (676) 23596 Phone: (676) 26042 Facsimile: (676) 25344 ect Dir or of Education Ministry of Education P.O. Box 61 Nuku’alofa Tonga. 110 111 Document Outline
© 2006, USP Library. Copyright & Disclaimer
Contact Us
|