DRAFT
NIUE
EDUCATION FOR ALL
NATIONAL PLAN
EFA Coordinator : Mro Tiva Toeono
Director of Education
Department of Education
Alofi, Niue
Telephone :
(683) 41 45
Far: (683) 4031
FOREWORD
After the Education for All Declaration at the World Conference in 1990, the
develop~iie~it
of the National Action Plans began.
Tlie Education for All Action Plan compleme~its tlie Niue Education Corporate Plan
already established.
There are si~iiilarities in both plans but tlie common goal of
providi~ig
quality education to all people in Niue is most important.
Education for All provides a wider scope for Niue to include Civil Society, which
elicolnpasses everyone outside the Public Sector.
The Strategy of the Education for All Actio~i Plan highlights the area ~iiost needed
develop~iients
and resources. It assists to bring out tlie aspects of education as they truly
are. Critical assessment of needs in terlils of teacher development, education management
and provisio~i
of education for all children and adults in Niue was undertaken in 2000.
Tliis National Educatio~i
for All Action Plan is the outcolne of collective discussion and
deliberations of various sectors within [he Governnnent atid the lion-Govern~iient
community. It outli~ies tlie currelit situation of Education in Niue under each Priority
Goal. Tlie recom~nendations
and proposals provided represent the collective wishes and
aspirations of the Gover~iment
and Civil Society.
The contribution of all stakeholders is vital to tile implemelitation progress of this
Ed~~cation
for All Action Plan. Stakeliolders must be fully aware that the success of tlie
ili~plementation
plan depends largely 011 their contribution.
This report was prepared by the Department of Education iii collaboration with UNESCO
Office. 1 wisli to ack~iowledge
the tireless effort of the working group at the inception
stage of this enormous task.
Special acknowledge~iient to the other Government
Departments and Civil Society for tlieir valuable ti~iie
and effort. Their co~itribution
made
it possible to produce this report.
Kia Monuia
Ho~i
Toke Talagi
Minister of Education
ACKNOWLEDGEMENTS
This Education For All National Plan for Niue was produced by Mr Kupa Magatogia,
f o r ~ i ~ e r
Director and EFA Coordi~iator with the support of tile former Minister, H ~ I I
Young Vivian. Minister of Education. This year it was finalized by the i~icu~nbent
Director Mrs Tiva Toeono, supported by the Hon Minister, Toke Talagi.
Special ack~~owledge~rie~it
is accorded to the Deputy Director Lose Siakimotu, and
Manager Ken Tukutama. of the Department wl~ose records of past activities made it
possible to put this docu~uelit
together.
Special mention 111~1st
also be made of all the groundwork co~~ipleted
co~iscie~itiously
by
the National Forum of twenty-one ~iiembers who represented departments and civil
society.
The compilatio~~
of this report would not have been possible without the valuable
assistance of the UNESCO staff fro111 the UNESCO Office Apia.
CONTENTS
Page
Foreword by the Minister of Education.
2
3
Co~iteuts
Page
4
Chapter 1.
Contextual Background
5
I.
Introduction
11.
Brief History of Education For All
111.
Education For All Goals 2000-201 5
IV.
EFA Assess~i~e~lt
2000
V.
Establishment of National EFA Forum
VI.
Prioritization of Six EFA Goals
VIl.
Policy Co~itext
Chapter 2.
Setting
I.
Characteristics of Country
11.
History
111.
Government
IV.
Society and Culture
V.
The Economy
VI.
The Education System
Chapter 3.
EVA National Action Plan
Chapter 4.
Summary.
Appendices:
I. Forum Menibers
CHAPTER 1
TIie World Conference for Education For All ( Jontiem, Thailand ) 1990 adopted a World
Declaration on Education For All and pledged to work towards priniary education for
every child and a niassive reduction in adult illiteracy by tlie year 2000. A Framework for
Action to Meet Basic Learning Needs was also approved tliat detailed targets and
strategies for reaching this goal by the year 2000. A Co~is~~ltative
Forum 011 Education For
All was created witli a ~iia~idate
tliat called for periodic review of progress towards these
goals, i~icludi~ig
a major ten-year appraisal.
Education For All 2000 Assessment was the largest e v a l ~ ~ a t i o ~ i
of education ever
undertaken and highlighted tlie gains and sliortfalls in educatiolial provision, pinpointed
probleni areas and ~~nreaclied
groups, and served as a model for f ~ t ~ i r e
action. It was
found that for all of the gains, the overall goal of universal basic education by the year
2000 had not been met. Results from the Assessnient helped governments and their
partners to determine how far they had come towards attaining the Education For All
goals and to identify effective strategies for f u t ~ ~ r e
gains.
The Dakar Framework For Action adopted at tlie close of the World Education F o r i ~ n ~
held in Dakar, 26 - 28 April, 2000 is largely based on the Assessment's invaluable data. It
is a re-aftimiation of the vision set out in the World Dec!aralio~i on Education For All in
Jonitiem a decade ago. It expresses thc international co~ii~iiunity's
collective commit~iient
to follow a broad-based strategy for ensuring tliat the basic leanling needs of every cliild,
collective commitment to action. Governments have all obligation to ensure those EFA
goals and targets arc reached and kept. The Dakar Fra~iiework urges governme~its to
establish broad-based partnerships witli civil society to give tlie e~isuing
national action
plans tlie strongest political support. Education is a f~~ndamental
Ii~lman
right and the basic
learning needs of all can and must be met.
Education For All Goals 2000-2015
I.
Espa~iding and improving co~iipreliensive early cliildliood care and education,
especially for the lnost vulnerable and disadvantaged children.
2.
Ensuring that by 20 15 all children, with special emphasis on girls and
children in difficult circu~~istances
have access to atid co~iiplete
free and
co~iipulsory
primary education of good quality
3.
Elisuring that the learning needs of all young people and adults are met
through equitable access to appropriate l e a r ~ i i ~ ~ g ,
life sltills and citizenship
programmes.
4.
Achieving a 50 per cent i~i~provement
in levels of adult literacy by 20 15,
and achieving gender equality in education by 20 15, with a focus on
ensuring girls full and eqilal access to atid achievement in basic education
of good quality.
5.
Eli~iiinating
gender disparities in pri~iiary
and seco~idary
education by
2005, and achieving gender equality in education by 201 5, with a focus on
e~lsuring
girls fill1 and equal access to and achievement in basic education
of good quality.
6.
l~ilprovi~ig
all aspects of the quality of education and ensuring excellence
of all, so that recognized and measurable learning oiltco~iies
are achieved
by all, especially in literacy, numeracy and essential life ski l Is.
EFA A s s e s s m e ~ ~ t
2000.
Niue participated in tlie EFA Assessme~~t
2000 atid found tlie exercise worthwhile.
Tlie results have been most helpful in identifying tlie areas that need to address
strategically i n tlic Education for All National Plan. Assistance fro111 stakeholders, both at
the national and inter~iatio~ial
level, to sustain tlie quality of education in some areas and
to initiate changes and others are imperative.
111 order to ensure that education needs are addressed accordingly, financial commit~iient
by funding agency iiii~st
be procured. The budget for 200212003 has been reduced due to
the base line given. Administrative costs is all tlie depart~ne~it
is capable of covering.
Individual requirements of programmes will be Iieavily dependent on donors assistance to
enable the Niue people to benefit fi-om the Education for All National Action Plan.
E s t a b l i s h l ~ ~ e ~ l t
of
the National EFA Forum
In March 2001, tlie former Director of Education appointed the EFA Coordinator for Nii~e
who then participated in a LINESCO training workshop for EFA. Tlie change of
directorship saw tlie role of EFA Coordiliator assume by the incumbent Director.
I n May 2001, letters of invitation to a public meeting were sent to people in various
sectors within the government and civil society, and all interested were invited to attend
tlie ~iieeting.
At this meeting participants were briefed on EFA and asked to be me~iibers
of tlie Natio~ial EFA Foru~n. Twenty people, representi~ig varioi~s sectors of the
government and civil society volunteered to be members of the fori~~ii.
Meiiibers of the
Niue EFA Fori~~ii
and tlieir representation are listed ill Appendix A.
The me~i~bers
of the EFA Forum prioritized the six EFA goals. Three working groups
were formed to review tlie order of the EFA Goals to suit the needs of tlie people of Niue.
Tlie groups then developed Niue's Natio~ial EFA Plan.
Preparation for Niue's Education For All Action Plan was delayed by tlie change of
directorship in March 2002. Most of tlie fbundation tasks were completed.
The Education for All Action Plan and strategy complinients tlie Niue Education
Corporate Plan in niost areas. The two education plans have a co~iimon
goal ainied at
providing quality education for tlie people of Niue.
Prioritization of the Six EFA Goals.
A consensus was reaclied that tlie six EFA goals be prioritized according to the ininiediate
needs of tlie people of Niue. Hence, the establisliment of tlie six national EFA goals for
Niue as follows
o Priority I (EFA Goal 6) -Improving all aspects of tlie quality of education and
ensuring excellence of all, so tliat recognized and measurable learning outcome are
achieved by all, especially in literacy, nunieracy, and essential life skills.
o Priority 2 (EFA Goal 3) - Ensuring that the learning needs of all young people and
adults are riiet through equitable access to appropriate learning and life skills and
progranimes.
Priority 3 (EFA Goal 1) -Expanding and iliiproving comprehensive early childhood
care and education, especially for tlie most vulnerable and disadvantaged children.
o Priority 4 (EI'A Goal 4) -Achieving a 50% improvement in levels of adults literacy
by 2015, especially for wonien, and equitable access to basic and continuing education
for all adults.
o Priority 5 (EFA Goal 5) -Eliniinating gender disparities in priniary and secondary
education by 2005 and achieving gender cquality in education by 20 15, with a focus
on ensuring girls full and equal access to and achievement in basic education of good
quality.
o Priority 6 (EFA Goal 2) -Ensitring by 2015 311 children, particularly girls. children
in diit?cult circumstances and those belongilig to ethnic ~iiinorities, have access to
and complete free and compulsory primary educatioli of good quality.
Policy Context.
Most of the Educatiol~ for All goals retlect tlie National Education Goal in the Niue
Corporate Plan. 'The Niue Education Goal is designed to tiieet the needs of studelits at
ECE, Primary and Secolidary levels only. Education for All goals include comlnunity
educatioli to the grassroot level. The involveriient of other Gover~i~uent
Sectors and Civil
Society and the preparation of tlie National Plat1 of Action is important to the
achievements of Education for All goals and Natiolial Goal.
Altliougli Governnient financial support Iiiay not be substantial, providing quality support
services is essential to tlie implementation process.
Tlie importance of outreach
programmes with the commuliity must be also noted.
Once the Education for All National Action Plan is established Governmetit must ensure
continuity of adult education programs.
Education Syste~ll
Nillean educatioli ilidicators are aliiong the highest i n the Pacific region. Adults literacy
rates are alliiost 100%. mean years of schooling is 8.3 years atid above average results in
English were reported in the trial reading atid comprehension testing itnder the Regional
BELS pro-ject (Basic Education and Literacy Skills) at the priliiary level.
Tlie Education Act in 1989 established a Department of Education under the control of the
Minister of Education whose duty is to administer the Education Act, promote education,
control, administer and maintain all established Government scliools and, exercise
supervisory and other fi~nctions in relation to private scliools as may be provided under
tlie Act. The Act also provides for the establishment of Government schools, private
scliools. atid special scliools. Currently there's olily one Governtilent primary school with
tlie student roll of 254 (200) and one Govern~nent
secondary school with the roll of 238
students.
Education of every child of school age in Niue is compulsory, free and secular. Cabinet
niay fro111 ti~iie
to time by regulations require fees to be paid in respect of certain schools
and classes. A child of "school age is defined to mean any child between the age of 4
years to I6 years or any earlier age in which a child ceases to be ellrolled i l l a school" and
a pupil is defined to mean
a person i~nder the age of 21 years who is enrolled at a
"
school". Students in primary and secondary levels of education do not pay tuition fees
and transport to and from scliool is also provided by government free of charge.
Tlie EFA Action Plan is integrated into the Niue Educatiorl Corporate Plan for every
subsequent year from 2003 to 20 15.
Tertiary Education
Tlie USP Nii~e
Centre is tlie sole in-country tertiary training institution, and ol'fers credit
and non-credit courses tlirough extension studies and conti~iui~ig
education courses on
demand.
Tlie Niue Training and Development Council (NTDC) offers overseas awards for trainees
as requested by i~idividual departments and private sector businesses according to the
need. Students compete for the awards to continue their education at institutions available
in other countries like New Zealand, Samoa avid Fi-ji.
Non-formal training
Most NGO prograiis feature a training colnponen:. ?V!:ile the focus of these programs
has been social in the past niany NGO's are adopting a development focus, as seen in
Honiework Centers and Libraries being set up by village groups, enviro~iment
groups and
counseling programs and the h4oi1i Faka Niire (Niue Agriculture and Cultural
Develop~lient Program) for youth. A Youth Training Center serving over 30 groi~ps
was
also opened in 1906.
CHAPTER 2
Setting: Characteristics of Country.
1.
Tlie Laud
Niue Island, a single coral island in Poly~iesia is almost circular and shape and located
about 480 kni east of Tonga and about 66Ok1n south east of Wester11 Samoa. It is
approximately 2 1 k~ii
by 1Sk1ii with the higliest point at 65 metres above sea level. Tliere
are no mountains or rivers; the coast line is jagged and steep. creating scenic crevasses,
chasms, and caves. Arable land is limited. There is some forest cover, the largest is
Huvalu forest wliicli includes a tapu area. Niue has a total laud area of 259x1. km.
During tlie Deceniber to March cyclone season tlie average ternperat~~re
is 27 degrees
Celcius, dropping to 24 degrees Celcii~s
during tlie rest of tlie year when the south east
trade winds blow. Rainfall over tlie year is evenly distributed, totaling about 200 cm.
Niue lias a very fragile resource base. Thin top soil liniits tlie flora and fauna species
varieties. Forested areas provide building riiaterials for canoes and food stuff such as
fr~~its.
seeds, pigcon, bats and coconut crabs. Tlie Huvalu rain forest (2,500 hectare) is
one of the largest remaining lowland forests i n the Pacific.
Fishing grounds are not
particularly fertile. Many of tlie environmental issues that Niue n i ~ ~ s t
address are tlie
result of tlie rapid move towards a consumer life style and the use of modern techniq~~es
and e q ~ ~ i p ~ i i e ~
to i t
undertake traditional activities such as t~sliing,
agriculture and forestry.
Most of tlie land in Niue is held according to custom ownership by falllily groups
governed by co~iiplex social rules.
Rights of ow~iership are based on descent as
deteniiined by the family group. Land is tlie basis of family identity and social and
ecunomic security. I-isliing grounds are also considered family property. Landlords
introduced in I969 used the /~nc/itioi~crl
tiescent/ grozlp or. nrcrgc~fcrorr
as tlie basic land
holding unit. Tlie land court lias exclusive jurisdiction in all matters relating to land.
Land rights are extremely complex.
Crown land has been purchased by the Gover~iment fro111 custo~iiary owners for
government projects of ~iational interest, for example, the airport and administration
buildi~igs. Crown lands call be released for developnient programnies.
Historv
Niiie's first settlers arrived about 1000 years ago. 'The Niuean language is based on both
Sanioan and Tonga, wit11 traces fro111 Pukapuka in the Cook Islands. But whether the
Sanioans or Tonga arrived first is debatable. The settlers were believed to have entered
the island from both directions.
Captain Cook landed in Niue 1774, on his second Pacific voyage but tlie islanders
resisted strongly that lie did not stay. He na~iied Niue "the Savage Island" in contrast to
Tonga wliich lie had christened the "Friendly Islands" Prior to Cook's landing on Niue,
whalers entered the island and resulting in people dying froni influenza. When Cook
arrived. the Niueans were protective of foreigners entering the island, so Cook did not get
a warm reception.
The pioueering missionary John Willianis canie by in 1830, but continued on liis way. It
was not until 1846 that Nukau Penia~iiina, a N i ~ ~ c a n
who have been converted to
Christianity in Sa~iioa, introduced Cliristianity to the island (London Missionary Society:
LMS). He was followed in 1849 by Paulo, a Samoan missionary. The Missionaries had
the island firmly under control when Niue briefly becanie a British Colony in 1900.
Britain handed over the administration to New Zealand shortly after, whicli prevailed over
100 years. In 1974 Niue becanie self-governed ill free association with New Zealand with
tlie passiiig of the Niuean co~istitution.
Govern~ile~it
The General Assenibly of tlie United Nations recognized Niue's act of self determination
on 19 October 1974. Tlie Constitution Act in 1974 gave Niue control over its own
Internal Affairs in free association with New Zealand. At Self Governing. the island
councils were replaced by tlie Niue Assembly, an elected Legislature of 14 members
representing tlie 14 villages of Niire and 6 members elected by the national electorate.
This 20 niember Assembly has full law-making powers, a Cabinet of 4 ministers
comprising the Premier (electcd by the Assembly) and 3 other Ministers appointed by tlie
Premier have executive responsibility. Tlie first general election in 1975 saw women
contesting national elections for the first time. Three women won common role seats.
One woman has served as Acting Premier, tlie first in the Pacific. The Assenibly is
presided over by a Speaker
The Niue Asse~ilbly rules in collaboratio~i with 12 Village Councils. Village Councils
coniprised of five elected members for each village serves training ground for natio~ial
politicians.
Societv slid Culture
Nirtea~l
Society
Niueans are Polynesian, altliough tliere are no chiefs or tribal systems and hereditary rank
is cohesive structure society based on family i~nits. Tlie Aga Faka~notu culture sets tlie
traditions and custo~iis
tliat for111 the basis of individual identity, social stability and basis
of fa~iiily, co~nmunity and national development. Three factors central to the Aga
Fakamotu, are tlie family, sharing of resources and the importance of the land.
Niue is unique in tlie Pacific in tliat egalitarian leadership is the nonn. Althoi~gli
tliere are
no liierarcliical system. identity and status is firmly establislied in the family name.
Nortiis governing relationships within and between families and villages are based on
respect - of the young for old. brothers for their sisters arid
members of the village. Niuean women were traditionally the partners and co-workers of
men. l'liey help clear and weed tlie plantation and the me11 did tlie planting.
Traditionally survival depended on falllily sharing resources. Customary ceremonies are
still a strong feature of Niue society today. Ear-piercing cere~iionies
for girls and hair-
cutting ceremonies for boys are very important to Aga Fakamotu, and goods exclianged
during these ceremo~iies
include mats, liiapo and today niore commonly, cash.
Econorny
Foreign Aid, principally from New Zealand, and remittances by Niueans working
overseas are the basis the islands economy. New Zealand Iias stated its intention to phase
out aid by 2003. forcing Niue's leaders to consider other aid options.
Subsistence agric~~lture
on s~nall
holdings of falllily 111iits
has a vital role to play withi11
Niue ecolloliiy. Niueans are encouraged to grow their own vegetables where possible OII
sniall plots scattered around tlie island. Families practice ~ilised cropping with the
exceptiou of coconuts which are planted alone. Fa~iiilies
however, rotate their subsistence
gardens because of the thin top soil. Cash cropping is very vul~ierable
due to tlie li~iiited
arable lalid available. erratic climate, absence of r i ~ n ~ i i ~ i g
streams and high transport costs
to market. Niucans tisli close to tlie coast in calioes and dingies and their catch is
sufficient only.
Families keep pigs arid poi~ltry for tlieir own use.
Minor co~iimercial successes have been achieved with limes, passion fruit pulp, coco~~ut
crealii, some specialist vegetables for the New Zealand ~iiarket
and honey. Most ventures
failed because of tlie difficulties of transport to markets and irregulal-ity of shipping
supplies.
Taro is exported to New Zealand to supply the vary large Polynesian
community tlierc. Vanilla is tlie current vogue as a cash crop witli about 50 gsowers
pla~iting
stock. Another source of income are transshipment fees for keeping products in
quarantine before they are sent to their final destinations in other countries.
Assuml~tion,
Limitation and Stre~lgtil
Budget constraints l i ~ i ~ i t
the scope of education activities. Projects to address tlie needs
seem to be the way forward but often the systelii cannot sustain continuation thereafter.
All tlie sallie pro-ject activities enhance tlie existing systc~iis
and improve i~ifiastr~rcture.
Institutional strengthening is built L I ~ O I I
capacity buildi~~g
through training programs and
overseas attachments for staff.
'The Niuean Education Pro-ject 1999 - 2002 f~111ded
by New Zealand Aid, has made
trelnendous improve~nent to tlie systelils processes in providing quality educatio~i
services.
CHAPTER 3
National EFA Priorities
Proposed Reforms
1 .
Education and awareness initiatives targeted at parents and communities and on strengthening systems and resources of educational
initiatives at this level.
2.
Education and awareness initiatives focus on nutrition and health issues targeted at parents.
3.
Community based health and nutrition programs to include USP certificate and community studies and the use media to promote
health issues.
Time
Person Responsible
Monitoring
Progress Indicator
Action required for
Frame
Reforms
!
1 . Public awareness
1 2003
Dept of Edn.. Health and
EFA & Dept of Ed.
All villages visited in 2003
programs
Community Affairs
Dept of Edn. Health and
EFA & Dept of Ed.
T\\ro uorkshops each year
Communitc Affairs
Budget $US (000)
2003
2004
2005
2006
2007
2008
2009
2018
p
-
-

Dono
Dono 1
Donor
L,ocal
Donor
Local
Local
Local
Donor
Local
r
Donor
Local
r
Donor
Local
Donor
2
.5
2
.5
2
Reform 1
.5
2
.5
2
.5
2
.5
2
.5
2
I
I
.5
1
.5
Reform
1
2
.5
1
.5
1
.5
1
.5
1
.5
1
-
(d)
Unavailability of study environment that is conducive for effective learning
1998 saw the establishment of seven Community Learning Centers aiming at providing night classes of students studying on a
voluntary basis. It must be noted that of the 14 villages there are only seven Learning Centres. The role of the Centres is basically
to provide extra tutoring and support services to senior students studying towards the New Zealand School Certificate and Sixth Form
certificate in addition to providing a quiet study place for students who do not have access to a study place at home. The performance
of students who attend these centres improved dramatically. Within the school it is also important that a healthy study environment
conducive to learning is created to enable students to enjoy their learning. The problem is a lack of available appropriately qualified
tutors to supervise.
Propose Reforms
1.
Upgrading and improvement of former school building
Action required
Time
Person
Monitoring
Progress
for Reforms
Frame
Responsible
Indicator
I . Contact through
2003 -
Ed. Dept &
Ed. Dept.
Completion of
village councils to
2004
Village Council
upgrade b j the
upgrade one
end of 2003
classroom
Budget
%US
(000)
2003
2004
2005
2006
2007
2008
2009
20 10
Ilonor
Local
Donor
Local
Donor
Local
Donor
Local
Donor
Local
Donor
Local
Donor
Local
Donor
Upgrade
6
4
6
4
6
4
6
4
6
4
6
4
6
4
6
former
,
school
classrooms
( f )
Lack o f involvement of local community
The school is over loaded with diverse learning needs of the students and the community at large. Learning needs must be prioritized
and the need to identify how these can be met and which are the appropriate institutions to provide these. There should be improved
coordination and communication amongst agencies whose work has an impact on the children's learning
Proposed Reforms
1 .
Train more instructors of the Niuean language and culture
I
Action required for Reforms
Time Frame
Person Responsible
Monitoring
Progress Indicator
Train more instructors
2003
Ed. Dept.
Ed. Dept.
Four instructors by the end of
2003
Budget
% U S (000)
2003
2004
2005
2006
2007
2008
2009
20 10
Donor
Local
Donor
Local
Donor
Local
Donor
Local
Donor
Local
Donor
Local
Donor
Local
Donor
Local
Train 4
4
Salarl
-
4
S a l a r
--
4
Salar)
-
4
Salar!
-
more Niue
Culture CSL
I
Language
teacherslin
structors
Proposed Reforms
1 .
Parents evening with school management team, teachers to discuss school related issues
2.
Education initiatives via newsletters, media. Wider consultations about major changes that affects the school program
3 .
Strengthening the role ofthe School Committee to take a more pro active role in decision making and to link with communities.
1 Action required for Reforms / Time
1 Person Responsible
1 Monitoring Progress Indicator
Frame
1 . Parents evening
On-going
Education Department
EFA Forum
4 Meetings per year
School Committee
Village Council
EFA Forum
2. Transparent) & Wider
On going
Education Dept
EFA Forum
Quarterl) issue of nensletter. Radio. TV etc
Consultations
Village Council.. EFA Forum
3. Strengthening the role of
2003
Ed. Dept. School Cmtte.
EFA Forum
Improve link betueen school committee reps
School Committee
Village Council. EFA Forum
and communit). A c t i ~ e
parts of parents as
~olunteers
in school programme
--
Budget
SUS (000)
2003
2004
2005
2006
2007
2008
2009
2010
llonor
Local
Donor
Local
Donor
Local
Donor
Local
Donor
Local
Donor
Local
Donor
Local
Donor
Local
4
3
4
3
4
3
3
4
3
4
3
4
3
Reform 1
4
1 3
1 4
3
2
3
2
3
2
3
2
3
3
2
3
2
3
2
3
Reform 2
2
1
2
1
2
1
2
1
2
1
2
1
2
1
2
1
Reform 3
(b)
Niuean language and culture under threat
A research conducted by a Professor at the Auckland University in 2001 revealed that out of 20,000 people who declare themselves
as Niuean only 5,000 could be able to speak proper Niuean or use it regularly. This finding provides a very grave picture of the
trend, which is also
happening to other cultures. There are no statistics to support the statement but generally all Niueans of
Niuean decent speak Niuean. It is
vital that the Niuean language and culture become deeply entrenched. The Niuean language
must be revitalized, kept alive and be used in all
of facets of life.
The formation of the Niuean Language Commission is the positive move and it shows the Government and the people of Niuean's
commitment to preserve their language, culture, heritage and identity. The language commission establish in 1998 was comprised of
cabinet appointed office bearers. The duration of there appointees was for three years. They have a specific term of reference which
involves editing all Niuean language reading resources. Their role is to consider and approve all Niuean printed maiter for the
schools and general public use.
Proposed Reforms
1.
Implementation of the Strategic Plan and an Action Plan for preserving and promoting Niue language and culture.
2.
Promotion of the use of Niuean language e.g ill1 local government correspondence must be in both languages
3.
Develop Niuean curriculum as a formal school subject and integrate it into the NZAF
4.
Writing and production of reading materials, video and resources in Niuean
5.
Train teachers/instructors in Niuean language and culture including media workers
6 .
Establish a website to promote Niuean language and culture
7.
Build the capacity of the Production Unit to produce and print Niue Language resources incountry
Action required for Reforms
Time
Person Responsible
Monitoring
Progress Indicator
Frame
1. Implementation of the
Director of Education, Community
EFA
Strategic Plan and Action Plan completed
Strategic Plan for the
by end of 2003
Presewation and Promotion of
Niue Language and Culture
2. Promotion in the use of the
Ed. Dept, Language Commission, BCN.
Education Dept, Language
Niuean Language use in all government
Niuean Language
Churches
Commission : EFA Forum
correspondence
3. Development of Niue
Ed. Dept; Language Commission: RCN
Ed. Dept? Language
Curriculum statement implemented at the
curriculum
Commission. EFA Forum
schml
4. Writing and production of
resources in Niuean
5. Design a 3 month certification
Education Dept.
3 trained teachers a year
course in Niuean language to be
approved b j the Language
Commission.
6. Establish a \\veb-page for
Language Commission: ISOIPrivate
EFA Forum. Language
Improb ed accessibilit) b j Niuean
promoting the Niuean culture and
Sector, Ed. Dept
Commission
population to information on Niuean
language
cultbre.
I
I
Local
Donor
Local
O
Youth Unemployment and lack of equitable access to relevant education opportunities and employment and lack of trade
training to meet skill shortages in key trade areas.
Niue is fixing a problem of retaining its young people from migrating to New Zealand.
There is a considerable number of young people who are unemployed and cannot work because they do not have adequate skills to
enter the workforce.
The range of subjects offered at secondary school does not provide students with the level of skills and knowledge that will enable to
enter the work force.
Presently continuing education is only limited to those who have strong academic abilities.
USP Extension Services offer equivalent courses at Form 6 (Niue High School) and Form 7 (New Zealand).
Proposed Reforms
1.
Strengthening practical / vocational subjects at school including the purchase of equipment in these areas
2.
Improve the role of the Youth Officer and National Youth Council to be able to link with service provide in order to provide organize
d
education and training.
3.
Produce a needs analysis and data base on youth
4.
Strengthening the role of Community Learning Centres by assisting with costs ctf equipment and maintenance.
Action required for Reforms
/ Time Frame I Person Responsible
1 hlonitoring
I Progress Indicator
1 . Design the Vocational courses 1 2003
I HRDU. DAFF. Ed. Dept.
/ EFA Forum
/ Design of vocational and technical courses to
to fit the existing structure of the
NHS
begin in Year 9 at Niue High School.
school.
2. Youth Officer needs to
2003
NHS. NYC. DAFF. IIRDU.
EFA Forum
Organized training programme for unemplo)ed
undergo training (TVET) on ho\\\\
Cornmunit) Affairs
to plan programs.
3. Produce the data base and
2003
NYC. HRDU. Cornmunit!
EFA Forum
TNA Report and Data Base completed
report on unemplo\\ment
Affairs
4 Comrnunit Learning Centre
2003
Village Councils. Edn Dept.
EFA Forum
Well equipped learning centres to be set up.
Increased the number of learning
Community Affairs.. HRDU
centre to include all villages
(a)
Lack of any system to coordinate and establish play centre groups in some villages
Parents and parents -to -be and the wider community have varying degrees of understanding on the development of children from
birth to five years. Traditional knowledge and attitude are mixed with modem view points. Ofien some parents wait until they zre
late into the pregnancy before they have check ups. Play Centres and Pre -school activities are seen as a waste of time and not real
!earning. The general belief is that learning commences at primary level only.
Proposed Reforms
1.
Develop education programme for parents, community and stakeholders. Curriculum covers the development of children from
conception up to the age of five or school age entry.
2.
Develop, produce, publish and distribute resources in Niuean language in a variety of genres, posters, pamphlets or television
advertisements. Ensure that appropriate literature is culturally friendly and the message easily understood by intended audience.
I Action required for Reforms
Time
Person Responsible
Monitoring
Progress Indicator
Frame
programs
June 2003
Dept of Ed. Primarq/ECE
EFA Forum
Curriculum (draft) completed.
coordinators
Curriculum implemented June 2003
2. Resources to be published in
June 2003
Dept of Ed.
Dept of Ed.
Resources distributed
N i uean
I
-

4
Budget
$US (000)
2003
2004
2005
2006
2007
2008
2009
2010
I
Donor /l-ocal
Donor
Local
Donor
Local
Donor
Local
Donor
Local
Donor 1Local
Donor
Local
Donor
Local
1
12
1 6
12
6
12
6
6
3
6
3
6
3
6
3
6
3
p
p
p

p
p
p
p

2
15
/ 5
1 5
5
15
j
1 5
5
1 5
10
5
10
5
5
(b)
The declining of child population affects the establishment of Play Centres
The declining child population affects the establishment of Play Groups in each village. The birth rate on the average is two births
per year However, villages need to combine to a focal point so the increased number would be viable.
Health care for young children from conception to school entry at five years is covered by the Maternal and Health Care, Family
Planning Child bearing and Health education section of the Health Department. There is a comprehensive immunization
programme, and oral health and hygiene programs. The two Play Groups currently operating are funded by parental contributions.
Proposed Reforms
1.
Make contact with village Co~lncils
to assist village play centre groups in specific villages
Action required for Reforms
Time Frame
Person Responsible
Monitoring
Progress Indicator
1 . Establishment of Play Groups
June 2003
Director of Education
Etlucation Dept
Building upgraded & the establishment
in specific villages. Upgrade of
of the play centre group
buildings and appropriate
furniture and resources
Budget
%US (000)
2003
2004
2005
2006
2007
2008
2009
I
I
I
I
Donor ! Local
I
Donor
Local
Donor
Local
Donor ! Local
Donor
Local
Donor
Local
Donor
Local
Donor
Local
I
17
5
17
5
5
1
5
1 1
2
1
2
1
2
1
2
1
I
i
I
Action required for Reforms
Time Frame
Person
Monitoring
Progress Indicator
Responsible
1. New purpose built librar)
End of 2004
Community Affairs
Comrnunit Affairs
Libra9 building and facilities in place and
\\t hich includes adequate facilities
running
2. Renett technolog) and
2004
Cornmunit> Affairs
Cornmunit) Affairs
Updated Technolog)
regular contact u ith NZ National
Li braq
3. Trainine of staff
2004 - 2007
certified librarian
Budget
i
%US
(000)
2003
2004
2005
2006
2007
2008
2009
2010
I
Donor
Local
Donor
Local
Donor
Local
Donor L o c a l
Donor
Local
Donor
Local
Donor
Local
Donor
Local
1.Librar).
250
60
building
2. Library
-
80
20
--
facilit)
3. Training
12
12
7
12
7
12
7
of staff
Proposed Reforms
(a)
Provide office space. Replacement of technology equipment at the production unit
Action required for Reforms
I Time Frame / Person Responsible
/ Monitoring
I Progress Indicator
I . Probision of Office space and 1 2003
/ Deput) Director and Director of Education I Director of Education / One new staff added on to
I
~
~
I replacement of technology
I
I organization chart: office identif~ nith I
equipment at production unit
replace equipment
2. Training of staff in handling
2003
Deputy Director and Director of Education
Director of Education
Cop) of certificate anarded
the new equipment
Budget
I 1
%US
(000)
2003
2004
2005
2006
2007
2008
2009
i
h n o r
Local
Donor
Local
Donor
Local
Donor
Local
Donor
Local
Donor
Local
Ilonor
Local
Donor
1,ocal
Action 1
Office
18
6
space
Equipment
6
' 6
6
1
6
6
15
6
6
6
6
6
6
6
6
6
R: supplies
Action 2
Training
2
1
12
12
3
,
, 3
12
3
4
2
4
, 2
4
, 2
4
2
PRIORITY 6 (EFA Goal 5) - Eli~ninating
disparities in primary and secondary
education by 2005, and achieving gender equality in education 2015, with the focus
on ensuring girls' full and equal access to an achievement in basic education of good
quality.
This is not considered a priority in Niue. Gender e q ~ ~ i t y
is
not a consideration as can be
shown by tlie number of w o ~ n e ~ i
in positions of power and responsibility, the high
percentage of girl's winning scholarships to further their education and the high profile of
girls in schooling. All students, regardless of gender, race or creed have fill1 access and
opport~~~iity
in all that Ni~le
has to offer.
There are 248 pupils at tlie ECE and pri~iiary
school level. 128 girls and 120 boys have
equal access to basic education of good quality. Of tlie 232 students at secondary school,
130 are girls and 102 are boys. 100% of the girls attend schoo1 and 99 boys out of 102
attend school.
CHAPTER 4
SUMMARY
The Ministry of Education in Niue is co~nliiitted
to developing an education system which
provides quality life long education to all, irrespective of gender, age and ability. The
airn is to give individuals a sense of self-fi~ltillment and to enable them to live a
productive, satisfied and happy life.
To meet this requirement in Niue
Many Education advances have bee11 made has outlined.
Chapter 1 has described tlie participatio~i of key educatio~i leaders in all major meetings
for Education for All.
Chapter 2 describes tlie geographical and physical, eco~ioliiic
and other aspects of Niue
relevant to the developliie~it
of Educatioli for All.
Chapter 3 provides tlie details of the first stage of the developmerit of the Educatio~~
for
All 2003 - 20 10 in Niue. The key tliemes,O
which emerged fro111 the priorities:
,-
o 1 eacher training for all aspects of educatioli
o The need for vocational and life skills educatio~ial strategies and opportunities
o Resources. Buildings and basic learliil~g
aids
o Tlie need for Inore teachers
For~nalizi~ig
Niuean Language atid secondary curriculum
This Educatio~i
for All Action Plan is referenced to tlie Strategic Plan for tlie Department
of Education alid other developmental projects as entered in tlie body of the report.
Key areas requiring funding:
Tlie need for vocatio~ial
and lile skills and educational strategies and opportilliities
o Formalizing Niile Language in tlie Secondary School C~~rrici~lum
o Tlie o~igoi~ig
training of teachers atid up-skilling
o Education resources

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