EFA 2000: Literacy Assessment
Fiji
EDUCATION FOR ALL: THE YEAR 2000 ASSESSMENT
COUNTRY REPORT
BY
FIJI
NATIONAL ASSESSMENT CO-ORDINATOR:
ISIRELI SENIBULU
MINISTRY OF EDUCATION
MARELA HOUSE
SUVA
REPUBLIC OF FIJI
PHONE:
FAX:
(679) 314477 Ext. 415
(679) 303511/315245
[This is an excerpt of country report containing relevant sections on literacy and non-formal
education.]
Downloaded from Asia-Pacific Literacy Data Base (http://www.accu.or.jp/litdbase).
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EFA 2000: Literacy Assessment
Fiji
BRIEF DESCRIPTION OF THE REVIEW PROCESS
The review was carried out by a committee comprising officers from the Ministry of Education’s Primary
Section, Curriculum Development Unit, Statistics, and the Planning and Research Units. The officers had
been chosen on the basis of their work experience and the relevance of this experience to the exercise, while at
the same time taking into consideration the statistical nature of the work coverage.
Most of the indicator data and educational publications were made available by the Ministry’s Statistics Unit
while the population statistics was drawn from the Bureau of Statistics’ latest population census figures of
1996. Information from published Ministry of Education material, including annual reports and planning
documents have also been drawn on towards the final compilation of this report.
Thanks are extended to UNESCO, Apia for their support with the Support Team members Mrs. Christina
Jowett, who visited Fiji in April and Mrs. Celia Barelle, who assisted in August 1999. Two workshops,
organised by UNESCO Apia, were held in Nadi, Fiji, during June and August 1999.
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EFA 2000: Literacy Assessment
Fiji
PART I
BACKGROUND
…..
Population
Fiji’s population on August 25, 1996 stood at 772,655. There were 358,131 persons in the urban areas and
414,524 in the rural areas. Of the total, 394,999 were Fijians (51.1%), 336,579 were Indians (43.6%) and
41,077 others (5.3%).
Fiji has a relatively young population with about 53% are persons below the age of 25 years. The economically
active population in 1986 was 62% of the total population of 441,852 persons.
Land Administration
The Department of Lands & Surveys and the Native Land Trust Board are two authorities which undertake
management and administration of most of the land in Fiji.
Education
Education in Fiji actually started with the arrival of the missionaries who set up a very informal education
system whereby reading and arithmetic formed the basic curriculum. The goal of such an education system
was basically to have a core group of students who could read and interpret the bible and to act as evangelists,
spreading God’s message to the locals.
The missionaries set up mission schools beginning with primary level and extending later to secondary. Also
part of the system was a strong technical/vocational component, the continuation of which we see forming the
basis of technical education in the country today.
In 1916, the first Education Department was set up in Fiji to undertake the provision of all educational services
in the country. The Department started to register all schools and centralized all educational services from
curriculum to the recruitment of teachers.
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EFA 2000: Literacy Assessment
Fiji
However, one of the most important aspects of education not centralized was the ownership of schools, which
was left with the communities and other controlling authorities. This has been acknowledged worldwide as a
strength of the education system in Fiji. Often in the face of economic hardships and adversities, communities
devote significant human and physical resources to raise funds in the name of educating the young people of
the nation.
A strength of this system of school ownership has been, and will continue to be the capacity for schools to be
responsive to the local community and environment. It also engenders parental commitment and partnership in
education at all levels and demonstrates to young people the exceptional value which is placed upon teaching
and learning in the lives of all our citizens. This has been a major driving force in our high participation rates
in the system, particularly in the basic years of schooling.
1.0
EFA Goals & Targets
There have been three main goals of EFA in Fiji, namely:
(i)
Improvement of educational facilities and resources in rural areas
(ii)
Increase the school participation rate and reduce dropout in basic education
(iii)
Improve the quality and relevance of education to all
1.10
Early Childhood Education
A plan of action was put in place to ensure that educational services are made available to as many pre-schoolaged children as possible. Specific functions carried out included:

provision of professional and administrative assistance to pre-school teachers &
management
committees through visits

mounting of basic training courses for new pre-school teachers

conducting of community awareness programs

conducting teacher training programs for rural teachers in the use and maintenance of pre-school
equipment and books
1.20
Primary Education
The Education Act (Cap 262, Part XI, Section 28) of 1978, on Compulsory Education in Fiji, stipulated the
following, that:
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EFA 2000: Literacy Assessment
Fiji
(a) the Minister may, with the consent of Parliament, by order, specify any area or areas of Fiji in which all
children of such age or ages as may be specified in such order shall be required to attend a school.
(b) when any order has been made under the provisions of subsection (I), the Minister may make regulations
to secure that every child of the age specified in such order shall receive education in a school. The
Compulsory Education Regulations which came into effect in January 1997, attempted to, as far as
practically possible, ensure that it be the duty of every parent or guardian to ensure that every child of
compulsory school age receive suitable and relevant education by regular attendance at a school. This is
further delved into in detail in the later part of this report.
1.30 Learning Achievement and Outcomes
The target is access for all to quality education with the objective being high levels of literary acquisition.
Targets include:

implementation of government policy on tuition fee assistance and compulsory education

implementation of special projects to raise literacy levels

improving pre-school participation and readiness
Both internal and external examinations continue to play a dominant role in the lives of teachers and students
in Fiji.
1.40 Adult Literacy rate
Fiji has, over the last ten years placed considerable effort in the form of having in place initiatives to improve
literacy in Fiji. The Ministry of Youth, Employment Opportunities & Sports has worked closely with nongovernment organizations in initiating adult literacy and awareness programs. More on this initiative is
covered in the report..
1.50 Education and Training
It is noted that about 60% of youth (aged between 15 and 24 years) reside in rural areas. With a total
population of over 770,000 (1996 population census), youth accounted for 24% (156,127) of which 78,486
were Fijians, 69972 were Indians and the rest of other racial ethnicities.
1.5.1 Youth policy programs aim at mobilizing and training youth in various capacities to broaden and
facilitate career development and self-employment. Skill training must be standard, appropriate and be
marketable in the labour market and will incorporate relevant life skills, both spiritual and character
training, to become a vital component of youth training.
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EFA 2000: Literacy Assessment
Fiji
1.5.2 The Youth Employment Options Program, established in 1989 aims at assisting young people to make a
successful transition from school life to work, unemployment to employment and onto further education. The
program also provides short term skill training courses, employment information and dissemination programs
including the ‘Careers Expo’, to assist young people make appropriate career choices from options available.
1.5.3 The National Youth Service, established in 1993 provides training at the grassroot level with a second
chance program for most disadvantaged youths to acquire self employment and/or employable skills. As the
program is designed to meet the needs of the most disadvantaged youths in the labour market, the main area of
focus is to improve opportunities for rural youth through agricultural skills training and marine resource
management. There is no minimum educational qualification to be eligible and priority is given to young
people who do not have access to other training programs.
1.5.4 The Service operates in three major divisions with a national network of government and communitybased NYS training camps established. Programs include vocational skills, discipline, spiritual development,
time management, cultural awareness. It encourages parental and community support in rural areas.
1.5.5 The Viti Corps, established in 1995, aims to assist the development of youth throughout Fiji in the
provision of training programs based on a ‘Youth Training Farm’ concept. The objective is to provide
appropriate vocational training to ensure career development and sustainable self-employment. The emphasis
is on specialized farm training in dairying, beef cattle, piggery, taro/cassava production, ginger, short term
crops, aqua culture, farm management, agricultural trades, mechanical skills and motivational training for
discipline.
1.5.6 Another initiative, the Organization for Industrial, Spiritual and Culture Advancement (OISCA) was
established in 1990 under joint partnership between the Ministry for Youth, Employment Opportunities &
Sports and OISCA. The initiative emphasizes basic Japanese agricultural techniques, Japanese language &
culture, personal development based on OISCA principles and an environmental education initiative for
primary school children (Children Forests Program) on afforestation and reforestation.
1.60
Education for Better Living
The ‘Positive Mental Attitude (PMA) initiative through the Youth Ministry aims to provide young people
with continuous motivational and attitudinal training programs to help them attain their goals in life.
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EFA 2000: Literacy Assessment
Fiji
1.6.1 Established in 1990, the Fiji Institute of Sports promotes sports development through rural outreach
programs, identifies high potential athletes, helps in capacity building for sports federations and promotes
sports for all nationwide.
1.6.2 The National Youth Band, established in 1985 by the then Ministry of Education, Youth & Sports
through an overseas donation of musical instruments, has as its objective ‘to offer unemployed youths an
opportunity to develop their talents for use in the entertainment industry and/or become tutors/teachers of
physical education, music, art & craft (PEMAC)’.
1.6.3 The government also ensures that there is greater awareness amongst youth of their fundamental rights
or freedom and the strengthening of those values in the families, society and community NGOs and youth
groups. Promotion, awareness and application to daily living, the values of democracy, respect for rights and
property of others, gender equality and equality for youths with special needs, e.g. street children, disabled,
minority groups etc. There should be equal access to opportunities to acquire knowledge, information, skills,
resources, positive values etc. that enable youth to achieve full potential.
1.6.4 Young people cannot be developed in isolation. Social support from the family, community and society
at large are essential components of the process. Greater collaboration and co-ordination between key
stakeholders is vital.
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EFA 2000: Literacy Assessment
Fiji
PART II
…..
ANALYTIC SECTION
6.0 PROGRESS TOWARDS EFA GOALS AND TARGETS (1990 – 1999)
…..
6.2
Primary Education
Indicator 3:
Apparent Gross Intake Rates in Primary Education
…..
c] Apparent gross intake rare – by gender
Table 5
Year
1996
1997
1998
No in
School
Class 1
10,661
10,953
11,380
Male
Population
Gross
Aged 6
9050
8990
8931
Intake %
117.80%
121.80%
127.40%
No in
School
Class 1
9,725
10,119
10,457
Female
Population
Gross
Aged 6
8428
8365
8302
Intake %
115.39%
120.97%
125.96%
Source: Ministry of Education. Department of Statistics Annual Report
In comparing the gross intake rates along gender lines, the gross intake rate for males is slightly
higher than that of females. However the difference is not high enough to be a cause for concern
Indicator 4:
a]
Apparent Net Intake Rates in Primary Education
Total net intake rates
Table 6
Year
New entrants in
Population. 6 year
Net intake
Class 1 aged 6
age group
rate %
1994
11625
17903
64.90%
1995
10087
17618
61.20%
1996
11009
17478
62.90%
1997
11664
17355
67.20%
1998
14362
17234
83.34%
Source: Ministry of Education. Department of Statistics Annual Report
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EFA 2000: Literacy Assessment
Fiji
The net intake rate was very low for the three years from 1995 and increased dramatically in 1998. This rate
shows that some of the 6 year old students are at other class levels and have entered the school system at an
age other than that of the legal age.
b] Net intake rate by ethnicity
Table 7
Fijians
Year
Indians
No in School
Population
Net
No in School
Others
Population
Intake % Class 1 6yrs
Aged 6
Net
No in School
Population
Net
Class 1 6yrs
Aged 6
Aged 6
Intake %
1996
6,942
9801
70.83%
3555
6701
Intake % Class 1 6yrs
53.05%
512
976
52.40%
1997
7,065
9911
71.28%
4004
6510
61.51%
595
977
60.90%
1998
8,759
10307
84.98%
4966
6324
78.53%
637
977
65.20%
Source: Ministry of Education. Department of Statistics Annual Report
In comparing the net intake rates for ethnic groups it is noted that the rate for the ethnic Fijians is higher than
that of the other ethnic groups. The lower rate for the Indians shows that their children are entering Class 1 as
a much lower age that the official age of entry. The low intake rate for the ‘others’ is looked at with some
concern due to their correspondingly low gross intake rate.
c] Net intake rate by gender
Table 8
Year
1996
1997
1998
No in
School
Class 1
6yrs
5,773
6,107
7,458
Male
Population
Net
Aged 6
Intake %
9,050
8,990
8,931
63.79%
67.93%
83.51%
No in
School
Class 1
6yrs
5,236
5,557
6,904
Female
Population
Net
Aged 6
Intake %
8,428
8,365
8,302
62.13%
66.43%
83.16%
Source: Ministry of Education. Department of Statistics Annual Report
There is not much difference between the net intake rates for male and female.
Indicator 5:
Gross enrolment ratios in primary education
a] Gross enrolment ratio: Class 1-6
Table 9
Year
Total enrolment in
Grade 1-6
Total enrolment
official primary age
Total population
Age 6-11 years
9
Gross
enrolment ratio [%]
EFA 2000: Literacy Assessment
1996
1997
1998
115,666
115965
116410
Fiji
102,762
103,208
104,759
105,169
105,273
105,392
109.98%
110.16%
110.45%
Source: Ministry of Education. Department of Statistics Annual Report
The gross enrolment ratio continues to increase from 1996 to 1998 showing the improvement in access to basic
education in Fiji. Universal primary education has almost been achieved for lass 1-6 as shown by the large
enrolment ratio.
b]
Gross enrolment ratio : Class 8
Table 10
Total enrolment in
Class 1 -8/F2
152802
152813
153350
Year
1996
1997
1998
Total No of 6-13 year
old population
142824
143527
144254
Gross enrolment ratio
%
106.99%
106.45%
106.30%
Source: Ministry of Education. Department of Statistics Annual Report
Considering the full primary cycle, Class 1-8, Fiji still has a high gross enrolment ratio. There is an overlap
between primary and secondary school levels at the Class 7 & 8 levels in primary and Form 1 & 2 at the
secondary level. Class 7 & 8 is equivalent to Form 1 & 2 in the secondary school level and the enrolment of
the two equivalent levels have to be combined when calculating enrolment ratios up to Class 7 & 8.
The lower gross enrolment, when extended to Class 8, shows the effect of some drop-out after Class 6 or in
between classes. Class 6 is the point where students sit the external examination called the Fiji Intermediate
Entrance Examination [FIEE] This is usually a cause of drop –out as some students do not make it to Class 7
or Form 1.
c]
Gross enrolment ratio – Class 1-8: Ethnic groups
Table 11
Fijians
Year
Indians
Others
No in School
Population
Gross
No in School
Population
Gross
Class 1 -8
Aged 1-13
enrol ratio
Class 1 -8
Aged 1-13
enrol ratio
Class 1 -8
Aged 1-13
enrol ratio
1996
82,120
75,566
108.67%
63,749
59,914
106.40%
6,933
7,344
94.40%
1997
83,777
76,920
101.59%
58,177
59,380
97.97%
6,461
7,400
87.31%
1998
86,227
78,301
110.12%
60,425
58,869
102.64%
6,698
7,449
89.92%
Source: Ministry of Education. Department of Statistics Annual Report
10
No in School Population
Gross
EFA 2000: Literacy Assessment
Fiji
The gross enrolment ratio for Class 1-6 is higher for Fijians compared to the other groups. For the ‘others’ the
gross enrolment ratio is less than 100% which may indicate a problem of access to schooling for this ethnic
group.
d] Gross enrolment ratio – Class 1-8: Ethnic groups
Table 12
Fijians
Year
Indians
Others
No in School
Population
Gross
No in School
Population
Gross
No in School
Population
Gross
Class 1 -8
Aged 1-13
enrol ratio
Class 1 -8
Aged 1-13
enrol ratio
Class 1 -8
Aged 1-13
1996
82,120
75,566
108.67%
63,749
59,914
106.40%
6,933
7,344
enrol
ratio
94.40%
1997
83,777
76,920
101.59%
58,177
59,380
97.97%
6,461
7,400
87.31%
1998
86,227
78,301
110.12%
60,425
58,869
102.64%
6,698
7,449
89.92%
Source: Ministry of Education. Department of Statistics Annual Report
When extending the class range to Class 8 it is found that the ethnic Fijians are still enjoying a high gross
enrolment ratio compared to the other ethnic groups. The rates for the other two ethnic groups have dropped
significantly in comparison.
It may be deduced therefore that access to primary schooling may be better for ethnic Fijians than for the other
ethnic groups.
e]
Gross enrolment ratio – Class 1-6: Gender
Table 13
Year
1996
1997
1998
No in
School
Class 1 6
60,030
60,243
60,236
Male
Population
Gross
6-11yrs
54,456
54,545
54,634
enrol ratio
110.22%
110.45%
110.25%
No in
School
Class 1 6
55,636
55,722
56,174
Female
Population
Gross
6-11yrs
50,704
50,729
50,758
enrol ratio
109.73%
109.84%
110.67%
Source: Ministry of Education. Department of Statistics Annual Report
Looking at gross enrolment rates for males and females, in 1998 the gross enrolment rate for females is
slightly higher that that for males. Previously, in 1996 and 1997, the rates for females were lower than those
for males. It would appear that females have improved access to basic education in comparison with males.
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EFA 2000: Literacy Assessment
f]
Fiji
Gross enrolment ratio – Class 1-8: Gender
Table 14
Year
1996
1997
1998
Male
No in
Population
School
Class 1- 8
6-13yrs
78,816
73,757
78,917
74,156
78,984
74,569
Gross
enrol ratio
106.86%
106.42%
105.92%
Female
No in
Population
School
Class 1- 8
6-13yrs
73,986
69,067
73,896
69,372
74,366
69,687
Gross
enrol ratio
107.12%
106.52%
106.71%
Source: Ministry of Education. Department of Statistics Annual Report
The gross enrolment ratio for Classes 1 to 8 show that females rate significantly higher than males. This
possibly shows that the females have a better retention rate that the males up to Class 8 and Form 2.
Indicator 6:
a]
Net enrolment ratios in primary education
Net primary enrolment ratio: Class 1-6
Table 15
Year
1996
1997
1998
Total enrolment in
Grade 1-6
Age 6-11 yrs
103,305
104,020
1047,40
Total population
Net
enrolment ratio [%]
Age 6-11 years
105,169
105,273
105,392
98.22%
98.91%
99.38%
Source: Ministry of Education. Department of Statistics Annual Report
b] Net primary enrolment ratio: Class 1-8
Table 16
Year
1996
1997
1998
Total enrolment
Class 1-8 6-13 yrs
138,794
140,540
142,309
Total population
6-13 years
142,824
143,527
144,254
Net enrolment
ratio
97.18%
97.91%
98.65%
Source: Ministry of Education. Department of Statistics Annual Report
Tables 15 and 16 illustrate the net drop in enrolment rate between the year 6 and 8, possibly linked to the
examination system.
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EFA 2000: Literacy Assessment
Indicator 7:
1]
Fiji
Current public expenditure
As a percentage of GDP
There is no data to illustrate this indicator
2]
Per pupil, as a percentage of GNP per capita
There is no data to illustrate this indicator
Indicator 8: Public expenditure on primary education
Table 17
Year
1991
1992
1993
1994
1995
1996
1997
1998
Public current exp
on primary ed
$52,387,700.00
$55,337,500.00
$58,746,900.00
$66,606,300.00
$65,410,309.00
$63,762,686.00
$78,731,400.00
$79,341,223.00
Total public exp
on ed.
$104,752,700.00
$112,608,700.00
$127,412,800.00
$122,531,700.00
$128,766,044.00
$128,339,710.00
$146,577,200.00
$152,199,195.00
Total enrol
primary ed.
121397
121290
118631
115666
115965
116410
Total population Exp primary ed as
% of total exp.
50.00%
758275
49.10%
769423
46.10%
783000
54.40%
796078
50.80%
799978
50.00%
778610
53.00%
781223
52.10%
Source: Ministry of Education. Department of Statistics Annual Report
The total commitment of the Government of Fiji to basic education is well illustrated in the above table.
Indicator 9:
Percentage of primary school teachers certified to teach according to
national standards and
Indicator 10: Percentage of primary school teachers who are certified to teach according
to national standards
The academic qualification required to enter primary teacher-training college is Form 7. Most of those who do
not have the required qualification are those who have entered teacher training while the qualification for entry
was lower, Form 5 or Form 6
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EFA 2000: Literacy Assessment
Fiji
Table 18
Year
1994
1995
1996
1997
1998
Number of primary
school teachers
4921
4992
5021
5011
5054
Certified to teach
Certified %
4896
4961
4983
4945
4927
99.50%
99.40%
99.20%
98.70%
97.50%
Source: Ministry of Education. Department of Statistics Annual Report
According to national standards and ministry policies only those with primary teacher-training certificates
from a recognised teacher training college are allowed to teach in primary schools in Fiji.
Indicator 11: Pupil teacher ratio
Table 19
Year
1994
1995
1996
1997
1998
Total enrolment
121,290
118,631
115.666
115965
116410
Total number of teachers
4921
4992
5021
5011
5054
Pupil/Teacher ratio
24.6 to 1
23.7 to 1
23.0 to 1
23.1 to 1
23.0 to 1
Source: Ministry of Education. Department of Statistics Annual Report
Indicator 12
Repetition rates by grade
There is no available data to illustrate this indicator
Indicator 13 and 14
Survival rates to Grade 5 / Coefficient of efficiency
This indicator looks at the ideal number of pupil years required to yield a number of graduates from a given
pupil cohort in primary education as a percentage of the number of pupil years spent to produce the same
number of graduates.
Table 20
Year
1995
1996
1997
1998
Survival Rate to grade 5
Total
Male
Female
89.50%
85.60%
93.90%
85.40%
83.70%
86.90%
95.00%
95.80%
94.20%
92.10%
91.80%
92.40%
Coeff of Efficiency to grade 5 Coeff of efficiency in primary Ed
Total
Male
Female
Total
Male
Female
91.10%
87.40%
87.40%
92.60%
89.30%
96.20%
87.90%
87.20%
87.20%
88.50%
97.50%
85.50%
93.90%
93.90%
94.40%
94.40%
93.90%
94.80%
91.00%
91.00%
91.00%
95.50%
93.90%
97.20%
Source: Ministry of Education. Department of Statistics Annual Report
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EFA 2000: Literacy Assessment
Fiji
An evident trend is that girls have continued to show better figures in terms of performance in
The figures under review and questions will need to be asked as to the reasons for this trend.
Indicator 15
Achievement
There is no available data to illustrate this indicator
7.0 EFFECTIVENESS OF THE EFA STRATEGY, PLAN AND PROGRAMMES
7.1 The independent system of education practised in Fiji today has evolved significantly from the external
colonial system on which it was originally based.
Although recognising the foundation of schooling
established by our foreign partners the people of the Fiji Islands have, over the years, strived to develop a
system of education and a curriculum which is responsive to local needs and which is indelibly stamped with
its own local content and context.
7.2 In 1969 the Fiji commissioned Education Report outlined a set of proposed directions for education in Fiji
to support the country in its first steps as an independent nation. Reflecting the knowledge, understanding and
needs of education at that time the commission provided an invaluable analysis of the most pressing
requirements in education and provided impetus to a series of significant reforms and innovation. Teacher
training was improved and extended, a locally based curriculum was developed and introduced and a reliance
on overseas examinations replaced with an internal system which can hold its own in selection for further
education and training, both within the country and abroad.
7.3 Alongside the recommendations of the Education Commission our system of education was also
responding to the emerging needs of Fiji as an independent nation.
Significant financial resources of
government were directed towards the improvement of access to education for all citizens of Fiji, increasing
contributions to the basic educational costs for students at both primary and secondary level and a substantial
increase in the number of schools to ensure basic educational coverage for all.
7.4 In direct response to community demand we have seen expansion in both early childhood education and
secondary school provision. Notable too is the increasing demand for, and provision, of senior secondary
education and an increasing emphasis on vocational studies in addition to preparation for higher education.
7.5 Although much has already been achieved the challenges of the next century demand that
we continue to respond to changing educational and community needs and seek further development of our
system of education.
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EFA 2000: Literacy Assessment
Fiji
7.6 Education Fiji 2020 recognises the considerable achievements of the past and seeks to build upon them. It
also recognises the importance of keeping pace with the accelerating rate of social and technological change
and adapting to the needs of the future. It seeks to build upon the existing strengths of our education system
and poses some significant changes. In meeting these changes Fiji will all have to be responsive to new needs,
flexible when addressing problems and achieve excellence throughout
Community-Centred Education
7.7 A major feature of the education system in Fiji is community ownership and management of schools.
Often in the face of economic hardship and adversity, communities cooperate to provide significant human,
physical and financial resources to the education of young people.
7.8 A strength of this system of school ownership has been and continues to be the capacity for schools to be
responsive to the local community and environment. It also engenders parental commitment and partnership in
education at all levels and demonstrates to young people the exceptional value which is placed upon teaching
and learning in the lives of all our citizens.
8.0 PUBLIC AWARENESS NATIONAL CAPACITIES
8.1 The Role of the Ministry of Education and Technology
The role of the Ministry of Education and technology is to provide the curriculum frameworks, policy
guidelines and directions and qualified teaching personnel which will support all schools in the delivery of
quality of education for students. The Ministry is also charged with responsibility for ensuring that standards in
education are met and maintained and that human, physical and financial resources are appropriately directed.
8.2 The Role of School Management and Administration
Operating within the requirements of the Education Act and the School’s Constitution, School Management
and administration support and assist schools in their educational delivery. They have a primary responsibility
to ensure the well functioning of financial and physical resources and determine development directions in
relation to these resources.
8.3 Educational Principles
Student learning is at the heart of everything we do. All teaching, learning and care are underpinned by the
commitment to the following principles:
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A recognition of the need for and importance of partnerships in all elements of
educational provision

Professionalism in all endeavours

Relevance and responsiveness as a required characteristic of all of endeavours

Quality and excellence

Access and equity

Accountability
8.4 Educational Values
All educational provision in Fiji is based upon a core of intrinsic and enduring values. These are:

Honesty, fairness and respect for truth and justice

Integrity

Responsibility

Compassion

Sense of family and community

Faith
9.0
PUBLIC AWARENESS, POLITICAL WILL AND NATIONAL CAPABILITIES
Changes and Challenges
9.1 Fiji must enter the new millenium with an education system which will do justice to students, society and
ourselves. Worldwide and rapid changes in all areas of our lives, social, demographic, economic, political and
environmental require a forward thinking and progressive response from the education sector.
9.2 Education lies at the cross-road between the past and the future. Its role is not only to prepare young
people for change but to help determine the changes which will occur.
9.3 There is world-wide recognition and acknowledgment that the nature and provision of education is
fundamental to:

human advancement

social cohesion

economic development
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
public policy

sustainable competitiveness

environmental sustainability and

the construction of world peace
It is our responsibility to ensure that the system of education addresses each of these fundamentals.
9.4 As adults, students will need to resolve complex problems and address compelling issues. This will
include improving and enhancing the quality of our Fiji island lifestyle in a way which conserves our bountiful
environment and which creates a just and equitable society for all Fiji Islanders. Equally, they will need to be
informed and active citizens of both Fiji and the world.
9.5 In education, we have a particular responsibility to prepare students for the challenges of the future and to
address these challenges in our curriculum, school organization and activities at all levels. This will only be
possible through long-term planning and action with the community and other agencies to redefine and refocus
educational purposes and goals.
9.6 The changes and challenges which follow have been identified as key issues which are crucial to planning
in Fiji education for the coming millenium. They are changes and challenges both local and global which are
having an unprecedented impact on all aspects of community lives.
9.7
The Changes Impacting on Education
9.7.1 Changing Population and Demographics:

Increasing urban drift and expansion

A diminishing rural population, particularly in the more isolated rural areas where services and
infrastructure are limited.

Substantial emigration of skilled labour, including educators.

A current youthful profile to the population but low fertility rates and the prospect of increased decline.
9.7.2 Social Change

A commitment to national unity, social cohesion and political stability.
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Recognition of the multicultural nature of society and the beginning of new relationships
between the
different ethnic communities based on shared values, social justice and the protection of everyone’s
interests and rights.

Recognition and acknowledgment of women’s contribution to the labour market and to civic
and social
life.

Increasing inequities in the distribution of wealth and access to resources and infrastructure.

Changes in the nature of communities as a result of increasing urbanization and greater mobility including
the roles of men and women and traditional family structures.
9.7.3 Economic Change:

An increasingly global operating environment and a recognition of the need to be competitive both
locally and globally in the provision of products and services.

A decline in the markets for traditional export products and the need to establish new industries
which meet the demands of changing global markets.

Rapid changes in the nature of work and its environment requiring greater flexibility, adaptability,
positive attitudes and teamwork and a culture of continuous learning.

Structural changes in the formal sector of the labour market with a decline in demand for unskilled
labour and the requirement for higher levels of education for entry, skills training and the capacity for
lifelong learning.

Recognition of the potential for growth in the informal sector of the labour market and for self
employment and enterprise initiatives which can help to sustain lifestyles and living standards.

Increasing demands for participation in paid employment to establish and maintain improved living
standards.
9.7.4 Environmental change:

Recognition that the environment our natural resources are not finite and that strategic action is necessary
to ensure their conservation.

Concern both locally and globally for the preservation, protection and improvement of the natural
environment.
9.7.5 Rapid Developments in Technology:

Quantum advances in science and telecommunications which are transforming the way we live, work and
socialize.

The need for increasingly higher levels of technological competence in all areas.
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The potential for alternate energy sources utilizing natural resources such as the sun, the sea and the wind
which could extend learning opportunities in isolated communities.

The creation of a global community of learners and new ways of participating in learning.
9.7.6 Increasing demands for and of Education:

Increasing demand for and participation in education at all levels; from Pre-school to Post compulsory and
Tertiary Education.

Increasing community expectation that education will provide a means of social and economic
advancement and concern to ensure that the curriculum is relevant and responsive to this need.

The requirement for education to address civic and social concerns and to promote human values.

Recognition of the role of education to support nation building and support human resource development.

Concerns for equity and access in the provision of human, physical and financial resources.

The requirement for improved efficiency and greater accountability for resources and outcomes in all areas
of the public sector.
10.0 SUMMARY OF PROGRESS
It can be seen that considerable progress has been made over the decade. More students are in schools at all
levels, more communities are participating in the support of their children’s education and more funding is
being provided for schooling. Primary education, in particular, has made remarkable progress and the specific
efforts to develop early childhood education [funding, teacher training, parental assistance,] are another feature
of the decade. In general, however, all levels and types of education have been expanded over the last 10-15
years.
10.1 The Fiji Cabinet in September 1993 noted the concern that the ‘current level of per capita grant to
primary schools is so grossly inadequate, that many schools have resorted to levying extra charges on pupils,
and that this has led to many children from needy families opting out of school’.
10.2 Cabinet further noted that the current scheme ‘greatly disadvantages island and remote rural area
schools’.
10.3 Cabinet endorsed the proposed grant structure and also approved the increase in rate and the funds sought
to implement the scheme to provide basic education to everyone in keeping with the World Declaration on
Education for All by the year 2000.
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10.4 Tuition fee free primary education was introduced for the first time in 1973, where government paid a
grant of $F12.00 per pupil enrolled in Class 1. Thereafter, an additional class came into the scheme and it
progressed until the 1973 group reached Class 6. In other words, by 1978 all primary school children from
Classes 1 to 6 received fee-free education.
10.5 After a lapse of two years, government in 1981 extended the provision to include Class 7 and Class 8
pupils the year after, which meant that in 1982 all primary school children in Classes 1 to 8 received fee free
education and this has continued ever since.
10.6 The community acknowledges with gratitude this policy which has benefited so many and assisted
parents, but it is been apparent that with he spiraling costs of providing good education, the $F12.00 per child
per year is insufficient to cater for basic needs. Hence Cabinet’s revision of the policy in September 1993
mentioned earlier which saw fee free grants to schools as follows:

a fixed amount of $F3,500.00 for schools with less than 50 pupils

a fixed amount of $F4,000.00 for schools with 50 – 99 pupils

a fixed amount of $F4,500.00 for schools with 100 – 149 pupils

a fixed amount of $F30.00 per child per year for schools with 150 or more pupils
Ministry spending under the scheme amounted to $F5.2 million in 1994.
10.7 The Compulsory Education Regulation as specified in the Education Act Chapter 262, Section 28 (2)
came into force on 20th January 1997.The Compulsory Education Order stipulates that all children of
compulsory school age within Fiji shall have compulsory education.
10.8 ‘Compulsory school attendance’ requires that school attendance at Class 1 shall be compulsory for all
children turning six years old by 30 June of any year. Children shall be required to remain at school until they
have completed Class 8 or Form 2 level education, or at the end of the year the child turns fifteen years of age.
10.9 Under the Compulsory Education Regulations, it shall be the duty of the parent(s) or guardian(s) of every
child of compulsory school age to ensure that he or she receives suitable and relevant education by regular
attendance at a school unless one of the following prevents the said child from doing so :
(a) there is no school within walking distance of the child’s place of residence
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(b) the parent(s) or guardian(s) make(s) other arrangements deemed by the Minister for Education to be
suitable and efficient for the education of the child
(c) the child has completed the required levels of primary education
(d) the child is prevented from attending school through sickness or other unavoidable cause(s)
10.10 It is anticipated that it will take four years to fully implement Compulsory Education in all nine Fiji
Education districts, where the scheduled implementation phasing has been planned to be as follows:
1997
:
Ra Education District
Cakaudrove Education District (North)
1998
:
Eastern Education District
Macuata/Bua Education District
1999
:
Nausori Education District
Nadroga/Navosa Education District
Ba/Tavua Education District
2000
:
Suva Education District
Lautoka/Yasawa Education District
10.11 Funding for Compulsory Education has been directed mainly towards the improvement of boarding
facilities and general classroom maintenance. For reasons of geographical isolation in the rural areas and daily
travel considerations for some children, boarding is seen as a possible if not the best solution to difficulties of
access to schools in the affected areas.
10.12 Through Compulsory Education, schools (and children) in the above mentioned areas have benefited
markedly with improvements to classroom and hostel facilities which we believe will in some way assist in
child retention in schools so as to fulfill the objectives as set out in the Regulation.
10.13 On school staff training and development, strategies outlined as Key Result Area 4 in the Ministry’s
1999 Corporate Plan include :

upgrade Lautoka Teachers’ College’s primary teacher training capacity

identify training needs
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
assess annual teacher training intake

formulate and implement staff development plans

review teacher training curricula

conduct short in-service courses

document all in-service courses planned for year 2000

advise scholarship boards

advise Ministry of Finance of training funding requirements
10.14 Key Result Area 6 on the revision of primary school texts, strategies include work group drafting and
school trials/revision. Texts have been revised, printed and distributed to schools.
10.15 On access to quality education with the objective being high levels of literacy acquisition, strategies
include:

implementation of government policy on tuition fee assistance and compulsory education as
earlier discussed

implementation of special projects to raise literacy levels e.g. Basic Education and Literacy
Support (BELS) and Basic Education Management and Teacher Upgrading Project (BEMTUP)

improve pre-school participation and readiness for primary education via rural pre-school support
and NZODA pre-school project
10.16 On research and review (Key Result Area 7), to meet the objective of responsiveness to changing
demands, strategies include the strengthening of research capacity and periodic review and development of
curricula. On systems development, the objective is continual development and review of systems to ensure
efficiency and that opportunities are maximized to benefit students; and the strategies implemented to achieve
these include :

review examination procedures for Fiji Intermediate and Fiji Eighth Year (Class 8) Examinations

review of Lautoka Teachers’ College (Fiji’s government primary teacher training institute)

board of teacher registration establishment

extension of compulsory education to Forms 3 & 4 (years 14 and 15)

schools’ review improvement
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PART III PROSPECTS
11.0 POLICY DIRECTIONS FOR THE FUTURE – THE WAY FORWARD
The Challenges for Education:
11.1 Ensuring that the education system is sensitive and responsive to the challenging needs of the community
and the economy, supporting strong and progressive social and economic development which is sustainable.
11.2 Providing a flexible, innovative and rigorous curriculum which addresses all areas of learning in order to
support comprehensive educational development , preparing young people for their social , economic and civic
roles within the community.
11.3 Maintaining and strengthening community partnerships in education; recognising the important role that
education has in contributing to the overall life and vitality of communities and identifying and using the
potential resources that exist within the communities to support reaching and learning.
11.4 Strengthening our primary educational resource; the knowledge and skill base of our teachers and
ensuring that their professional needs are supported.
11.5 Addressing access and equity issues in order to support social justice and promote unity and harmony
within the country.
11.6 Preserving a clear Fiji Islands identity while recognising the increasingly global environment in which
we live and work.
11.7 Exploring and harnessing the opportunities provided by the emerging new technologies which can
support and transform educational development in all areas.
11.8 Providing continuity of learning from birth to adulthood and advancement towards lifelong learning for
all in order to support positive human development and contribute to the development to the republic of Fiji.
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11.9 Establishing accountability for educational outcomes, optimum resource management and use and
informed decision-making supported by a sound research and planning base.
11.10 The need to focus on quality and improvement in educational provision and to promote the values,
benefits and outcomes of education.
11.11 The anticipated impact of these changes and challenges have been used as the starting point for the
development of the objectives and outcomes for education in Fiji to the year 2020.
11.12 Fiji's education policies and directions attempt to promote the best for all students and help create a
forward looking and productive society. Mindful of the fact that young people are the most valuable resource,
one avenue for providing a prosperous and sustainable foundation for them is via an increased focus on
planning at all levels of education. Having in place a framework for strategic and management planning which
will ensure that the efforts of all partners integrated for the benefit of all students, the community and the
nation.
11.13 The vision : 'Educating the head, the hand and the heart'.
11.14 The mission : ‘To develop the potential at the heart of each student; their capacity to know, to do and
to live together for the benefit of the individual, the community and the nation.'
11.15 Fiji sees as vital the provision of a relevant and responsive curriculum which develops in students the
knowledge, skills and attitudes required to enhance their quality of life and contribution to society. Fiji
Islanders want a society that is well educated, optimistic, forward looking and enterprising in order to take
advantage of emerging opportunities and meet the challenges of the 21st century. The capacity to build
relationships, develop as individuals and to learn are all essential to achieving these goals. Core values of
honesty, fairness, respect for truth and justice, integrity, responsibility, compassion, sense of family and
community and faith provide the foundation for all teaching and learning.
11.16 Students will develop students who respect others, appreciate Fiji's multi-cultural heritage and are
responsible, informed and involved citizens of both Fiji and the world. We will strive to create a sense of
national consciousness that will act as a binding force for national
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progress. It is important for young people to develop the skills and understanding which will see the people of
the Fiji Islands living in harmony and unity, promoting social justice and the economic and social
advancement of all communities.
11.17 The Government will strengthen and promote community partnerships in the management of schools
and the provision of education resources, policies and programs. Partnership and co-operation in education
provision has seen the development of a strong and vital education system throughout the country which must
be sustained. A school's community is all of those groups which have a vested interest in, and concern for, the
education which it provides. Schools have a responsibility to involve the communities which they serve in all
aspects of education provision. This will support schools and students to develop a sense of identity, common
purpose, shared interest, mutual respect and obligation to others and will enrich the teaching and learning
which the schools provide.
11.18 Another area of focus is to develop and support a professional teaching force which is responsible and
responsive to both learning and the learner. Teachers are the core of the education system and they carry the
primary responsibility for the quality of teaching and learning in educational institutions. The relationships
between teachers and learners are the heart of the learning process. The teacher's role is changing from
transmitter of knowledge to facilitator of learning who encourages research, inquiry, questioning and debate.
This will require them to update and improve their own knowledge and techniques throughout their career. It is
essential that their critical role in these endeavours are acknowledged and supported.
11.19 The Government will promote quality and excellence in the management and administration of all
elements in the education system as investment in education is investment in the future. The constant focus
must be on improvement and in order to achieve this activities must be planned, monitored and evaluated in all
areas. Government will establish standards, monitor, account for and seek continuous improvement in the
performance of all learners and organizations. A focus on quality and standards will help to ensure that
education system provision supports the best possible outcomes for all students. It is only through monitoring
and evaluation that strengths and weaknesses can be identified and improved.. It must also be ensured that the
standards which are set are inclusive of all valued areas of learning and a range of opportunities provided for
their attainment.
At a time when the Government is required to do more within a finite capacity for
expenditure and finance, it is essential to be accountable for efforts and achievements.
11.20 The Government will target resources and support to allow all students to achieve full benefit from
educational services. Education is a basic human right and a universal human value. There is a prime
responsibility to address inequities in the distribution of resources in society and ensure hat the full benefits of
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teaching and learning are available to all, irrespective of gender, beliefs, ability, cultural and linguistic
background, socio-economic circumstances or location. All Fiji students must have the opportunity to achieve
their personal best and opportunity to make a positive contribution to society.
11.21 The development and promotion of sustainable policies and programmes which respond to and
anticipate emerging educational needs and demand are also seen to be important and will be pursued
vigorously. All must be proactive and responsive to the emerging educational needs of the community.
Renewal and any corresponding reform of education must, however, be the result of profound and thoughtful
examination and understanding of what is known about successful practice and policy. It must also be based
upon an understanding of the specific conditions and requirements relevant to the Fiji Islands context and its
impact on all parties involved taken fully into account.
11.22 We also see as important the exploring and utilisation of technologies which support, extend and
enhance the delivery, quality and effectiveness of education. The emerging new technologies have the
capacity to amplify, extend and transform learning and the environment in which people work and learn. Their
introduction has seen a universal revolution in the way information and knowledge can be gathered and we it
must be ensured that there are opportunities for students to participate as equal partners in these global
developments. It is also necessary to be mindful of the need for an increased capacity to discriminate in the use
of new technology and to have the ability to understand, assess and distribute the information and knowledge
accessed.
11.23 The Government anticipates increasing educational participation at all levels encouraging the
development of a learning culture with community recognition of the importance and value of educational
training throughout life. The world is in the midst of the greatest revolution since the Industrial Revolution at
the turn of the last century.
This is the information revolution where advances in science and technology are rapidly making the learning
and know-how that people acquire in their initial education obsolete and where new learning is increasingly
becoming an on-going requirement in all areas. Fiji students must have the motivation and skills to engage in
lifelong learning and be able to approach the future with optimism, purpose, and the capacity to contribute to
the development of their society. It is vital a community of learning is fostered and supported; no initial fund
of knowledge will serve for a lifetime.
11.24 The success of the Fiji education system depends on a balance on creative and effective planning for
local needs, coupled with clear statements of purpose and direction for the whole of Fiji’s education providers.
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CONCLUSION
Since the Jomtien Conference in 1990 Fiji can look back on the last ten years with much pride in its
achievements, supporting basic education focussed on capacity building for expanding access to, and
improving the quality of education.
The intention to extend free education to the Form 6 level adds greater impetus for children and, with certainty,
will help to further the cause of the initiative. Recognising that the poverty trap can only be broken through
education the People’s Coalition Government has already decided to give priority to education and health in
the Year 2000 budget.
In order to formulate a comprehensive plan for the new millenium the Government is putting in place an
Education Commission 2000. The Commission is expected to provide its initial report early in the Year 2000.
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