Synthesis of the Pacific
Education for All Action Plans
2003









Note: EFA Action Plans are working documents and
may change each year. This synthesis reflects the
contents of the Pacific EFA Action Plans of 2003.






































This synthesis of the 2003 Education for All (EFA) Action Plans of the
UNESCO Pacific Member States of Cook Islands, Federated States of
Micronesia, Fiji, Kiribati, Marshall Islands, Nauru, Niue, Palau, Papua New
Guinea, Samoa, Solomon Islands, Tonga, Tuvalu and Vanuatu, was updated
during the latter half of 2003 by staff from the UNESCO Office for the Pacific:
Bettina Foessl, Marcus Pelto and Edna Tait.

For ease of reference the UNESCO Pacific Member States are referred to as
Pacific countries in the following report.
TABLE OF CONTENTS

Figures

1. Demo/geographic facts about the three sub regions of the
2
Pacific excluding Australia and New Zealand
2. Prioritisation of EFA goals by Pacific countries
6
3. Comparative levels of prioritisation of EFA Goals (country non- 8
specific)

4. Crosscutting themes 40



Background

1
Demography
3
Poverty and education
4
Youth
4
Synthesis origins



EFA and the Pacific


EFA , FBEAP and PRIDE
5
Integration of the protection of basic human rights into action plans 5
Integration of health education into action plans
5
EFA priorities
6




Main problems and proposed solutions identified by Pacific countries
9


Cross-cutting themes
42


Conclusion
43


Annexes
43

1. Comparative education indicators of Pacific countries
2. Explanatory notes for Figure 1
3. Comparative age/sex pyramids
4. Prioritisation of EFA Goals by Pacific Ethno-geographic groups
5.The six priorities for EFA




1
1. Background
1.1 Demography
The Pacific countries constitute, and are a part of, a unique geographical area.
Covering more than 30 million square kilometres, where 98 per cent consists of
ocean, the Pacific region makes up more than one third of the earth’s surface. The
Pacific region consists of 7,500 islands but fewer than 550 are inhabited.

The Pacific Islands are separated into the three sub-regions. Melanesia (West),
Polynesia (South-East) and Micronesia (Central and North). Generally the division is
based on ethnic, linguistic and cultural differences.

The statistics that follow in Figure 1 do not reveal the scattered geography of the
Pacific Island nations. Even within many Pacific nations, populations are widely
dispersed. The Federated States of Micronesia, for example, consists of 607 different
islands spread out over an area of 2.5 million square kilometres. Remoteness in the
Pacific has been called ‘the tyranny of distance’.

The geography of the Pacific nations makes administration, communication and the
provision of basic services complicated and expensive. The islands are also very
vulnerable to natural disasters such as cyclones, hurricanes, droughts, tidal waves,
and, in some cases, volcanic eruptions. The atoll countries are particularly susceptible
to rising sea levels. These factors affect development in the Pacific region.

Another issue that affects the development process in this region is the flow of
funding. The Pacific region is at times bypassed by some of the major funding
institutions. There are various reasons for this and one is the small size of populations
in the Pacific. Another reason is a lack of understanding about developmental issues
in the Pacific. Compared to many other parts of the developing world, social and
economic indicators are relatively high, with only five of the 14 countries having Less
Developed Country status1. Although education indicators vary throughout the region,
they are relatively high overall, as indicated in Annexe 1.

1 These are Kiribati, Samoa, Solomon Is, Tuvalu and Vanuatu.
2
Figure 1: Demo/geographic facts about the three sub regions of the Pacific excluding Australia
and New Zealand.
Region/
Last Population
Mid-year
Mid-year Land area
Population
Projected Projected
country or
census as counted population population
(km2)
density
annual population
territory
at last
estimate
estimate
(people/ population
doubling
census
2000 (a)
2010 (a)
km2) circa growth rate
time (in
2000 (b)
(%) circa
years)
2000 (c)
MELANESIA
6,475,900 7,955,200
539,712
12
2.3
30
Fiji
1996
775,077
824,700
945,000
18,333
45
1.6
45
PNG * (d)
1990 3,607,954 4,790,800
5,873,600
462,243
10
2.3
30
Solomon Is
1986
285,176
447,900
620,500
28,370
16
3.4
20
Vanuatu
1999
186,678
199,800
267,600
12,190
16
3.0
23
MICRONESIA

516,100
616,600
3,214
161
2.3
30
F.S.M
1994
105,506
118,100
141,900
701
168
1.9
36
Kiribati
1995
77,658
90,700
112,400
811
112
2.5
28
Marshall Is
1999
50,840
51,800
73,000
181
286
2.0
35
Nauru
1992
9,919
11,500
13,700
21
545
1.8
39
Palau
2000
19,129
19,257
21,867
444
43
2.1
32
POLYNESIA

613,100
681,300
8,133
75
1.2
58
Cook Islands
1996
19,103
18,700
17,900
237
79
-0.5
-
Niue
1997
2,088
1,900
1,900
259
7
-3.1
-
Samoa
2001
176,710
170,721
191,826
2,785
63
1.0
70
Tokelau
1996
1,507
1,500
1,500
12
125
0
-
Tonga
1996
101,002
100,200
104,100
749
154
0.6
117
Tuvalu
1991
9,043
9,900
10,600
26
381
0.9
82

Source: SPC, demography/population programme (see Annexe 2 for comments a, b, c, etc).
* PNG has conducted a new census. To view new results see Annexe 2 comment d *
3
1.2 Pacific poverty and education
In countries with extreme poverty, where people have difficulty in satisfying even
minimum food needs, it is easier to justify the urgent need for education than in
countries with lesser degrees of poverty. Poverty is an alien concept in the Pacific, as
people have been able to live comfortably with low cash incomes and there is little
visible poverty and deprivation. It is, however, being acknowledged that poverty is
increasing in the Pacific. This poverty is sometimes described as poverty of
opportunities.

The Pacific is particularly vulnerable to external economic shocks and natural
disasters. There is a direct link between poverty and vulnerability as the latter
threatens the sustainability of livelihoods. Cash poverty has begun to emerge as a
problem. For most countries two decades of fairly rapid population growth, urban
drift and economic difficulties have produced growing inequalities between groups of
people. The traditional support mechanisms are under strain and, in some instances,
they are breaking down.

Young people in particular are at risk of unemployment. In some countries the data
show that seven times as many young people are seeking jobs each year as there are
jobs available. To meet the aspirations of an already substantial, and for most
countries still growing, youth population is the challenge for the Pacific.

For decades many Pacific nations have invested high proportions of their budgets in
education as its crucial role in development is recognised. Donors have also given
much assistance, particularly in the tertiary sector. Consequently, most Pacific
countries are able to provide initial access to schooling. However, they continue to be
concerned about the quality of schooling provided.

4
1.3 Youth population projections
The increasing youth population in the Pacific is a challenge for Pacific education
systems. The UN Human Development Report 1999 notes that 20% of the region’s
population is aged between 15 and 24 years. This is a total of 1.4 million, which is
expected to rise by a further 300,000 by the year 20102. Birthrates vary, with
Polynesian countries having the lowest rates. Annexe 3 provides a comparative
indication of how the population was spread amongst age groups in different Pacific
countries in 2000.

1.4 Origin of the Synthesis of EFA Action Plans
Pacific directors of education, during their meeting in Nadi, Fiji, in August –
September 2002, asked the UNESCO Office for the Pacific to provide a synthesis of
the Pacific EFA Action Plans. The synthesis that follows presents Pacific EFA
priorities and proposed solutions as they are presented in the EFA Action Plans 2003.
This synthesis has been updated from the 2002 synthesis that was presented to Pacific
directors of education in November 2002. It reflects the changes that countries have
made to their EFA plans in 2003. In the years to come these priorities will change
because action plans are not static but are working documents.

A few of the problems are unique to some countries. Other problems bear a strong
similarity and appear to be shared by all of the Pacific countries. The problems facing
the Pacific countries in their effort to implement EFA are naturally reflected in the
way they have prioritised the six EFA goals. This synthesis presents the priorities of
the Pacific countries first and then summarises the problems and solutions. Further
effort has been made to present some examples of the diverse activities that countries
are undertaking to achieve Education For All.

It should be noted that all Pacific EFA Plans follow exactly the international
guidelines for their format and content. As well, all Pacific EFA Action Plans are a
part of National Education Plans and should not be regarded as separate or different
from those National Plans.

2 Pacific Regional Strategy Paper 2002 – 2007, s.84.
5
2. EFA as adopted by Pacific countries
2.1 EFA, FBEAP and PRIDE
Ministers from the following Pacific countries adopted the goals, framework and
process of Education for All at their May 2001 meeting in Auckland, New Zealand:
Cook Islands, Federated States of Micronesia, Fiji, Kiribati, Marshall Islands, Nauru,
Niue, Palau, Papua New Guinea, Solomon Islands, Samoa, Tonga, Tuvalu and
Vanuatu. At the same meeting the Ministers developed the Forum Basic Education
Action Plan (FBEAP) and EFA goals are included in this plan. The Ministers and the
Forum Secretariat, in cooperation with relevant Pacific organizations involved in
education, including UNESCO, then developed the Pacific Regional Initiatives for
Developing Education (PRIDE) to support the FBEAP. The European Union will
fund PRIDE and each of its three components will support national priorities in EFA
action plans.

2.2 Integration of the protection of basic human rights into EFA action plans
In the Universal Declaration of Human Rights, the International Covenant on
Economic, Social and Cultural Rights and the Convention on the Rights of the Child
the right of every individual to education is recognized as inalienable. The Pacific
countries are convinced that literacy, especially functional literacy and adequate
education, represents an indispensable element for the development and harnessing of
science, technology and human resources for economic and social progress.
Consequently all Pacific countries have included in their EFA action plans a
commitment to the protection of human rights.

2.3 Integration of basic health education into country EFA action plans
A significant amount of research has been conducted concerning 1) the
interrelationships among health, cognition, school participation and academic
achievement and 2) the effectiveness of school health interventions. Experience has
shown that if the quality and quantity of school health programs are to increase, the
education sector must take a lead role.

The link between learning and health clearly shows that Education for All is unlikely
to be achieved without significant improvements in the health of students and
teachers. The Pacific countries are committed, through their EFA plans and the uptake
6
of global programmes such as FRESH (Focusing Resources on Effective School
Health), to increasing the engagement of their Education Ministries and Departments
in achieving better health for their school communities.




2.4 EFA priorities
Figure 2: Prioritisation of EFA goals by Pacific countries.



EFA Goals
1
2
3
4
5
6




Adult


Countries
ECE
Access
Life skills
literacy
Gender
Quality
Cook Islands *
1
1
1
1
1
1
Fed. States of Micronesia
2
5
3
4
6
1
Fiji
1
4
2
5
6
3
Kiribati
5
2
3
4
6
1
Marshall Islands
2
4
3
5
6
1
Nauru
2
5
3
4
6
1
Niue
3
6
2
4
5
1
Palau
2
4
3
5
6
1
Papua New Guinea
2
1
3
4
5
6
Samoa*
1 1 1 1 1 1
Solomon Islands
2
3
4
6
5
1
Tonga
1
4
2
5
6
3
Tuvalu
4
2
3
5
6
1
Vanuatu
1
2
3
3
5
4

* Cook Islands and Samoa have chosen to make all the EFA goals their first priority.

7
2.5 Comment on priorities shown above:

EFA goal 1 “ expanding early childhood care and education, especially for the most
vulnerable and disadvantaged children” has, as indicated in the figure, been
prominently prioritised. Five countries have made it their first priority, and another six
made it their second, which indicates that they believe ECE is an essential first step
towards an individual’s educational development.

EFA goal 2 “ensuring that by 2015 all children, particularly girls, children in
difficult circumstances and those belonging to ethnic minorities, have access to and
complete free and compulsory primary education of good quality”, was rated on
average as a medium level priority by most countries. Broad-based access to
education in a few countries is a challenge because of the cost of provision.

EFA goal 3 “ensuring that the learning needs of all young people and adults are met
through equitable access to appropriate learning and life skills programmes” on
average was rated third highest priority behind EFA Goals 1 and 6. The main reason
given for this was the need for appropriate curricula. The existing curricula in most
Pacific countries are based on that from developed countries. Critics contend that the
result is learning that does not fully prepare an individual to engage in a contemporary
Pacific island society and economy.

EFA goal 4 “achieving a 50 per cent improvement in levels of adult literacy by 2015,
especially for women, and equitable access to basic and continuing education for all
adults” was rated by eleven countries as either their fourth, fifth, or sixth priority.
Literacy rates are recognized as a vitally important issue in the Pacific, but most
countries selected other EFA goals for more urgent attention.

EFA goal 5 “eliminating gender disparities in primary and secondary education by
2005, and achieving gender equality in education by 2015 with a focus on ensuring
girls’ full and equal access to and achievement in basic education of good quality”
has not been prioritised highly by most Pacific countries. The situation is that
generally the enrolment of girls and boys in the Pacific region is balanced and,
8
furthermore, studies have revealed that in the Pacific girls achieve higher than boys
inside the school system.

EFA goal 6 “improving all aspects of the quality of education and ensuring
excellence of all so that recognized and measurable learning outcomes are achieved
by all, especially in literacy, numeracy essential life skills” has been made priority
number one by ten countries. This indicates that the quality of education is of great
concern to Pacific countries.

2.6 Comparison of EFA priorities
Figure 3 below has been compiled from the EFA Action Plans of each Pacific
country. Representation of the EFA priorities of Pacific countries by ethno-geographic
groupings is provided for in Annexe 4. The chart below represents the priorities of all
Pacific countries, without country distinction.

Figure 3: Comparative levels of prioritisation of EFA Goals (country non-specific).
N.B: Samoa and the Cook Islands have chosen all EFA Goals as their first
priority. Accordingly, their data has not been included in this chart.
Highest
priority
Lowest
priority
ECE
Access
Life skills
Adult literacy
Gender
Quality
EFA Goals
9
3. Main problems and proposed solutions identified by Pacific
countries
The matrix that follows indicates the problems identified by individual Pacific
countries and the proposed solutions to implementing Education for All in the Pacific.
It should be noted that the problems under the heading “problems identified”
are presented as they appear in the EFA Action Plans.

The identified problems and solutions are condensed into four principal sectors of
challenge. They are as follows:
• Human resource challenges;
• Physical resource challenges;
• National governance and administration challenges;
• Community-level challenges.

It is recognised that most problems identified could be placed in more than one
category. To achieve greater clarity, identified problems are placed only once in the
category that fits best.
10
EFA Goal 1: Expand early childhood care and
education

Human resource challenges
(2 problems identified)

1
Country Problem

Cook Is
The need to increase the supply of adequately trained teachers and upgrade
Fiji
teacher training programmes
Kiribati
Marshall Is
Proposed solutions
Nauru
• Provide for an increased ECE teacher training capacity at teachers’
PNG
colleges and increase the duration of training
Solomon Is
• To continuously provide in-service training to ECE teachers to upgrade
Tonga
their skills
Tuvalu
• Fund teachers to get their diplomas

• Revise the ECE Certificate course


Examples of representative activities
Fiji proposes that the following activities take place to address the above problem:
1. increasing and expanding the training facilities for ECE teachers and Lautoka
Teachers’ College (LTC) by adding new facilities and including lecturers for 15 year
one students and 15 year two students;
2. providing continuous in-service training of ECE teachers to upgrade their skills.

2
Country Problem

Fiji
The need to create incentives for pre-school teachers and improve their
Marshall Is
remuneration
Tuvalu
Vanuatu
Proposed solutions

• Increase ECE & special needs teachers salaries
• To extend the salary grant currently paid to teachers in rural ECE
centres, to teachers in disadvantaged urban centres.
• Ensure monthly payment by education ministry

Examples of representative activities
Vanuatu: The Ministry of Education and the Pre-School Association should review their
agreement to ensure grants provided also cater for licensed or recognised teachers’ incentives.
The incentives or payment will only be made if the pre-school facilities are up to standard and
licensed.

Goal 1: ECE
11
Physical resource challenges




(1 problem identified)

1
Country Problem

FSM
The need for adequate infrastructure (buildings, sanitary facilities, equipment,
Kiribati
and instructional materials)
Marshall Is
Nauru
Proposed solutions
Niue
• Upgrade buildings and procure appropriate furniture and resources
PNG
• Provide more classrooms for ECE & special needs schools
Tuvalu
• Establish new pre-schools and strengthen the capacity of existing schools
Vanuatu
• Upgrade learning and teaching facilities through the already existing

preschool programme


Examples of representative activities
Kiribati proposes the establishment of infrastructure using local material and encouraging the
assistance and support of parents and the community:
1. gain government support for this project;
2. establish classrooms by existing ECE buildings;
3. resources for libraries;
4. establish a library for preschool, to be used by adjoining primary school.

FSM plans to identify a minimum supply of teaching resources needed for ECE centres.


National governance and administration challenges
(6 problems identified)

1
Country Problem

FSM
ECE not legislatively enshrined
Samoa
Tonga
Proposed solutions

• Amendment of relevant Acts to include framework for ECE

Examples of representative activities
Samoa proposes reforms of the amended Education Ordinance 1959 which will empower the
Ministry of Education to include ECE in its mandate. The Ministry of Education through
implementation of the A.I.G.A. project (UNDP funded) has started actions to formulate a
complete and comprehensive policy concerning Early Childhood and Special Education. The
policy will include: formation of a working group to a standard framework, curricula and
course awards, accreditation of awards, salary scale review and award conditions.

Goal 1: ECE
12
2
Country Problem

Kiribati
The importance of creating national curriculum (for pre-school and pre-school
Marshall Is
learners with special needs) and the need to update curriculum to maintain its
Nauru
relevance
PNG
Tuvalu
Proposed solutions
• Develop comprehensive national curriculum for ECE & special needs
education
Examples of representative activities
Kiribati proposes having workshops and meetings in order to facilitate the building of a
national curriculum that is meaningful and transparent. Workshops are held for each of ECE
Kiribati Teacher’s College lecturers, preschool teachers and teachers of the disabled.


3
Country Problem

Marshall Is
The need to appoint a dedicated coordinator at the national level
Tuvalu
Proposed solutions
• Appoint a national ECE & special needs coordinator
Examples of representative activities
Tuvalu’s reform proposal is to provide an annual budget to support this position within the
Department of Education.


4
Country Problem
Cook Is
More funds are needed to achieve reforms and the improvement of
FSM
preschools.
Fiji
Marshall Is
Proposed solutions
Nauru
• Government assistance to provide financial grant to assist ECE and
Samoa
learners with special needs
Tonga
• To extend the education ministry policy guidelines enabling ECE school
Tuvalu
managers to access government building grants already provided to

primary and secondary schools

Examples of representative activities
Fiji proposes to extend the Ministry of Education policy guidelines enabling ECE managers to
access building grants provided by government already accessed by primary and secondary
schools.

Goal 1: ECE
13
5
Country Problem

Fiji
Accessibility of ECE services for certain isolated rural areas needs to be
Palau
upgraded
Proposed solutions
• Diversify service delivery to provide programmes that are
developmentally as well as culturally appropriate for pre- school
population living in isolated rural areas.
• Establish kindergarten programmes
Examples of representative activities
Palau proposes to build and equip kindergarten classrooms at all existing public elementary
schools.

6
Country Problem

Cook Is
The need to identify systematically learners with special needs
Proposed solutions
• Create system to identify learners with special needs
Examples of representative activities
Research was undertaken on the Cook Islands by Internal Affairs to identify vulnerable and
disadvantaged children. Internal Affairs is now working towards a system to identify better
their needs. This system will need to be developed in partnership with Public Health, Social
Welfare, Ministry of Justice and the Vaka Councils (in Rarotonga), Island Councils (in the
outer islands) and the Disability Councils on respective islands to ensure children who are
vulnerable and disadvantaged are identified and supported.


Community-level challenges




(2 problems identified)

1
Country Problem

Cook Is
Lack of parent / community awareness of the importance of ECE
Fiji
Kiribati
Proposed solutions
Palau
• Provide educational programmes about ECE
Marshall Is

Examples of representative activities – next page
Goal 1: ECE
14

Examples of representative activities
The Ministry of Education in Palau, in collaboration with the Ministry of Health and Palau
Head Start Program, will develop a curriculum that covers childhood development, care and
education. This curriculum will be aimed at educating parents, educators and the community
about childhood development, child care and childhood education. Once the curriculum is
completed, the Ministry of Education will prepare relevant educational materials, to be used in
different media, for educators, parents and the community. The educational programs will then
be implemented through television and radio programs, publications, conferences and
workshops.


2
Country Problem

Niue
Lack of any system to coordinate and establish play centre groups in some
villages
Proposed solutions
• Develop education programme for parents and wider community
• Develop, publish and distribute resources in culturally appropriate manner
Examples of representative activities
Niue proposes to develop an education programme for parents of the community. Curriculum
will cover the development of children from conception up to the age of five or school age
entry. Play groups in specific villages will be established.

Goal 1: ECE
15
EFA Goal 2: Universal access to free primary
education

Human resource challenges



(4
problems
identified)

1
Country Problem

Niue
Need to upgrade teacher training
Marshall Is
Proposed solutions
• Establish a policy for teacher training to be on-going each year for ECE,
primary and secondary for the next ten years
Examples of representative activities
Niue proposes first, to provide pre-service training of teachers in each level (ECE, Primary
and Secondary: 2003 – 2010); second, to provide in-service training of teachers for at-risk
students; third, to provide teaching and learning resources for at-risk students.


2
Country Problem

Cook Is
Need to increase the supply of adequately trained teachers especially in
FSM
special needs areas.
Kiribati
Marshall Is
Proposed solutions
Nauru
• Supply and retain quality teachers
PNG
• Develop and conduct pre and in-service training and pre-training
Tuvalu
packages including pre-service training for special education at primary
Vanuatu
level
• Establish a solid base of teachers trained to work with special needs
children
Examples of representative activities
Nauru proposes to train two teachers offshore in special needs work. Furthermore, it is
suggested that a training programme be initiated through USP. Two teachers should be trained
annually until a special needs teacher is in every school in Nauru.

Papua New Guinea suggests that offshore training be provided for Primary Teachers’ College
lecturers in special needs work, and that the specialist capacity in Primary Teachers’ College
for pre-service training be strengthened.




Goal 2: Access
16
3
Country Problem

Niue
Improve the school management system in regard to placing at-risk students
Tonga
Proposed solutions
• Professional development for teachers to facilitate the implementation of
a programme for at-risk students
• Establish a system to help at-risk students
Examples of representative activities
Tonga proposes that a system be established to help at-risk students, and that a special teacher
be assigned to work on a remedial programme with at-risk students to enable them to catch up
with their peers. There are four parts to this proposed reform: 1 identify special teachers in
each school 2. set up programmes 3. 1-year trial in pilot schools 4. increase number of schools
as required.


Physical resource challenges




(1 problem identified)

1
Country Problem

Kiribati
Need for adequate buildings, sanitary facilities, equipment and instructional
Marshall Is
materials
Niue
Palau
Proposed solutions
Tuvalu
• Procure resources for schools
Vanuatu
• Increase equitable access by children in difficult circumstances to primary
education
• Assist and improve boarding schools
• Establish a printing and distribution centre for instructional materials
• Establish in each school a permanent storage area
• Collect data on school needs for teachers and students

Examples of representative activities
In Vanuatu the Ministry of Education printing services currently have a low capacity.
Shipment of books to schools in the provinces is the second complicated issue because the
government does not own nor operate the domestic fleets. Proposed actions for these problems
are: 1. establish a printing and distribution centre in Luganville by 2005 2. strengthen the
storage areas in the provinces by 2004 3. establish in each zone centre a permanent storage
area by 2008.





Goal 2: Access
17
National governance and administration challenges

(8 problems identified – 5 of them related to learners with special needs)

1
Country Problem

Fiji
Primary education is not free
Samoa
Vanuatu
Proposed solutions
• Improve the cost sharing formula for fees with an increase in government
contribution over time until free primary education is achieved
• Establish a system of controlling additional levies charged by managing
authorities
• Provide more training on financial management in schools and establish
standard auditing procedures of school accounts
• Seek donor grants to cover unaffordable costs by the government
• Education ministry to decentralize the financial system and ensure school
grants.
• Education ministry to channel house rent to schools for repair
• Abolish school fees
Examples of representative activities
Samoa proposes that under the Compulsory Education Act school fees are to be abolished.
Unnecessary expenses for parents in education, e.g. feeding teachers, providing food for
examiners etc., are to be eliminated. Parents are to be encouraged to support the school in a
variety of ways so that ongoing maintenance and service costs may be met.

Vanuatu proposes free basic education. In order to achieve this goal, the Ministry has to: 1.
seek donor and NGO grants to cover school fees for disadvantaged students 2. decentralise the
financial system and ensure differential school grants from Ministry of Education (e.g. New
Zealand model).

2
Country Problem

Cook Is
The need for an effective system to monitor regular attendance
FSM
Fiji
Proposed solutions
Palau
• To ensure that compulsory education laws are enforced, including the
Samoa
monitoring of school attendance at the local school level

• To develop and implement a system for tracking students and handling
student absenteeism
• Implement awareness programmes
Examples of representative activities – next page
Goal 2: Access
18
Cook Islands plan to appoint a truancy officer and establish a partnership with Social Welfare
to ensure other issues with truancy are resolved.

FSM proposes activities to develop a definition of a dropout student, systems to track dropout
rates and ways to keep students in school.

Fiji proposes that nine officers are identified, one for each of the nine education districts in
order to monitor school attendance in primary schools. These officers are trained to identify
those students not attending schools and reasons for their non-attendance so that these
problems can be overcome.

Palau’s Ministry of Education will create a tracking system office and design a system that
monitors students’ absenteeism and handle non-compliance of the compulsory education law.
At least two personnel, including a truancy officer, will work in this office to monitor student
absenteeism, follow up truant students and their parents, provide advice and guidance to
students and parents in regard to non-compliance of compulsory education law.


3
Country Problem

Marshall Is
Need to develop assessment and monitoring methodologies
Tuvalu
Proposed solutions
• Strengthening of an efficient and reliable examination unit
• Capacity building for ministry of education staff
• Procurement of appropriate support resources
Examples of representative activities
Tuvalu proposes that an assessment/examination regime should be established which provides
adequate assessment points within the system and has direct relevance to the Tuvaluan
education system. An effective Assessment Unit responding to the needs of the majority of
students and emphasizing participation as well as achievement will be created.




4
Country Problem

FSM
Need for an official policy for special education that address the limited
Fiji
access of disabled children to education
Nauru
PNG
Proposed solutions

• To develop a clear and comprehensive policy on special education
• To develop clear guidelines as part of the special education policy to
advantageously address the issues of mainstreaming
Examples of representative activities - next page
Goal 2: Access
19
Fiji proposes to develop a clear and comprehensive policy on special education to improve the
quality, effectiveness and efficiency of services to students with special needs. In February
2003, review of the Special Education programme was completed. By February 2004, an
official policy on special education will be approved and implemented by the government.

Nauru and Papua New Guinea hope to release official approved policies on special education
being implemented by the governments by January 2004.





5
Country Problem
Vanuatu
No provision for the education of children with special needs in the schools
system
Proposed solutions
• Separate the responsibility for special education from pre-schools,
through the creation of a special education coordinator
• Ensure the identification in-school of children with disabilities
• Provide support for teachers with disabled children in their classes
• Include in the initial training programme for primary and secondary
teachers a component on remedial teaching and provide for children with
special needs
• Continue training programmes with pre-school teachers
Examples of representative activities
Vanuatu’s Ministry of education is currently employing a full time officer who shall focus on
special provision in schools for children with learning problems or with intellectual, sensory
or physical disabilities. The following recommendations would build on the existing situation
to make provision for over 834 children with special needs, thus making a positive move
towards achieving Education For All:
1. revive a component in the initial training programme for primary teachers and
introduce one for secondary teachers on remedial teaching and the provision for
children with special needs within classroom at the VITE program;
2. designate primary school as the centres for disabled education;
3. devote capital resources and make physical provision for disabled in all schools.


6
Country Problem

FSM
Lack of data with regard to children with special needs
Nauru
PNG
Proposed solutions
• Data collection
Examples of representative activities – next page
Goal 2: Access
20
Both Papua New Guinea’s and Nauru’s Departments of Health and Education are collecting
data detailing accurately the number of children with special needs. A register or an accurately
compiled bulletin of special needs children will be available.






7
Country Problem

FSM
Lack of special education facility to assist with educational needs and parent /
Nauru
teacher support
PNG
Proposed solutions
• To develop a resource/ drop in/ information centre that coordinates the
educational requirements of students with special needs.
Examples of representative activities
Nauru proposes to develop a resource/drop in/information centre, which coordinates the
education and needs of disabled students. Building of specialist facility is progressing.
Building will be opened in 2005.


8
Country Problem

Marshall Is
Need for adequate curriculum for children with special needs
Tuvalu
Proposed solutions
• Develop a national curriculum framework for special education and for
each area of special education
Examples of representative activities
Both the Marshall Island’s and Tuvalu’s Departments of Education propose to develop a
national curriculum framework for special education and develop curriculum for each subject
area of special education. By 2004, curriculum for each special education subject area should
be completed.





Goal 2: Access
21

Community-level challenges




(1 Problem identified)

1
Country Problem

Cook Is
Need to raise awareness and involvement of parents and community in
Fiji
assisting their children at home and school
Kiribati

Proposed solutions
• To establish an effective and efficient system of community and parents
awareness programmes to inform them about all relevant educational
issues regarding children with disabilities

Examples of representative activities
In the Cook Islands, schools work in partnership with parents to help them with the learning
needs of their children. Parents are educated on how to assist with the education of their
children with special learning needs and special needs. A parents education program is ready
for delivery; six parents/teacher evenings and nine educational newsletters per year are
published. 90 % of parents participate in the education of their children.

In Kiribati, parents’ awareness workshops take place on all the islands. Furthermore,
statements are sent through available media (the most effective medium in Kiribati is radio but
newspapers and posters are also effective) in order to increase school attendance.


Goal 2: Access
22
EFA Goal 3: Equitable access to life skills
programmes
Human resource challenges


(1
problem
identified)
1
Country Problem

Nauru
More and better-trained teachers required
Solomon Is
Tonga
Proposed solutions

• Develop training programme for technical and vocational teacher training

• Teacher trainees to be proficient in at least one life skills subject

Examples of representative activities
Tonga proposes to add rooms to the Distance Education centre to provide a place for the
training of TVET teachers. Furthermore, it is suggested that a training programme for TVET
teacher training is developed at the Tonga Institute of Higher Education.


Physical resource challenges




(2 problems identified)

1
Country Problem

Kiribati
Lack of training centres in rural areas and outer islands
Tonga

Proposed solutions
• Build regional training centres in rural and outer islands
Examples of representative activities
Tonga proposes to build regional training centres in the rural and outer islands. The first
facility is to be built on Vavau, and will be completed at the end of 2004, followed by the
following islands at two year intervals: Haapai (by Dec. 2006) and Niua (by Dec. 2008).

2
Country Problem

Kiribati
Need for more life skills teaching support materials
Tonga

Proposed solutions
• Develop, print and disseminate support material for teachers, parents and
community-at-large in local language
Examples of representative activities – see next page
Goal 3: Life skills
23

Examples of representative activities
In order to develop, print and disseminate support material for teachers, parents and the
community at large in the local language Tonga proposes that the SPCC (Strategic Planning
Co-ordinating Committee) and EFA Forum will develop and adapt appropriate materials for
life skills teaching.



National governance and administration challenges




(3 problems identified)
1
Country Problem

Kiribati
Lack of central government coordination of formal and non-formal TVET
Marshall Is
(Technical and Vocational Education and Training) and continuing education
PNG
Solomon Is
Proposed solutions
Tuvalu
• Establish a national accreditation board / TVET authority
Vanuatu
• Conduct a policy consolidation project to improve the coordination,

management and administration of non-formal education

• Strengthen the capacity of training providers by: 1. funding training
facility improvement; 2. funding management training for training
provider administrators; 3. facilitating professional exchange
• Standardise TVET curriculum
• Establish TVET teaching course
• Co-ordinate formal pathways through TVET to reduce drop-out rate
• Establish a dedicated position for a national life skills coordinator
• Conduct research into national learning needs and develop action plan
from results of research
Examples of representative activities
Marshall Islands proposes to expand the Continuing Education Unit at the College of the
Marshall Islands to address the training needs of youth and adults. There is no National
Accreditation Board/Authority in the Marshall Islands; all of the vocational education
institutions in the country offer certificates when their courses are completed. However, the
holders of their certificates cannot claim any special recognition of their qualifications for
accreditation or for salary remuneration purposes. Therefore, if the training for these people is
meaningful, it should be recognized. A National Training Council or a similar body should be
able to overcome this problem.

PNG plans to strengthen the planning, management and monitoring capacity of the technical
and vocational divisions to coordinate programmes of technical colleges and vocational
centres.


Goal 3: Life skills
24

2
Country Problem

Cook Is
• Curriculum renewal required that more accurately reflects what the
Fiji
domestic economy and society requires
Kiribati
• Attrition rate that is attributable to irrelevant curriculum that is too
Marshall Is
academic
Nauru
Niue
Proposed solutions
Palau
• Revise TVET curriculum
PNG
• Revise the primary and secondary schools programme to include life
Samoa
skills subjects


• Improve the capacity of curriculum writers

• Produce a needs analysis and a database on youth

• Stream students into academic and non-academic streams at senior levels
Examples of representative activities
Cook Islands plans to develop learning opportunities to meet better the needs of young people
and adults through life skills programmes.

Fiji proposes to revise the primary and secondary school programme to include life skills
subjects so that students leaving the system are better equipped to deal with life after school.
Proposed actions are: 1. revision of primary and secondary curricula to include life-skills
programmes, e.g. cooking, woodwork, needlework, metalwork, agriculture etc 2. life skills
subjects to be made compulsory in primary and secondary schools 3. teacher trainees to be
trained to teach at least two life skills subjects.




3
Country Problem

Kiribati
Levels of community awareness of HIV/AIDS and other health issues need to
be raised.
Proposed solutions
• Establish national health education policy
Examples of representative activities
In Kiribati there is a HIV/AIDS committee existing in the Ministry of Health. Kiribati
proposes: 1. meetings of relevant bodies for policymaking before Cabinet approves any
HIV/AIDS initiatives 2. to extend school curriculum on health issues including HIV/AIDS.


Goal 3: Life skills
25
Community-level challenges




(3 problems identified)

1
Country Problem

Cook Is
Awareness of parents and youth of educational opportunities and their value
FSM
needs to be raised
Fiji
Kiribati
Proposed solutions
Nauru
• Increase involvement of parents and civil society in schools and education
Niue
• Design and implement awareness programmes and national campaigns to
Palau
provide parents with adequate parenting skills to support their children in
Samoa
their development and education

• Establish a ‘One-Stop Education Information Centre’


Examples of representative activities
FSM aims to educate parents about the relevance of life skills programmes in school curricula.

Fiji proposes to implement programmes to provide parents with adequate parenting skills to
support their children in their development and education. Ten training programmes are
conducted each year for training in behaviour management, psychological development,
budgeting, homework support and educating the whole child in a safe and healthy home
environment. Furthermore, the provision of school counsellors to assist parents by informing
them about their children’s academic and behavioural progress is planned.

Palau proposes to establish a One-Stop Education Information Centre to serve as the centre for
all information about all educational programs and opportunities for young people as well as
adults.

2
Country Problem

FSM
• Life skills programmes need to be continued throughout adulthood
Marshall Is
• Accommodate the learning aspirations of adult learners
Nauru
Palau
Proposed solutions
Samoa
• Revitalise vocational centres and make them more sustainable and

relevant to local practical needs

• Establish a ‘Council for Second Chance Education’ to facilitate adult

learning in the education sector
• Design and implement alternative education pathways
• Establish position of a TVET coordinator to resurrect existing TVET
facilities
Examples of representative activities – next page
Goal 3: Life skills
26
In Samoa the education system provides little opportunity for young adults to continue higher
education, unless they attain a School Certificate. Samoa proposes ‘Second-chance schooling’
as an alternative path to attaining a School Certificate. The required steps are to set up a
coordinating committee to define a strategy and action plan for ‘Second-chance schooling’
which will also include selecting sites for classes, training of teachers, and provision of
materials and resources.

Goal 3: Life skills
27
EFA Goal 4: Expand adult literacy by 50% by 2015

Human resource challenges




(1 problem identified)

1
Country Problem

FSM
Lack of trained teachers
Kiribati

Solomon Is

Proposed solutions

• Make sure that teachers are being upgraded e.g. by creating in service
training to upgrade skills
• Create possibility for retired teachers to work within formal education
Examples of representative activities
Kiribati proposes to train specialized teachers on adult literacy and computing skills. As there
is a lack of electricity in the outer islands, which is essential to enable computers to operate,
provision of solar power to the learning centres on the outer islands is proposed.


Physical resource challenges



(1
problem
identified)

1
Country Problem

Kiribati
Establish and improve information and reading resource centres
Nauru
Niue
Proposed solutions
PNG
• Create library or centre to provide information and reading resources

• Upgrade links with outside sources to improve access to materials
• Refurbish existing public libraries
• Expand library resources to outer islands
Examples of representative activities

Kiribati proposes to expand library resources on outer islands (libraries to open on two outer
islands per year) and to provide information and communication technology on the outer
islands (to two outer islands per year).

Goal 4: Adult Literacy
28

National governance and administration challenges




(3 problems identified)

1
Country Problem

Fiji
The need to review and increase government policies and coordination
Marshall Is
Nauru
Proposed solutions
Palau
• Conduct a survey to assess literacy needs in the community
Samoa
• Appoint coordinator to identify and coordinate needs
Solomon Is
• Support and strengthen continuing education unit and design policies to
Tuvalu
empower the disadvantaged
Examples of representative activities
Solomon Islands has conducted and completed a survey to assess literacy needs in the
community and there is a proposal to consolidate literacy policies and programs managed by
different agencies.


2
Country Problem

Cook Is
No reliable statistics to indicate the status of literacy
Marshall Is
The need to set up a databank to assist coordination of a generic monitoring
Samoa
and evaluation system
Tuvalu
Vanuatu
Proposed solutions
• Conduct a survey to find the actual status of adult literacy
• Develop a coordinated monitoring system
• Establish a centralized databank
Examples of representative activities
Cook Islands proposes that criteria for identifying and assessing literacy must be developed.
The criteria must include speaking, reading, writing and understanding either English or Cook
Islands Maori (including any one of the Cook Islands Maori dialects). Comprehensive criteria
are to be developed to identify and assess literacy rate amongst adults.

Goal 4: Adult Literacy
29

3
Country Problem

FSM
The need to set up and increase funding for adequate literacy and numeracy
Fiji
programmes in order to ensure continuing education for all learners
Marshall Is

Palau
PNG
Proposed solutions
Solomon Is
• Provide adequate funding to assist these programmes
Tonga
• NGO’s and relevant ministries make recommendations on continuing
Tuvalu
adult education

Vanuatu
Examples of representative activities
Vanuatu proposes to a) investigate the possibilities of setting up literacy and numeracy trust
funds; and b) establish training for management of these trust funds by 2005 and c) establish a
system of sustainable financing mechanisms to ensure continuous funding for formal, non-
formal, distance learning, adult literacy and special education. They propose to: 1. separate
government budgeting for TVET by 2004 2. formalise TVET structure immediately in the
appropriate government ministry and, 3. approve the TVET levy legislation policy (TVET
levy legislation developed, enacted and implemented 2004).


Community-level challenges




(2 problems identified)

1
Country Problem

Cook Is.
The stigma caused by illiteracy
Proposed solutions
• Create programmes to eliminate the stigma around illiteracy
Examples of representative activities
Cook Islands proposes strategies to eliminate the stigma of being illiterate through: 1. media
promotion 2. community awareness programs to generate acceptance of people who are
illiterate 3. developing and delivering educational programs to address the various illiteracy
problems of adults.

Goal 4: Adult Literacy
30

2
Country Problem

Kiribati
The need for incentives to encourage adults to learn


Proposed solutions

• Create open learning centres where adults can participate at leisure


Examples of representative activities
Kiribati proposes to establish open learning centres to allow adults to participate at their
leisure. Furthermore, a trainer should be available to give assisted training with computers and
to assist with reading difficulties. Scheduled classes are also planned as adults become more
confident.


Goal 4: Adult Literacy
31
EFA Goal 5: Gender equality

Human resource challenges




(2 problems identified)
1
Country Problem

Fiji
Inadequate career guidance on career options for girls
Samoa

Proposed solutions
• Conduct annual career workshops
• Train and recruit student counsellors
Examples of representative activities
Fiji proposes that the Ministry of Education Careers Section take a more active role in the
counselling in schools to break down the traditional attitudes that have existed in the minds of
students and parents regarding career choices. Annual career workshops for career teachers,
parents and students in schools are conducted.

2
Country Problem

Solomon Is
Lack of suitable secondary school teachers
Vanuatu
Proposed solutions
• Improve in-service training profile and develop training plan
Examples of representative activities
Vanuatu proposes to: 1. increase initial junior and senior secondary teacher training at VITE
(Vanuatu Institute of Teacher Education) – all posts to be gradually localised by 2008; 2.
improve in-service training profile (document specifying training achievement in 2007; 34.
Develop a training proposal plan.


Physical resource challenges




(1 problem identified)
1
Country Problem

Solomon Is
Low carrying capacity of secondary schools
Vanuatu
Proposed solutions – next page
Goal 6: Quality
32
Proposed solutions
• Review design capacities of school specifications
• Develop secondary school infrastructure plan
• Involve provincial government in secondary school development
• Increase number of places for girls in community schools
• Increase female boarding facilities
Examples of representative activities
Solomon Islands proposes to increase the number of places in community high schools
(additional 10-20 school places created in each of the 80 community high schools, with the
majority assumed by girls each year) and to increase the number of boarding facilities for girls
(10 additional places created in each of the 10 boarding schools).



National governance and administration challenges



(4
problems
identified)
2
Country Problem

Fiji
More research required
Proposed solutions
• Set up task force, research facilities and personnel
Examples of representative activities
Fiji proposes to identify areas of disparity by gender that are immediate and long term to put
in place strategic management programmes to eliminate the disparities. The required actions
for this reform are 1. set up a task force, research facilities and personnel and 2. accessibility
of good quality data to evaluate disparity by July 2005.



3
Country Problem

Fiji
Gender specific curriculum
Samoa
Tuvalu
Proposed solutions

• Review TVET and non-formal education programmes

• Set up curriculum review committees focussing on gender bias
• Gender awareness campaigns for curriculum writers
• Raise status of applied subjects at secondary level
• Raise awareness of changing gender roles through community
programmes (community-level challenges)
Examples of representative activities – next page
Goal 6: Quality
33
Fiji proposes to gender-sensitise curriculum writers and to review, change and reprint current
resources and curriculum materials that are gender biased. The required actions are the
following: 1. mount gender awareness programmes for curriculum and resource writers 2. set
up review committees to review existing curriculum materials and correct for any form of
gender bias.

4
Country Problem

Samoa
Limited enabling environment
Proposed solutions
• Increase number of male teachers
• Increase prioritisation of literacy and numeracy at primary level
• Pilot appropriate bilingual approach
Examples of representative activities
Samoa proposes to upgrade facilities, teachers and emphasis on relevant subjects to provide a
more focused learning environment. The required actions are: 1. school buildings/facilities
should be upgraded 2. all teachers should be trained and certificated 3. literacy and numeracy
should be given top priority in primary level, with greater focus on boys.


Community-level challenges



(2
problems
identified)
1
Country Problem

Fiji
Existence of teaching practices that subordinate women
Proposed solutions
• Carry out gender awareness seminars amongst teaching staff
Examples of representative activities
Fiji proposes to educate teacher trainees, practising teachers, principals and head teachers on
teaching practices that will promote gender equity. Gender awareness seminars are carried out
annually at different levels and amongst target groups within the school system.

2
Country Problem

Solomon Is
Cultural limitation of excessive female freedom
Vanuatu
Proposed solutions
• Media campaign highlighting the importance of girls’ attendance at
school
Example of representative activities – next page
Goal 6: Quality
34
Solomon Islands proposes a series of weekly radio programmes highlighting the importance of
girls’ attendance at school.



Goal 6: Quality
35

EFA Goal 6: Quality of education

Human resource challenges




(2 problems identified)
1
Country Problem

Cook Is
The need to increase the supply of adequately trained teachers
FSM
Fiji
Proposed solutions
Kiribati
• Establish and resource national teacher development capacity
Marshall Is
• Increase the number of qualified teachers in all areas of education
Nauru
• Revise the rules and regulations of the certification requirement for
Niue
teachers so that they are qualified and competent through continuous in-
Palau
service training programmes
PNG.
• Equip and staff teachers colleges with required resources to upgrade
Samoa
teachers with ECE qualifications
Solomon Is
Tonga
• Identify ECE teachers for upgrading to primary and secondary status
Tuvalu
via university

• Development of staff through overseas attachment

• Improve assessment and reporting system

• Set up teachers’ ICT training

• Provide in-service staff training

Examples of representative activities
FSM aims to use distance learning courses for un- and under- trained teachers.

Marshall Islands suggest that the Ministry rules and regulations need to be revised to include
the certification requirement for teachers at the three levels so that all primary pre-school,
primary, and secondary schools be staffed with quality and competent staff through
continuous pre-service training programs.

Nauru proposes to provide training for untrained and under trained teachers:
- targeted teachers utilize distance learning courses at USP Extension Centre.
- targeted teachers to be sent for specialized training off-island
- local-based special upgrade training programme combination of training workshops
and USP courses for a Department of Education awarded Teacher’s Certificate.

PNG proposes to strengthen all teacher colleges so that they can upgrade teachers’
qualifications.

2
Country Problem
identified
FSM
Teacher dedication and commitment needs to be improved
Goal 6: Quality
36
Nauru
Marshall Is
Proposed solutions
• Create incentive programs and teacher observation systems
• Provide professional workshops for all personnel and make teachers
aware of content, knowledge and attitude
Examples of representative activities
Nauru proposes a professional development workshop for all teaching and department
personnel, an appraisal system with proper guidelines, and regular subject workshops to up-
skill teachers on content, knowledge and attitude.


Physical resource challenges




(3 problems identified)
1
Country Problem

Niue
Housing conditions for teachers need to be improved
Solomon Is
Tonga
Proposed solutions
Tuvalu
• Improve living conditions for teachers
Vanuatu
Examples of representative activities
Vanuatu: to ensure teacher motivation and welfare, the Ministry through a number of reports
has been informed of very poor teacher housing in rural and mostly very remote inland
schools. Housing is semi-permanent and temporary and community contributions last for not
more than two years. They suggest that a survey is conducted in all schools, the grading of
houses is reviewed, and investment plans are developed to solve this problem.

2
Country Problem

Solomon Is
Management and administrative problems and lack of human resource
Tuvalu
development plan results in problems measuring competence of employees
with regard to their job description

Proposed solutions
• Development of human resource development and training plan
• Secure funds for training
• Review job description

Example of representative activities
Solomon Islands proposes that additional staff, funding and support facilities for the
inspection division be provided.

Goal 6: Quality
37
3
Country Problem

Fiji
Teaching infrastructure (buildings, equipment and instructional materials,
Kiribati
transportation) gaps need to be bridged
Marshall Is
Niue
Proposed solutions – next page
Samoa
Proposed solutions
Solomon Is
• Building of new standard conventional schools and classrooms
Tuvalu
• Upgrade facilities
Vanuatu
• Improve relations between education ministry and other educational
partners or stakeholders with the intention of gaining their support for
the improvement of schools
• Establish libraries in all schools
• Strengthen land and sea transportation and ensure telecommunications
networked to or close to all schools

Examples of representative activities
Marshall Islands proposes the building of new standard conventional schools and classrooms
for outer island schools. The proposal includes provision for a minimum of 68 additional
classrooms for pre-school, 65 school buildings (four to eight classrooms) for primary, and a
three schools complex (to accommodate up to 600 students) secondary school, at a rate of 10
schools each calendar year. Also to build a multi-purpose hall using local building materials
(to accommodate 100 – 200 students) as part of the primary school structure.



National governance and administration challenges




(8 problems identified)
1
Country Problem

FSM
National curriculum needs to be completed to include lifelong learning
Fiji
programmes
Kiribati
Marshall Is
Proposed solutions
Nauru
• Review and redesign the curriculum so that it reflects the needs of
PNG
students regarding adult life and culture, including life skills issues
Solomon Is
Tonga
Tuvalu
Vanuatu
Examples of representative activities – next page
Goal 6: Quality
38
Nauru proposes to introduce life long learning programmes in the national curriculum at
secondary level. They propose to:
- develop appropriate and relevant industrial arts and agriculture including hydroponics
syllabi (woodwork/metal work and agriculture);
- identify areas within school compound for industrial arts workshop and agriculture
and build/refurbish old classrooms;
- contract industrial arts and agriculture teachers;
- two industrial arts trainees and one agriculture trainee to train offshore – USP.
-


2
Country Problem

Cook Islands
Education funding needs to be raised
Fiji
Marshall Is
Proposed solutions
Tuvalu
• Increase the government’s annual allocation to education
Vanuatu
• Maintain budget and release budget on a quarterly basis

• Develop appropriate resources for the improvement of literacy and
numeracy
Examples of representative activities
Tuvalu proposes to increase Government allocation to education resources to 25 % of the
national budget. All schools should be equipped with quality teaching/learning resources.

Vanuatu proposes that the Ministry of Education must a) maintain budget submission b)
release budget on quarterly basis c) ensure flexibility to use left over funds.


3
Country Problem

Nauru.
At-risk students need to be identified and assisted
Niue
Palau
Proposed solutions
PNG
• Establish a guidance network to assist with at-risk students
• Provide counselling and tutoring services to all students
Examples of representative activities
Palau proposes to provide tutoring services to students at Palau High School, which is the only
public secondary school in Palau. They will identify and prepare an office space for students
at the high school. A work plan for the tutors will be prepared and used as a guide for
providing tutoring services to students. The Ministry of Education will monitor the
programme to determine if and when the tutors will be able to extend the tutoring services to
nearby public elementary schools.



Goal 6: Quality
39
4
Country Problem
Marshall Is
Administrative and management processes in government education
Solomon Is
ministries require review
Proposed solutions
• Review the education ministry administrative mechanisms
• Improve communication between teachers/ schools and education
authorities
Examples of representative activities
Solomon Islands proposes to review the Ministry of Education administrative mechanisms by:
1. reviewing organisational structure to encourage greater flexibility and better
responsiveness to the changing environment for educational services and delivery;
2. re-establishing the National Education Board
3. reviewing the Education Act, Regulations and legal notices - education legal
instruments should be updated and adopted by the end of 2002;
4. establishing an awareness programme.

Furthermore, the communication between teachers/schools and education authorities/Ministry
of Education should be improved. They propose that provincial education plans be put in place
for each province and that 20 rural schools should be equipped with VHR radio facilities each
year.


5
Country Problem
Marshall Is
National assessment needs to be revised to match the standards established
Solomon Is
in the curriculum framework


Proposed solutions
• Develop national assessment guidelines and goals
Examples of representative activities
Marshall Islands proposes to revise the national assessment framework and guidelines. A
completed and endorsed policy on an assessment framework and accompanying guidelines
will be made available. An assessment unit should be well equipped with the needed
assessment tools by the end of 2005. Capacity training of assessment unit staff is also
suggested.


6
Country Problem
Solomon Is
Teacher and school monitoring / evaluation and assessment of the education
Tuvalu
system needs to be improved
Goal 6: Quality
40
Proposed solutions
• School inspection and monitoring services need to be supplemented
with additional staff and funds
Examples of representative activities
Solomon Islands proposes a school inspection and monitoring service supplemented with
additional staff and funds. Furthermore, all schools should be inspected every three years, and
reports of quality standards in teacher assessment and whole school evaluation should be
prepared and submitted.

8
Country Problem

Fiji
Lack of support for school improvement and functioning particularly in
rural areas (school management committees – lack of knowledge about their
functions and roles in the operations of their schools)
Proposed solutions
• Improve relations between the ministry of education and other
educational partners to gain their support for the improvement of
schools

Examples of representative activities
Fiji proposes to improve relationships between the Ministry of Education and other
educational partners with the intention of gaining their support for the improvement of
schools. The required actions are the following:
1. increase budgetary allocation for improvement of facilities in schools, particularly in
rural areas (schools in rural areas will be as well equipped as urban schools in Fiji;
2. encourage more informal meetings with management of schools and the community
(ongoing meetings between Ministry of Education and school committees and
communities in rural areas);
3. strengthen partnerships and commitment to schools in terms of supporting
improvement plans for school buildings, furniture, equipment etc. (all schools in rural
areas have improvement plans developed).


Community-level challenges



(2
problems
identified)

1
Country Problem

Niue
The need to increase the involvement of local community and culture and
change dietary patterns to improve student learning
Proposed solutions
• Education and awareness for parents and communities
• Train more instructors
Goal 6: Quality
41
Examples of representative activities
Niue proposes education and awareness initiatives that focus on nutrition and health issues
targeted at parents as first teachers. The community-based health and nutrition programmes
should include USP level certificate and community studies and use media to promote health
issues.

2
Country Problem

Samoa
The need to provide basic literacy and numeracy classes in
partnership with the non-formal sector or NGOs targeting basic
education for school drop outs, women and adults who did not
complete the basic education
Proposed solutions
• Research to provide data for sustainable programmes on basic
education
• Provide support to NGOs to instigate revenue generation projects

Examples of representative activities
Samoa proposes to 1) conduct research to provide data for more relevant and
sustainable programmes on basic education; 2) ensure sustainability by providing
support to NGOs to instigate revenue generation projects.



Goal 6: Quality
42
4. Cross-cutting themes
All countries (except the Cook Islands) in their EFA Action Plans identified
crosscutting themes. Crosscutting themes are particular challenges that arise in one or
more of the different EFA Goals.

These crosscutting themes have been grouped into six categories:

More teachers with improved qualifications, training opportunities;

Facilities;

Curriculum review;

National coordination and policies;

Access to schools;

Management of schools.

The figure below represents the crosscutting themes in the EFA Action Plans.


Figure 4: Crosscutting themes
13
12
11
10
9
8
7
6
5
4
Number of countries
3
2
1
0
More teachers
Facilities
Curriculum
National
Access to
Management
review
coordination
schools
of schools
and policies



43
5. Conclusion
The governments of the Pacific countries committed themselves during the Pacific
Islands Forum Secretariat Ministers of Education meeting in New Zealand 2001 to the
implementation of EFA. By establishing an EFA Forum, prioritising the EFA goals
and producing an EFA Action Plan, these countries have taken the first important step
towards successful implementation of EFA within their National Education Plans.

The Pacific governments alone, however, cannot fulfil the task. There is a strong
commitment of support by the international community to the EFA plans. This
ongoing support is vital for the governments of all Pacific countries.

This second synthesis of the Pacific EFA (2003) action plans suggests that the
countries face a difficult situation because the indicators measuring poverty and thus
determining the flow of aid do not help the Pacific. The Pacific offers a sound
environment for positive progress with the EFA vision. With the political will of the
various governments and with sufficient resources from donors the EFA Action Plans
can make a real difference in the Pacific.




Annexe 1: Comparative education indicators of Pacific countries
PACIFIC ISLAND COUNTRIES EDUCATION STATISTICS
Adult literacy
Female
Gross primary
Gross
Est. youth
Youth as % of Annual growth rate Expenditure Expenditure on
rate (%)
literacy rate enrolment (%)
secondary
(1998)
population
– youth
on education
primary
(%)
enrolment (%)
age 15-24
age 15-24
age 15-24
as % of total education as % of
govt
education

expenditure
expenditure
Melanesia









Fiji 93.0
91.0
90.0
36.0
159,360
20.0
0.7
19.0
52.1
Papua New Guinea
72.0
21.0
31.0
894,220
23
2.6

17.5
24.3
Solomon Islands
76.6
20.0
39.0
86,080
24
4.0

15.4
42.0
Vanuatu 34.0
101.0
44.4
33,211
17.80
3.5

24.8
49.7










Micronesia







Federated States of Micronesia
77.0
66.0
83.0
36.0
23,950
43.0
3.4
19.0
61.0
Kiribati 92.0
91.0
77.0
44.0
15,340
18.0
1.4
17.5
43.0
Marshall Islands
74.0
69.0
99.01
50
10,8712 21.4
5
16
44.6
Nauru 95.0
95.0
96.0
34.0
2,000
17.4
3.2
7.0
30.5
Palau
97.0
96.0
100.0 69.0 2,724 14.2
-0.7 20.0 60.0










Polynesia









Cook
Islands
93.0
94.0
100.0 45.0 2,850 17.3
-5.0 13.1 33.2
Niue 97.0
97.0
96.0
53.0
240
11.4
-6.2
NA
24.3
Samoa
80.2
96.0
95.03
55.04
37,100
18.05 0.5 NA 61.8
Tonga 99.0
99.0
90.0
67.0
20,130
20.5
-0.5
13.1


49.2*6
Tuvalu 95.0
95.0
88.0
74.0
1,720
15.6
3.8
16.8
39.7

Source: Kindly provided by the Pacific Forum Secretariat, and drawn from: State of the Pacific Youth Report 1998; Pacific Human Development Report 1999; EFA 2000 Report;
UNDP Human Development Report 2002.

@ NOTE: all data have been checked as far as possible but may be inaccurate if new data have become available after the compilation of this synthesis.



Explanatory notes:
1: This figure is from education statistics 2002.
2: This figure is from the 1999 census.
3: These data are from the Ministry of Education, Sports & Culture ‘Education
Statistical Digest 2003’.
4: This figure is from the Ministry of Education, Sports & Culture ‘Education
Statistical Digest 2003’.
5: This figure is from the statistical services of the Ministry of Finance,
2001.
6: This figure is from the Ministry of Education, Annual Report 2001.




Annexe 2: Explanatory notes for Figure 1
These estimates are derived from the latest available analyses of national censuses, vital registration data, health
records and surveys. As most Pacific countries have small populations, estimates of fertility, mortality and migration
are averaged for several years where possible, in order to minimize the effects of annual fluctuations.
SPC's Demography/Population Programme will be happy to provide any specific information on sources and methods
used.
a) Population projections for 2000 and 2010 and projected age-sex pyramids are based on the latest available
demographic data. In some cases the latest census was collected too recently for fertility, mortality and migration
estimates to be available for this fact sheet. In such instances the total count from the latest census is shown, but the
previous census has been used as the basis for projections.
b) Population densities are based on 2000 population estimates.
c) Average annual growth rates are derived from the projections.
d) North Solomons Province was not counted in the 1990 census. Hayes estimates the population of North Solomons
in 1990 was 154,000 (19th Waigani Seminar, Port Moresby, June 1991).
* PNG 2000 Census:

Population as counted at last census:

5,510,265

Mid-year population estimate 2010:


6,696,514

Population density (people/km2) circa 2000:

16

Projected annual population growth rate (%) circa 2000:
2.7

Projected population doubling time (in years):

25





Annexe 3: Comparative 2000 age / sex pyramids of Pacific countries



Annexe 3: Comparative 2000 age / sex pyramids of Pacific countries (cont.)


Source: Demography/Population Programme, Secretariat of the Pacific Community, New Caledonia.




Annexe 4: Prioritization of EFA Goals by Pacific Ethno-geographic groups

N.B: Samoa and the Cook Islands have chosen all EFA Goals as their first priority. Accordingly,
their data have not been included in this chart.
Highest priority
Melanesia
Micronesia
Polynesia
Lowest priority
ECE
Access
Lifeskil s
Literacy
Gender
Quality
EFA Goals



Annexe 5: The six EFA priorities for Action Plans


(i)
Expanding and improving comprehensive early childhood care and
education, especially for the most vulnerable and disadvantaged
children;
(ii)
Ensuring that by 2015 all children, particularly girls, children in
difficult circumstances and those belonging to ethnic minorities, have
access to and complete free and compulsory primary education of good
quality;
(iii)
Ensuring that the learning needs of all young people and adults are met
through equitable access to appropriate learning and life skills
programmes;
(iv)
Achieving a 50 per cent improvement in levels of adult literacy by
2015, especially for women, and equitable access to basic and
continuing education for all adults;
(v)
Eliminating gender disparities in primary and secondary education by
2005, and achieving gender equality in education by 2015, with a focus
on ensuring girls' full and equal access to and achievement in basic
education of good quality;
(vi)
improving all aspects of the quality of education and ensuring
excellence of all so that recognized and measurable learning outcomes
are achieved by all, especially in literacy, numeracy and essential life
skills.




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