PADDLE

Chuuk State Strategic Plan
for Education
2007-2012

Building on Navigating with Pride: Vision 2020
& The Chuuk Education Reform Plan

Mr. Peter Sisra
Mr. Sanfio Sony
Chairman
Executive Director
Chuuk State Board of Education
Chuuk State School System

Gov. Wesley Simina
Governor
Chuuk State

Funding for the planning process has been provided by the European Union (EU) and
New Zealand through the PRIDE (Pacific Regional Initiatives for the Delivery of basic
Education) Project, Institute of Education, University of the South Pacific, Suva, Fiji

INTRODUCTION:
2020 which continue to be significant documents bearing on

educational reform in Chuuk.

In 1999, the Chuuk State Department of Education

The process followed in developing this plan has been pretty
commenced the development of a comprehensive strategic plan for
straightforward. The Chuuk Department of Education created a
education in the state. Officially completed and promulgated in
PRIDE Project Steering Committee which in turn brought on a
September 2001 the plan, Navigating with Pride: Vision 2020, was
consultant to assist the committee in drafting the plan. Important
thoroughly researched and carefully constructed. It laid out a
parts of the process which need to be highlighted here include the
blueprint for educational improvement to the year 2020. The plan
emphasis on local capacity building and stakeholder input. As part
itself was well done. Its implementation was another matter entirely.
of its efforts to get widespread input from the community the
For all the time, energy and effort that went into creating the Vision
Steering Committee conducted extensive stakeholder consultations
2020, very little was put into fulfilling the promise for educational
in the five regions of the state. Through these consultations teachers,
reform that it contained and which its creators greatly desired.
administrators, students, parents, and community leaders and
Elementary and high school students throughout the state continued
members gave voice to their priorities to improve education. (For a
to languish in substandard schools without adequate resources for
summary of the data from the stakeholder consultations please see
teaching and learning.
Appendix 3.)

A second plan for reform, the Chuuk Education Reform Plan

A strategic plan is a blueprint for ongoing decision-making
(CERP), was drafted in response to a resolution passed by the Joint
and a guide for prioritizing the use of limited resources. It is not
Economic Management Committee (JEMCO) in March 2005. The
meant to cover every detail and answer every question upfront. This
resolution called for a plan addressing the immediate reform of the
plan is designed for flexibility so that changes can be made
Chuuk State School System (CSSS) to be submitted to the Office of
throughout its implementation. The following points may help
Insular Affairs (OIA) Honolulu Field Office by May 15, 2005. The
anticipate some of the questions that may be raised as individuals
focus of the plan which was developed is on improving the CSSS
look more closely at the plan.
management structure and internal controls. It was thought that
Ultimate responsibility for the implementation of this plan
improvements in these areas would give the dormant Vision 2020
lies with the Chuuk State Department of Education. The
plan the best chance to move toward implementation. Similar to the
plan calls for the establishment of an implementation group
Vision 2020 plan, the time, energy and effort which went into
for ongoing evaluation of how the plan is implemented. This
creating the Chuuk Education Reform Plan has not been matched by
same group is tasked with developing subsequent annual
a sustained output for implementation.
implementation plans based on accomplishments of the prior

The plan offered here, the Chuuk State Strategic Plan for
year.
Education (CSSPE) 2007-2012, has been created as part of the
The order in which the Priority Areas are presented in the
Pacific Regional Initiative for the Delivery of basic Education
plan does not necessarily indicate their relative importance.
(PRIDE) Project funded by the European Union and the NZAID.
For example, Special Education (Priority Area #7) should
(For more information on the PRIDE Project please see Appendix 2.)
not be viewed as less important than Facilities, Resources
This plan is not intended to be seen as a third plan. Rather, it is
and Support Services (Priority Area #5). Everything in the

plan needs to be accomplished. That said, it should be noted

that the first three areas which focus on accountability,
offered as part of the evolving process of education reform planning
professional certification, and curriculum are critically
for Chuuk State. The JEMCO Chuuk Education Reform Plan can
important since so much of the rest of the plan depend on
only be rightly read with reference to the Vision 2020. This plan can
these three areas being done well.
only be rightly read with reference to both the CERP and Vision

The efforts of the Chuuk Department of Education, with the
parents, administrators, students and community members and
assistance of the Basic Social Services Project (BSSP)
leaders who took the opportunity to voice their ideas and concerns
Education Advisor, to establish a monitoring and evaluation
during the stakeholder consultations. Because of the input from all
division within the department need to be highlighted. The
the people involved the plan is representative of various
creation of sustained, systemic and comprehensive
constituencies around the state.
performance management is vital. Since both projects,
PRIDE and BSSP, were underway at the same time both the
PRIDE Steering Committee and the BSSP Working Group
sought to support each other’s efforts for improvements in
education.
Over the last 5-10 years the international community, mostly
under the auspices of the United Nations, has come to
common agreement in responses to some of the great
challenges of our time and the critical role which education
has in meeting those challenges. Several important
conventions articulate the challenges and responses to them.
These conventions include The Millennium Development
Goals (Millennium Declaration, UN General Assembly,
New York, 2000), Education for All (EFA, World Education
Forum, Dakar, Senegal, April 2000), The United Nations
Literacy Decade (UNLD, UN General Assembly, New York,
2002), The United Nations Decade of Education for
Sustainable Development (DESD, UN General Assembly,
New York, 2004), and the Forum Basic Education Action
Plan (FBEAP, Forum Secretariat, Auckland, New Zealand,
May 2001). While these conventions are not explicitly
referenced in the strategic plan, their goals have influenced
and form the wider context in which the plan was developed,
especially as the FSM is a signatory to these conventions.
(For a summary of the goals of these conventions please see
Appendix 4.)

As indicated above the strategic planning process has involved the
work of many individuals and a debt pf profound gratitude is owed
to everyone who provided input into the plan. The PRIDE Steering
Committee expresses its deep appreciation to all the teachers,

CONTENTS

Introduction
pages 2-3

1. Accountability
pages 5-7

2. Certification and professional development
pages 8-10

3. Curriculum, instruction and assessment
pages 11-13

4. Community partnership and involvement
pages 14-15

5. Facilities, resources and support services
pages 16-18

6. Governing and financing education
page 19

7. Special education
page 20

8. Post-secondary, adult and continuing education
page 21

9. Vocational/Technical education
page 22

Appendix 1: Acknowledgements
page 24

Appendix 2: The PRIDE Project
pages 25

Appendix 3: Report on Stakeholder Consultations
pages 26-28

Appendix 4: Summary of Goals of International Conventions
pages 29-30

Priority Area 1: ACCOUNTABILITY
Narrative: The key issues in Priority Area 1 include creating systems for the effective and efficient management of the CSSS and annual action plans for the
implementation of this strategic plan. Improving management and internal controls are issues of paramount importance in the JEMCO Chuuk Education
Reform Plan and must continue to be seen as issues requiring the fullest attention of all CSSS personnel. Critical to achieving accountability are the systems
established through the Basic Social Services Project for effective monitoring and evaluation (M&E) mechanisms within the CSSS for improving performance
management.

Goals
Strategies/Actions
Performance Indicators
Center of
Responsibility
1. Annual action plans
A. Establish Strategic Plan Evaluation
• By mid-August of each year of the strategic plan the
Director
will guide the ongoing
Group.
Strategic Plan Evaluation Group will evaluate the
Deputy Director
implementation of the
B. Annually evaluate achievement
achievement status of the year’s performance indicators
Division Chiefs
Chuuk State Strategic
status of performance indicators and
and draft a new annual plan based on the evaluation and
Plan for the Education
progress towards goals in each priority
progress toward priority goals.
Sector.
area.
• Director and chiefs include strategies and actions in their
yearly plans.
2. A system will be in
A. Organize staff, policies and
• Monitoring and evaluation division established
Director
place to hire qualified
procedures to establish an effective
• Only qualified (based on established criteria) personnel are Deputy Director
staff and retain staff
monitoring and evaluation division.
hired/retained by the CSSS.
Division Chiefs
according to criteria-
B. Establish performance management
• Education personnel are aligned with prioritized work
M&E Chief/
based performance.
system with clear lines of accountability
needs and job descriptions with outcome measures are
Coordinator
for principals, teachers & CSSS staff.
implemented for all personnel.
• Performance management system evaluated by monitoring
and evaluation division.
• All stakeholders are provided with performance
management data.
3. CSSS will improve its
A. Conduct comprehensive system-
• Personnel and program audit carried out by qualified
Director
operational efficiency
wide personnel and program audit.
professional.
Deputy Director
and effectiveness.
B. Streamline and reorganize CSSS
• CSSS operations streamlined and reorganized based on the CSBE
based on the findings of the personnel and
audit findings with significant decreases in instances of
Chief, M&E
program audit
waste, fraud and abuse.
C. Create and disseminate
• CSSS policy manual is developed and is available to and
comprehensive CSSS policy manual.
used by all education personnel, as well as, PTAs and other
D. CSSS will reallocate and clarify the
interested stakeholders.
roles and functions of the central office,
• Training for school leaders and central office personnel in
schools and communities.
the areas of effective time and resource management, staff
E. Central Office will develop and
evaluation, and staff management conducted.
implement a plan for regular monitoring
CHUUK STATE STRATEGIC PLAN FOR
2007-2012
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of personnel and program effectiveness at
• Central Office personnel will visit for monitoring purposes
school sites.
each school site twice yearly.
4. The CSSS central
A. Enforce existing policies specifying
• Employee absenteeism rates are significantly reduced.
Director
office and all schools will the number of days in a school year, the
• Penalties put into effect.
Deputy Director
be in compliance with all hours of instruction, and employee sick
Chief, Elementary
CSBE and FSM policies
days per year.
Chief, Secondary
regarding absenteeism
B. Spell out penalties for abuse of
Chief, M&E
and the required number
policies.
of days and hours of

instruction.
5. CSSS will improve its
A. Fully implement a robust education
• Adequate resources for equipment, staffing and training is
Director
management and
data management system.
allocated
Deputy Director
information system.

• Professional training for central office and school
Division Chiefs

principals on use of data for planning and school
improvement conducted.
• A centralized database that includes information on CSSS
budget, personnel, students, schools, facilities and other
data as needed is in use and accessible to relevant staff.
6. Easily accessible
A. Identify and use a variety of means
• The central office will receive on a regular basis (but at
Director
public feedback
for ongoing stakeholder input.
least twice annually) feedback on the policies and
Deputy Director
mechanisms will be
B. Create and implement mechanisms
programs of the CSSS from a variety of stakeholders.
Chief, Elementary
available for ongoing
to respond to stakeholder input.
• Appropriate divisions, offices, personnel actively respond
Chief, Secondary
stakeholder input for
to input from stakeholders.
Chief, M&E
central office action.
7. CSSS operations and
A. Establish centralized data
• Data collection, management, and evaluation functions are CSBE
planning will be based on management center for the CSSS.
integrated and centralized in its own division/office.
CSBE
reliable and valid data
B. Employ qualified data management
• Data personnel receive ongoing training to upgrade their
Director
and educational research. personnel and provide ongoing training
knowledge and skills in data collection, management and
Deputy Director
and professional development to them.
evaluation.
M&E Chief
C. Establish a research unit to assist
• Research unit functioning and supporting CSSS operations
CSSS operations and planning activities.
and planning activities.
• Research partnerships created with IHEs allowing
postgraduate students access to research opportunities in
Chuuk
8. CSSS will create an
A. Establish the financial policies,
• Computerized financial management system established
CSBE
independent financial
procedures, and control mechanisms
and in use.
Director
management system
necessary for the CSSS to operate its own
• Financial management system for the CSSS transferred
Deputy Director
responsible for
budget and financial system.
from the State Finance Office to the CSBE and the
Business Office
streamlining management
Executive Director.
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and providing school

supplies, learning
resources, and contractual
services.

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Priority Area 2: CERTIFICATION AND PROFESSIONAL DEVELOPMENT
Narrative: Another high priority item for the CSSS is the certification of teachers as the system faces a November 2008 deadline for all non-certified teachers
to have completed or to be making substantial progress towards an AA/AS degree, the minimum requirement for certification. The issue of teacher
certification was raised at about half the stakeholder consultation sites. Other issues which emerged at the sites included teacher absenteeism, professionalism,
hiring more teachers and teacher aides, raising teachers’ salaries, retirement, and hiring only qualifies personnel for positions within the Chuuk State School
System. Some of these issues are addressed in Priority Area 3 which focuses on accountability. This Priority Area 2 focuses primarily on issues of the
certification and ongoing training and professional development of CSSS personnel.
Goals
Strategies/Actions
Performance Indicators
Center of
Responsibility
1. Classroom teachers
A. Prepare teachers to pass the COM
• 100% of teachers seeking a COM degree pass the COMET. Director
will meet or exceed
entrance test (COMET) or entrance
• All teachers have a minimum of an AA/AS degree or its
Deputy Director
minimum certification
requirement for other post-secondary
equivalent from an accredited institution of higher
Division Chiefs
requirements.
institution.
education.
Staff Development
B. Prioritize resource allocation to assist
• Teachers pursuing degrees have a sufficient number of
CSLA
non-degreed teachers to complete their
courses to choose from and are not delayed from
Specialists
AA/AS degree and those with AA/AS
completing their degrees due to required courses not being
Mentors
degrees to move towards attaining a
available.
Principals
BA/BS degree.
• Teachers show evidence of meeting entrance requirements
C. Work with appropriate service
for a COM or other IHE (institute of higher education)
providers to coordinate course offerings
degree program as part of their application for educational
for non-certified teachers and develop
leave.
additional course offerings to satisfy
• Teachers pass the NSTT. (FSM Teacher Certification
degree requirements.
Regulations, January 2004)
D. Grant educational leave only to
• Teachers observed satisfactorily demonstrating use of core
qualified teachers to complete courses
teaching in the classroom (FSM Teacher Certification
needed for degree completion.
Regulations, January 2004)
(“Qualified” here means that a teacher

applying for educational leave has passed
the COM entrance test and/or can meet
other IHE entrance requirements.)
E. Prepare teachers to pass the FSM
National Standardized Test for Teachers
(NSTT).
F. Train central office and school-site
personnel to conduct observations of
teachers using monitoring and evaluation
observation instrument.
2. School-site
A. Develop certification requirements
• All principals fully certified according to the revised
Director
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administrators will meet
for principals and other on-site
certification system.
Deputy Director
or exceed minimum
administrators.
• All principals complete the principal preparation program
Division Chiefs
certification
B. Develop school administrator
required for certification.
CSLA
requirements.
preparation program.
• CSLA provides short and long-term training for school-
Specialists
site administrators.
Mentors

3. Central office
A. Determine certification requirements
• All education personnel have access to training needed to
CSBE
education personnel (e.g., for central office personnel
meet minimum requirements for their position.
Director
chiefs, specialists,
B. Conduct a system-wide assessment
• All education personnel meet or exceed minimum
Deputy Director
mentors,) will meet or
of the training needs of all support staff
certification requirements for their position.
Division Chiefs
exceed minimum
and central office personnel based on
Program
certification
revised job descriptions for all positions.
Coordinators
requirements.
C. Develop training programs to assist
education personnel to obtain needed
training.
4. Effectiveness and
A. Establish and implement evaluation
• Evaluation processes for all CSSS personnel are
CSBE
quality of all CSSS
processes for all CSSS employees through
established and implemented through the monitoring and
Director
personnel will be
the monitoring and evaluation division.
evaluation division.
Deputy Director
improved.
B. Provide targeted professional
• Observations conducted through the monitoring and
Division Chiefs
development for staff to improve skills
evaluation division are used to identify and provide
and knowledge based on needs
targeted professional development to improve skills and
highlighted through monitoring and
knowledge.
evaluation observations.
• Qualified teachers and other personnel are recruited into
C. Develop and implement procedures
and retained by the CSSS.
and programs to recruit and retain
• New teachers and other personnel receive quality
qualified teachers and other personnel.
mentoring services.
D. Evaluate adequacy of existing
mentoring program to support new
teachers and other personnel and develop
additional mentoring services as needed.
5. Ongoing professional
A. Design school-based professional
• Ongoing professional development programs implemented CSBE
development for school-
development programs to be implemented
at school sites by mentors and specialists.
Director
based education
by mentors and specialists an linked to
Deputy Director
personnel beyond
training needs highlighted in monitoring
Division Chiefs
minimum certification
and evaluation observation protocols.
Staff Development
requirements will be
CSLA
available.
6. Comprehensive
A. Develop a CSSS personnel manual to • Personnel Manual made available to all CSSS employees.
CSBE
personnel manual will
include all appropriate policies, rules,
• Personnel Manual is used by all employees and enforced
Director
clearly articulate all
procedures, positions, rights and
by appropriate authorities in the CSSS.
Deputy Director
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policies, rules,
responsibilities for use by the CSSS and
Division Chiefs
procedures, positions,
all its employees. OK
rights and responsibilities
of CSSS employees.
7. National and state
A. Work with scholarship boards to
• Revised scholarship policies in effect.
CSBE
government scholarship
revise policy to include education as a
Director
schemes recognize
state and national priority area for
Deputy Director
education as a priority
scholarship support for degrees at the
Scholarship Board
area for support.
BA/BS level and above.

8. Alternative means for
A. Work with Chuuk State Legislature
• Number of certified teachers working as classroom
CSBE
ensuring certified
and Personnel Office to seek changes in
teachers in Chuuk State is increased.
Director
teachers teach in all
State retirement policies to allow already
Deputy Director
classes will be explored.
certified retiring/retired teachers to
continue working as classroom teachers.
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Priority Area 3: CURRICULUM, INSTRUCTION AND ASSESSMENT
Narrative: Issues concerned with curriculum, instruction and assessment make up Priority Area 1 as these are foundational to student learning. Data from
the stakeholder consultation process show curriculum issues were raised at every consultation site, the only item to be recorded at 100% of the sites. While
many sites raised curriculum as an issue in general, others had more specific curriculum concerns. The general concerns centered more on the need for a
revised curriculum for use in the schools. The more specific concerns included vocational and special education, cultural and traditional skills, religious
education and bible study, physical education and recreation programs, and computer classes. Curriculum also drives questions about instructional materials
and other resources needed in schools. The 2001 CSSS strategic plan, Vision 2020, called for a comprehensive curriculum needs assessment. The
CSSS/PRIDE stakeholder consultation process confirms that such a comprehensive assessment remains a very high priority for public education in Chuuk
State.
Goals
Strategies/Actions
Performance Indicators
Center of
Responsibility
1. The CSSS curriculum
A. Undertake comprehensive
• Current curriculum for elementary and secondary schools
Chief, C&I
adequately prepares
curriculum needs assessment to determine
thoroughly analyzed by professional curriculum consultant.
students to meet state,
its usefulness in educating students to be
• Areas for curriculum revision and development identified
national, and
active participants in the 21st century
by the consultant with specific recommendations in the
international standards
globalized economy.
areas of literacy, numeracy, Chuukese and English

B. Design a model for curriculum
language, and information and communications

development
technology.
C. Adopt FSM National Standards in
• Model submitted to the Executive Director of Education
Language Arts, Math, and Science and
for approval.
further develop standards for remaining
• Revised standards-based curriculum adopted by the CSBE.
subject areas.
• Benchmarks at grades 4, 6, 8, and 10 for core content areas
D. Identify grade level benchmarks for a
developed.
statewide curriculum assessment program
• FSM National Standardized Test used to monitor student
E. Develop appropriate assessment tools
performance, with additional assessments crafted to align
for all subject areas
with standards-based curriculum.

2. Cultural and linguistic
A. Identify and articulate foundational
• The CSSS ECE-12 curriculum is rooted in and reflects
Chief, C&I
values and practices
cultural and linguistic values and
cultural and linguistic values and practices identified and
Culture Specialist
guide curriculum
practices which will help guide
articulated as foundational.
development in Chuuk
curriculum development in Chuuk.

State
3. Improve student
A. Evaluate current student assessment
• Gaps and weaknesses in current student assessment
Chief, C&I
assessment processes
processes.
processes identified and targeted for improvement.
M&E
B. Align student assessments with
• Student assessments are aligned with standard and
$25,000.00
adopted standards and benchmarks.
benchmarks.
C. Utilize student assessment data for
• Revisions in curriculum and instructional practices based
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ongoing improvements in curriculum and
on comprehensive student assessment data.
instruction.
• ECE Child Outcome Assessment process incorporated with
D. Incorporate current systematic ECE
FSMID in the assessment of children’s progress.
Child Outcome Assessment process with
FSMID in the assessment of children’s
progress.
4. Improve availability
A. Identify and procure/develop
• Curriculum appropriate materials (e.g., textbooks)
Chief, C&I
and quality of
appropriate instructional materials and
purchased from commercial vendors in a timely manner.
Chief, Elementary
instructional materials
other resources aligned with standards-
• Chuukese language instructional materials developed
Chief, Secondary
and other learning and
based curriculum adopted by CSBE.
locally for use in schools as needed.
$2,500,000.00
teaching resources.
B. Establish policies and procedures to
• Instructional materials are acquired and delivered in a
ensure timely acquisition of instructional
timely manner.
materials from vendors and delivery to
• All schools have needed instructional materials and other
school sites.
learning and teaching resources.
5. Fully align early
A. Complete transition of preschool
• ECE designated as regular provider for preschool (ages 3-
CSBE
childhood education and
programs from Head Start to Early
5) education in Chuuk.
Director
elementary schools.
Childhood Education.
• ECE program expanded to all elementary schools in CSSS. Deputy Director

B. Integrate ECE budget with
• Evaluation conducted and aggregate evaluation results
ECE Coordinator

Elementary budget.
annually released to the public until all eligible children are Chief, Elementary

C. Through to grade 3, continue
participating in ECE programs.
To be determined
evaluation of students participating in
ECE programs compared with students
not participating in ECE programs, until
all eligible students are enrolled in ECE
programs.
6. All Chuukese high
A. Establish a language commission for
• Chuuk State language commission established and
Director
school graduates will be
Chuuk State.
develops comprehensive language policy for the State.
Deputy Director
literate in their local
B. Develop comprehensive state
• State level language policy implemented for Chuuk State.
Division Chiefs
language and English.
language policy for all grades for local
• Phonics program for local language and English
To be determined
languages and English
implemented beginning in the first grade.
C. Begin reading instruction in the local
• Appropriate reading materials in the local language and
language in first grade and in English in
English disseminated system-wide.
second grade
D. Increase number of available literacy
resources for early elementary grades and
develop grade level reading materials.
7. CSSS will have a high
A. Collect all appropriate data on
• Comprehensive database of students who leave school is

school graduation rate of
students who leave school before earning
created.
85% or higher.
a diploma (drop outs, push outs, and
• Programs responding to specific causes of students leaving
CHUUK STATE STRATEGIC PLAN FOR
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transfers).
school created and implemented.
B. Analyze the reasons why students
• Students who leave school are assisted in returning to
leave school before earning a diploma.
complete their education.
C. Develop a procedures and processes
• Larger numbers of high school graduates qualify for
for defining, tracking, and working with
admission to COM and other IHE degree programs.
students who leave school before earning
a diploma.
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Priority Area 4: COMMUNITY PARTNERSHIP AND INVOLVEMENT
Narrative: Consultations with stakeholders—parents, teachers, students, administrators, community members and leaders—in communities in the five
regions of the state were a critical component of the strategic planning process. An issue which emerged at several sites was that the community had already
seen plans and projects come and go, so what would make this plan any different from other attempts to improve the delivery of basic education in Chuuk
State? It is a fundamental question. Continuous and consistent, active and effective engagement of all stakeholders is essential for this plan to have chance of
making a difference for the children of Chuuk State. Communities are invited here to take an active role in the education of its children and in the providing a
clean, healthy and safe learning environment.

Goals Strategies/Actions
Performance Indicators
Center of
Responsibility
1. Communities will
A. Conduct community meetings to get
• Procedures for actively involving community members in
CSBE
actively support the work input from families/communities about
students’ education established.
Director
of education in schools
issues and concerns regarding their
• School-community councils implement the policy on
Deputy Director
involvement in their local schools.
family/community involvement in schools.
Division Chiefs
B. Develop policy detailing how

School
schools will involve families/communities
Administrators
in school operation and functions.
PTA Boards
C. Conduct a public education
campaign to familiarize families &
communities of the policy.
2. Communities will help A. Conduct a public awareness program
• Greater community involvement in maintaining positive
Director
provide a healthy school
to develop more receptive and caring
school environments.
Deputy Director
environment that is a safe attitudes toward school facilities on the
• Policies are known, implemented and enforced.
Division Chiefs
haven for all students.
part of community members.
School
B. Review and revise as needed CSSS
Administrators
policies regarding drugs, alcohol, violence
Municipal Officials
and weapons in schools.
PTA Boards
C. Disseminate widely all CSSS
Community
policies regarding drugs, alcohol, violence
Members
and weapons in schools.
3. With community
A. Identify and articulate values and
• Schools report to the CSSS Executive Director the values
Cultural leaders
assistance, schools will
customs most important to the
and customs held most important by the community and
Church leaders
promote the transmission community.
which can be integrated into elementary and secondary
Parents
of appropriate values and B. Use school-community councils to
school programs.
School
customs held important
develop appropriate and effective means
• Important Chuukese values and customs are taught in
Administrators
by the people of Chuuk.
for the transmission of important values
schools.

and customs.
4. Community members
A. Identify skills, knowledge and
• Skills, knowledge and expertise within the community
Cultural Specialists
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will assist in non-formal
expertise within the community which
identified and programs for sharing such developed.
Division Chiefs
education programs by
can be shared with students in non-formal
• Non-formal and alternative activities and programs
PTAs
sharing their skills,
and alternative education activities and
established through which students learn from the skills,
Church leaders
knowledge and expertise. programs.
knowledge and expertise of community members.
B. Develop programs for the sharing of
skills, knowledge and expertise identified
in the community.
C. Implement non-formal and
alternative activities and programs
through which community members share
skills, knowledge and expertise useful and
appropriate to the community.
5. CSSS will establish
A. Identify skills, knowledge and
• Skills, knowledge and expertise within the business

partnerships with area
expertise within the local business
community and other organizations identified and
businesses and
community and other organizations which
programs for sharing such developed.
organizations as
can be used to enhance opportunities for
• The business community and other organizations are active
appropriate to enhance
student learning.
partners with the CSSS in enhancing student learning
student learning
B. Develop and implement programs for
opportunities.
opportunities.
the sharing of skills, knowledge and
expertise identified in the business
community and other organizations.
CHUUK STATE STRATEGIC PLAN FOR
EDUCATION
2007-2012

15

Priority Area 5: FACILITIES, RESOURCES, AND SUPPORT SERVICES
Narrative: The focus of this priority area some of the many things that contribute to and support a quality environment. Land use issues continue to be a
major obstacle to developing and implementing a comprehensive infrastructure improvement plan for the CSSS and to the use of Compact funding for
supplying needed instructional materials. In the meantime, students and teachers continue to be adversely affected by the woeful condition of most classroom
facilities and the lack of basic educational resources.

Goals
Strategies/Actions
Performance Indicators
Center of
Responsibility
1. Chuuk State will have
A. Clarify JEMCO requirements for
• Clarification used to revise list of school sites eligible for
Director
clear title to or lease
what constitutes an acceptable land-use
facilities improvement and to receive learning and teaching Administrative
agreements for all land
agreement.
resources.
Officer
on which public schools
B. Work with Office of the Governor
• Acquisition schedule to manage impact on limited financial Infrastructure
are sited.
and Legislative leaders to arrange for the
resources is followed.
Specialist
purchase of privately owned lands that the
• Funds for land purchase are secured and land is purchased.
CSSS is currently using.

C. Establish a land acquisition schedule
to plan for long term needs.
2. Schools will have
A. CSSS in consultation with school-
• All schools have minimally required learning and teaching Director
adequate resources for
based personnel identify minimum
resources.
Division Chiefs
learning and teaching.
learning and teaching resources required
Area Supervisors
for all schools, e.g., sufficient number of
Principals
student desks and chairs, blackboards in
every classroom, etc.
B. Prioritize the purchase and
installation of these learning and teaching
resources.
C. Develop and implement purchasing
and installation plan for learning and
teaching resources.
3. All schools have
A. Establish standards for school
• School facilities standards are established and guide
Administrative
necessary student
facilities incorporating factors that
development of infrastructure improvement plan.
Officer
restroom facilities, clean
promote safety, sustainability,
• Costs for construction, replacement, and/or renovation
Infrastructure
drinking water and
management and a safe learning
determined.
Specialist
classroom and office
environment.
• Comprehensive master plan for school facilities
Chief, Elementary
space and meet
B. Prioritize the installment and/or
renovation, upgrading and construction based on
Chief, Secondary
established standards for
repair of student restroom facilities.
established standards developed.
education facilities.
C. Prioritize consistent student access to
• School facilities renovation, upgrading, and construction
safe and clean drinking water.
undertaken.
CHUUK STATE STRATEGIC PLAN FOR
EDUCATION
2007-2012

16

D. Review and update assessment of all
• All schools have clean and sanitary restroom facilities and
school facilities.
water storage tanks where needed.
E. Develop infrastructure improvement
plan.
F. Implement infrastructure
improvement plan.
4. Student transportation
A. Conduct a comprehensive student
• Students who meet eligibility requirements are provided
Administrative
needs will be met on a
transportation needs survey throughout
timely transportation service.
Officer
timely basis.
the five regions of the State.
Infrastructure/
B. Establish clear criteria regarding
facilities Specialist
eligibility for student transportation
Division Chiefs
services.
C. Develop and implement a student
transportation plan to ensure on-time
access to school.
5. The CSSS will protect
A. Develop comprehensive maintenance
• All CSSS facilities are clean, safe and secure.
AO
its capital investments
and repair program for all CSSS facilities
• Responsibility for maintaining schools delegated to
Infrastructure/
and sustain a pleasant
B. Develop and implement a public
municipal councils and implementation of a cost-sharing
facilities specialist
learning environment at
awareness program designed to develop a
scheme for maintenance of school facilities endorsed and
Division Chiefs
all schools
more receptive and caring attitude toward
enforced by state leaders.
Cultural Specialist
school facilities.
• Community participation in keeping schools in good repair Principals
C. Develop and implement in
and clean implemented in all schools. Acts of vandalism
elementary and secondary schools a
committed at schools eliminated.
system of instilling values associated with
• School based personnel and students take an active role in
showing respect for the environment and
caring for school facilities, especially in maintaining
responsibility for cleanliness.
cleanliness of the school site.
D. Secure school sites with highest
• Most vulnerable schools are free of repeated vandalism.
incidents of vandalism with perimeter
fencing and lockable gates.
6. Student health and
A. Conduct comprehensive assessment
• Student health and counseling service needs determined
Director
counseling needs will be
of student health and counseling service
through comprehensive assessment.
Deputy Director
met.
needs.
• Student health and counseling service needs are met on a
B. Create and implement student health
consistent and timely basis by qualified service providers.
and counseling services based on the
results of the needs assessment.
C. Provide qualified service providers
as needed.
7. Schools will meet for
A. Examine and resolve current
• Schools in session for the full day for student instruction.

full day session.
obstacles to schools meeting for a full day
session, e.g., no student lunch.
CHUUK STATE STRATEGIC PLAN FOR
EDUCATION
2007-2012

17

B. Enlist the aid of parents and other
community members in overcoming
obstacles to schools having a full day
session.
8. A realistic and
A. Based on the standards developed in
• A comprehensive technology plan to guide all technology
Director
comprehensive
9.3.A, create a comprehensive technology
related decision-making is developed in a timely manner.
Deputy Director
technology plan for the
plan for the CSSS which fully accounts
• All aspects of the plan are fully costed.
Chiefs
CSSS will guide all
for the technical, geographic, and
• The plan is implemented according to a timeline equitable
Technology
technology related
environmental challenges that exist in the
across the five regions of the CSSS.
Committee
decision-making.
five regions of the State.
B. Determine purchasing, installation,
set-up and maintenance costs of
implanting the plan.
C. Set a timeline for equitable
implementation of the plan.
D. Implement the plan as developed.
9. All schools will have a A. Establish minimum requirements and
• Minimum requirements and standards for elementary and
Director
library suitable to the
standards for elementary and high school
high schools established.
Deputy Director
learning and teaching
libraries.
• Survey of library needs completed.
needs of its students and
B. Survey library needs in all schools.
• Comprehensive and systematic plan for providing
teachers.
C. Develop a comprehensive and
appropriate library resources and services in all schools is
systematic plan, including cost estimates,
developed.
for providing appropriate library
• Plan is implemented.
resources and services in all schools.
• Libraries are identified as priority items in the repair,
D. Implement plan for providing
renovation and construction of school facilities.
appropriate library resources and services.

CHUUK STATE STRATEGIC PLAN FOR
EDUCATION
2007-2012

18

Priority Area 6: GOVERNING AND FINANCING EDUCATION
Narrative: Much of what is touched on in this priority area, but not all of it, normally stays in the background relatively unnoticed. The issues involved,
though, can make or break systemic reform in education. The key question here is whether the CSSS has the legal, policy and procedural frameworks
necessary to create an educational system which effectively supports high quality achievement for all students. More in the forefront is the issue of equitable
compensation CSSS personnel which will help attract and retain qualified teachers and administrators.

Goals Strategies/Actions
Performance Indicators
Center of
Responsibility
1. The CSBE and CSSS
A. Conduct a comprehensive review of
• Comprehensive review completed
CSBE
will have effective legal,
existing education and personnel laws,
• A comprehensive education act proposed to the Governor
Director
policy and procedural
policies and procedures as they relate to
and State Legislature.
Deputy Director
frameworks to support
the CSBE and CSSS.
• Rules and regulations based on new Chuuk State Education
high quality student
B. Revise existing policies, procedures,
Act promulgated.
achievement.
and laws and propose new ones as needed
• Statewide education campaign to increase family and
based on the comprehensive review.
community awareness of new policies and procedures
C. Submit proposals to the CSBE for
conducted.
further action as needed.
• Policy and procedure manual developed and circulated.

2. Annual base salary of
A. Work with the Office of the
• Annual base salary increases for CSSS employees
CSBE
educational professional
Governor and Legislative leadership to
approved, budgeted, allotted and paid.
Director
staff will be raised to a
increase annual appropriation for the
Deputy Director
level comparable to base
CSSS to allow for salary increases,
salaries of other
especially for teachers, needed to attract
educators in the region
and keep quality personnel.
and respectable for the
profession.

3. The financial base for
A. Potential sources of new and increased
• A new section, “New possible sources of funding,” is
Director
education and training in
revenue for education and training in
included in quarterly reports and completed by Chiefs and
Deputy Director
Chuuk will be expanded
Chuuk State are investigated.
Program Directors.
Division Chiefs
and strengthened.
Program Directors/
Coordinators

CHUUK STATE STRATEGIC PLAN FOR
EDUCATION
2007-2012

19

Priority Area 7: SPECIAL EDUCATION
Narrative: This section of special education is briefer than what might otherwise be expected due to the fact that the Special Education program in Chuuk
State was evaluated during a Focused Monitoring Visit conducted by the FSM Department of Health, Education and Social Affairs (DHESA) in April 2007.
That visit resulted in a number of corrective actions to be implemented by the CSSS. This section of the strategic plan incorporates the Special Education
Focused Monitoring Report.

Goals
Strategies/Actions
Performance Indicators
Center of
Responsibility
1. All students with
A. Identify children in all areas of the
• Children with special needs are identified and provided

special needs will have
state who need special assistance.
appropriate services to allow them to begin, continue and
access to appropriate
B. Identify the types of assistance
complete their education.
support services to begin, needed.
continue and complete
C. Assist special needs students will
their education.
currently available services.
D. Expand and multiply services to
meet the needs of all special needs
students.
E. Add additional services to respond to
the service requirements of all special
needs students.
2. CSSS Special
A. Implement completely the Required
• See Required Corrective Action for the following areas:

Education Program will
Corrective Actions resulting from the
Preschool Programs, Child Find, Transportation, Advisory
be in full and continuous
April 2007 Focused Monitoring Visit-
Council, Interagency Agreement, and General Supervision
compliance with the
Findings of Non-Compliance and
Requirement-Special Corrective Action.
Individuals with
Required Corrective Actions.
Disabilities Act (IDEA)
and the FSM Special
Education Handbook.

CHUUK STATE STRATEGIC PLAN FOR
EDUCATION
2007-2012

20

Priority Area 8: POST-SECONDARY, ADULT AND CONTINUING EDUCATION
Narrative: Priority Area 8 focuses on on-going education and training needs of youth and adults who have already left formal educational programs found in
a typical school setting. The first step seems to be to find out how many individuals actually need and want training and what kind of training is actually
needed. Since vocational education programs have the potential of being very costly, an emphasis here is on identifying programs that are truly cost-effective
so that as many persons as possible might benefit from the programs.

Goals
Strategies/Actions
Performance Indicators
Center of
Responsibility
1. Chuuk State will
A. Conduct a comprehensive
• Comprehensive assessment determining the numbers of
Director
access a range of training assessment to determine i) the number of
people needing training and the types of training needed
Deputy Director
programs to provide the
youth and adults in need of continued
completed.
Division Chiefs
most cost-effective
education and training opportunities and
• Eligible citizens have access to and participate in
CSLA
training opportunities for ii) the specific types of education and
appropriate and cost-effective training and education
Specialists
its citizens for career
training actually needed.
programs in order to increase their knowledge and skill
Mentors
advancement and
B. Identify all programs on and off-
level for career advancement and productive citizenship.
productive citizenship.
island that have the potential to provide
• CSLA coordinates courses for individuals who do not pass
cost-effective vocational and technical
the COM entrance test.
training and education to adults and youth
not enrolled in school.
2. Overall training needs
A. Work with Department Heads,
• A comprehensive plan to meet the training needs of Chuuk Director
for Chuuk State will be
Chuuk Chamber of Commerce and other
State is crafted with the support and cooperation of
Deputy Director
met.
appropriate offices and organizations to
appropriate individuals and groups.
Division Chiefs
develop and implement a plan to address
• Plan is used to identify, develop and/or access appropriate
CSLA
the training needs in Chuuk State in the
training programs.
areas of education, agriculture,
marine/fisheries, tourism, entrepreneurial
studies, and other areas identified as
priorities by the State.
3. Alternative means for
A. Reinstitute access to GED (General
• GED Program reintroduced in Chuuk State.
Director
acquiring a high school
Educational Development) Diploma
• Adult learners earn GED diplomas.
Deputy Director
diploma will be available program.
Division Chiefs
to adult learners.
B. Develop an adult education training
Program
program leading to attaining a GED
Coordinators
Diploma.
CSLA
C. Implement the adult education

training program.
CHUUK STATE STRATEGIC PLAN FOR
EDUCATION
2007-2012

21

Priority Area 9: VOCATIONAL/TECHNICAL EDUCATION
Narrative: While the previous section addresses the need for technical and vocational education and training of out-of-school adults and youth, Priority Area 9
focuses on students enrolled in school. As above, attention is paid here to identifying and implementing programs that are cost-effective and appropriate to
accomplishing education and training needs in priority areas identified by the State.

Goals
Strategies/Actions
Performance Indicators
Center of
Responsibility
1. Students in Chuuk
A. Conduct comprehensive feasibility
• Feasibility study completed and programs and delivery
Director
State will have access to
study to determine cost-effective and
systems determined.
Deputy Director
quality vocational and
appropriate programs for vocational and
• Cost-effective and appropriate programs implemented
Division Chiefs
technical education
technical education for students enrolled
through the most efficient delivery system.
Vocational Specialist
programs.
in schools in Chuuk State.
PVEIP Coordinator
B. Implement programs system-wide
identified as cost-effective and
appropriate for use in schools.
2. Overall training needs
A. Develop and implement a plan to
• Plan is used to identify, develop and/or access appropriate
Division Chiefs
for Chuuk State will be
address the training needs in Chuuk State
training programs.
Staff Development
met.
in the areas of education, agriculture,
Vocational Specialist
marine/fisheries, tourism, entrepreneurial
studies, and other areas identified as
priorities by the State.
3. Students in Chuuk will A. Develop technology and information
• Graduates of the CSSS are skilled in the use of appropriate Division Chiefs
be literate in traditional
retrieval standards for use in CSSS.
technology and can access information for educational
Vocational Specialist
and modern technologies B. Integrate technology and information
purposes in and out of school.
PVEIP Coordinator
and adept at accessing
retrieval education in the revised CSSS
• Curriculum/standards in traditional technology developed
Secondary School
information and
standards-based curriculum.
and implemented.
Principals
knowledge.
C. Provide standards-based instruction
• CSSS graduates are skilled in traditional technologies and
in technology and information retrieval.
accessing traditional knowledge.
D. Integrate traditional technologies in
the revised CSSS standards-based
curriculum
CHUUK STATE STRATEGIC PLAN FOR
EDUCATION
2007-2012

22

APPENDICES
CHUUK STATE STRATEGIC PLAN FOR
EDUCATION
2007-2012

23

APPENDIX 1: ACKNOWLEDGEMENTS
This first appendix is a listing of individuals, groups and schools whose assistance over these past months has
been invaluable to the development and completion of the strategic planning process. Thank you very much
for all your time, energy and effort. Without you, this project could not have happened as well as it did.

Sanfio Sony

Executive Director, Chuuk State School System
Joe Kasian

Deputy Director, CSSS
Kinosy Edmund
Chairman, PRIDE Project Steering Committee
Michelle Griffiths
Education Adviser for Chuuk State, ADB Basic Social Services Project
Jim Croghan, S.J.
Consultant, PRIDE Project
Noah Ruben

Chief of Special Services
Joe Sapong

Chief of Secondary Schools
Kirisos Victus
Chief of Elementary Schools
Bilas Aunu

Area Supervisor, Northwest Region
Aitnor Bisalen
Mentor Supervisor
Iromy Bruton
PVEIP Coordinator
Sancher Cheipot
Principal, Weno High School
Sitango Dawe
Principal, Iras Demo School
Harvey Fritz

Technology Specialist
Kuniuo Gustaf
Administrative Officer, DOE
John Hainrick
Area Supervisor, Mortlock Region
Curtis Hayseck
Math Specialist, DOE
Rioichy Johnny
Special Assistant to the Director
Amanisio Joseph
Agriculture Specialist, DOE
Benesio Joseph
Vocational Specialist
Gabriel Julio
Social Studies Specialist
Akapito Kiniwaki
Mentor Teacher, ECE
Steve Marcus
SPED Assistant Coordinator
Augustine Mathias
Vice-principal, Chuuk High School
Johndy Nakamura
Culture Specialist, DOE
Roman Olopai
Transition Specialist, ECE and Site Manager for Northwest
Kane Phaylim
Mentor Teacher, EIP
Christian Raymond
ECE Coordinator
Achilina Sana
Assistant Chief of Special Services
Maneichy Sonis
Principal, Mwan Elementary School
John Sound

CSLA Coordinator
Rockhudson Tommy
WIA Coordinator

SCHOOL COMMUNITIES:
ISLAND COMMUNITIES:
Iras Demo School
Houk Island
Weno High School
Polowat Island
Chuuk High School
Tamatan Island
Nechap Elementary School
Onoun Island
Sino Memorial School
Onary Island
Southern High School (Sapore)
Fananu Island
Sopota Elementary School
Ruo Island
Piis-Paneu Elementary School
Moch Island
Mwan Elementary School
Oneop Island
Udot Elementary School
Leninioch Island
Mesa Elementary School
Satowan Island
Faichuk High School (Tolensom)
Central Wonip, Tolensom
St. Julia School
Oneisom Island
P.P.O. Jr. High School

Special thanks to Mr. Epeli Tokai and Mr. John Stunnenberg of the PRIDE Project for their
invaluable assistance in the administration and completion of this project.

APPENDIX 2: THE PRIDE PROJECT
(From the PRIDE website http://www.usp.ac.fj/index.php?id=pride)

About the PRIDE Project

The PRIDE Project, with funding from the European Union (EU) and New Zealand, seeks to
enhance student learning in fifteen Pacific countries by strengthening the capacity of each Ministry of
Education (or equivalent) to plan and deliver quality basic education. The PRIDE Project defines
basic education as all education provisions for children and youth except higher education. It includes
early childhood, elementary, primary and secondary education, together with Technical & Vocational
Education & Training (TVET), and covers both the formal and non-formal sectors.

Overall Objective

To enhance the capacity of Pacific education agencies to effectively plan and deliver quality basic
education through formal and non-formal means, and to improve the coordination of donor inputs to
assist countries implement their plans.

Purpose

To expand opportunities for children and youth to acquire the values, knowledge and skills that will
enable them to actively participate in the social, spiritual, economic and cultural development of their
communities and to contribute positively to creating sustainable futures.

Expected Results

The project will result in strategic plans for education in all of the fifteen participating countries; each
formulated through wide consultation with all stakeholders including, teachers, parents, pupils,
community and private sector groups. The project will also assist countries implement, monitor and
evaluate such plans by way of capacity building activities at the national and regional levels,
particularly through distance learning programmes utilising existing video-conferencing and internet
technologies. Encouraging effective donor coordination at national levels will be an important project
activity. A fundamental principle of the project is flexibility, as countries will be able to determine
their own needs within it. The development of an on-line resource centre will encourage sharing of
best-practice and experience among the 15 Pacific member countries and will provide back-up for
other areas of the project.

Benchmarks for strategic planning in the Pacific region.
1. Pride in cultural and national identity
2. Skills for life and work locally, regionally, and globally
3. Alignment with National Development Plan and regional and international conventions
4. Access and equity for students with special needs
5. Partnership with communities and stakeholders
6. A holistic approach to basic education
7. Realistic financial costing
8. Use of data and research information in educational planning
9. Effective capacity building for all educational personnel
10. Framework for monitoring and evaluation
11. Integration of health and physical education in the curriculum and school activities

CHUUK STATE STRATEGIC PLAN FOR EDUCATION 2007-2012

25

APPENDIX 3: REPORT ON STAKEHOLDER CONSULTATIONS

INTRODUCTION:

A key activity in the PRIDE strategic planning process is extensive stakeholder consultations to
facilitate community input into the planning process. The stakeholder consultations which took place
from late April to early June 2007 were preceded by a four-day workshop conducted by the PRIDE
consultant and the BSSP education advisor to prepare the consultation teams that were to go out into
communities in the five regions of Chuuk State. Teams visited a total of twenty-five sites in the
regions: Northern Nomoneas (five sites), Southern Nomoneas (four sites), Faichuk (seven sites),
Northwest (six sites) and Mortlocks (three sites).

The work of the consultation teams was to listen. The listening process was designed to find out the
concerns for schools and education from a variety of stakeholders: teachers, school administrators,
students, parents, municipal leaders and community members. The teams were instructed to listen to
and record the concerns and needs voiced by the stakeholders and not to give on the spot responses,
especially if comments from stakeholders were negative or critical. Each team used the same forms
to record stakeholder input. These forms included space to specify how many and what type of
stakeholders were present at the consultation. In general, consultations were held at school sites.

Once stakeholders expressed their concerns, team members then followed up to solicit any additional
input that might be needed to give a fuller picture of the needs in specific areas. The specific areas
for follow-up if it was needed were teacher certification, accountability, curriculum and assessment,
community partnership and involvement, facilities and resources, governing and financing education,
post-secondary and adult education, special education, and vocational educational.

The data was collated by the PRIDE consultant and is reported on below. The report has three
sections. Section 1 is a table of all responses grouped according to the number of sites that reported
that item. Section 2 focuses on curriculum as an area for special attention in the CSSS/PRIDE
strategic plan based on stakeholder feedback. In addition, Section 2 highlights a few other items as
well. Section 3 considers a few additional issues which emerged from the consultation and which
deserve attention.

SECTION 1:

ITEM
Number
of
Sites
Percentage of
out of 25
Sites
1 Curriculum
25
100%
2
Need for Instructional Materials
19
76%

Special Education Programs
19
76%
Vocational
Education
Programs
19
76%

Increase Teacher/Staff Salaries
18
72%

Hot Lunch/Feeding Program
18
72%
3
Cultural/Traditional Skills in the Curriculum
16
64%
Repair/Upgrade
Buildings/Facilities
16
64%

Religious Education/Bible Study
16
64%
PE/Recreation
Programs/Equipment/Facilities
16
64%

Hire Security Guards
15
60%
CHUUK STATE STRATEGIC PLAN FOR EDUCATION 2007-2012

26

Install Fencing around Schools
15
60%
4 Restrooms/Water
Tanks
12
48%
School
Library/Librarian
12
48%

Computers for Students and Staff
12
48%
5
Outright Purchase of School Site
10
40%

Adult and Community Education
9
36%

Provide Student Transportation
8
32%

Hire Custodial and Maintenance Staff
8
32%
6
Place Health Aide or Nurse at School
6
24%

Provide Solar Power in Schools
6
24%

Provide School Furniture
5
20%
7
Need Storage for Textbooks and Instructional Materials
4
16%

Install/Improve Communications System
4
16%

Need Brush Cutters and other Cleaning Tools
3
12%
Build/Rebuild
Dormitory
2
8%

Repair science lab
1
4%

Need School Counselor
1
4%

Provide Teacher Housing
1
4%
Copier
machine
1
4%
TABLE 1: Individual items recorded in stakeholder consultations

SECTION 2:

The 29 items which were explicitly noted in the stakeholder consultations are divided into 7 groups in
the table above. Curriculum is put by itself in Group 1 since in one form or another curriculum issues
were identified at every consultation site, the only item to be recorded at 100% of the sites. While
many schools raised curriculum as an issue in general, others had more specific curriculum concerns
which are included in Table 1 as separate items. These include vocational and special education
(Group 2), cultural and traditional skills, religious education and bible study, physical education and
recreation programs, and computers classes. Curriculum also drives questions about instructional
materials (first item in Group 2) and what kind of equipment and facilities would be needed for
physical education programs in the schools (fourth item in Group 2). The 2001 CSSS strategic plan,
Vision 2020, called for a comprehensive curriculum needs assessment. The CSSS/PRIDE
stakeholder consultation process confirms that such a comprehensive assessment remains a very high
priority for public education in Chuuk State.

Two items in Group 2 which have not yet been mentioned concern increasing teacher and other
education staff salaries. Other issues which were mentioned in connection with this item included
restoring 80 hours for teachers (5 sites) and paying a night differential for employees who would be
eligible for such (2 sites). The final item that enjoyed more than 70% support from the sites is
restoring the hot lunch/feeding program to schools.

Other high priority items, those recorded in 60% or more of the sites, focus on repairing and
upgrading school facilities, equipment and facilities for physical education, hiring security guards,
and installing fencing around school sites. While 60% of all sites reported this final item (fencing) as
a concern, it should be noted here that 100% (6 out of 6) of the sites in the Northwest Region flagged
this as a need.

CHUUK STATE STRATEGIC PLAN FOR EDUCATION 2007-2012

27

Slightly less than half the sites (48%) identified the need for restrooms and/or water tanks either to be
constructed or repaired. It must be noted, however, that the need for restrooms and water tanks is
even higher than indicated as some sites included these needs in the more general category of
repairing and upgrading school facilities.

SECTION 3:

Many sites raised concerns about issues regarding teachers. These issues focused on teacher
absenteeism (8 sites), professionalism and enforcement of policy (9 sites), certification and training
(12 sites), and hiring more teachers and teacher aides (6 sites, 5 of these sites located in the
Northwest Region).

Overall, comments concerning community involvement and participation were negative. Community
involvement was described as ineffective or non-existent, with two sites reporting that there was a
good working relationship between the school and the community some of the time. Several sites
recommended training programs to help improve community effectiveness. Sites that commented on
the PTA described it as not effective. Only one site reported an active PTA. Some sites wanted more
parent involvement in school activities and programs.

CONCLUSION:

The purpose of the stakeholder consultations was to hear what school and community members had
to say about the current needs and issues in public education in Chuuk State today. Teams facilitated
meetings in all five regions. Participants were a representative cross-section of key stakeholders:
parents, students, principals, municipal officials, and community members. The needs and concerns
identified in the stakeholder consultation process are consistent with the priorities presented in the
Vision 2020 plan of 2001 and with the initial draft of the CSSS strategic plan for education in Chuuk
State. The consultation process provides valuable community input into further revisions of the
strategic plan and makes it a much better guide for improvements in education in Chuuk.
CHUUK STATE STRATEGIC PLAN FOR EDUCATION 2007-2012

28

APPENDIX 4: SUMMARY OF GOALS OF INTERNATIONAL CONVENTIONS

The Millennium Development Goals (MDGs, Millennium Declaration, UN General Assembly,
New York, 2000) – eight goals with an achievement target date of 2015
Goal 1 Eradicate extreme poverty and hunger
Goal 2 Achieve universal primary education (target: ensure that all boys and girls complete a full

course of primary schooling)
Goal 3 Promote gender equity and empower women (target: eliminate gender disparity in primary
and secondary education preferably by 2005, and at all levels by 2015)
Goal 4 Reduce child mortality
Goal 5 Improve maternal health
Goal 6 Combat HIV/AIDS, malaria and other diseases
Goal 7 Ensure environmental sustainability
Goal 8 Develop a global partnership for development

Education for All (EFA, World Education Forum, Dakar, Senegal, April 2000)
Six key education goals which aim to meet the learning needs of all children, youth and adults by
2015.
Goal 1 Expanding and improving comprehensive early childhood care and education, especially for

the most vulnerable and disadvantaged children
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
Goal 3 Ensuring that the learning needs of all young people and adults are met through equitable

access to appropriate learning and life-skills programs
Goal 4 Achieving a 50 percent improvement in levels of adult literacy by 2015, especially for

women, and equitable access to basic and continuing education for all adults
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
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 and essential life skills

The United Nations Literacy Decade 2003-2012 (UNLD, UN General Assembly, New York, 2002)
Goal 1 making sure that 50% more people can use reading and writing by 2015, giving special

attention to women
Goal 2 Making a considerable contribution to the other EFA goals by 2015
Goal 3 Helping all learners to read, write, and calculate well, to think critically, to have positive

values as citizens and to acquire other skills they need
Goal 4 Helping to see that people use their literacy in creative ways, in school and in the community
Goal 5 Making life better through less poverty, more income, better health, taking part more in

political life, knowing what your rights and duties are in your country, and taking account of

the equal rights of men and women.

The United Nations Decade of Education for Sustainable Development 2005-2015 (DESD, UN
General Assembly, New York, 2004)
Goal 1 Making people aware that education is a good basis for a sustainable way of life
Goal 2 Making sure that ideas about sustainable development are part of schools, colleges,

universities and other ways of learning

Goal 3 Making sure that organizations and governments worldwide work together, so that they can

learn from new experiences and from activities in different parts of the world

Forum Basic Education Action Plan (FBEAP, Forum Secretariat, Auckland, New Zealand, May
2001)
Goal 1 Achieve universal and equitable educational participation and achievement
Goal 2 Ensure access and equity and improve quality and outcomes
(In addition, the Forum ministers reaffirmed their commitment to the six EFA goals above.)

FSM Strategic Development Plan, 5 Education Strategic Goals (Palikir, Pohnpei, 2004)
Goal 1 Improve the quality of learning in the FSM
Goal 2 Improve the quality of teaching in the FSM
Goal 3 Consolidate performance monitoring and data-based decision-making systems
Goal 4 Strengthen participation and accountability of the education system to communities
Goal 5 Make education relevant to the life and aspirations of the FSM people
CHUUK STATE STRATEGIC PLAN FOR EDUCATION 2007-2012

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last updated Sat Sep 01, 2012