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Fiji Rural Education Project PROJECT DESIGN DOCUMENT FINAL REPORT AND FINANCING PROPOSAL CONTENTS Contents List of Abbreviations Executive Summary PART 1: FINAL REPORT RELEVANCE Introduction EC Aid Policy Objectives and Priorities Objectives of the 9tb EDF Pacific Fiji Indicative Program and HRD Sector Link with Annual Country Review Sectoral analysis Featores of the Sector Concerned Analysis of the Situation Target Groups, Beneficiaries, Stakeholders Specific Problems Priorities and Rationale Origins and preparation of the project Project Origins Project Methodology FEASIBILITY Project Description Overall Objective Result Areas Activities Project Analysis Lessons Learnt Linkage with Other Operations Results of Economic and Cross-sectoral Appraisals Risks and Assumptions Project Implementation Physical and Non-physical Means Organisational and Implementation P d u r f f Appropriate Technology Timetable, Cost and Financing Plan Project Implementation Schedule Special Conditions/Accompanying Measures to be taken by Government Monitoring Arrangements and Follow-up EvaluationslAudits SUSTAINABILITYIQUALITY Measures ensuring sustainability/quality Ownership by Beneficiaries Cross-cultural Sustainability Gender Equity Rural and Village Governance 8.5 Environment, Health Issues and Small Micro Enterprises (SMEs) Entrepreneurship 8.6 National Policy Measures 8.7 Institutional and Management Capacities 8.6 Economic and Financial Viability PART 11: FINANCING PROPOSAL Financing Proposal and Budget D. ANNEXES Terms of Reference Estimated Population by Ethnic Origin, Sex and Age as at 31 * D m h e r 1999 Fiji Citizen Emigration by Race, Sex and Occupation - February 2001 Resident Departures: Numbers by Purpose of Absence Education Budget as a Percentage of the National Budget, 1997-2003 Distribution of Primary Schools, Enrolment, Teachers: 1997-2001 Distribution of Secondary Schools, Enrolment, Teacher: 1997-2001 Secondary School Gtants - 2001 Primary and Secondary Rural Schools without Electricity, 2003 Water Supply in Schools EU - Fiji Rural Education Project (2004-2008) Policies and Guidelines FREP Team Members List of People, Organizations, Ministries andNSA's Consulted Primary and Secondary Rural Schools without Electricity : Costings and Budget for Implementation Rural Primary Schools: Upgrading of Toilet Blocks Required Schools Projects and Activities Educational Institutions Projects and Activities Provincial Council Projects and Activities Non-State Actors Projects and Activities Fiji Rural Education Project Submissions Estimated Cost of Submitted Activities Projects and Activities to be Funded Proposed FREP Infrastructure Priorities: Implementation Plan Fiji Education Sector: Donor Agencies Projects Fiji Rural Education Project Logical Framework Fiji Rural Education Project Logical Framework : Activities Employment and Unemploynent Rate, 198 1-2000. Fiji Rural Education Project: Project Management Structure List of Documents Consulted Subjects in the School Cumculwn and Average Periods Per Weck Possible Differenw Between Pacific Cultures and Western-Style School Culture Proposed Job Descriptions and Advertisements for Project Director and Pro.ject Manager ABBREVIATIONS ACP Asian Caribbean and Pacific ADB Asian Development Bank AGM Annual General Meeting AusAID Australian Agency for International Development AWP Annual Work Programme CCTC Corpus Christi Teachers' College CDU Curriculum Development Unit CEO Chief Education Officer CSS Country Support Strategy DEO District Education Officer EC European Commission EDF European Development Fund EFA Education for all EU European Union FBE AP Forum Basic Education Action Plan FC A Fiji College of Agriculture FCAE Fiji College of Advanced Education FEA Fiji Electricity Authority FESP Fiji Education Support Programme FFONSA Fiji Forum of Non-State Actors FIT Fiji Institute of Technoloby FNTC Fiji National Training Council FREP Fiji Rural Education Project FSM Fiji School of Medicine Fulton (Teachers') College GCC Great Council of Chiefs GDP Gross Domestic Product GoF Government of Fiji HRD Human Resources Development HQ Headquarter 1OE institute of Education IT Information Technology n V E T Institutes of Technical and Vocational Education and Training JICA Japan lnternational Cooperation Agency JOCV Japan Overseas Co-operation Volunteers LTC Lautoka Teachers' College MoE Ministry of Education MoFNP Ministry of Finance and National Planning MoRD Ministry of Regional Development MoYS Ministry of Youth and Sports NAO National Authorising Officer NGOs Non-Government Organisations NSAs Non State Actors NZAlD New Zealand Agency for lnternational Development PEMAC Physical Education, Music, Art and Craft PLC Power Line Communication PMC Project Management Committee PRIDE Pacific Initiatives for the Delivery of Basic Education (PRIDE) PRS Pacific Regional Seminary PSC Project Steering Committee PSE Permanent Secretary for Education PT Project Team PTC Pacific Theological College QVS Queen Victoria School RE Rural Education SEO Senior Education Officer SMEs Small Micro Enterprises T A Technical Assistance TOR Terms of Reference TPAF Training and Productivity Authority of Fiji TVET Technical and Vocational Education and Training UNDP United Nations Development Programme UNESCO United Nations Educational, Scientific and Cultural Organisation USP University of the South Pacific t DRAFI' HNAI. REPORT AND FlNANClNG PROPOSAL EUI WVERNMENT OF THE REPUR1.IC OF THE FIJI ISLANDS, FIJI RURAL EI)IJCATION PROJE(T EXECUTlVE SUMMARY Education is a priority of the Government of Fiji, particularly the education and development of rural communities in Fiji. Education is accepted as a human need and a tool for developing the basic values, knowledge, attitudes and skills, which they need for additive education and to become fully functional members of their society. It is also the means through which other human basic needs are met. The provision, for instance of safe drinking water, basic health care services and quality infrastructures and facilities can improve the quality of people's lives only to the extent that their education and understanding would allow them. Education also provides the knowledge, skills, values and attitudes that individuals need to manage complex technical and scientific projects, to further human knowledge, to achieve balance between human resources and natural resources and to maintain their identities and cultures in the fast changing world of today. The overall objective of the Fiji Rural Education Project (FREP) is to 'achieve equitable access to, and participation and achievement in life-long education and improve quality and outcomes for rural communities in Fiji'. The purpose of the Project is to 'create enabling environments that increase learning and employment opportunities for rural communities, especially children and youth, lo develop the values, attitudes, knowledge and skills, cognisant of their cultural heritages, to prepare them lo be responsible and productive citizens in their communities and our society. The five key result areas targeted are: Improved infrastructure and upgraded facilities. Capacity building and enabling environments. Quality and adequate resources and materials. Effective and efficient processes and mechanisms. Community building through education and partnerships. Each of these result areas will address basic needs in the rural communities that arc likely to promote quality education but they are integrated within all proposed activities to create synergy, promote ownership and achieve sustainability. At the completion of the project, it is expected that project outcomes will include: Quality infrastructures, in terms of roads, electricity, water, sanitation and communication. Coherent policies and effective and efficient processes and mechanisms for coordinating, supporting and managing education in the rural areas. Adequate material resources to support the delivery of education in the rural areas and the achievement of quality rural education. Capable human resources at all levels to support the delivery and achievement of quality education in the rural areas. Vibrant and viable rural communities on thc way to self-determination and self- sufficiency. PART I: FINAL REPORT k Relevance 1. INTRODUCTION It has been agreed between the Government of Fiji (GoF) and the European Union (EU) that assistance, under the 9th European Development Fund (EDF) will focus on Rural Education (RE) and technical/vocational (techJvoc) studies and an indicative amount of EUR 21 million has been earmarked for this purpose, which includes a 15% allocation for activities to be implemented by non-state actors (NSAs). The IOElUSP Team1 was, therefore, commissioned by the Ministry of Finance and National Planning (MoFNP) to undertake a Design study2 based on existing documentation, such as the Report of the Fiji lslands Education CommissioniPanel of 20003, which has been adopted as policy, and fieldwork. a Purpose The purpose of the Study is to draft a Financing Proposal, using the standard format approved by the European Commission for these purposes, which is "consistent with the considerations and priorities referred to in the Country Support Strategy, for Fiji, for the 9" EDF. The Study will propose concrete activities to be financed by tbe Y~ EDF and will provide details about the implementation modalities for each type of activity" and under the spirit of Cotonou, the Study "will include all relevant NSAs in all contacts and at all stages of the analysis and formulation of the proposal"4. 6. T e r m of Reference The scope of the work required the Team to provide the most relevant features of the Fiji Education Sector, which included the following: A quantitative and qualitative analysis of the provision of services in Education and techlvoc studies, both in terms of infrastructure and service delivery and highlighting any major geographical disparities; Identification of the permanent and temporary constraints of the sector, such as remoteness of some communities; Analysis of the relationships between Education (including techlvoc) and Labour market requirements, including a particular reference to employment opportunities/self-employment creation in remote areas; Government's priorities for Education and tcch/voc; Other donors' activities in Education and techlvoc (on-going and planned); Funding requirements in Education and tecwvoc and how they are being met; Production and availability of school books and other teachindlearning resource, and if available data on pupillresources ratios; Training of teachers and retentiodturnover rates; ' Herein afkr would be referred to as tho Team 'Herein after would be referred to as the Study ' Title of the C o ~ ~ r s i o n Report ' TOR p g e I Participation of local communities in the Education process, in particular advice on the feasibility of the beneficiary communities providing labour and locally available materials (those available cost free) for the maintenance of schools, dormitories and other Education facilities; Incentives for teachers in remote areas - existing and innovative proposals, taking into consideration their impact on recurrent costs; Issues of access (between communities and the schools serving them) and facilities such as waterlsanitation, electricity and telecommunications. In addition, the Team was also asked to analyse the links between the Education Sector and global macro-economic and other issues, such as: The impact of emigration on Education; Details of Government of Fiji spending on Education, including mechanism for the delivery of capital and recurrent costs in remote areas; National budget procedures, expenditure control and audit mechanisms. The Commission is envisaging the possibility of gradually establishing a budgetary support mechanism for the delivery of its aid programme to Fiji. Information and recommendations on these issues are thus of particular relevance. On the basis of the findings, the Team is expected to make a concrete proposal for a programme to be funded under the 9'h EDF and will include the following: Concrete scope and nature of the activities to be financed by the EDF. It is a matter of particular importance that the benefits of this aroeram accrue to all ethnic groups in the country. The Team will be required to prove this point and to analyse how these objectives can be attained against the background of the "Blue Print for Affmative Action on Fijian Education". Project relevance and feasibility. 0 Relations between the activities and other relevant initiatives financed by the Government, other donors, NSAs and/or private entities. Detailed proposal for a delivery mcchanism for EDF funded activities. Implementation details, including: o Technical assistance needs; o Annual work programmes; o Limits of budget support possibilities, in view of present national budget and expenditure control mechanisms; o Clear definition of responsibilities between each participating Ministry and other government agencies and NSAs. Participation of the "non-state actors" (NSAs). There is a range of organisations active in Fiji, in the Education and techlvoc sectors. A number of relevant NSAs in this context has been identified by the GoF and have been involved in discussions on this subject. The Team will: o Identify those that are mature for immediate participation in the implementation of project activities and identify conditions for the later participation of others; o Propose a mechanism and criteria for screening of NSAs and for submission and approval of NSA projects in this context. 2 F'INAI, REPORT AND FINANCING PROPOSAL EU/GOVERNMENT OFTHE REPUBUC OF FIJI ISLANDS RURAL EDUCATION PROJECT Expected impact of programme on standards of Education delivery, in particular in the most remote areas. The Expected results. Gender analysis. Sustainability issues; Analysis of main assumptions; Identification of concrete indicators allowing for regular monitoring of progress and results. Bearing in mind that in Education impact of new initiatives can take several years to be felt, the experts will identify performance indicators that can be measured in the short-run and that are expected to contribute to the long-term success of the programme. These will provide useful guides for regular monitoring. In addition, results/impact indicators, measurable only in mid to long term will also be identified. Detailed budget; and, Calendar of activities, of expected disbursements and of expected results. c Methodology The Team utilised two basic strategies to address the specified tasks. The first was a Desk Review and Analysis of all available documents' pertinent to the Study. They included GoF plans, policies, budgets and reports; MoE plans, policies, budgets and reports, reviews of the Education and Economic systems; donors' strategic plans and aid programmes; statistical data; and submissions from communities and organisations. The second strategy was extensive fieldwork, which consisted primarily of 'talanoa' sessions with a wide variety of communities, groups and stakeho~ders.~ 'Talanoa' is a research methodology, based on the widely used Pacific method of informal communication, in which semi-structured focused group discussions and informal approaches are adopted to suit the context of each group or community, and where thc language of the community and their protocols, processes and structures are utilised, such as having the meetings in the evenings to suit the rhythm of rural life and segregated sessions to allow, for example, younger members and women to express their views without constraints. The 'talanoa' methodology of engaging communities in the process of development is time-consuming and requires the participation of many people who are well-versed in the languages and social and cultural mores of communities but the outcomes are far more satisfactory and more accurately reflect the priorities and concerns of communities. Four teams were formed to carry out the 'talanoa' sessions. Gender balance was a feature in the composition of the team and teams were allocated to districts on the basis of their language and social and cultural experience and expertise. The groups and individuals who were engaged included MoE officials, GoF officials, particularly from the relevant line ministries involved in the delivery of Education and Training, Provincial Councils, District Councils, Divisional Officers, NGOs, communities, donors, school committees, head teachers and principals, higher education The list of the relevant documntr is in Volume 2 'The list of individds, groups, organisations and communities consulted and engaged with 11,s Team is in Appendix 12. 3 FLNAF. RsPORT AND FINANCING PROPOSAL EUIGOVERNMENT OFTHE REPUBUC OP PlJl ISIANDS RURAL FDUCATION PROJECT and training institutions and organisations, private sector and business communities, civil society groups, teachers, parents and students. The 'talanoa' sessions took a total of six weeks from late April to mid-June, 2003 and covered all the fourteen provinces and the four educational divisions. d Team Members The Team members comprised the following mcmbers: Dr. 'Ana Maui Taufe'ulungaki, Director of the Institute of Education and Team Leader; Dr. Esther Williams, University Librarian and Project Manager; Dr. Akanisi Kedrayatc, Head of the School of Humanities; Dr. Akhila Sharma, Associate Professor, Department of Education and Psychology, School of Humanities; Mr. Joe Veramu, Lecturer, Department of Education and Psychology; Dr. Sala Bakalew, University Extension; Mr. Anare Tuitoga, University Extension; Ms Sereana Tagivakatini, Fellow, lnstitute of Education; Mr. Henry Elder, Fellow, Institute of Education; Ms Rejieli Racule, Fellow, Institute of Education; Ms Sereima Lumelume, Fellow, Institute of Education; Mr. Laitia Tamata, Legal Studies Adviser; and, Mr. Joe Nainima, Ministry of Education, Fiji, who was the Coordinator, provided by the Ministry of Education. Each Team member brought different knowledge, skills and experience to the exercise but its diversity ensured that all the areas specified under the Terms of reference were adequately and competently covered and analysed. It also enabled the Team to engage with as many communities and groups as were possible within the time frame. At the completion of the fieldwork, the Team received a total of 75 submissions and projects &om 56 organisations, totalling $1 33 million. e. Tinteframe for the Study The Study was undertaken in the period 7 April to 30 June 2003. 1.1 EC aid policy objectives and priorities Article 177 of the Treaty establishing The European Community, specifically states that EC policy in the sphere of development cooperation shall foster: Sustainable economic and social development of the developing countries, and more particularly the most disadvantaged among them; The smooth and gradual integration of developing countries into the world economy; FlNAL REPORT AND FINANCING PROPOSAL. EUfGOVERNMENT OF THE REPUBLIC OF FIJI ISLANDS RURAL EDUCATION PROJECT The campaign against poverty in the developing countries. These objectives, in turn, have been confirmed and reinforced in Article 1 of the ACP- EC Partnership Agreement, signed in Cotonou on June 23, 2000, which puts emphasis on the objective o f reducing and eventually eradicating poveriy. The cooperation between the Community and Fiji intends to pursue these objectives, taking into account fundamental principles laid down in Article 2 of the Agreement - especially the principle of encouragement of the development strategies by the countries and populations concerned - and essential and fundamental elements as defined in Article 9. Of particular importance is also Article 11, in which the parties make a commitment to "pursue an active, comprehensive and integrated policy of peacc-building and conflict prevention and resolution, (including) preventing violent conflicts at an early stage by addressing their root-causes in a targeted manner and with an adequatc combination of all available instruments". Further, the Council of the European Union and the European Commission, in their Statement on the European Community's Development Policy of 10 November 2000, have focused on a limited number of areas, which were selected on the basis of their contribution towards reducing poverty and where the Community has comparative advantage: Link between trade and development; Support for regional integration and cooperation; Support for macro-economic policies; Transport; Food security and sustainable rural development; Institutional capacity building, particularly in the area of good governance and the rule of law. The Statement also specifies that in line with the macro-economic framework, the EC must continue its support in the social sectors (health and education), particularly with a view to ensuring equitable access to social services. In addition, Article 20 of the Agreement, specifies that systematic account shall be taken in mainstreaming into all areas of co-operation in the following thematic or cross-cutting themes: Gender issues; Environmental issues; Institutional development; and, Capacity building. These objectives and principles form part of the foundation for EU's collaboration with the Fiji Government under the Cotonou Agreement. The other component is Fiji's own national agenda, policies and priorities. 5 FINAL REPORT AND FINANCXNG PROPOSAL. EUfGOVERNMENT OF THE REPUBLIC OF FIJI ISLANDS RURAL EDUCATION PRO]- 12 Objectives of 9" EDF Pacific Fiji lndicative Program and HRD Sector The Government of Fiji's New Strategic Development plan7 identifies these key strategies: Stimulate investment growth; Stimulate trade in goods and services; Stimulate a competitive financial system; Enhance the efficiency of Fiji's domestic economy; Encourage land accessibility; Achieve a competitive goods market through reductions in price controls; and, Promoting a public sector that facilitates private sector growth (this includes issues relating to the future operation of public enterprises, civil service and public finance management). The final version is not yet available but macro-economic and structural reform policies proposed in the document are linked to the cconomic and social sector policies, as seen in Table 1 below: Table 1: General Policy Framework . Macro-economic Policies Economic Sector Policies- . Social Scrtor Policies . Trade deregulation and Diversification of the Alleviation of poverty; export promotion; cconomic base; Establishment and Taxation reforms; . Creation of an enabling promotion of quality Labour market reforms; environment for private formalinon-formal Reduction in the size of sector led development; education; Government and Promotion of export- • Establishment and managing the role of oriented investment and promotion of an effective Government; income generating health service tailored lo Public enterprises oppotlunities in the needs of Fiji's reforms; agriculture; fishery; community; Mobilisation of all sectors Ibrestry; tourism; Promotion of culture and of the economy in support commcrce and industly; heritage, youth of economic expansion. and mineral resources dcvclopment and sports; sectors through r Bnhancement of women appropriate incentives; in development; Establishment of Protection ofchildrenB appropriate infrastructure rights and investment in to support the expansion their development as the orFiji's economic sectors. basis of building a national foundation for development; Protection of the environment; Promotion of rural social development. These strategies are in fact reflected in the 9Ih EDF Pacific Fiji lndicative Program and the emphases of the HRD Sector. N e w Strate@c Development Plan, Government of Fiji, 2003. Ministry of Finance and National Planning FINAL REPORT AN0 FINANCING PROPOSAI, EUIGOVERNMENT OF THE REPUBLIC OF FIJI ISLANDS RURAL EDUCATION P R O J K T The objectives identified by the Country Strategy Paper and National Indicative Programme for the period 2003-2007, as the basis for future cooperation between the two organisations, clearly state that 'kture co-operation between Fiji and the EC in the context of the Cotonou Agreement has been designed to contribute to long-term structural stability, and in particular to: Ensure that EC-funded projects have a positive impact on living conditions of all beneficiaries, in particular the rural poor, without distinction according to social, ethnic, political, religious or gender criteria; Ensure that the operations can be sustained in order to guarantee a long-lasting flow of benefits to the target groups and the country as a whole; Ensure that projects and programmes funded under the presenl Agreement are in the areas where EC is perceived to have a comparative advantage compared to other donor organisations.' These objectives are, in turn, reflected in the Government of Fiji's Human Resources Development Plan, whose vision is "a peaceful, prosperous Fiji", which can be shared by all citizens of Fiji, through the promotion of 'peace, unity, multi-racial harmony, honesty and good governance'. The Government's mission is to develop and imple~nent the besl political, social and economic policies to advance the goals of Peace and Prosperity. It is guided by a number of principles, which are consistent with EU policies: Good governance including the need for consistent and credible policies; Environmental sustainability; respect for the Vanua and the cultures and traditions of the indigenous Fijians and Rotumans; Respect for the cultures and traditions of other communities in Fiji; Recognition of the paramountcy of indigenous Fijian and Rotuman interests as proclaimed in the Constitution; Respect for legal authority and law and order; Respect for human and group rights; and, Honesty in public life and general standards of conduct that reflect our fundamental beliefs. The Government has also committed itself to the United Nations Millcnniu~n Declaration that was adopted by the UN General Assembly in 2000 and to the Millennium Goals, which are to: Eradicate extreme poverty and hunger; Achieve universal primary education; Promote gender equality and empower women; Reduce child mortality; Improve maternal health; Combat HIVIAIDS, malaria and other diseases; Ensure environmental sustainability; and, Develop a Global Partnership for Development. F I N A L REPORT AND FINANCING PROPOSAL EU/GOVERNMENT OF THE REPUBLIC OF FIJI ISLANDS RURAL EDUCATION PROJECT The Human Resources Development Priorities, then, are aimed at achieving a 'peaceful, prosperous Fiji'. The three key principles are: Peace, Unity and Multi-racial Harmony to be achieved through honesty and good governance. The two basic strategies are: 'rebuilding confidence for stability', which would include: Enhancing security and law and order; Promoting national reconciliation and unity; Alleviating poverty; Strengthening good governance; Reviewing the constitution; Resolving agricultural land lease issue; and, Implementing Affirmative Action. The other is 'rebuilding confidence for growth', which would include: Maintaining macro-eco~omic stability; Raising investment levels for jobs and growth; Reforming the public sector to reduce the cost of doing business; Rural and outer island development; and, Structural reforms to promote competition and efficiency. 1.3 Link with Annual Country Review The EU's priority in Fiji is to contribute to the long-term structural stability in the country and in particular: Ensure EU funded projects have high positive impact on living conditions of all beneficiaries, in particular the rural poor; Ensure that operations can be sustained ; and, Ensure that projects and programs are in areas where EU has perceived comparative advantage. In the 9* EDF, the agreed priority is the promotion of education in rural areas including the programmes in formal education, non-formal education, 15% allocation for non-state actors, including capacity-building projects, and allocation of 2.5% to not yet identified operations outside the formal sector. The GoF's priorities and complementary strategies reflect all of the above approaches and it is anticipated that the national strategy for rural education will complement and consolidate these efforts by addressing the problems, which can be tackled more effectively at different levels of the community. It is also anticipated that in its national approaches to rural education, the existing different donor-funding projects are complementary and some harmonisation and consolidation maintained. 8 PINAL m,Porr AND FINANCING PROPOSAL EU/GOVERNMENT OF THE REPUBUC OF FIJI ISLANDS RURAL EDUCXrION PROJECT 2. SECTORAL ANALYSIS 2.1 Features of this Sector a Overview of the Population a n d Human Development Zndicutors Fiji is the second largest of the Pacific lsland states next to Papua New Guinea in tcrrns of population size but third largest in land area, behind Papua New Guinea and the Solomon Islands. Its economic and social indicators, however, rank it among the countries with medium human development in the 2003 UNDP Human Development 1ndex8. Its 81st position out of 175 countries makes it second to Samoa, the highest rankcd Pacific lsland state, which was in 70Ih position. The 1996 Census reported the total number of the population as 772,665, of which approximately half or 50% lived in the urban areas. In the last twenty years, the social and economics statistics for ~ i j i ~ have improved significantly, despite the political upheavals and the subsequent impacts on the economy, trade, investments and employment. The infant mortality rate, for example, dropped from 33.4 per 1000 live births in 1980 to 14.5 in 2000. The birth rate has dropped slightly from 1.8 in 1982 to 1.4 in 1999. [,ire expectation at birth increased from 66.4170.2 in 1980 to 70.1176.1 in 1999 for malelfemale respectively. Adult literacy also improved from 86.6178.2 in 1980 to 95.0190.0 in 1999, respectively for malelfemale. The percentage share of the 0-14 age group in the population has fallen from 39.1% in 1980 to 3 1.2% in 2000, reflecting the lower birth and death rates and higher life expectations. The participation rates in education for 5-19 for which figures are ava~lable, have also increased significantly from 1986 to 1996'". For the 5-9 year olds, the percentage of those in school in comparison with the total population for the group increased from 78.4% to 89.9%. In the 10-14 age group, it incrcased from 88.8% to 94.2%; and in the 15-19 age group, the increase was from 33.7% to 55.4%. In all age groups, the participation rate of girls was higher than for males. The labour force has also grown from 212,000 in 1981 to 342,000 in 2000, which is an increase of 61%, although unemployment has grown from 6.4% in 1981 to 7.6% in 1999. In some areas, therefore, Fiji's gains havc been eroded, suggesting increasing and ~ competing demands for scarce resources. The number of persons per hospital bcd, for example, has increased from 355 in 1980 to 432 in 1997 but the number of persons per physician has fallen from 2232 in 1980 to 1905 in 1997. The total GNP has also fallen from 2013 in 1980 to 1748 in 1998 and the per capitaGNPfrom 2510 in 1980 to 2210 in 1998. Because of the political event o f 2000, official assistance" to Fiji has decreased from 3.7% of GDP in 1990 to 1.5% in 2001 and net foreign direct investment flows dropped from 6.7% of GDP to -0.2% in 2001. However, the total debt service as percentage of CDP also dropped from 7.7% to only 1.5%. From 1990 to 2000 Fiji also increased its public 'UNDP. 2003. Human Development Repon. Oxford University Press, New York and Oxford. 'United NationsEcDnomic and Social Commission for Asia and the Pacific (RSCAP). 2001. A s i a - k i l i c in Figures~ t o Fiji Census Figures for 1986 and 1996. ,> UNDP. 2003. Human Development Rcporl. IJNDP and Oxford University Press, New Yo& and Oxford. 9 FINAL REPORT AND X'INANCING PROPOSAL EUIWVERNMENT OF THE REPUBLIC OF FIJI ISLANDS RURAL EDUCXIION PROJECC spending on education from 4.6% of GDP to 5.2% for education and from 2.0% to 2.5% for health. In terms of gender equity, Fiji was ranked 67 out of 144 countries, with women still being disadvantaged in terms of income and economic activity. For instance, women have only 46% of the male rate, and earn an average income of $2,507 compared to men's $7,113. These figures suggest that while Fiji is making significant gains in some areas, there are also rising expectations and increasing demands on existing services and resources. The latest available estimate of the population is for 2001 (the 1999 Figures are provided in Annex 2). The population, then, is estimated at 843,000 with 51% living in the urban areas and 49% in the rural, which is an increase from 37.8% in 1980. While the Fiji Bureau of Statistics has recent statisticsz2 on the Urban Situation, there is no comparable data on the Rural Situation. However, of the numbers in the rural areas, 56% are Fijians and 41% Indo-Fijians. Although the numbers of Fijians in the rural areas are still high, a high annual rate of urbanisation of about 2.1%, especially for Fijians, is taking place13. The trend is for increasing urbanisation as seen from the rise from 1.2% in the 1985-1990 period to 2.4% in the 1994-1999 period and that level of growth is being maintained. It is estimated that by 2015, 60% of the population will live in the urban areas. At the same time, because of the lower birth and death rates and high emigration rate, Fiji will have an increasingly aged population. By 2015, nearly 6% of the population will be in the 65+ age group, while only 27.6% will be under 15. 6. Specific Issues (i) Poverty Eradication o f poverty is both a priority of the EU and the Fiji Government. Because of the lack of more recent figures, the 1997 UNDP Fiji Poverty Report data will be used as the context in which poverty issues will be discussed. The Report defines poverty in both 'absolute' and 'relative' terms. 'Absolute poverty' is defined as lacking 'the basics of life, such as food and shelter'. 'Relative poverty' is used to 'refer to where one group in the population has a much smaller share of income than most others'. The poverty line is calculated based on the minimum income required by a household to meet its basic needs. But these are defined in relative terms within the contexts of Fiji. In this context the Report found that when poverty is defined as less than 50% of average income, 33 per cent of all households in Fiji are counted as poor. This includes 29% of all urban households and 35% of all rural households. By ethnicity, it includes 3 1 % of Fijian households and 34% of Indo-Fijian households, and 27% of other households. In terms of households with unacceptable housing characteristics, the Report found the following results, as shown in Table 214 below: Fiji I s W s Bureau of Statistics No.66,2002.11ourehold Income and Expendilure Survey plES] 2002-2003. 2UbDecernher, ~,002. ,. Ibid. Fiji Poveny Repon, p35 10 FINAL. REPORT AND EINANCING PROPOSAL EUIGOVERNMENT OPTHE REPUBLIC OP FIJI ISIANDS RURAL EDUCATION PROJECT Table 2: Percentage of the Population with Unsatisfactory Characteristics No safe No electricity Use kerosene Use wood for Use pit source of light cooking fuel toilet The Report's other findings are of concern. It found, for instance, that there is a small trend towards more widespread and deeper poverty in Fiji and therefore, the cost of closing the poverty gap has increased from 1.9% of GDP per year in 1977 to 5.4% in 1991. It also found that there is a large gap between the incomes of the richest households and the poorest households with the lowest 20% earning only 5.1% of the total income in 1990-1 99 1, while the top 20% earned 50.1 %. It also found significant differences between urban and rural areas, as well as within them. On average, gross household incomes were 28% higher in urban areas than they were in rural settlements, and 54% greater than in rural villages. The gap has narrowed since 1959 but the gap between settlement and village incomes has widened. The Report attributes the differences to the different sources of income available in each place and the uneven distribution of economic activity in Fiji. For instance, the average income in urban households was almost 3 times that in settlement households and over 13 times that in village households. Wage and salary incomes were also 4 times higher in urban areas than in rural areas. Another factor was the different age-structure in urban and rural areas, with the rural areas showing less proportion of working age people, a higher proportion of children under 15 years and thus, a higher dependency ratio, which reflects the migration of some adults from rural to urban areas. Incomes arc not only less in rural areas hut there is also a significant degree of inequality within rural villages. On average, the top 20% village households received seven times more than the poorest 20%, which contradicts the often-held assumptions about the egalitarianism of village life and Fijian culture. Average incomes also varied in different regions of the country. The provinces of Rewa, Ra and Ba had the highest incomes, while Lau recorded the lowest. Income inequality is particularly marked in Rewa, Ba, and Serua and relatively high also in Macuata, Naitasiri, and Tailevu. The differences are again attributed to the uneven distribution of economic activity in Fiji and the different access that people in each province have to incomes from agriculture, casual or permanent employment. Lau has the lowest income of all the provinces because of the shortage there of both casual and permanent employment. Similarly in Bua, and Kadavu, because of the few permanent jobs there and in Kadavu, Lau and Nadrogahlavosa because ofthe Limited availability of casual work. I1 FIN.41. REPORT AND FINANCING PROPOSAL EUfWVERNMENT OP THE REPUBLIC OF FIJI ISIANLX RURAL EDEICATION PROJECT In terms of ethnicity, household incomes are lowest for Fijian households and highest for 'Others', being 13 per cent lower and 36 per cent higher than the national average, respectively. However, the distribution within each g o u p disguises quite marked disparities within groups. The 'Others' category includes the wealthiest Europeans and Chinese as well as some of the most disadvantaged groups within Fiji, such as the mixed- race Solomon Islander communities. The incomes among the Indo-Fijian households are more unevenly distributed, with the lower income Indo-Fijian households worst off than the lower-income Fijian households. Indo-Fijian households are over-represented among the very poor and rich households. Thus, relative to Indo-Fijians, there arc fewer very poor or very rich Fijian households, and that Fijians predominate in the middle-income groups hut Indo-Fijians predominate among the poor. In fact, thc most disadvantaged were rural poor households of Others, who were over-represented among the poor, which reflect their lack of access to resources, such as land and sea, and employment. The differences in incomes differs by area and the differences between ethnic groups can be explained by where they live and work, which means their access to opportunities and availability of work and paid employment. The Report concluded that the pattern of income inequality is foremost a reflection of the uneven distribution of economic activity in Fiji and of Fiji's dual economy - one part still predominantly agricultural and subsistence-oriented, the other fuelled by urhan-based business and paid employment. The conclusion by ~tavenuiter" in 1983 that the main factors contributing to income differences in Fiji were place of residence and access to wage employment has not changed. However, the 2003 UNDP Human Development Report noted that Fiji is ranked 41'L among 94 countries in the Human Poverty Index, which has a value of 2 1.3%. It would appear that the percentage of the population in terms of 'income poverty' has decreased since the Poverty Report on Fiji was written. However, as already noted urbanisation is on the increase and is estimated that by 201 5, 60% of Fiji's population will reside in the urban areas. Water and sanitation safety are still major concerns, as only 43% and 47% of the total population, respectively were recorded in 2000 as having access to improved sanitation and water sources. 'Poverty', however, in Fiji and in the Pacific region as a whole is a complex issue. While 'poverty' is most often defined in terms of 'income' level that is expected to meet basic needs such as food and shelter, and in terms of 'opportunities' and access to services and employment, many Pacific people do not recognise that they are 'poor' and in fact, there is little of the absolute poverty that is seen in some other parts of the world. While the meeting of basic needs are certainly important, many Pacific peoples, including the Fijians, define 'wealth' primarily in terms of the diversity, scope and depth of relationships they enjoy at all levels. mNAL REPORT AND FINANCING PROPOSAL EUIGOVERNMENT OF THE REPUBLIC OF FIJI ISIANDS RURAL EDtICATlON PROJECl (ii) Employment and Income Dktribution The issue of unemployment relates to both poverty and migration (internally and externally). As already seen from the discussion on poverty, it is explained in the Fiji context by where people live and their ability to access employment. Where job opportunities are more numerous and the chances of employment, therefore, better, it is generally true that employment rates are high while unemployment is low. This factor is one of the pushlpull factors that motivate people to migrate from the rural areas to the urban centres and from Fiji to more developed countries. However, after the political coups of 1987 and May, 2000, security and racism were also two compelling reasons for outward emigration. However, as the Poverty Report noted, the type of employment is also related significantly to income. The Report found that 86% in fact of poor households were employed hut 71.1% of the males and 69.4% of employed females in the rural areas were engaged in subsistence or small-holder production in agriculture, forestry and fishing. It further noted that the links between povcrty, poor living conditions, poor nutrition and ill-health are most evident in children. The Report found that there were 48,085 children in poor households, of which 14,504 (30%) were in urban households, 15,486 (32%) in villages and 18,096 (38%) in settlements. They are the ones who are most vulnerable and deprived and the most often to have to go without necessities: school fees, medical care, and adequate accommodation. At least one in five children in Fiji live in a household, which cannot afford such necessities. Children who drop out of school are particularly vulnerable as they have little formal education for employment purposes and for further training. Youth from poor families rarely complete primary or secondary school and youth unemployment continues to be a significant problem in Fiji, which contribute to increasing juvenile crimes, substance abuse, violence and anti-social behaviour. However, the Fiji Islands Bureau of Statistics figures on the Urban Situation found that 14.1% of the Fiji labour force in urban areas was unemployed and of these, 77.2% had attained secondary school level education. Thus, education on its own is not neccssarily a panacea for increased employment opportunities. Women are also another group on which poverty impacts significantly. Jn comparison with male-led households, 82% of whom were einployed in the urban areas and 87% in the rural areas, the Fiji Poverty Report found that only 58% of female-led households were employed in both urban and rural areas. The worst were in the rural settlements where only 38% of female-led households were economically active. As already seen in previous discussions, women also had much lower average wages than men. The children, in such households, are expected to be even more at risk, although research studies elsewhere suggest that women caregivers invested more of their incomes in the welfare of their children and in improving their home environments and tend to provide better living standards for their families. In reviewing the unemployed population in 2002, 36.7% were students and o f this, 77.2% had attained secondary school education. Fijians total 52.5% and Indo-Fijians 47%. Many 13 FLNAL REPORT AND FINANCING PROPOSAL EUIMVERNMENT OF THE REPUBLIC OF FIJI ISLANDS RURAL EDUCATION PROJECT of the Fijians are engaged in subsistence agriculture and production.16 The students who are pushed out of school, particularly from the schools in rural areas have insufficient skills and knowledge, and poor attitudes to secure jobs, or to make a living for themselves from agricultural production, marine products, rrlarlufacturing and/or informal sector activities. Thus, in the rural areas lack of income generating activities constrains valuable community support, which is an important factor in the sustainability of a school. (iii) Emigrafion While the natural increase of the population has declined, population attrition also occurs from outward emigration. As seen in Annex 3, emigration has been high at an annual average of 5,200 people in the past five years with 2001 recording a marked increase when over 6,500 people left Fiji. Of the 539 people who emigrated in February of 2001, 26% could he said to he from the professional and managerial category. Fifty-four per cent of those were also males and 86.7% were Indo-Fijians as compared to 9.9% Fijians. Loss of skilled and highly trained manpower equates to many millions of dollars lost, and funds invested by government or donors in scholarships and training. Of particular concern in recent years is the loss o f highly qualified professional people from the service sector, particularly from health and education. For example, the number of teachers who resigned from primary and secondary schools from 1999 to 2001 came lo 552 and of those, 348 or 63% were from the secondary schools. The most vulnerable areas continue to be the sciences, mathematics, commerce (accounting and economics), technology, and information and communication. c The Education Seetor (i) Overview Fiji's education indicators are relatively healthy, as already sccn from the description of the overall social and economic indicators for the whole population. Iiowcver, as alrcady noted, in the discussion of the poverty issues, these figures disguise continuing disparities between geographical areas, urhan and rural arcas, ethnic groups, and within certain groups and categories. These gaps and inequities, in turn, have direct and indircct impacts on education, such as the differences in income levels hctwcen urban and rural areas, between male- and female-headed households, and between occupational levels, and between the very rich and the poor of some ethnic groups. Income is clearly linked to the ability of parents and communities to providc the basic necessities: minimally sufficient diet, heath care, education costs, adequate accommodation, safe drinking water and sanitation and secure and healthy environments, in which their children can grow, develop and achieve their full potential. They affect particularly their children's abilities to effectively participate in the education process. It was also evident from the previous discussion that the rural areas were particularly disadvantaged in terms of access to employment opportunities that would provide a living ,e F~!mRweau of Statlst!ca No 66,2002 14 FINAL REPOW FJNAXCINC PROI'OSAL EU/WVERNMENT OF THE REPUBLIC OF FIJI ISI-ANDS RURAI. EDUCATION PROJECT wage, access to quality education and health services, and access to acceptable standards of living, such as safe water and sanitation and reliable sources of energy. The Government's focus and priority, therefore, on rural education is confirmed by the data available to the Team and by the various reviews and reports on Fijian Education. The fmt comprehensive review was the 1969 Education omm mission", just before independence in 1970, which focused on three main areas: The quality and number of teachers; The disparities between geographical and racial groups; and, The curriculum. The 1969 Commission was the first substantive and critical review of the whole education system. It was particularly concerned with the poor quality of many schools as well as the narrow, exam-oriented curricular and criticised the Grant-in-Aid system for perpetuating low quality schools in deprived areas. The Commission Report directly and indirectly influenced many of the initiatives in the early years of independence. Ilowever, one of the key recommendations that was not implemented was the management of schools. The Report recommended that in order to achieve a socially and economically integrated society Govemment, rather than voluntary committees, should manage schools. In fact, the opposite happened and community groups now run most of the primary schools. Since, then, other reports and reviews of thc system have occurred, but the most important is the 2000 Report of the Fiji Islands Education Commission/Panel: Learning Together: Directions for Education in the Fiji Islands. This very cornprehcnsive report has now been adopted by Government as policy, and is being operationalised through a number of strategic and action plans. The Report acknowledged the significant achievements that have been made in Education in Fiji, particularly in the improvements of participation at all levels. The important task, according to the Report, is the achievement of quality education. It called attention to the need for: developing a clear vision for Fijian Education, based on its own values and rich political, cultural, social and economic contexts; appreciation of the diversity of Fijian society and recognising its advantages for the development of a shared vision of development that would benefit all members and communities within Fiji; development of strong identities that would promotc empowered communities but which could also contribute towards nation-building and national unity; and. developing an education system, which could translate thc new vision into a civil society, which would embody these values and principles. However, it was interesting to note the similarity of its concerns and the issues it raised to the 1969 Commission Report, which would suggest that although much had been achieved, the basic concerns about Fijian Education have yet to be satisfactorily addressed. The Fiji Government recognises this lack in the number of strategic plans that have already been developed, which include among others the Education Fiji 2020, Ministry of 37 Education Cornision Repon, 2000 15 PENAL REFOR'I' AND F1NANCINC PKOPOSAL EU/GOVERNMEM OF THE REPUBLIC OF FIJI ISLANDS RURAI. EDUCATION PROJECT Education and Technology Strategic Plan 2000-2002: Putting Education Fiji 2020 into Action, and the Ministry of Education Strategic Plan 2003-2005. In addition, lo its own internal reviews and analyses, the Government of Fiji has also committed itself to international conventions, as already stated, which include specific commitments to the provision of quality education for all. The most important of these are the International Convention on the Elimination of All Forms of Racial Discrimination, the Convention on the Elimination of All Forms of Discrimination Against Women and the Convention on the Rights of the Child. It has also committed itself to the Education for All (EFA) initiative and to the six educational goals of the Dakar Framework for Action: Expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children; 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; Ensuring that the learning needs of all young people and adults are met through equitable access to appropriate learning and life skills programmes; Achieving a 50% improvement in levels of adult literacy by 2015, especially for women, and equitable access to basic and continuing education for all adults; Eliminating gender disparities in primary and secondary education by 201 5, with a focus on ensuring girls' full and equal access and achievement in basic education of good quality; and, Improving all aspects of the quality of education and ensuring excellence of all so that recognised and measurable learning outcomer are achieved by all, especially in literacy, numeracy and essential life skills. The MoE has developed its EFA National Plan and ha5 made further commitment to the achievement of EFA goals by its commitment lo the Forum Basic Education Action Plan (FBEAP), which emanated from the Forum Education Minister's Meeting in Auckland in May 2001, and which has resulted in the regional basic education project, PRIDE (Pacific Regional Initiatives for the Delivery of Basic Education). It is quite clear from all these that Fiji is well aware of the challenges it faces in Education and has made these commitments at the international and regional levels and internally, it is already developing through these plans, strategies and activities to address them. The main constraint has been and will continue to be for some time the lack of adequate capacity, both human and fmancial, to satisfactorily and effectively address these issues. Fiji's vision of education1* is 'a quality education and training system for all that is responsive to changing needs'. Its mission is 'to promote, develop and facilitate education and training within the framework of government policies and priorities'. The Ministry has identified these ten key objectives for the 2003-2005 period: $8 Minisoy of Education. Strategic Plan 2003-2005. Suva, Fiji and Annual Report Tor tho Year 2001. Parliamenl of Fiji. Parli-ntary P a p r No. 66 d2002. 16 FINAL KEPOKT AND FINANCING PROPOSN. EU/GOVERNMENT OF THE REPURUC OF FIJI ISLANDS RURAL EDUCATION PROJEXX To provide a relevant and responsive curriculum which develops in students the knowledge, skills and attitudes required to enhance their quality of life and contribution to society; To develop students who respect others, appreciate Fiji's multi-cultural heritage and are responsible, informed and involved citizens of both Fiji and the world; To strengthen and promote community partnerships in the management of schools and the provision of educational resources, policies and programmes; To develop and support a professional teaching force which is responsible for and responsive to the learners; To promote quality and excellence in the management and administration of all elements of the education system; To establish standards, monitor, account for and seek continuous improvement in the performance of our learners, our staff and our education system; To target resources and support to allow all students to achieve benefit from educational services; To develop and promote sustainable policies and programmes, which respond to and anticipate emerging educational needs and demands; To explore and utilise technology which support, extend and enhance the delivery, quality and effectiveness of education; and, To increase educational participation at all levels, encouraging a learning culture with community recognition of the importance and value of education throughout life. (ii, Status of Education in Fiji Fiji's education system is unique in that Education is a partnership betwcen the government and the communities. The government pays for the salaries of the teachers and provides educational grants and the school committees manage the financial operations of the school including physical facilities and infrastructure. Adminbtrative Structure As can be seen in Table 3 below, for educational administrative purposes, Fiji is divided into 4 Divisions: Northern, Eastern, Central and Western. Table 3: Fiji Education Administrative Structure . . . . . . ~ & h c r ? l)ivj>!h",:,, I.L::('intrsl i)ivi*ion -1 . .. s t i i [ M.cstrr? ()ivi)iun 'i that arc within thevariou\ I)i\isi~nil( I l u u n d a r i ~ \ . . - - I I Cakaudrove Korovou NadiiNamaka Bua Vunidawa 1,omaiviti 1,autokdVuda Macuata Greater-Suva Kadavu Yasawa Rotuma RaiTavua BaiMagodro NadrogaINavosa Naitusiri Serua Nnmosi FINAL REPORT AND FINANCING PROPOSAL EU/WVERNMENT OF THE REPUBLIC OF FIJI ISLANDS RURAL EDUCATION P R O J W It was noted that the divisional administration operates directly under the civil service structure in terms and conditions, etc. while the provinces are part of the Fijian Affairs administration where key personnel only are civil servants. Rotuma, although it is included in the Eastern division, is not a province and has its own administrative structure made up of island leaders and government representatives, somewhat similar to a province. While all divisions have 'rural areas', it is the Eastern Division, which has the largest percentage of rural schools. The Ministry o f Education is responsible for the administration and provision of Education in Fiji, and its core functions are described in Box 1 l9 below. To administer, manage and implement its responsibilities, the Ministry is organised as illustrated in Figure 1 on page 19. The Primary Division has a well-established administrative system, as illustrated, to deliver services and provide support to the schools. The Secondary and TechnicalNocational Education sections, however, are mainly centrally administered from the head office, although there are in the Secondary Section, within the Ministry, Senior Education Officers (SEO) in each of the Divisions who do much of the general fieldwork. The Divisional Education Officers do work for other sections of education through consultation with the Chief Education Officer (CEO) Primary and those involved in any given task. There are at present no clear communications mechanisms for linkages with other providers of education and training either within GoF, or NSAs and communities. There are, however, informal and formal linkages occurring at different levels, which sometimes overlap in the issues they address. It is understood, however, that line ministries delivering training and education operate independently but the Ministry of Finance and National Planning plays a coordinating role in the sense that it controls the disbursements of all funds, both recurrent and donor funding, and liaises closely with ministries and non-state actors in financial matters. 19 MlnisUy of EducaOm SStroIegic Ploa 2003-2005 Suva, Fljt FWAL REPORT AND FINANCING PROPOSAL E U / G O ~ R N M E N T OF THE REPUBUC OF FIJI ISLANDS RURAL EDUCATION PROJECI Figure 1: Structure of the Fiji Ministry of Education Permanent Secretary for Education Deputy Secretaries for Education Sectional Heads Curriculum & Technical & Primary Secondary Research & Admin & Advisory Development Finance sewices * Divisional Education Divisional Education Divisional Education Divisional Education Office (North) Office (Central) Office (Eastern) Office (Western) 2 District Offices: 2 District Offices: 1 District Office: 4 District Offices: SEO*, Cakandrove SEO, Nausori SEO, Eastern SEO, Ra SEO, Bual SEO, Suva SEO, BalTavua Macuata SEO, Lautokal Yasawa SEO, Nadrogdl Navosa Education Officers and Advisers Education Officers and Education Officers Education Officers and Advisers and Advisers Advisers Head Teachers of Primary Schools and other institutions under Primary Education (School Managers) * SEO - Senior Education Officcr -- Dhtribution of Schools in the Educational Divi.sions The number, type, level and ownership of schools, as given in Table 4 below, are unevenly distributed in the four divisions, mainly due to the geographical nature of divisions, the capacity and level of commitment of communities, the size of the population and degree of demands. The Eastern Division with its scattered and small- sized population has the smallest number of schools but it is probably the most disadvantaged and challenging in terms of educational needs and resources. The largest numbers of institutions are found in the Western Division, which is also the largest in land area; the fewest are in the Eastern Division, which is small in population size but the largest in geographical area. Of the total number of primary schools, only 2 are government-owned and 698 are non- government. Of the 154 secondary schools, 12 are government-owned and school committees manage 142." The Government owns 2 of the 4 teacher training institutions, Lautoka Teachers' College and the Fiji College of Advanced Education, and the other 2 are funded and managed by religious organisations. Of the 45 technical vocational institutions, 'O MoE Annual Reports and Database 19 FINAL REPORT AND FINANCING PROPOSAL EUIGOVERNMENT OF THE REPUBLIC OF FIJI ISLANDS KURAI. EDUCATION PROJECT 5 are owned by government and the remaining 40 are managed by committees. There are two tertiary institutions, both of which are govemment-owned. The Fiji School of Medicine is wholly Fiji-owned but the University of the South Pacific is co-owned by Fiji together with 11 other Pacific member states, although the Government of Fiji contributes 72% towards its total annual budget of 5lmillion Fiji dollars. Table 4: Nnmber of Schools in Fiji in ZOO1 by Type, Level, Management and Division. -- I GRAND TOTAL I 1 319 / 267 I I33 I ZOO 919 1 Altogether, out of the 919 educational and training institutions in Fiji, only 21 or 2.3% are owned by the Government, although as already mentioned, Government pays for all the salaries of teachers at the primary and secondary levels and provides additional funding to schools through grants. There are, however, 28 other educational agencies involved in the delivery and management of education and they are responsible for 98% of educational institutions in Fiji. The diversity and number of agencies involved in education demonstrate most clearly the importance of the contributions of communities towards the development and provision of education in Fiji but they also illustrate the enormity of the challenge the Ministry faces in coordinating and managing services and support for education at all levels. Access and Participafion As shown previously, participation in basic education has increased significantly over the years that there is near universal participation in primary education. However, although there was significant increase in participation 1996 from 1986, the rate of participation is still below 60% for the 15-19 age group, and only 5 per cent for the 20-24 age group. Since 1996, it is expected that participation rate has improved even further but unfortunately there are no reliable figures on which to base that assumption. The Ministry of Education reported in 2001 that there were 142, 913 (Class 1-8) students attending primary schools in Fiji; 65,935 (Form l-Form 7) in secondary schools; and 1,895 in technical vocational secondary schools, making a total of 21 1,743 students or nearly 20 FINAL REPORT AND FINANCING PROPOSAL EUIWVERNMUUT OP THE REPUBLIC OP PIJI ISLANDS RURAL EDUCATION PROJECT 30% of the total population of Fiji. Girls represented 48.2% of the enrolment at the primary level; 51.8% at the secondary level; hut, only 28% in the technical vocational area. The figures show that participation in secondary education is still limited with the secondary school population representing only 46% of the primary population, and that enrolment is significantly lower in the technical vocational area. However, the technical vocational figures represent only those who are enrolled in technical vocational secondary schools and not the figures for the whole nation at the post-secondary levcl hut they could also reflect the perceived quality of the programmes, the common view that it is an alternative for failing and below-average students, and the general lack of interest in technical vocational education. In terms of ethnicity, the 2001 figures show that of those attending primary education, 59.1% were Fijians, 36.6% were Indians, and Europeans, Chinese and Others made up the rest. At the secondary level, Fijians represented 49.3% of the school population and the Indians comprised 45.9%. It would appear that the lndiaus are over-represented at the secondary level in relation to their percentage share of the population and the difference is stark at Form 7 level, where Fijians represent only 32% of enrolment, whilst the Indians represented 63.3%. a difference of nearly 100%. The lower level of participation in external examinations for Fijians is already seen in the Fiji Junior Certificate Examination, where Fijians represent only an average of 46.2% in the five years from 1997 to 2001. In relation to the participation of the sexes, the 1996 Census data showed that girls between the ages of 5-19 had a higher participation rate in education than boys, which the Ministry of Education reports show are consistent across all ethnic groups. The MoE figures for 2001 further show that at the primary level, the sex ratio reflected the distribution of the sexes in the general population for that age group. However, at the secondary level, girls are over represented, which means they are participating at a higher level than boys. Girls, for instance, at Form 7 level make up 58.8% of the Fijian enrolment and 53.9% of Indian enrolment. Similarly, at the teacher training colleges, female trainees make up 54.5% of all trainee teachers. Even at the University of the South Pacific, the latest enrolment figures show that female participation is higher at 52%. These patterns are consistent with research studies in other parts of the Pacific, such as Tonga, Samoa, and Cook Islands, which demonstrate that girls are now participating at a higher rate than boys in both primary and secondary levels. However, available data for the other post- secondary institutions in Fiji suggest that girls' successes in the lower levels do not necessarily translate into higher participation rate in tertiary education or in the job market. The figures on participation, however, do not provide any information on access and oa~ortunities and the factors that constrain oarticiuation. such as poverty. personal values, . . . . attitudes and commitments. Access to educational provision is just one of the main determinants of educational participation hut access itself depends on a number of factors. The political factor include decisions affecting the geographical distribution and kinds of educational institutions at all levels; the allocation of funds to each level and programme; the deployment of physical and human resources, such as teachers, their training, conditions of service and remuneration; the kinds of curricula taught in schools, their 21 FINAL REPORT AND PINANLTNG PROPOSAL EUIWVERNMENT OFTHE REPUBLIC OF FIJI I S W S RURAL EDUCATION PROJECT emphases and orientation; the style and culture of management in schools; and even the relationships between schools, their clients and the communities that support them; the kind and level of community participation and input into the education process; and educational outcomes and how they are measured. The issue of equity in relation to the participation rate of different social groups within a society is a difficult problem to resolve. The initial awareness and consciousness in respect of the role of education and its importance to individual and group development is indeed the condition sine qua non for individual and group participation in any form of education at any level. Education must be seen to be meaningful and worthwhile to each individual and group. Ultimately, the decision to participate or not is a personal choice as there are other requirements which the individual or group must bring to the education process, such as commitment and the will to succeed, which are, in turn, based on the perception of the value of education. There is very strong evidence that individual and group perceptions of values and benefits of education do affect decisions to participate in the education process. Economic factors, as previously discussed, also affect participation and access. Initially it depends very much on the economic abilities of the country to support educational expansions and adopt new and innovative strategies and support them with adequate resources. But it also depends on the financial capabilities of families and communities to support educational participation and it was already seen that in Fiji, many poor families have to weigh up the benefits of education against other more pressing needs, such as food and shelter, which might be more acute in the fight for survival. One of the more difficult choices individuals have to make is the decision to succeed when the cost of success is likely alienation from and loss of membership in histher socio-cultural group. But within education itself, other factors impinge on participation, such as the training and competence of teachers; the appropriateness and relevancy of the curriculum; the effectiveness and efficiency of the management; the adequacy and quality of school resources and physical facilities; the adequacy of funding; the appropriateness of the medium of instruction and the worthwhileness and meaningfulness of educational outcomes to individuals and their communities. These factors need to be considered together with drop-out figures and the degree of wastage in the system engendered by drop-out, failing and repeating students. Tables 5 and 6 below show the degree of wastage in the system. Table 5: Number of students who Repeat at Form 2-Form 7 Levels in Secondary Scbools in Fiji for the Period 1998-2001 Table 6: Drop-out Rate in the Secondary Schools in Fiji for tbe Period 1997-2001 The degree of wastage in the system can be gauged to a certain extent by the number of students who drop out of the system at all levels, who fail for varieties of reasons, and who are required to repeat a level or levels, to achieve the required standards. As seen from Table 5, the number of repeaters is approximately 3,500 annually, which means additional resources in terms of schools facilities, personnel, and financial costs, which could have been used to provide additional places at secondary level or to resource other educational programmes. For example, the additional resources required for the repeaters would be: 100 teachers, if the teacherlpupil ratio is 1:35; 35 classrooms; textbooks; science and workshop equipment; and funds to finance teaching and learning. However, additional places do not necessarily translate into higher participation as the number of dropouts from the system indicates. If the system is as effective and efficient as it should be, repeaters and drop-outs would be eliminated or minimised. The system is getting more efficient, as the figures in Table 6 demonstrate. Dropout is decreasing at all levels of the secondary system, other than at Form 6 , which serves as a terminal year for the majority of secondary school students. The figures at this level could represent personal choices but they could also highlight the mechanisms within the system, which constrain students from continuing their education, such as the external examination-focus of the system. This can be seen from Table 6 where the Fiji Junior Certificate examination administered at Form 4 acts as a barrier or a deterrent to participation in the higher levels of the secondary school system. Although the percentage of dropouts has decreased in the last few years, the number dropping out from the Form 4 level is still quite high. The Study was unable to determine the geographical distribution of the students who dropout or repeat in the system but the quality of participation can be seriously affected by codextual factors within communities and schools, as previously described. The quality of teachers and facilities available to schools are important factors in the perceptions of communities and parents about the quality and value of schooling. Some of these issues are discussed separately below. At this stage it is, however, important to mention that all these factors and others not mentioned affect the participation rate of groups and individuals. They are complex and the linkages are not always clear. Therefore, the strategies that are developed to address the issue have to be holistic and carefully considered if educational participation access and outcomes are to be significantly improved, particularly for poor children in both rural and urban areas. One of the factors that is not often mentioned is the geographical distribution of schools, which impacts on access and participation. In the rural areas, where settled communities 23 FINAL REPORT AND FINANCING PROPOSAL EUIWVERNMENT OF THE REPUBUC OP FIJI ISLANDS RURAL EDUChTION PROJECT tend to be small and isolated, there is often no school nearby to which the child could walk. The Team found that in some areas, children sometimes walked more than lOkm each way to attend school. The most common strategy that has been used to facilitate access is the establishment of boarding establishments, which include primary schools. Children as young as 5 attend such boarding institutions, where parents visit once a week, if they have the financial means and if transport permits. Otherwise, the average number of visits is once a month. Data from the MOE" indicated that there are 49 boarding schools in the country, with total enrolments of 16,920. However, the actual number of boarders is 4,126 of whom 2,173 are females and 1,953 are males. The smaller boarding numbers reflect the types of boarding school. Some boarding institutions have all boarding students; some have day students only; and some have both hoarding and day students. Unfortunately, the data do not show how many of these schools are primary and how many are at the secondary Icvels. But geographical distribution of schools and the issue of access and participation is one that merits serious consideration, particularly for primary school children, whose emotional and psychological needs are best met within the familiar and secure context of their families and communities. Anecdotal evidence indicates quite high dropout rates and relatively poor educational performance achievements from some of these institutions, which suggests that the challenges those students face are far more difficult than those normally encountered by students in other settings. It is understood that decisions not to establish schools in each community has to do with economies of scale and limited financial resources, but the other issue to consider is the costs to the country in the long-term of continuing rural-urban drift, disaffected and impoverished communities, and dysfunctional individuals, which arise as consequences of inequitable distribution of and access to opportunities. Educational Attainment and Achievement Fiji's education index as given by the 2003 Human Development Report was 3 8 , which is a measure based on the country's relative achievement in both adult literacy and combined primary, secondary, and tertiary gross enrolment. More recent data suggest that commendable progress and achievements have been made in education, particularly in relation to gender and to increased participation at primary and secondary levels. However, as previously discussed these figures disguise some worrying trends, which have concerned the Ministry and the Government for some time. One issue is the perceived disparities in the performance of boys and girls in literacy and numeracy achievement tests, which were thought to translate into lower educational attainment for boys, and higher drop-out and lower participation rates at all levels. It was also linked to youth unemployment, increasing substance abuse and rising crime rates. Indeed, comparable studies undertaken in other parts of the ~acific", showed consistent advantage of girls ' Lhta B T ~ from Ule MoE 2001 database. Elley, Wanuick. 1991. Acquiring Literature in a second language: the effect of a book-based programme. Language Learning, 41, 3,375-41 1; Elley, W.B., Singh, G . and Lumelume, S. 1999a. Repon on the Evalrtolion ~JLiferaeyprogmmnter in Solomon lslonds 24 FINAL REPORT AND FINANCING PROPOSAL EUIGOVERNMENT OF THE REPUBLIC OF FIJI ISLANDS RURhL EDUCATION PROJECT over boys. Girls not only participate at a higher percentage level but also achieve at a higher rate than boys, remain in schools for longer periods, and complete their programmes at faster rates. It would appear that these findings are only partially true for Fiji. The results of an Evaluation of an English Literacy Programme in Primary Schools in Fiji (2000y differed from those studies. The sample studied was over 500 pupils drawn from I 0 schools. The students were in Class 4 and were tested for Reading and Writing. It was found, surprisingly that there was a slight advantage for boys in both tests, although the difference was not significant in either case. Similar results in favour of the boys were found for Class 3 level. These results were different from all other surveys conducted in the South Pacific in recent years by the same authors. It is, however, too early to make any confident predictions about future gender-related performance from this one-off study and it is also unfortunate that sex-disaggregated data are not available on the external examination results for schools in Fiji. In the ways that matter, such as economic participation and high-waged employment in the larger society, females still lag behind males. The other issue, which has been of major political concern, is the continuing under- achievement of Fijian students in relation to lndians and Other Groups, as shown in Table 7 below. Table 7: Comparison of Performance of Fijians to Other Ethnic Groups in the Secondary Sehool External Examinations from 1997-2001 YEAR FIJI 1IINIOR 1 FIJI LhAVINC I FIJI FORM 7 FIJIANS I OTILERS 1 FIJIANS 1 OTHERS ETIJNIC A I R I C I r % 1 % 1 k 1 % CROUP X 1 % I ? & I % -~ P*sED __x!?E-!??SZ!L &%??!LD-_ ., __ PASSED -~ PASSED PASSED , . PASSED 1997 82.77 84.77 3910 59.14 FIJIANS 1.0 10.0 39 0 5 0 2 I998 82.92 8557 38.43 59.71 - - - - INDIANS 5.7 25.9 42.0 73.0 1999 84.11 85.54 44.39 61.86 OTHbRS 5.4 40.0 40 0 67.5 . 2WO 83.41 89.16 4491 62.97 POTAI, 4.0 25.3 40.0 63.6 2WI 83.95 RSVS 44.06 1 64.90 It can be seen that Fijians consistently perform below that of other groups in all the three national external examinations. This is a matter of great concern. The Fijian under- achievements in these examinations effectively limit their ability to participate in the higher levels of the system and constrain their access to opportunities in higher education, and their ability to compete in the job market where higher educational qualifications are required. It was also noted with some concern that Fijians are also enrolling in fewer numbers not only in Form 7 as a whole but in the subjects which are most in demand in the labour market, such as Accounting, Computer Science, and the sciences, opting instead for the arts. These choices would have implications down the line in terms of tertiary education, career choices, job opportunities, and income, and for the future of Education of Fijians. PIImarg Schools. I m d N l e of Educolion. USP. Swa, Fiii: and Ellev. W.B.. Sin&. G. and Lumelume. S. 1999b Reoon on the Evaluotiom o / t i l ~ r r r c ~ p m ~ r o m m r r in I anuuru Primrg. .Wum/r Inrr,lulc I dws!!<a. IJSI'. \ t n ~1 8 1 8 11 1:llq. WarwrL 13 . Slngh, burnrt. and I Id;!. 11 ?~lult Reponof un t~oluuriun n/un Enplrrh Litcrug Prrprummr in l'rimun .S?hooIr i~ f-iji I~m\twlc of l . d u ~ a i ! ~ n , \lSl' Su, A, I'LII FINAL REPORT AND FINANCING PROPOSAI. EU/GOVERNMENT OF THE REPUBLIC OF FIJI ISIANDS RURAL EDUCATION PROJECT Financing of Education Education has been a Fiji Government priority for the last thirty years, which has been seen already in the discussion of the social and economic indicators for Fiji. It was noted that Government investment in Education has been increasing over the years and in 1999, it was worth 7.4% of G D P ~ ~ . It is also reflected in the annual budget allocation to the Ministry of Education, as can be seen in Table 8 below. For the past seven years, the annual allocation and expenditure of the Ministry of Education averages at 15 per cent of the total budget, without the allocation to the Fiji Institute of Technology and the University of the South Pacific. The allocation to the Fiji School of Medicine and to the School of Nursing and other training institutions are not even included in this allocation. There is no doubt that Fiji values and prioritises the education and training of its human resources. The budget meets the operational costs of the Ministry, Z3dministratioI& capital costs and payment of teachers for almost all of the 854 primary and secondary schools. The distribution of the 2001 Budget among the Ministry's different programmes25 showed that the lion's share at 42.6% went to primary education but secondary education was a close second at 35.2%. However, less than one per cent (.57%) was spent on Technical and Vocational Education and Training. Approximately 73% was spent on salaries and wages of staff and another 21.71 % was spent on grants and transfers and tax, leaving but a mere 6.46% for operational costs, which include travel and communication, maintenance, purchase of goods and services and capital developments. The Ministry figures do not reflect other sources of funding in Education. These include those that are allocated to other line ministries providing training and educational services, the costs of services provided by other training and educational providers, such as non- government organisations, other non-state actors and stakeholders, and by donors. Table 8: Annual Expenditure of the Ministry of Education for the Period 1997- 2003 The Team did not have access to reliable data on how much communities and other non- state actors invest in Education. But by just looking at the ownership of schools, out of the 1. ADB. 2001. Pow-; 1s It a# isme 1. the Paeipe. Ofice of Pacific Operatiox? 21 Ministry of Education. 2002. Ministry of Edueolion Annual Repor; for the Year 2001. Parliament of Fiji, Parlianentary P a p N0.66 of 2002. 26 FINAL REPORT AND NNANCING PROPOSAL EUIGOVERNMENT OOTHE REPUBLIC OF FIJI ISU\NDS RURAI. EDUCATION PROJEIX 919 educational institutions found in the country, only 21 or 2.3% are government-owned and the remainder are managed by communities, religious organisations and private providers. The funding provided by Government is largely for teacher' salaries, and grants, as already seen, and the remaining costs of education, therefore, are borne by parents, communities, non-government organisations and the private sector, through levies, financial and in-kind contributions. They are expected to bear the costs of the other resources required for the achievement of quality education and effective and efficient educational services. These would include investments in school buildings, facilities and infrastructure; teachers' and students' support resources; and, administration and management costs, among others. The costs of education to parents and families are high in comparison to the average annual income of most families in Fiji, and comprise, of course, a much higher percentage of the income of the lower income groups. These are, in addition, to other direct costs, which include uniforms, food, books, stationery and transport. Boarding fees are additional charges. Some schools require different sets of uniforms for different activities, such as sports, scouts, or military cadet programmes. Other direct costs include the time that parents and communities spent on school meetings and labour for schools. At primary level the government has a fee-free scheme for schools in the form of an annual grant in 3-termly instalments. These are detailed as follows: Category I School Roll / Annual Fee-Free Grant A I i n - ~ a I wcnn ... ~. - .. - I - ~ ~ 1 150 plus 1 $30 pe :r child ' MsOO--I School management levy other fees for buildings, library books and texts and other services. These are supposed to be approved at the school's AGM and forwarded to the Ministry of Education HQ via the DEO for formal approval. In reality the procedure is often not followed and levies can become exorbitant for some parents. The extra levies range from $10 to $150 per child per year. The MoE is now monitoring the situation more vigorously to ensure that levies are reasonable and used for the purposes for which they are meant. At the secondary level, Government sets secondary school tuition fees and covers these up to Form 4. Government aid is provided in various forms such as: 1. Tuition fees grant for Forms 1 and 2: $90 per student per year and for Forms 3 and 4: $153 per student per year; and, 2. Fees for Forms 5-7 are $165 per student per year. Remission o f fees is available for needy children whose parents earn less than $8,000 a year. Parents are required to formally apply through their respective schools. Like primary schools, additional sums are levied for various activitieslservices, which need the formal approval of the Permanent Secretary. In practice some managing 27 FINAL REPORT AND FINANClNG PROPOSAL EU/WVERNMENT O F THE REPUBUC OF FIJI ISLANDS RURAL EDUCATION PROJECr authorities are not following procedures as they should but the MoE is getting things under control. It is important to note that procedures are in place and that according to existing rules and regulations all levies must be passed at the AGM and forwarded to the PSE for approval. A ceiling of 10% is normally set for requests for increases to current levies. Approved levies are required to be widely publicised for the benefit of parents and become official the following year. According to many head teachers and principals and their managing authorities, the current formula of giving all schools equal treatment under the system for per capita grant, fee-free allocations and remission of fees is grossly unfair as it does not take into consideration the adverse conditions that negatively affect rural schools. This is an area that needs to he rectified immediately if equity is to he addressed in some real way. Since it is obvious that the needs of rural schools and communities are far greater than other sections of the community, the GoF's current emphases and priority on improving the quality of rural education and standards of living in rural communities are perfectly justified as allocation of resources ideally should be on a needs basis and those with the greatest needs should command the greatest share of resources, if equity of outcomes are to be achieved and if all members of the society arc to share equally in the benefits of development. The costs of primary education to families are of course much lower than for secondary education. Studies overseasz6 have estimated the costs of primary education as one-third lower than for junior secondary schools, which, in turn, is almost twice as cheap as senior high school. There are also opportunity costs, which include the time the children spent in school, travelling to and from school but it also relates to the labour market and the nature of home production, which refers to the value of the labour provided by children to the family economy, which most times refers only to the chores undertaken by children which would free adult members to earn incomes outside of the home but it also includes contributions of children to incomes of agricultural households. But, in addition, to these costs borne by families there are the costs, which are met by the broader communities. Because rural communities are generally more cohesive socially than urban areas, Governments tend to exploit this situation by demanding greater degrees of community financing in rural schools. These communities not only provide construction materials and labour but may also provide food for the teacher and housing. They are also expected to donate land for schools. The total costs of education, therefore, would be the sum of the contributions of government, families, communities and other agencies. They would be higher for secondary and tertiary education, as fees, and costs of other inputs increase, such as teachers' salaries, textbooks, and travelling. "Bray. Mark. 1996. Couoting the Full Cost. World Bank and UNCF, Washin@on, D.C. 28 FINAL REPORT AND FINANCING PROPOSAL EUIGOVERNMENT OPTHE REPUBLIC OP PIJI ISLANDS RURAL EDUCATION PROJECT It is obvious that education is a major item of household expenditure, particularly for rural poor families, with a large number of school-aged children, where income is lower, and job opportunities and income-generating activities are scarce, despite the various forms of assistance provided by Govemment. The ability, therefore, of communities to finance education would be a major factor in the achievement of quality education and would account in significant measure for the disparities found in the quality of educational participation, outcomes and achievements. Donors' assistance to education in Fiji for the last five years, that is, since 1998 has been minimal, averaging only $2.2 million a year over the five-year period, which is 1.2% of the MoF Education budget2'. The Study found that only two donors, Australia and the European Union, have provided consistent assistance to education in Fiji during this period. Most donors have imposed conditionalities on their assistance to Fiji, particularly in relation to the restoration of a democratic form of Govemment, good governance and rule of law. While these conditionalities are understandable in terms of the donors' accountability to their own taxpayers, the Team feels rather strongly that the future options for the children of the poor in Fiji should not be jeopardised by matters, which are beyond their control. Teachers, Conditions of Service, and Teacher Training Institutions In 200 1 ", there were 5,112 teachers teaching in primary schools, of whom 2,120 o r 41.5% were teaching in the 427 (61% of all primary schools) rural schools and 2,992 or 58.5% were teachmg in the 273 (39%) urban primary schools. At the secondary level, there were 3,991 teachers, of whom only 917 or 23% were teaching in the 33 rural schools (21.4% of all secondary schools) and 3,074 or 77% were teaching in the 121 (78.6%) urban secondary schools. These figures underline the points previously made regarding the lack of access and opportunities available to rural children, which are constrained by heavier education per capita costs as compared to urban schools, where economies of scale could be practised. The two tables below provide profiles of the teaching force in Fiji. As can be seen from the tables, half of the teaching force teaches at the primary lcvel and nearly 4 0 per cent at the secondary level. Graduates comprise nearly one quarter, which is surprisingly a higher percentage than for diplomates. As expected, however, the vast majority at 53.1% have lower than diploma teachmg qualifications. As also expected more than 80% of the graduates teach at secondary level, while nearly 90 per cent of the non-diplomates teach in primary schools. It is also interesting to note that primary school teachers are the best trained of the various levels, with only 2.5 per cent of the total teaching force without some teaching qualification as compared to 22.5% of those teaching in Special Schools, 16.4% in secondary scbools, 23.8% of Technical and Vocational teachers and 12.9% of teacher educators. '' See Amex 4 '' MoE Datlbase FWAL REPORT AND FINANCING PROPOSAL EUIWVERNMENT OP THE REPUBLIC OP FIJI ISLANDS RURAL EDUCATION PROJECT Table 9: Teachers in Fiji in 2001 by Level, Training and Qualifications Table 10: Teachers in Fiji in 2001 by Ethnicity, Sex, Qualifications and Training In terms of gender balance, female teachers predominate at the primary level, are over represented in Special Schools, more or less on par with male colleagues in secondary schools but are under-represented as expected in Technical and Vocational Schools and the Teacher Training Colleges. They also tend to be better trained than male colleagues, except in the Technical and Vocational areas. They also hold their own at the graduate level at 50% and predominate at non-diplomate level with 56% but are underrepresented at diplomate level with only 46.5%. In relation to ethnicity, Fijians make up 49% of the total teaching force and predominate at all levels, excepting at the secondary level, where they represent only 40.8% of teachers. In terms of training, they appear to have lower percentages for untrained teachers in all levels of education hut are under-represented at the graduate level with only 34%, and 45.3% at the diplomate level but they predominate at the non-diplomate level with 57.5%, which means that they have lower teaching qualifications and are more likely to teach at the primary level. The teaching profile for Fiji raises several issues. One is the need to provide teaching qualifications to those teachers who are untrained at all levels, which comprise 10 per cent of the total teaching force and upgrading the 538 teachers or 5.3% with only Form IV or lower academic attainment. Of particular concern is the 12.9% untrained teachers teaching in teacher training institutions. The other is the predominance in the teaching force of non- diplomate teachers who are teaching at all levels even in teacher training institutions. The under-representation of women in technicall vocational schools could simply reflect the current emphases on courses, which favour male participation, but it is an issue that merits consideration. Similarly, the under-representation of Fijian teachers at secondary level and in the graduate category is of serious concern as it could relate to insufficient numbers of FINAL REPORT AND FINANCING PROPOSAL EUIGOVERNMENT OF THE REPUBLIC OF FIJI ISLANDS RURAL EDUCATION PROJECT role models for Fijian students at that level and could be one of the factors contributing to higher drop-out figures and poorer performance for Fijian secondary students. The uneven distribution of teachers in terms of ethnicity could also affect the postings of teachers to language communities, which would have improved communication and relevant support for students with special needs, particularly in terms of provision of educational services to rural communities. The ability to communicate with parents and communities in their own languages would be a distinct advantage in mobilising parental and community support and interest in the education of their children. These issues are critical as teachers are the most important agents in the provision of quality and meaningful education. Ideal teachers are competent and confident in the content and methodology of their subject, are positive in their attitudes towards themselves, their students, their profession and community and ideally, can communicate with students effectively not only in the language of instruction but in the languages of the students and further, are culturally literate in the diverse cultures of their students. It does not matter how brilliantly conceived a programme is, it will be for nought if the teachers do not believe in it, understand its rationale, content and methodology, or possess the capability, imagination, and the confidence to implement it. Much of the inequalities experienced in the provision of education and in the outcome of the process is caused by differences in teacher quality. Teachers are, therefore, central to everything that happens in the process of education. In particular, they play the most important role in facilitating the teaching-learning process, creating a healthy learning environment and establishing good working relationship with the school community. The best persons should be drawn into the teaching profession so that the process of education yields citizens of character and vocation who would contribute to national development and peaceful en-existence. To attract the best individuals into the teaching profession, motivate them to teach in the rural and disadvantaged areas and retain them in the teaching profession requires, however, much more than good salaries. It was already noted that the largest part of the education budget already goes into teachers' salaries, but there is a need to provide more attractive packages which would include better promotional opportunities, higher inducement allowances for hardship posts and better working conditions, such as standard safe houses and adequate support resources. Some of the non-monetary inducements could include accelerated promotion tracks for those serving in rural areas; choice of schools and location on transfer from the rural areas; prioritising for any in- service trainmg, such as upgrading from certificate to diploma Level, from diploma to degree level, and from degree to post-graduate studies. Training inducements could include short attachments overseas. Monetary inducements, other than higher allowances, could include remission of fees for children of rural teachers, who are attending secondary or post-secondary institutions in the urban areas and support for the accommodation of their families in the urban areas, as rural teachers effectively have to run two households, with the full expenses pertaining to each. 3 1 FINAL REPORT AND FINANCING PROPOSAL EUIGOVERNMENT OFTHE REPUBLIC OF FIJI ISLANDS RURAL EDUCATION PROJECT Because of perceived lacks in these areas, the Study found that teacher attrition was relatively high. For instance, in the period 1999 to 200lZ9, 1,050 teachers were lost from the service or on the average at 4% every year from deaths, retirements and resignations. More than half of these, in fact, is through resignation. While a high percentage of those would include teachers who migrate, a certain proportion resign because teaching conditions are not as attractive as those in other professions. For example, rural allowances are minimal. It is $400 per annum for island schools where transportation from the main centres are irregular and expensive and hazardous and are far from public service facilities like banks, hospitals and post offices, and $300 in rural schools that are accessible by public roads and or water transportation but public transport is non-existent or irregular and public service facilities such as hospitals, banks and post offices take more than half an hour to reach by bus. Apart from these allowmces, there is no other policy in existence, which provides support for rural teachers. In addition, there are teacher shortages in key areas such as Maths and Science, with the few qualified teachers in some schools having to teach these subjects from Form 1 to Form 6. Teachers of commercial subjects and accounting are also in short supply. Many young teachers are also placed in rural schools on their first appointments with no experience of life in the rural areas and usually they expect electricity, safe and regular sources o f water, safe sanitation and electricity, most of which may not be available in rural schools. Lack of these and adequate professional support are sufficient in some cases to discourage young graduates and school leavers from choosing a career in teaching. As already seen in Tables 9 and 10, there is a shortage of better qualified teachers in schools and the problem is more acute in primary schools where most head teachers teach a class, leaving them with little time for school management, teacher appraisal and staff development programmes. The preparation of competent and effective teachers at all levels from diploma to post-graduate and their continuing professional development throughout their teaching service presents a special challenge to all teachers' training institutions in Fiji. The education and training of teachers must he more than adequate to ensure that they possess all the qualities that are needed to meet the diverse demands of Fiji's education system in the twenty-first century. What is needed at this stage is to emphasise the need to review the preparation of teachers and what such institutions are doing and the need for such institutions, within Fiji, to collaborate and share knowledge, expertise, and practices as a means of improving their own individual practices and operations. Leadership and management of schools are critical to the delivery and achievement of quality education and this is particularly true of rural schools, where human and financial resources are scarce and little professional support is available. Professional isolation is one of the most often cited reasons by teachers for not opting for rural service. Much of the burden, therefore, for managing a school effectively under difficult circumstances devolves squarely on the principal and hislher capacity to mobilise community support and energise, motivate and inspire hisher own staff. The selection and training of school principals is, therefore, critical to the whole process of education. All principals should 2o MOE DaQbase FlNAL REPORT AND FINANCING PROPOSAL EUIMVERNMENT OPTHE REPUBLIC OF PIJl ISLANDS RURAL EDUCATION PROJECI be given formal training and preferably a diploma or postgraduate qualification in educational administration and management. The University of the South Pacific offers the diploma in educational administration and management through the distance education mode. A short-term measure would be to provide short courses on leadership training, which would be followed up by support materials that principals could refer to and more formal courses at a later stage. However, they all need continuing professional support from the district and divisional education officers on a regular basis. One of the issues that needs to be adequately addressed is the training of technical and vocational teachers. As already seen from the teacher profile, a significant number of technical and vocational teachers are untrained. At present, some of these teachers receive their training at FIT and move to teaching upon graduation without any teacher training. A policy would need to be put in place, which would require all technical and vocational teachers to undergo a one-year teacher training at the Fiji College of Advanced Education (FCAE) or Lautoka Teachers' College (LTC) as pre-conditions for teaching registration. To avoid unnecessary duplication of programmes, both FCAE and LTC could operate only the one-year teacher training programmes and the content training would be the responsibility of technical and vocational institutes but in collaborations with the teacher training institutions to ensure that the knowledge and skills required by the school curriculum are adequately covered. Curriculum and Resources Devdopment The 1969 Fiji Education Commission emphasised that the curriculum, in its broadest sense, "is concerned not so much with prescribing the knowledge to be acquired as with the area of learning experiences to be organized by teachers, both within and outside the school, to enable pupils to adopt a positive attitude to learning, to acquire and apply knowledge and skills, and to develop their tastes and a balanced sense of values".30 The Commission went on to point out that the quality of education in a country is determincd largely by the quality of its curriculum. And it warned that "a curriculum that is narrow in range and limited in scope cannot but produce individuals of low productive capacities, who will tend to have a narrow outlook on life and who will be unable to adapt themselves easily to changing circumstances." The Study finds the above viewpoints o f the Commission relevant to any discussion on curriculum and curriculum development in Fiji today. The 1969 Commission found that the curriculum in Fiji was designed mainly to facilitate the passing of external examinations and the frequency of examinations had a cramping effect on sound curriculum development. It also noted that the whole curriculum appeared to be designed to transmit factual knowledge rather than to produce learning experiences that would encourage creative activities and thus, lead to an all-round physical, emotional and intellectual development of the pupils. The Commission recommended that the curriculum be widened and diversified in order to fulfil its dual roles: to develop to the full the potentialities of the individual and to provide skills to accelerate economic growth. FINAL REPORT AND FW4NCEYG PROPOSAL EU/MVERNMENT OF THE REPUBUC OF FIJI ISLANDS RURAL EDUCATION PROJECT Despite numerous educational reforms initiated since independence, many of the concerns of the report of the Fiji Education Commission (1969) remain. While facts and figures in various Ministry of Education Annual Reports and Fiji Development Plans show that considerable progress had been made in teacher qualifications, teaching materials and equipment, school facilities, expenditure on education and the like, the day-to-day teaching/learning situation had not significantly improved. Many children were still engaged in 'rote learning' and 'copying from the blackboard'. The Study confirmed the findings of the 1969 Commission, and the same issues were raised again by the 2000 Commission Report, that the school curriculum has remained basically examination-driven and centre-directed with very little input from the school-based personnel. For instance, the curriculum at the primary level comprises 11 subjects, which are: English, Maths. 3 languages (Fijian, Hindi and Urdu), Social Studies, Health, Basic Science, which is not introduced until Class 7 or Form 1, and PEMAC, which are: Physical Education, Music and Art and Craft. The curriculum framework, syllabuses, schemes and teaching and learning materials and other support resources used in schools are developed centrally, prescribed, recommended and distributed by the Curriculum Development Unit (CDU). At the secondary level, the number of subjects offered is 48, and although the CDU again prescribes the syllabus, texts books, and support materials, each school has the freedom within the framework to select the courses most relevant to their students and which could he supported within their own human, material and financial resources. As can be seen in Annex 27, the number of periods allocated to a subject per week gives some idea of the ranking of the subject in schools' evaluation, but some anomalies do occur, with a suhject such as Shorthand garnering 11 periods per week as compared to Values Education with only 2 periods per week. It could also be seen that great varieties of subjects are offered which could adequately cater for the needs of all students but the importance attached to each subject is mostly determined by the external examinations. The resources available in schools to support the curriculum vary enormously from school to school and from system to system, depending on each one's financial resources and the commitment of communities to schools and education in general. The poor rural and urban schools are the worst off in terms of teaching and learning materials. The availability also of good reading books in the official languages is another major issue. The other concern relates to the contents o f the materials where they are available. While laudable attempts have been made to contextualise the materials, much of the contents still remain irrelevant and inappropriate for Fiji schools, but particularly for rural children. The lack of adequate and quality resources in schools certainly has an impact on learning and learning outcomes. But some of the other reasons for the lack of improvements in pedagogy include teacher overloads, inadequacy of training and education, lack of teacher guidance and support, shortage of teaching materials and equipment and the adverse effects of external examinations. Most urban schools in Fiji have very large classes, which makes it difficult to organise an enquiry-mode of learning, for example, while those in rural schools are 34 FLNAL REPORT AND FINANCING PROPOSAL EU/GOVERNMENT OF THE REPUBLIC OF FIJI ISLANDS RURAL EDUCATION PROJECT small which often requires multi-class teaching, which can often be ineffective, if the teacher is inexperienced and does not have the resources to support that methodology. In addition, the negative influence those examinations have had on teaching and learning in Fiji's schools continue. The success or otherwise, of a teacher is largely determined by the number of students passing the external examinations in his on her subjects. School managers, officials in the ministry, principals, teachers, the school community and even students, frequently adopt this criterion. As a result, most teachers resort to transmitting factual knowledge, rather than trying to provide learning experiences that will encourage creative activities. Under these circumstances, even innovative teachers tend to employ more teacher-centred approaches and place low priority on self-improvement and professional development. But perhaps the issue of most concern is the inappropriateness of the paradigm used to deliver and provide educational services to the people of Fiji, which has been imported from western education systems through colonial associations and which has remained to date as the only instrument for providing education and training. This system is based, in turn, on western values, which are quite alien to Fijian values. The differences in Fijian and western values can be seen in Annex 28. Western values have given rise to an education system, which separates the body and the mind and disregards the spirit and emotion. It compartmentalises and fragments knowledge, resulting in a curriculum, which is heavily oriented towards academic knowledge and skills. It emphasises individual academic success and the primacy of the individual and ignores the importance of the community and group efforts, which promote cooperation, sharing and reciprocity. It marginalises Fijian values, knowledge and belief systems and the contributions of comrnunities to the construction of knowledge and the development of their own communities, which, in turn, impoverishes and diminishes communities instead of empowering them. Far from encouraging active participation and creativity, it promotes instead passivity and conformity. Worse, it alienates many young people and their communities who see education as having no meaning, relevance or worthwhileness to their lives. There is a need to think critically about the values of Fijian society, which should guide Fiji's journey in the new millennium. One of the key principles of the GoF HRD Plan is 'respect for the Vanua and the cultures and traditions o f the indigenous Fijians and Rotumans and respect for the cultures and traditions of other communities in Fiji'. There is a need to ask what it is that formal education is expected to achieve. Given the heritages and legacies of Fiji's cultures and values that all communities share, givcn its transition to a knowledge-based economy, given the demands and challenges of life in the 21st century, given a likely picture of the social environment in the hture, what attributes does the society want Fijians to have? What characteristics and qualities should Fijian community, business, professional and national leaders possess? What outcomes should primary, secondary, and higher education achieve? The answers to these questions should form the bases for the curriculum and the pedagogy for Fiji's education system. FINAl. REPORT AND FINANCING PROPOSAL EUIGOVERNMENT OFTHE REPUBLIC OF FIJI lSLANDS RURAL EDUCATION PROJECT The curriculum that must be provided for Fiji of the new millennium must also address key issues of gender to ensure that textbooks and other educational materials are not gender-biased but promote equally the abilities of all students, boys and girls. It means also the preparation of teachers who are gender-aware and sensitive and the re-education of those already in the system, from policy-makers to classroom teachers in gendcr- awareness and in developing, and implementing gender-aware policies and programmes, and the elimination of all forms of discrimination relating to gender. The curriculum could play a vital role in transmitting values, attitudes, behaviours and knowledge which promote gender sensitivity and awareness, right from the early years of education to counteract some o f the adverse influences of western media and global institutions. However, the gender issue is just one dimension of the values education that should be addressed by the formal school curricula. Mention has already been made of the need to develop a culturally inclusive curriculum. Thaman (1998)" in talking about 'Learning to be' challenged the Pacific region to reclaim their education by looking at the sources of their identities and develop strategies for teaching and learning that are rooted in their cultural values and practices and to develop educational programmes that take into account the cultures in which learners grow up and are socialised; to value the knowledge that they bring to the classroom, in both formal and non-formal education; and, to create more culturally democratic learning environments for their children. But such a curriculum needs teachers who can become good role models not just facilitators of learning, which means critically examining the teacher training process. As she said there is a need to shift from preparing classroom technicians to preparing people, who will not only teach about peace but are at peace themselves, who know who they are, what they need to do and do it well. Thus, the curriculum is expected to address important issues in Fiji, such as: the language of instruction and the need to learn and understand other languages; the multicultural and multilingual contexts in which the curriculum is taught and the need to develop and promote a culture of peace; the diversity o f the values and belief systems promoted within it and the need to promote common human values that would allow all components of the society to live together in harmony within this diversity; the teaching and learning strategies adopted to ensure that they are appropriate and relevant; the ways in which the classroom is organiscd and managed; the communicative conventions used in classroom interactions and the need to contextualise them. All these would have some impact on the outcomes of education and the characteristics of individuals at each level of the system. In addition, it must continue to be responsive to current and future needs and therefore, the students must be taught to be creative problem-solvers, who are constantly seeking ways to improve what they do and with a lifelong quest for learning. Students must know " Thamaq Konai Helu 1998. teaming lo Be: A perspective from the Pacific Islands. llnpublished paper. 36 FINAL REPORT AND FINANCING PROPOSAL EUIGOVERNMENT OP THE REPUBLIC OF PIJI lSL4NDS RURAL EDUCATION PROJECT how to learn rather than know vast amount of knowledge that are passively received. Students must, therefore, be provided with core values, knowledge and skills, and the habits of learning that will enable them to learn continuously throughout their lives. They must be equipped to deal with an unpredictable future. A valucs-based curriculum will help them understand who they are and a vision of where they want to go; and, a thinking curriculum will enable them to develop the skills and processes to acquire information, to analyse problems and to find solutions. Many of these habits, skills and attitudes need to be developed from an early age, such as early childhood education and early primary schooling. The Team found, for instance, that 6,053 students were enrolled in 2002 in various early childhood education programmes around the country. Analysis that was carried by Waden Narsey of the University of the South Pacific in 2000 found that attendance in early childhood programmes made a significant difference to the performance of disadvantaged students at primary and secondary levels and beyond, an advantage, which is not reflected in the perfonnance of other socio-economic groups. However, the concern o f the Team was with the relevancy of such programmes to rural communities. Whereas such programmes could succeed in providing students with a head start in formal education, they could very well be the begiming of the process of alienation of young people from their communities, which is one of the undesirable outcomes of the present formal system. If such programmes were used instead to develop the pre-requisites for additive education, which is grounded in the values and knowledge systems of communities, they would indeed be worthwhile investments. The new information technology of today will allow Fiji students in their learning to plug into the vast databases and media resources of the global Internet system. However, there is a need to consider issues of costs of connections, maintenance and sustainability, and its short and long-term benefits as measured against other low costs forms of communication, knowledge and information systems, such as books and radios, which are already readily available o r could be made available at a fraction of the costs of computers. Inter-disciplinary projects will allow students to relate content across subject disciplines and grasp the inter-relatedness of knowledge and to develop a holistic understanding of the universe. Through project work, they will learn collaborative strategies, and the value of teamwork, cooperation and sharing to achieve common objectives. School textbooks have come to control much of what occurs in classrooms not only from what teachers teach but also to how they teach and evaluate students' performance. There is, therefore, a need to move away from such control to allow teachers to make coherent decisions about what happens in their classrooms. Indeed, the school curriculum at all levels of the education system is such an important component of education that the Team urges MoF to conceive a revolutionary curriculum for the transformation of Fijian society in the new millennium. The children of Fiji deserve no less. But it should be said that educational reforms take time. Measurable impacts take at least ten years of sustainable development and sustainable reforms require an additive process that would recognise the value of students' values and knowledge systems, the strengths they bring 37 FINAL REPORT AND FINANCING PROPOSAL EU/GOVERNMENT OP THE REPUBLIC OP PI11 ISIANDS RURAL EDUCATION PROJECT to the learning process, and use these to add on the knowledge and skills they need to cope with modern development without fundamentally changing their values and identities. Commitment at all level is necessary given the availability of adequate support resources in schools and communities, in terms of both material and human resources. Examinations and Educational assessment^ and Measurements Examinations and other forms of educational assessments have been developed by differed education systems to measure the educational attainment and achievement of their students as well as to provide some indicators of the effectiveness of the system. As previously described, the concerns with examinations in Fiji relate to their relevance, reliability and validity; and, the constraints they impose on access and outcome as well as o n the process of education itself. Measuring instruments are only relevant if they are appropriate to the context in which they are used, and are reliable and valid only to the extent that they measure what they are expected t o measure and achieve similar outcomes over a period of time. It has already been argued elsewhere that examinations in Fiji are not only inappropriate but fail to accurately assess the abilities of students even within the narrow range of competencies that they do measure. Many students are, therefore, failed by the system not because they have not mastered the required contents and skills but because of inherent deficiencies in the measuring instruments themselves. They also fail to assess the different values, abilities, competencies and characteristics deemed worthy by society and which the education system is expected to transmit to every generation of Fijian students. Further, the very narrow sets of abilities and competencies, which exams measure, are often imposed and are not integral components of Fijian society. Exams, in other words, are de-selection processes, which constrain access and opportunities to participate successfully in the higher levels of the education process. They control the outcomes of education for the benefit of a few individuals and groups within the society. As seen already in the dropout figures, the national external examinations at Class 8 or Form 2, Form 4 (Junior Certificate) and Form 6 (Senior Leaving) are among the major factors that constrain participation at the higher levels. Any reforms, therefore, in the curriculum would require concomitant reforms in ihe assessment process to reflect the new outcomes of education. Whilst a great deal o f attention has been directed in recent years to developing a culturally inclusive curriculum, very little attention has been paid to the difficulties of developing measuring instruments which are culturally appropriate and which would reflect the new curriculum changes and thinking. For children from different racial and ethnic groups, meanings of words, gestures, and actions differ. Assessment of learning outcomes presents a formidable problem when children misunderstand the teachers' requests for information or demonstration of knowledge and skills. Formal assessments ideally should be delayed until teachers and children have built a new set of meanings, and later on in the process, assessment must continue to be sensitive to cultural differences and the different values various cultures place on different knowledge, skills 3 8 FJNAL REPORT AND FINANCLNG PROPOSAL. EUIWVERNMENT OF THE REPUBLIC OF FIJI ISLANDS RURAL EDUCATTON PROJECT and abilities. Such sensitivity might assist in achieving more even outcomes in education for all groups in Fijian society. While the Team recognises the role that assessments play in the education process and in the delivery o f quality education, it also believes that the monitoring of the system and assessment of student achievements could be achieved by increasing internal assessments by teachers within their classrooms, and by schools and decreasing the role of external examinations. However, for such changes to be effective, teachers would need considerable upgrading in their classroom assessment skills and schools would need to be more effective in monitoring student achievement and learning internally. Both groups would need upgrading training. The external examination process itself also needs reform to ensure that the process is relevant, reliable and valid from the quality of the papers, marking, monitoring, supervision, analysis of results and methods of dissemination. From the criticisms that have been levelled at the system in recent years, the Team is of the opinion that a complete review of the examination process in schools and in the external system should be undertaken to ensure fairness and quality in the process and that no student is prevented from accessing opportunities in education because of the process. The Team believes that the establishment of a national examinations board, whose responsibilities could include the administration and management of all examinations, the monitoring and supervision of internal assessments, the upgrading of teachers skills in classroom and school-based assessment, the provision of support to schools in the management and supervision of internal assessment, and the training of personnel in the skills of examination and the process, would contribute significantly to the achievement of quality education in Fiji, and benefit rural children in particular. Technical and Vocational Development The role of Technical and Vocational Education and Training (TVET), especially in relation to delivering quality education, has been the subject of considerable discussion, research and policy reforms. TVET is a concept that encompasses a diverse array of programmes and activities. It emphasises both education and training, and extends beyond schools, post-school institutions and work place enterprises to community-based non-formal education systems. TVET is now perceived largely as a possible second chance educational opportunity for students who are not academically inclined. Moreover, in response to the rapidly changing nature of the workforce and the skills required to perform effectively within shifting contexts, schools are now been called upon to provide programmes that support greater understanding of the world of work. Unlike academic studies, some forms of vocational educational activities were carried out in the Fiji Islands and other Pacific Island countries long before the introduction of the Western mode of formal education. Several studies have shown some of the ways in which members of the community ensured that their values, skills and attitudes were passed on to the next generation. The advent of the western mode of education, however, has largely destroyed these traditional forms of technical and vocational education. Although some critics could argue that these traditional forms o f technical and vocational 39 FINAL REPORT AND FINANCING PROPOSAL EUIWVERNMENT OF THE REPUBLIC OF FIJI ISLANDS RURAI. EDUCATION PROJECT education are not suitable for the modem sector economy, there is still a market for items such as handicrds and many people are making and selling them for their livelihood. In fact, in the subsistence economic sector, traditional and vocational skills are essential to survival and should be strengthened to form the basis for the development of the modern economic sector. The two sectors are not exclusive but mutually supportive. The 1969 Fiji Education Commission reported that there was little relationship between the educational programmes and the world of work. It recommended the establishment of junior secondary schools with a more vocationally oricntcd programme of study. These recommendations were accepted and junior secondary schools with a vocational education and training focus were established in key locations throughout Fiji. However, principals and career advisers were not adequately prepared to facilitate vocational education at the school level. It is also important to note that the junior secondary initiative, with its emphasis on vocational education, did not achieve much success against the strong desire for academic education. In fact, the junior secondary schools, located principally in rural centres, existed largely as poor replicas of their urban counterparts. Then, because of the increasing demand to continue beyond the Form 4 level, many of the rural junior secondary schools added Forms 5 and 6. Thus, these schools have not become technical and vocational oriented, as was originally envisaged, and the school system continues to remain largely academic. Historically, TVET programmes at the secondary school level in Fiji has taken at least two approaches. First, technical subjects such as Woodwork, Metal Work and Home Economics have been introduced as optional subjects in the secondary school curriculum. It is expected that, on leaving school, students will have some knowledge of technical and vocational education that can lead them to employment opportunities and improved life- skills. Secondly, school-based TVET were established in about 40 selected secondary schools to provide 'second chance' education to early school-leavers. Fiji's education system, however, is so accustomed to academic education, that, strong parental pressure for academic credentials has made TVET programme a 'second class' option rather than a 'second chance' education. This can be explained in part by the difference in salary of blue-collar workers compared to that for white-collar workers. For the latter group, there are considerable possibilities for salary increases and promotions within the civil service, which are not available to blue-collar workers. Thus, until wages for blue-collar workers are more attractive, the status of TVET will continue to be below that of academic education. Some secondary schools in Fiji also have a TVET programme as a separate stream within the ambit of the secondary school organisation. This programme caters for secondary school lower achievers in secondary schools. To enter the programme, however, they should have completed at least Form 4 of secondary school education and are in the 15 to 20 year age group. In many cases, such students are unable to access further academic studies given the intense competition for the limited places beyond Form 4. In others, they are actively discouraged from continued participation in the general academic 40 FINALREPORT AND FINANCING PROPOSAL EU/WVERNMENT OF THE REPUBLIC OF FIJI ISLANDS RURAL EDUCATION PROJECT programme due to their low achievement. The separate TVET programme provides intensive skills training aimed at educating and training students for paid as well as self- employment. The programme has four courses: Tailoring, Food and Catering; Carpentry and Joinery; Automotive Engineering and Secretarial Studies. In recent years, Agricultural Science has been revived and is offered in some schools. A recent study o f the TEVT programme indicates that the majority of students, parents, teachers, educational administrators and employers perceives it largely as a 'second best' mode of education. The study argued that, consistent with other developing countrics, most Fiji citizens prefer academic schooling because it is seen to pave the way for greater career opportunities and higher financial rewanls. The TVET programme is seen as a minor innovation in Fiji's education system in comparison with other 'heavyweight' i ~ o v a t i o n s . ~ ~ The study also revealed that before the programme was established, there was inadequate consideration given to the issues of relevance, clarity and practicality, readiness of the clientele and availability of suitable resources, including personnel. Many schools initially accepted it because it came with material resources and personnel. The TVET programme is virtually an imposed innovation in a 'top-down' process. In fact, political, bureaucratic, and micro-and macro-political perspectives motivated the establishment o f the programme at the school level, in particular, and the system-level in general. Thus, the present initiative is resource-driven and not education-driven. Most of the students enrolled in the programme were from working class families. These students were likely to get into a track leading to lower paid jobs. Most students from higher socio-economic groups were in mainstream education and were more likely to enter professions such as medicine, law, accountancy and management in the private and public sectors. The programme, therefore, further reinforced the existing socio-economic inequalities. Given qualifications, TVET programmes could continue as a 'second best' option in secondary schools. A further observation is that, with the limited number of places available in TVET programmes, students with relatively high academic qualifications were increasingly being enrolled. Therefore, a large number of early secondary school-leavcrs were denied the opportunity of a second chance in education. Give their growing exclusion, the programme was not achieving the purpose for which it was created. ,> Sham, A. 1999. Voc~fianol education and fraioing in Fiji: mrnonogenrent of the seeondory school level. New Uelhi: Anamila Publishers S h a m , A., 2000. Teehnicsil and vocational education and training. In Fiji lslands Education Commission/ Panel, 2000. Learning togaher: dirrcfionrfor cdveation h the Fiji Islonds: Report ofthe FijiIsIands Edueotion Commission/P~nel, pp 132- 148. Suva: Fi;i Government. FINAL REPORT AND FINANCLNG PROPOSAL EU/GOVERNMENT OFTHE REPUBUC OF FIJI ISLANDS RURAL EDUCATION PROJECT Several writers have advocated a 'bottom-up' approach wherein teachers, administrators and the members of the school community are accorded greater opportunity for participation in the decision-making and learning processes. Such an approach has a number of benefits. First, it generates a more relevant teaching and learning programme and addresses the developmental needs of the school community. Second, community involvement in schooling facilitates an improved learning environment for students. Third, community participation in school affairs provides an opportunity for the members of the school community to learn about TVET as well as other school programmes. Last, given the multicultural context of Fiji, the involvement of community in schooling makes it possible for policy-makers, administrators and teachers to accommodate tbe interests of various social and economic groups of the population in education policy, programmes and projects. A second notable suggestion for educational policy-makers concerns the provision of ongoing context-based and centre-based staff development programmes for TVET administrators and teachers. Such staff development programmes would prepare teachers and all those involved to manage major transformations in an educational setting that is characterised by a dynamically complex environment and in the face of a somewhat unknowable fi~ture. Further, well-informed teachers and administrators can inspire initiative, vision and the ability to plan. In short, then there is sufficient evidence to suggest that policy-makers should seriously consider introducing ongoing staff development programmes for its administrators and teachers. This suggestion is made on the grounds that the success of any planned educational change rests not so much on the abundance of material and financial resources but more on well-informed and talented human resources. A third broad suggestion for policy-makers emerges from the TVET innovation itself. It is difficult for such initiatives to realise their full potential when academic education remains the preferred system and promises greater career opportunities and social and economic rewards. Literature suggests that, in many developing countries with a dualistic system of education, where academic and technical and vocational education run parallel to each other, the latter is often rejected. There is a less promising future for Fiji's school-based TVET programme while it operates alongside mainstream schooling. In the light of this argument and the existing literature on TVET from developing countries, two suggestions are made. The first is to integrate these school-based TVET programmes within mainstream schooling. The second is to establish separate Institutes of Technical and Vocational Education and Training (ITVET) for early school-leavers, one in each of the four divisions of Fiji's education system. The first suggestion implies that the separate courses currently offered in TVET (as well as any other important skill-based courses identified) should be included in the pre- vocational courses presently offered in Fiji's secondary school programme. In accordance with the international literature on TVET, these pre-vocational courses should not be perceived as providing sufficient training for direct entry into any occupation. They should be taken as a broad familiarisation programme, introducing and developing a range of skills that may be useful in subsequent training or for making a 42 FINAL REPORT AND FINANCING PROPOSAL EUJWVERNMENT OF THE REPUBUC OF FIJI ISLANDS RURAL EDUCATION PROJECT more informed choice about such training. To facilitate this, it is suggested that all students be required to study technical subjects in the course of their primary and secondary education. These technical subjects should be accorded equal value with all other subjects and be assessed and reported. At the primary school level, such programmes should be experiential and promote familiarisation with the nature and purpose of work in all its forms, and with the broad range of work skills required to function effectively in the working world. Specialised studies should be introduced at an appropriate level within the secondary school curriculum, once students have had sufficient opportunity to identify their interests, abilities and preferred study pathways. In the early years of schooling, the technical areas studied could be derived from those industries located locally and those that can serve as rich resources for learning and practical experience. In rural areas, in particular, the study of agriculture can provide a sound basis for an understanding of how to meet basic subsistence needs and also the importance of agriculture as a source of enterprise and income within the Fiji Islands economy. A cost-effective strategy that could be considered for adoption in Fiji is a cluster secondary school system. Under this scheme, a number of secondary schools in a neighbourhood could share technical facilities such as workshops, equipment and specialist teachers that could be located at a central institution. This will allow the introduction of a greater variety of pre-vocational courses in the secondary school programme. Another strategy could be the offering of TVET programmes in blocks of time, such as one-week intensive programme rather than one or two weekly programmed-lessons over a term, semester or year. With the development of stronger community relations, it may be possible to negotiate the use of the facilities of business and industry to further support contextual learning. In the tourism and hospitality areas, for example, schools located within tourism areas could negotiate partnership with local hotels and tourism facilities. In the light of scarcity - time (in relation to the demands of other subjects), personnel and resources - it is difficult to introduce a range of specific vocational education courses at the primary or secondary school levels. Therefore, it is suggested that only one TVET course, given the general name of 'Technical Studies', be offered in primary and secondary schools during the compulsory years of schooling. The current pre-vocational courses such as Agriculture, Woodwork, Home Economics, Metalwork, Automotive Engineering and Technical Drawing are to be incorporated as modules within Technical Studies. The amount of time available for these studies is to be increased progressively over the different levels of schooling. As shown in Figure 2, the following is a possible approach: At the primary school level, three modules - Woodcraft, Elome Economics and Gardening - form the basis of the Technical Studies course. These modules would support the development of basic life skills and introduce the nature of vocational studies. FINAL REPORT AND FINANCING PROPOSAL EU/GOVERNMENT OF THE REPUBUC OF FIJI ISLANDS RURAL EDUCATION PROJECT At the secondary school level, modules such as Agriculture, Home Science, Carpentry and Joinery, Light Engineering, lnformation Technology, Metalwork, Plumbing, Electrical Work, Forestry, Fishery, Tourism and Fiji Studies are to be included in the Technical Studies Course. Students are to select five modules in Forms 1-4, four in Forms 5-6 and three in Form 7. These modules would familiarise students with technical and vocational education and skills that they may like to pursue in their future careers. These modules will further develop basic life skills. Other mainstream subjects such as English, Accounting, Management, Arts and Craft, Music and Sports are to reinforce vocational skills where possible. Block timetabling is to be introduced to manage limited resources for the benefit of all the students and for the accommodation of all the other subjects in the school curriculum. This proposed model is to he based on a spiral curriculum model as illustrated in Figure 1. The problem of early school-leavers has been a major concern for policy-makers in Fiji. To some extent, this problem can be addressed with some creativity in the proposed ITVET, where the focus should be on the preparation of human resources capable of fmding wage employment or generating self-employment enterprises. The ITVETs should be managed in partnership with employers and the members of the local community. It is suggested that lTVETs provide a 'basket of skills' so that those enrolling can select from a variety o f available vocations. In addition to the technical and vocational education subjects already offered in our schools, it is suggested that the ITVETs take a modular approach as suggested above for the primary and secondary schools. They should also include studies that ensure the continued development of language, arts and numeracy skills, scientific understanding, and health and personal development to ascertain that social, emotional and physical developmental needs of students are addressed. It is emphasised that the proposed lTVETs should have the capacity to enrol students at whatever their level of primary or secondary school attainment. In this way, they will be able to address the plight of early school-leavers who are currently denied entry into selected TVET Centres, such as the Fiji Institute of Technology, that have minimum qualification requirements. Research evidence and the submissions made to Fiji Islands Education Commission 2000 have identified key vocational areas that need to he developed in the education sector (Sharma, 1999a; 2 0 0 0 ) ~ ~ . These included the areas of lnformation Technology, Fisheries, Marine Studies and Aquaculture, the Visual, Arts and Media, and Sport and Recreation. It is recognised that it is not possible for all schools or vocational centres to offer studies 3, Sh- A 1999. Vocational Educstion and Training inFiji: Management at the Secondary School Level. New Delhi: Anamika Publishers, 2000. "Technicsl aod Vocational Education and Training", Report ofthe Fiji Islands FAucation CommissionPancl. Government Printer, Suva, Fiji. 44 FINAL REPORT AND FINANCING PROFOSAL EU/GOVERNMENT OF THE REPUBUC OF FIJI ISLANDS RURAL EDUCATION PROJECT across this broad spectrum of vocational areas. However, a strategy for their progressive implementation could be the establishment of special interest secondary schools (either self-identified or designated) that focus on studies in one of these areas and take the lead in the development of curriculum and programmes. Obviously this has implications for resources and personnel, but targeted resourcing for establishment and development could fast-track new programmes. The technical and vocational education programme at the secondary level and in the proposed ITVETs must also provide the foundation for further education and training in tertiary institutions that are responsible for preparing students for employment. At present, technical and vocational education at this level is provided by a number of institutions, such as the Fiji Institute of Technology (FIT), the Fiji National Training Council (FNTC), and the Fiji College of Agriculture (FCA). The main concern at this level relates to the scarcity of resources, including financial and quality human resources. One of the concerns in staffing relates to the difficulties of attracting and retaining quality staff, particularly in skilled areas where there are few qualified local personnel, such as in Information Technology, Building, Civil Engineering, Electronics Engineering and Mechanical Engineering. The TVET post-secondary institutions are not sufficiently attractive to lure skilled professionals away from the private sector or to retain bright young graduates. The institutions are also strapped financially. They are mainly funded from two sources: a block grant from Government, which provides two-thirds of the income, and the fees obtained from students. This current revenue is neither sufficient to provide attractive remuneration packages to staff, adequate and well-equipped training facilities nor to fund future growtb, research and development. Entrepreneurial activities and donations in cash and kind that are received from time to time generate small additional funds but they are not guaranteed income. It is notable that a comparative analysis of the Government funding information in 2000 indicates a contribution per student enrolled at the University of the South Pacific of $5,712 compared to that at FN'TC of $2,13 1 (Fiji Institute of Technology, 2000). USP attracts 2.7 times more Government funding than its TVET counterpart. This is clearly an inequitable situation. It is not suggested that USP should receive less funding, rather that TVET should attract at least an equivalent amount, given its importance in supporting human resource development in the country. While different training facilities are located in each of the four educational divisions, the issues of access and equity have yet to be fully addressed. . There is also a need for institutions, such as the FIT and FNTC, to develop a more collaborative and better working relationship with the other levels of education, especially the secondary level. Secondary school students need career counselling to assist them with the selection of appropriate programmes that suit their abilities, interests and aspirations. Moreover, it is important for these institutions to develop partnership relations with commercial and private sectors. This will ensure relevance and appropriateness of the programmes on the one hand and provide a mechanism for supporting and monitoring programmes, courses and activities on the other. Better use of FINAL REPORT AND FlNANCING PROPOSAL EUIWVERNMENT OFTHE REPUBLIC OF FIJI ISLANDS RURAL EDUCATION PROJECT information technologies can facilitate the establishment of networks for mutual participatory, collaborative and consultative processes and for sharing experiences, knowledge and materials. Fiji's secondary school-based TVET Programme is trapped in a framework of social and economic inequality, as are the majority of TVET initiatives in developing countries. It is argued that as long as academic education credentials dominate as the most important pre-requisite for the job market, TVET programmes have little chance of making any significant contribution to educational and labour market development in Fi'i This is 4; consistent with the work of writers such as ~ o s t e r ~ ~ (1987), Lauglo & Lillis (1988), watsod6 (1994) and sharmaj7 (1 999a). Given the present socio-economic and political benefits and privileges accrued through academic qualifications, TVET programmes would continue to exist as a 'second class' option in Fiji. Therefore, the policy makers and practitioners are urged to pay particular attention to TVET and give it a more important place in its educational policy reforms. An integrated approach to education and a modular approach to teaching and learning will result in education that will promote the overall development of the learner and the nation. Without doubt, such approaches will also contribute to the development of capacities in our citizens to work, live and play together in peace, prosperity, stability and harmony. 31 Foster, P.J. 1987. "Technicalivautioml education in the less developed countries', Inicrna1,onal Journal of Educarionnl $velepmenf, 7, pp137-39. * huglo, 1. and Lillis. K. 1988. Vanionalising Educalion: An Inlernation,nal Perspective, Oxford: Pergamon Press. Warno, K. 1994. "Technical and vocational education in developing countries: Western paradigms and comparative mtbodology', Comp~)roI;ve Ilducalion. 30,2, pp.85-97. '' S h m A 1999. Vocauornl FAucation and Training in Fiji: Mamgement at tho Seccmdary School Level. New Dolhi: Anamika Publnshers 46 FUYAL REPORT AND FINANCING PROPOSAL EUIGOVERNMENT OF THE REPUBLIC OF FIJI ISLANDS RURAL EDUCATION PROJECT Figure 2: Technical and Vocational Education and 'Training: A Modular Approach W O R K P L A C E Three modules from shown for 4 Modules Four modules from those shown for Forms 5 Modules Agriculture, lnformation Technology, Carpentry 8 Joinery, Light Engineering, Home Sclence, Electrical Work, Plumbing, Fishery, Forestry, Tourism, Fiji Studies (Traditional Cultures) 3 Modules Home crafts, Woodcraft, Gardening Source: Sharma (2000) p.143. FINAL REPORT AND IOWANCING PROPOSAL EUIGOVERNMENT OF THE REPUBLIC OF FIJI ISLANDS RURAL EDUCXITON PROJECI' Znfraflructure and facilities The Team found infrastructure and facilities to be the most problemmatic areas in Fijian Education, particularly in relation to the rural areas. As seen in Annexes 8 and 9, many schools in the rural areas have no access to reliable sources of clean water, sanitation and energy. It was found, for example, that 272 of the rural primary schools or 38.8% of all primaq schools have no telephone connection, while 333 or 47.6% have either no power or no reliable energy source, and 390 or 55.7% have no access to reliable and improved water sources. Infrastructure development is also poor in most rural areas with no adequate roads access, land or sea transportation. Many of the schools need considerable upgrading of their facilities or need new facilities, such as offices, classrooms, laboratories, workshops, libraries, toilet facilities and water tanks and systems; improved, adequate and satisfactory teaching and learning resources, which include laboratory equipment, technical and vocational workshop equipment, library books and textbooks, and reading books for primary schools not only in English but in their vernacular languages as well; improved boarding facilities, which include dormitories, kitchens and cooking facilities, and recreational areas; improved access to communications and information technology, with computers and internet connections but these are considerably constrained by lack of telephone connections and reliable energy sources. Many schools have no access to electricity. In addition, schools lack adequate facilities for recreation, such as sports fields for playing rugby, cricket, tennis and netball. While adequate and quality infrastructure and facilities are not the only factors that contribute to the achievement of quality education, they are the most visible and significantly affect the motivation of students and teachers in ihe teaching - learning process and the evaluation by communities of the value and quality of education and the genuineness of the commitment of government to the develop~nent of rural communities. They also starkly illustrate the disparities in access to services and opportunities between urban and rural areas. However, one of the concerns with capital development is the issue of sustainability and the capacity of rural communities to maintain and sustain facilities and infrastructures once they are in place. It was already argued that rural communities are the most disadvantaged in Fiji in terms of income and in terms of access to economic and employment opportunities and income-generating activities. They also have less management capacity and skills for managing and maintaining such infrastructures and facilities. Experience from elsewhere suggests that empowering communities need holistic and integrated approaches, which means that providing facilities and infrastructure and ensuring maintenance and sustainability must go together with other complementary developments, such as providing quality education and training programmes that would improve and strengthen management and technical and vocational skills so that communities will have the necessary skills and knowledge to undertake the work both in 48 FINAL REPORT AND FINANCING PROPOSAL EUIGOVERNMENT OF; THE REPUBUC OF PfJl ISLANDS RURAL EDUCATION PROJECT the short and long-terms. It means engaging them in the planning and decision-making processes right from the beginning to develop understanding as well as ownership and commitment to the programmes and activities. At the same time, these management training must build on existing mechanisms and processes instead of introducing new systems which are likely to be misunderstood and misapplied or worse, rejected as too alien and foreign and externally imposed. Linkages with other development programmes and activities to achieve synergy must he used so that in-come generating activities and economic development are integrated with infrastructural development to ensure that communities will have the means with which to maintain these structures. Communication must also be strengthened with relevant line ministries and non-government organisations, which can provide back-up and technical advice and support. The community must not only be seen to be in control but to be so in practice. However, such an approach is more difficult to implement and more time consuming. The MoE is recommended, in the intervening pcriod, to build maintenance costs into the overall costs of projects for at least 5 years after the life-time of projects and programmes to ensure continuity and maintenance while capacity-building is concurrently being implemented. The details of the recommended projects to be implemented in this Draft Financing Proposal are discussed in the analysis of Rural Education in Fiji. Educational Policies and Planning In the past five years, the MoE has produced a number of national policies and guidelines for the improvement of education in Fiji. The policies cover the ten key priority areas of the MoE already mentioned, which are: relevant and responsive education; develop support for a professional teaching force; strengthen and promote community partnerships in education; promote quality and excellence in school management and administration; develop and improve indigenous Fijian education; improve education in the rural areas and isolated schools; review the existing policy programme on staff development and promotion; expand exploration and use of technology in teaching and learning situation; improve infrastructure and facilities; and, improve participation at all levels. However, despite the existence o f useful policies to guide and direct the work of the Ministry and the Education sector, there are important gaps, which need to be addre~sed.~" These include de-centralisation and devolution measures that would allow greater participation of communities and all stakeholders in the education process, particularly its decision-making processes; policies in curriculum development and examinations, if these two systems are to he reformed and become mutually supportive; and provide guidelines for both primary and secondary education. Policies also need to he developed to promote " See Amex lo. 49 FINAL REPORT AND FINANCING PROPOSAL EUIWVERNMENT OPTHE REPURUC OF FIJI ISLANDS RURAL EDUCATION PROlECT partnerships in education, clarify roles and responsibilities of the various actors in the process and strengthen school management. It was noted previously that geographical distribution of schools was a major hindrance to access and participation and continues to confirm the disparities between rural and urban areas, which weaken and impoverish communities, as their young and most productive members migrate out of their communities in search of better opportunities. While the costs of establishing more schools in the rural areas in the short time would be high, it could save in the long-term in having empowered, vibrant, dynamic rural communities, which can become self-sufficient and sustainable by retaining their best human resources who can make the best use of their available resources. There would need to be clear policies too to guide development in primary, secondary and post-secondary education relating to teachers' qualifications, curriculum, and integration with technical and vocational education. One of the key policies, which must be developed is the language policy for schools. While it is understood that there are three official languages, Fijian, English and Hindi, there is no clear guideline as to what language to use for what purposes at what level. English has been used by default as the language of communication not only in business but in the informal sector as well. The Team feels quite strongly that given Fiji's political situation, that the lingua franca should be clearly recognised as the Fijian language and therefore, it should be made compulsory for all students at primary level. That is not to prevent schools from offering other languages. One of the main issues in rural areas is the language of instruction in the early years, where quite frequently the teacher and the students are forced to communicate in a language neither perfectly understands, a situation, which seriously affects quality learning. There is also so far no clear policy relating to standardisation of qualifications in technical and vocational training and education. Perhaps, what is required is a National Qualification and Certification Board to set skills and professional benchmarks, specify required inputs in terms of teacher quality, curriculum contents, monitor standards and enforce compliance. It was also previously noted that the establishment of a Teacher Registration Board to control and supervise pre- and in-service training, set teacher conditions, including promotion, discipline staff, establish a code of ethics for the profession, and identify standards for professional performance and conduct would certainly boost the morale and the professionalism of the teaching service. These could include specifications of skills for subjects as well as geographical areas, such as the training and skills needed for effective teaching in the rural areas. They would also include reviews of the different categories of teachers in order to provide standardisation across different levels and categories to ensure fair and equal treatment of all teachers. These would need to be linked with the pre-service training of teachers undertaken by the teachers' colleges and the in-service training of teachers, which colleges and other organisations provide. Standardisation and clear policies on fees would also ensure that the most disadvantaged are not excluded from access and participation in education and achieving equal outcomes. This could minimise the levying of unnecessary fees, and standardise fee FlNAL REPORT AND FINANCING PROPOSAL EU/WW.RNMME OPTHE REPUBIJC OF FIJI ISLANDS RURAL EDUCATION PROJECT grants, building grants, per capita grants and remission grants. These all relate to financial management of schools, which are varied and largely uncoordinated at present. Coordination, Management and Partnerships Coordination of education in Fiji is problematic from the perspective and findings of the Team. As previously discussed, there are 28 education management authorities in Fiji, which do not include line ministries providing training and education, and other service providers, such as NGOs and the private sector. At the provincial, district, divisional, community and school levels, the lines of communications and relationships are often blurred. The structure of the Ministry hierarchy involves mechanisms and processes that are expected to interact to facilitate quality education and overall social, cultural, economical and political development in Fiji. The roles and responsibilities of each level, however, are not quite clear. For instance, the divisional and district education officers roles are largely administrative and 'inspectorial', rather than professional, which leave teachers in rural areas with little professional support. The divisional and district education officers could play a more proactive role in providing professional assistance, in addition to their administrative roles which could include coordination of activities of partners in education and working with rural communities. Their professional roles could also involve facilitating school - based staff development training of both management and teaching staff. These new roles would demand a great deal from existing staff and therefore, consideration should be given to upgrading their competencies and skills and to the recruitment of additional staff. Further training could include short-term as well as full-time courses on varieties of educational issues, and could include educational administration and management, cumculum development, assessment and evaluation, distance education, non-formal education, technical and vocational education, among others. Obviously no one person is expected to have expertise and experience in all of these but the mix of skills, knowledge and experience should be available within the cadre of field officers. As previously mentioned, the management of schools is critical. At present, most schools in Fiji are still managed on conventional lines. The school organisation is basically hierarchical. Most schools operate with a largely academic curriculum, a fixed timetable and teacher-directed lessons. The daily routines follow a similar pattern, with a standard range of 8.00 a.m. to 3.30 p.m. a day. In most schools, the school heads share very few decision-making powers with their teaching staff. School heads might find the burden of administration eased if they involve their teaching staff and community in various aspects of the decision-making process. But schools are not solely managed by principals and head teachers. Most, in fact, are managed by school management committees: religious as well as public. There is sometimes conflict between principals and school committees, as the roles and responsibilities of each are not quite clear. Some guideline to clearly identify the respective roles and responsibilities would improve relationships. Working in partnership would be an even better arrangement, where both could work together towards the achievements of school goals. 51 FINAL REPORT AND FINAWCING PROPOSAL EUIGOVERNMENT OPTHE REPUBLIC OF FIJI ISLANDS RURAL EDUCATION PROJECT Parental and community participation in school management is also very important to consider. However, community participation in schooling/education is only partial. The misconception of community partnership in education stems from the fact that the history of education in Fiji, as in other British colonies, is largely one of private initiatives and effort. Owing to the Colonial Government's inability to make provision for the education for children of all Fiji citizens, religious and comtnunity organisations built schools for their children. Through various Government policies, the Government provides teachers, school curriculum, and various forms of grants and material resources. The communities are expected in most cases to provide fmancial assistance only and are often excluded from important decisions relating to curriculum development and other aspects of the education process, where they are felt to have no professional expertise. The relationship, therefore, while considered important, is sometimes strained. But parental and community participation in education opens avenues for both teachers and parents and communities to become engaged in thinking about the kinds of education best suited to the needs of children and communities. Building better relationships where decision- making is shared can develop programmes that effectively integrate community and school. So far Provincial Councils have played only peripheral roles in education. However, for more effective coordination of educational efforts, Provincial Councils could play a major role in education by providing support to district and divisional education officers, communities, schools and students. The Provincial councils of Ra, Kadavu, Naitasiri, Cakaudrove, Bua, Lau, Ba-Yasawa, Lomaiviti, Tailevu, and Nadroga, came out very strongly in support of education. The roles of Provincial Councils could be strengthened to develop their capacity for educational support, particularly in the coordination of service providers, and management of educational activities in their various areas. Some are already developing their own Strategic Plans for Education but these need to be integrated with the MoE Strategic Plan to avoid conflicts, and duplications. The churches and other religious organisations, as previously mentioned, have always played important roles in educational provision. Their contributions to education have been and continue to be significant. Some of their schools and systems include the best in Fiji but some are also poorly managed, resourced and financed. These systems need to he strengthened also so that they are able to provide the best educational service they can within their human and fmancial resources. Support would need to be provided in the areas already mentioned, such as infrastructure and facilities support, but they need, perhaps more so, staff development programmes in management and leadership and in- service training and upgrading of their teachers. The private sector has supported educational provision in varieties of ways from sponsorships and scholarships to short-term courses and providing on-the-job training and attachments. Their capacities and expertise need also to he coordinated with other forms of education and training to ensure that resources available for education are efficiently used and that no wastage occurs through overlaps. Donors are also involved in funding educational programmes and activities in varieties of ways from scholarships and in-country short-term training to infrastructure and facilities to curriculum development, evaluation, technicall vocational education, teacher training programmes, early childhood to computer studies. These sometime overlap, resulting in wastage of resources. One of the major concerns is the demand they make on the scarce human resources of the MoE, who need to be able to oversee and direct donor activities but this can he quite difficult when quite often donors work in isolation from one another and are not aware of what programmes and activities other donors are funding. There is a strong need for the MoE to establish a donor coordination committee to coordinate donor activities in the field of education. Such a committee will serve as a forum not only for sharing of information on activities but to discuss critical issues pertaining to the priorities of both donors and MoE and GoF. Resourcing education in Fiji will continue to be a major challenge. Full utilisation, therefore, of every available means of delivery such as the technical and scientific developments in information and communication technology to cater for the diverse needs of individuals and groups within the larger society, and creating partnerships with non-formal and traditional forms of education must be encouraged and formalised to accommodate the demands for a broader outcomes of education and meet the demands for universal and equitable access to quality education. It should also be rccognised that although the Government will continue as the major source of educational access and equity, govemment funding alone will be insufficient to providc basic education for all. However, the choice is not between free and private education, but between education fmnced via a government monopoly and education financed by government in partnership with communities, parents, non-government organisations and employers. Greater participation by non-government members in this partnership can increase the level of resources available, and increase the relevance and effectiveness of the learning process. The need for greater parental and community participation and the business communities in technical and vocational training will improve not only access, equity and quality but can create flexibility and increased responsiveness in educational providers in meeting educational and training demands. Giving due consideration to children's experiences, knowledge and language in the formal primary school systems as the foundation for all further learning, will encourage teachers to cultivate a more participatory atmosphere in the classroom and by involving communities and non-formal methods, education will become 'everybody's business' not just the formal sector. The MoE has the responsibility for coordinating educational services and the task has not been easy. The Team recommends that, instead of developing a new mechanism and process for coordination, existing mechanisms and processes be strengthened and the capacities of the various agencies at various levels be developed and enhanced to ensure ownership and sustainability in the long-term. However, coordination of the activities of the diverse actors in education requires a full-time but small management team within the Ministry of Education, which could co-opt membership as and when needed from other line ministries, donor community and NSAs. They could also be responsible for 53 FINAL REPORT AND F'INANCING PROPOSA1, EU/WVERNMWT OFTHB REPUBUC OF FIJI ISLANDS RURAL EDUCATION PROJECT providing training and developing capacity at the various levels and in various educational partners. 2.2 Status of Education in Rural Fiji As noted in the previous section, one of the key areas of concern of the Government and the Ministry is rural education. Despite all the policies and plans which have been put in place, the state of education in the rural areas of Fiji is less than satisfactory and lags far behind the rest of the country in terms of access and participation student performance, physical facilities, infrastructure developments, achievement and attaininent, teacher quality, and resources. It is argued that out migration from the rural to urban areas, particularly, by Fijians in search of better opportunities would lessen if such opportunities were made available and accessible in rural communities and if quality education is assured. Children will remain in the rural areas if educational facilities, transport, teaching quality, communication, life skills learning and modem amenities were made available and provided with the wherewithal to ensure quality access, participation and outcomes. Educational success needs, however, to be linked to greater economic opportunities and concomitant developments in the social and cultural sectors. The concerns with rural education include: The need to strengthen partnerships with communities as many parents in rural areas do not show sufticient interest in the schooling of their children and are not actively involved in school affairs. The fact that nearly 80% of primary schools are rural with 38% in very remote areas. At the secondary level the percentage of rural schools is 51.9%. These schools are generally characterised by poor economic conditions and more than 80 take boarders in very poor facilities and impoverished conditions. They also lack electricity, communication and safe and regular water supplies. In addition, their teachers on the average are young and inexperienced, and are less likely to be graduates. They also create difficult social and psychological problems when children become separated from their parents at too young an age. Location is closely linked to socio-economic status and ethnicity and communities with low cash income often support rural, especially remote schools, which are predominantly Fijian. The need to improve management capacities as many communities do not have the ability to manage and maintain their schools, which is exacerbated by unequal resourced socio-economic situations. Most schools in the rural areas, because of their low enrolment, practise multi- grade teaching in contexts where communities are poorly resourced, and where teachers are largely young and inexperienced. Over time the disadvantaged become even more disadvantaged. The need to improve teacher/pupil ratio and re-design the curriculum to be underpinned by Fijian cultural values, beliefs and knowledge systems, but immediate changes could he made by including greater flexibility; more local culturaVmdigenous knowledge, which could be taught by village experts and m A L REPORT AND FINANCING PROPOSAL EUIMVERNMENT OF THE REPUBLIC OF Frji ~SMDS RURAL EDUCATION PROJECT elders, thereby, creating integration with the community, promoting interest and commitment to education; and more integration of subjects across the curriculum, to achieve a more holistic understanding of the nature of the world. Significantly lower means for rural schools in the Fiji Senior Leaving Certificate examination, which reflect the poorer quality of educational services. Poor infrastructure makes work more difficult; support equipment cannot be used without access to electricity; without basic telecommunication, schools become very isolated; and without safe water supplies schools cannot function effectively and poor buildings or lack ofthem worsen the situation. Teachers and leadership need considerable upgrading to provide effective teaching to improve learning and commitment to achieving excellence in education, which is not based only on examination results but on the development of holistic human beings. The re-designing of the Curriculum, which would develop the human resources needed to transform communities. Information technology and distance education could be better harnessed to support the provision of quality education but also to create and develop new opportunities, second chances to those who missed out and alternative pathways to development and education. Arts, Physical Education and Sports are areas in which Fijians excel and the education system need to mainstream these activities to provide alternative pathways and add new opportunities for rural children. They need to be valued equally with academic and other subject areas of the curriculum. Values education need to be mainstreamed and strengthened as educational outcomes are not confined to academic and vocational skills and knowledge but social and cultural literacy are even more important in maintaining relationships which are the Cornerstones of all human societies. The status of rural education in Fiji is very poor. As previously stated, of the 700 primary schools in Fiji in 2001,427 are in the rural areas and 273 in the urban. Of the total 5,112 teachers in primary schools, 2,120 teach in rural schools and 3,169 in the urban schools. A total of 142,913 students were attending primary school of which 68,954 were females and 73,959 males (Annex 5). Of the secondary schools, 33 are in the rural areas and 12 1 in the urban. Of the total 3,991 teachers, 917 are in rural schools and 3,074 are in urban schools. Of the total enrolment of 65,935, 34,156 are females and 31,779 are males (Annex 6 ) . Of the government grants secondary schools receive from the GoF, 0.5 million Euros or 1.1 million Fiji dollars is allocated to rural schools against 3.2 million Euros or 6.8 million for schools in the urban areas (Annex 7). Of the 333 rural schools that do not have regular electricity supply, 149 have no electricity at all, 2 use solar and 182 use diesel generators. (Annex 8). Many of the schools in the ~ r a l areas have no good water supply and depend on tanks, pipe, borehole, stream, or have their own water supply (Annex 9). Sanitation also needs attention. A total of 773 locations need toilets. The number of rural schools without telephone is 195 while 104 rely on radiotelephone. Many of the boarding schools need m A L REPORT AND FINANCJNG PROPOSAL EU/GOVERNMENT OF THE REPUBLIC OF FIJI ISLANDS RURAL EDUCATION PROJECT upgrading, including all the teachers' quarters. Access roads to many rural schools are in poor condition and in some areas, only boats are used and no bridges exist. Many of the schools are Fijian schools and the School Management Committees have to work hard to attract funds either through income generating projects or fundraising to meet the costs of running the school. Money is hard to come by in the villages and rural areas where there are limited opportunities for income generating activities and for work. Limited resources lead to lack of implementation of activities and motivation. There is a need for greater access of rural communities to training, educational and employment opportunities, as previously argued. But of particular concern is the lack of community interest and involvement in ihe schools. Many parents and community members see schools as separate from the community. A sense of ownership is not there. This is partly explained by the fact that schools are usually located outside o f the communities proper, and lack of adequate wnsultations and wmmunications linkages. But it is also the consequence of using alien models of education, which are underpinned by values, to which most communities do not relate and to the communities' own evaluation of the value and worth of education to their lives. Making education more meaningful and relevant to communities would improve ownership, participation and commitment. Narrowing differences in access and equity of opportunities between rural and urban populations is also a key concern hut as previously argued these have to be considered in the contexts of the perceived worth of education and in terms of other complementary development activities. Consideration should also be given to the disparity in access for children from poorer families within rural and urban areas. As seen in the data on income levels, the distribution of income in both urban and rural areas is very uneven. The GoF has in place an Affirmative Action Plan to address some of these issues. However, concerns have been raised over the intention of this plan. The Team's view is that an alternative option is to re-design this plan as an equal outcomes/needs-based strategy, meaning that what is to be achieved in the end is equity of outcomes in education for all groups and individuals and this objective implies differentiated and unequal treatments, depending on the size and degree of the need. The most disadvantaged, those in the rural areas for instance, would need greater input of resources, both material and human, to achieve the desired outcomes. Centres of excellence, which are part of this Affirmative Action Plan are positive developments but they need to be explored more hlly and he transformed into Learning Centres, a concept developed by the Team and is detailed in 6.1. The retention of teachers in rural schools is a major concern as well. Many teachers who are assigned to rural schools usually stay in post for short periods as there are dificulties faced in teachig in these areas and the incentives and motivation are limited. There are plans to introduce improved facilities for teachers and MoE is considering better incentives, but upgrading teachers' quarters is a priority and should be addressed within this project as improvements in teachers' conditions of service will have significant impacts on their performance, which will certainly benefit rural children and their educational achievements. 56 FINAL REPORT AND FINANCING PROPOSAL EUIWVERNMENT OF THE REPUBLIC OF FIJI ISLANDS RURAL EDUCATION PROJSCT Teachers are entitled to quarters in rural and island schools. In the majority of cases, however, this provision is inadequate and oAen of poor comfort level. In some cases, school management committees charge rental without due regard to the standard of the facilities and services. Further, there are hardly any arrangements for the education of the children of the teachers serving in rural and island schools, especially education that cannot be provided in that locality. Often children of these teachers are unable to acquire boarding facilities in institutions of post-primary and post-secondary education. Many such teachers have to rent houses for their children in urban areas for higher education. Therefore, teachers with secondary and university aged children decline rural postings that even may promise promotions and better salary levels. As previously argued, rural allowance and higher salaries do not adequately meet the comfort level and the extra cost needed to provide facilities and housing for teachers' children in urban areas. The Team, therefore, suggests that the conditions for service in the rural schools be re-visited in order to make the working conditions and rewards more attractive. Another issue that impedes the successful implementaiion of quality education is the class size. On the one hand, rural schools have smaller rolls that necessitate multiple- class teaching; many urban schools on the other hand have very large class sizes. The performance of the teachers in both cases is affected. It is important, therefore, to prepare the teachers for multi-class teaching and equally important is the need for clcar guidelines and policies on class-sizes in rural and urban schools and acceptable teacherJpupi1 ratios that would maintain quality in each context. School attendance in the rural arcas is also low due to many reasons. Some of these include bad weather, closed roads, no transportation, no bus fares, no teachers, involvement in community affairs and work, and lack of interest. Many of these students who continue to miss school, eventually drop out of school. In 2002 close to 14,000 students were pushed out of school and many would not have attained the minimum skills in literacy, knowledge, and values required to find jobs or to continue with their education and become useful members of society. In a number of provinces, the Provincial Council has taken the initiative to establish Education Committees with the aim of putting together education strategic plans, which are linked to the overall development plan of the province. Kadavu, Lomaiviti, Ra, Lau, Tailevu, Naitasiri, and Ba have developed or are developing their Education Plans. These are positive developments, which could improve the quality of education in the rural areas, but it is yet early days to assess their impacts and effectiveness. Provincial Councils could also play a very useful role in the disbursements of funds in educational projects, and could also play a useful role in monitoring and supervising project activities, particularly construction work, and work with communities in implementing those activities. These roles could be undertaken in support of the district and divisional education officers. However, the process of closer collaboration between the various actors in rural development should be strengthened and some clear mechanisms for communication and collaboration be established and nurtured. 57 FINAL REPORT AND ETNANClNG PROPOSAL EUIGOVERNMENT OFTHE REPUBUC OF FIJI ISLANDS RURAL FDUCATION PROJECT The NSAs continue to have a positive impact on development, particularly in the non- formal sector and community education in Fiji. Many are in positions to iniplement projects quickly with limited resources hut they work largely in the urban areas with the exception of a few. They too should he assisted and strengthened to provide quality services to the rural areas and they could bring to the process alternative pathways and opportunities for those communities. In addition, the approaches they use are often more culturally sensitive and appropriate than those used by the formal sectors. 3. ANALYSIS OF THE SITUATION 3.1 Target Groups, Beneficiaries, Stakeholders The direct and immediate beneficiaries of the project arc children, young students, youths, teachers, principals, parents, school managers, MoE, MoFNP and MoY personnel, such as district and divisional educational ofticers, adults particularly women, and members of communities. Non-State Actors, Provincial Councils, religious groups and the business community will also benefit. Through this project, the students and all beneficiaries, will have access to improved facilities and infrastructure. better trained teachers, science laboratories and libraries or telecentres, improved management and leadership capacity at all levels, clear processes and mecha~iisms, clear and improved policies and ultimately, quality education, improved opportunities, and vibrant dynamic communities. The aim is to build responsibility, commitment and sustainability in the school leadership and village and rural communities where the education of the child and learning will be of utmost importance. In educating the child, the beliefs, values, and cultures of communities and practice of self-reliance will be qualities that will go hand in hand with a practical and meaningful education that realistically reflects and links education to employment and life opportunities in the formal or non-formal sectors. Thus, improved education of rural children and adults will lead to improvements in the communities' and children's livelihoods, increase income-generating possibilities, and enable adults to participate more meaningfully in the decision-making process in education and the empowering of their children. But ultimately, Fiji will benefit as a whole with self-sufficiency and self-reliance developed in sustainable ways in rural communities, which can free up resources to be invested in other forms of development. Urban migration, with its attendant problems, will be reduced as people opt to exercise the choice to remain in their own communities, thus, reducing the costs of remedial measures to address the social and economic problems currently associated with urban migration. As more opportunities arise and communities become economically viable, poverty and the social issues associated with it, will also lessen, creating a much more balanced, socially cohesive and stable society, where the benefits of development are much more equitably shared. FINAL REPORT AND FINANCING PROPOSAL EU/WV@RNMENT OPTHE REPUBLIC OP FIJI ISLANDS RURAL EDUCATION PROJECT 3.2 Specific problems The Team identified a number of challenges facing Fijian education, which pertain to rural education. They include the need to: Strengthen capacity at national, regional, provincial, district, community and school level for more effective planning, administration, management and coordination of education, which would include agreed educational outcomes. Provide adequate and quality human and material resources at all levels to support basic education. Develop and provide culturally inclusive curricula that are based on community values and are, therefore, meaningful and relevant to meet the needs of those communities. Develop and strengthen the processes and mechanisms that support these developments. Develop and improve monitoring, supervision and evaluation of the education process for quality, accountability and sustainability purposes. Strengthen partnerships, communications, and relationships with stakeholders in education and with all communities and developing tbeir capacities for participation in education and national development. Expand and improve delivery mechanisms and the quality of outcomes in non-formal and continuing education and training, and strengthening the capacities of non-state providers lo deliver quality training programmes and to respond creatively and flexibly to emerging needs. 3 3 Priorities and Rationale 'The specific problems in 3.2. above were identified by the Team as priorities after extensive engagements with communities; reviews of existing and relevant documents and reports; discussions with GoF line ministries and other stakeholders; and considerations of the TOR, priorities and directions of the GoF, Ministry of Education, Ministry o f Finance and National Planning, EU and other donor agencies. The Team is strongly of the view, based on its experience, best practices and lessons learnt, that these challenges need to be addressed in a holistic, integrated and coordinated way to promote synergy, ensure efficiency and effectiveness, and achieve quality and sustainable educational outcomes. As argued previously, the proposed activities under the Project need to be integrated with other development activities aimed at empowering and building capacities in communities. For instance, infrastructure developments must go hand-in-hand with training programmes to develop leadership, financial, and management capacities and other necessary technical skills, and in-come generating activities to ensure that communities would have the financial ability and management capacities to maintain and sustain activities in the long-term. By engaging communities as full partners in the development process and not as just convenient fundraisers will not only improve their understanding and commitment and hence, ownership, but will strengthen processes which are congruent with the cultural ways in which Pacific peoples learn and develop capacity. PINAL REPORT AND FINANCING PROPOSAL EUJWVERNMENT ON THE REPUBUC OF FIJI ISLANDS RURAL EDUCATION PROJECT Similarly, to achieve quality education, a holistic approach that addresses the main contributing factors would need to be adopted. For example, integrated reforms are expected in all the seven priority areas identified by the Team to gain maximum benefit for the system, avoid duplication of efforts, wastage of resources, and avoid gaps. However, the Team also considered what could realistically be achieved within ihe Project, given the enormity of the demands and extension of the educational needs of disadvantaged groups in Fiji. The Team was also conscious of the fact that there were other donors working in education and they too are attempting to address similar issues. These other players include AusAID, JICA, ADB, Canada Funds, NZAID, LJNDP, UNESCO, and Peace Corps. In addition, communities, NGOs, the private sector, and other stakeholders are also actively involved in the provision of education and support resources. For instance, AussAlD is currently funding four major education projects in Fiji worth $lOmFJD, which include: The Fiji Education Support Program (FESP); the Lautoka Teachers' College Upgrade Project; the Library Services of Fiji Project; and, the Rural Schools Upgrade Project, which commenced in June 2003 and are expected to be completed in June 2006. FESP has four major components: ( 1 ) Leadership and Management capacity ($910, 450); (2) Planning capacity in MoE Research and Development Section ($439,770); (3) Curriculum relevance and flexibility ($1,240,010); and, (4) Program Management ($270,000). There is also an unallocated amount of $440,000 in that project to address other issues and priorities. AusAlD is also funding the Lautoka Teachers' College Upgrade, which is aimed at improving the academic programme of the College and to raise primary teachers' qualifications from certificate to diploma level and to introduce the 1 year Early Childhood Education Certificate training programme. These are linked lo training of staff and upgrading o f their professional qualifications, including attachments in Australian institutions, increase of access to IT services, linkages with other institutions and learning resources and capacity building in strategic planning, management of finance and information, data processing and monitoring of students' performance. The European Union is also providing substantial assistance to the College under the 8' EDF, which is aimed at upgrading facilities, including the residential facilities for the 400+ siudcnts of the College. $lmFJD is also made available to the Cyclone Rehabilitation of schools. The Pacific Islands Initiative for the Delivery of Basic Education (PRIDE), a regional project which is co-funded by EU ($am Euro) and NZAID ($SmFJD), is also aimed at assisting the Pacific ACP member states to develop coherent strategic plans, build capacity in those countries and implement their plans. Since Fiji is one o f those member , states, the PRIDE programme will provide the Fiji MoE assistance in the project's key result areas. The Japan International Cooperation Agency (JICA) focuses on human resources development and provides mostly technical assistance in tern~s o f experts, and, volunteers, through the Japan Overseas Cooperation Volunteers (JOCV) programme. They have contributed mostly in the areas of maths, the sciences, special education, and art and crafts. JICA also provides assistance to schools and communities through its 60 FINAL REPORT AND FINANCING PROPOSAL EUIWVERNMENT OF THE REPUBUC OF F1J1 ISLANDS RURAL EDUCATlON PROJECI' annual small-scale grants to grassroots and rural communities. The funds are given directly to non-government organisations and school committees under agreed frameworks. The US Peace Corps also focuses on human development and after pulling out of Fiji after the coup, they have once more re-established their services in the country. Their current priority is working with disadvantaged communities and groups, particularly youth, and life-skills programmes in villages and the non-formal sector. NZAID, a major donor until recent times, is focusing at present on health, public sector reform and good governance. Very little assistance is given to education, although there are small pockets of assistance to programmes such as vocationalltechnical education, short-term training, and pre-school resources. UNDP has focused also on Civics and Human Rights Education, working mostly with members of parliament to support members' awareness; supporting civics education in schools and the adult population; and in relation of these, changing the appropriate areas of the curriculum, including language for the non-formal sector, and training of teachers, both pre- and in-service. Other partners, such as UNESCO and Canada Funds, provide small grants, which target the most disadvantaged groups, including those in rural and urban communities. There are also major projects, which have been approved by the GoF, which are in the pipeline and are expected to be implemented in 2004 or 2005. These include technical and vocational education, which is being considered for funding by a loan from the Asian Development Bank (ADB); electrification of the country, which is also expected to be funded by a loan from the ADB, and therefore, some areas and schools identified for priority provision of power under this project, would need re-consideration, if and when this project is implemented. Given, therefore, this background, the priorities of the GoF and donors, the Team's TOR, and the identified needs of communities and the very real consideration of what the project could realistically achieve given its finite level of funding, the Team felt that some of the identified priority areas are already in the process of being addressed by other projects funded by other donors or have been earmarked for funding by other donors. These include: Strengthening capacity at national, regional, provincial, district, community and school level for more effective planning, administration, management and coordination of education ad educational outcomes, which will be addressed under PRIDE and FESP; Development and provision of cultural& inclusive curricula that are based on communities' values and are, therefore, meaningful and relevant to meet the needs of those communities, which is being addressed under FESP; Developing and improving monitoring, supervision and evaluation of the education process,far quality, accountability and sustainability purposes, which is being addressed under the programmes and activities of the South Pacific FINAL REPORT AND FINANCING PROPOSAL EUIWVERNMENT OP THE REPUBLIC OF FIjI ISLANDS RUEAL EDUCATlON PROJECr Board for Educational Assessment, a regional organisation in which Fiji is a member. It is also being addressed under a Ministry of Education's initiative, which proposes to establish a National Qualifications Authority, whose responsibility would include not only certification of programmes at all levels but also the development of quality assurance measures to monitor and evaluate the quality of education. Thus, four priority areas remain, which the Team recommends to be addressed by the project under the assumption that they are not being dealt with by other organisations, donors and programmes, or if they are, the services and support provided to date are not adequate to meet the totality of needs. The four problem areas, therefore, prioritised by the Team are as follows: The inadequate and poor quality found in the resourcing of rural education, which include infrastructure, material and human resources. The inadequacy o f the current policy measures to guide and support ihe implementation and achievement of equitable quality education that benefit rural communities. The inadequacy of the existing mechanisms andprocesses to provide effective and eflcient leadership and capacity in the delivery of quality education that promote ownership and achieve sustainability of outcomes. The need to strengthen existing intervention measures in rural education. which entails the establishment and implementation qf specific programmes and projects that support rural education, particularly in the areas of non- formal and technicaNvocationa1 education. The Team recommends strongly that FmP works very closely with other educational initiatives, projects and programmes to ensure that all seven areas of needs are adequately addressed but the main focus of FREP will be the four areas above of unrnet priority needs, which are yet to be adequately addressed. Rural education in Fiji, as previously discussed, faces many problems and challenges. These problems are not easy to deal with as the rural communities are small and isolated from major urban centres. In many rural areas the physical infrastructure is very poor with no good roads, no electricity supply, no safe drinking water, no safe sanitary conditions and no transportation. Without the roads, the children cannot travel to school. There may be no buses and the children will have to walk long distances to and from school. In some cases, children have to travel by boat to school and there are no safety measures. If children have to walk to school and the school is a fair distance away, it means that the children spend a large part of their time travelling and little time on studies. The lack of electricity in many rural schools put the children at a disadvantage in courses that require electricity, which cannot be taught such as computing science. It also means that many children will have to study using alternative sources of light such as kerosene or benzene light. These limit a child's participation in schoolwork. mNAL REPORT AND FINANCING PROPOSAL EUIMVERNMENT OF THE REPUBLIC OF PI]! ISLANDS RURAL EDUCATION PROJECT The lack of safe drinking water and food for students are major areas of concern. Many of the schools that have poor water supply are in the islands (Lau and Kadavu) and the interior of Viti Levu. Schools in these areas also have poor sanitary conditions. Poor boarding facilities and classrooms are also serious problems. There are a number of schools in Lau, Tailevu, Naitasiri, Namosi, Kadavu and Lomaiviti that need urgent attention. lnfiastmcture development in the schools in the rural areas lack resources and planning, lack effective policy and implementation plan, is poorly coordinated in terms of line ministries and other stakeholders that deal with rural development, and generally lack community support. Another problem area is that of policy. Many of the policies that exist need to be revised, particularly those that deal with rural education. (Annex 10). Some new policies will have to be put in place to provide an enabling environment and these will include rural education itself, rural appointment and allowance, language and culture, minimum requirements for buildings and equipment in schools, standards for boarding schools, appropriate curriculum, management of school committees, financing rural education, community involvement in schools, distance learning, monitoring and accountability, and the skills and knowledge requirements for teachers in rural schools. In the area of curriculum, the appropriateness of the courses is in question. The curriculum content has been localised to an extent, but it is still perceived by some as removed from real life. Many students in the rural areas take subjects that arc not relevant to their situations but take these courses because they are examinable and have to be taught. Many of these courses are learnt by rote with limited practical sessions. The lack of leadership in schools, the lack of motivation and initiative and the exam- driven curriculum make the ownership of schools and in education difficult. As already argued, the values underpinning education in Fiji are alien and in reforming education, a new model will need to be developed that is underpinned by Fijian values. The help of the NSAs is important in ensuring that rural education and the needs of the rural areas are considered in its programmes and activities. These are largely in the non- formal sector. Rural education also needs to be of high quality and therefore must be monitored and reviewed. There is no uniform standard in Fiji. Mechanisms should be introduced to ensure that the quality of education provided in the rural areas are equally good as good as that provided in urban schools. Fiji will have to deal seriously with the education of its people in the rural areas. The current rural-urban drift is growing at an alarming rate and will only add to the social and economic problems experienced in the urban areas. The aim is to improve rural education by providing the schools with the best trained teachers, provide the best facilities, and ensure that electricity is in the schools as well as water and good sanitation. If the rural schools are upgraded and are just as good, if not better than the urban schools, the children will remain in the rural areas. There is recognition that unless the rural 63 ITNAL REPORT AND FINANCING PROPOSAL EU/GOVERNMENT OF THE REPUBLIC OF FIJI ISLANDS RURAL ELXJCATION PROJECT schools are improved, the majority of young people will continue to leave the education system without developing the necessary knowledge, values and skills that would equip them to function successfully in today's world. These are reasons enough for rural children to be provided with education that is relevant and meaningfir1 to their contexts and based on their own values. But if education is not linked to other development goals and programmes that will holistically develop communities in terms of income- generating activities, capacity building, as well a? improved infrastructure and equitable access to modem amenities and services, rural communities will continue to stagnate and with them their ability to support quality education systems. 4. ORIGENS AND PREPARATION OF THE PROJECT 4.1 Project Origins In 2002 the GoF and the European Union held discussions in Suva to determine the general orientation for co-operation for the period 2003 - 2007. During the discussions, the Country Strategy Paper and Indicative Programme of Com~nunity Aid in favour of Fiji were drawn up in accordance with the provisions of Articles 2 and 4 of Annex IV to the ACP-EC Partnership Agreement signed in Cotonou on 23/06/2000. The indicative financial resources which the Community would make available to Fiji for this period is 21.0 million Euros for the allocation referred to in Articles 3.2 (a) of Annex IV of the ACP-EC Agreement (A-Allocation) to cover long-term development operations and 21.0 million Euros for the allocation referred to in Article 3.2 (b) (B- Allocation) to provide additional support when it was needed as a result of external factors. The parties agreed on the main priorities for their co-operation and on the sectors on which Community support will be concentrated. The area of concentration for the A- allocation was the promotion of Education in the rural areas. The A-envelope shall be allocated as follows: (a) The 9Ih EDF Rural Education Programme will absorb about 82.5% of the allocation, i.e. 17.325 million Euros. It will cover for the needs in formal and non-formal education. (b) For activities by NSAs in the context of the Rural Education Programme 15% of the allocation will be earmarked, i.e. 3.15 million Euros. This allocation shall also support capacity building projects. (c) An allocation of 2.5% or 0.525 million Euros will be set aside for not yet identified operations outside the focal sector. In 2003, the USP Team was contracted after a competitive tender, to prepare a draft Financing Proposal consistent with the considerations and priorities referred in the Country Support Strategy for Fiji, for the 9Ih EDF. The priority areas identified in the Country Strategy Paper and National Indicative Programme for the period 2003 - 2007 included: 64 FINAL REPORT AND FINANCING PROPOSAL EU/GOVERNMENT OFTHE REPUBLIC OF FIJI ISLANDS RURAL EDUCATION PROJECI (a) rural education infrastructure - electricity, water, toilets, roads; (b) school buildings and facilities including educational equipment, materials and resources; (c) cumculum and non-formal education community programmes; (d) school libraries with emphasis on the use of IT for learning and teaching; (e) capacity building for teachers; and, ( f ) integration of technical and vocational education and training in the school system. 4.2 Project Methodology The list of core Team members appears in the introduction and in Annex 11. A number of experts were drawn from the University to assist the Team in its fieldwork. The methodology used included a desk study reviewing available documents, GoF plans, policies, budgets, and reports. Reviews of education and economic system, donor's strategic plans and aid programmes were undertaken. Statistical data were also collected using the MOE database as well as the Bureau of Statistics. Visits to schools, communities and provinces included short workshops and extensive "talanoa" sessions. This method proved to be effective as people were able to express their needs in their own languages and in their own ways, and in their own environment. The Team met with individuals, government department representatives, institutions, non-state actors, Provincial Councils, School Committees, School principals and teachers and village community members. Visits were made to various schools, Provincial Councils, communities, urban poor communities, businesses and NSA representatives. A list o f people, organisations, ministries and NSAs consulted appear in Annex 12. The Team divided into four groups to visit different schools and areas over a six-week period. During the visits and discussions, activities were also developed. Proposals for these were later submitted and are included as activities that could be considered for funding. B. Feasibility 5. PROJECT DESCRIPTION 5.1 Overall Objective The overall objective of the project as stated in the Country Strategy Paper and National Indicative Programme for the period 2003 - 2007 is to: Deliver to all members ofFiji's society a quality education and training system responsive to changing needs. The Team puts forward the following alternatives to reflect the needs of the communities as told to us by the various stakeholders and individuals: FINAL REPORT AND FINANCING PROPOSAL EUIWVERNMENT OF THE REPUBLIC OP FIJI ISLANDS RURAL EDUCATION PROJECX Vision: A multi-ethnic and multi-cultural society where all communities have equitable access to opportunities and share equally in the benefits of development. Overall Objective To achieve equitable access to, and participation and achievement in life-long education and improve quality and outcomes for rural and disadvantaged communities in Fiji. Project Purpose The purpose of the project is to create enabling environments that increase learning and employment opportunities for rural and disadvantaged communities, especially children and youth, to develop the values, attitudes, knowledge and skills ognisant of their cultural heritages, to prepare them to be responsible and productive citizens in their communities and our society. Definition 'Rurainess' is defined by the Bureau of Statistics as 20km and beyond from the Central Business District. The MoE has four categories and categories 3 and 4 are beyond 20km and categories 1 and 2 are within l O k m of the town areas. The Team defines it as any area deficient in opportunities and access to schools, etc such as islands, remote areas, and urban poor communities. 5.2 Result Areas The Team identified seven strategies, as described previously, based on its assessment of stakeholders' priorities, and the educational challenges and issues found in rural and wider communities. These include: (1) Planning, administration, management and co- ordination of education, and educational outcomes; (2) Resourcing education for infrastmcture development, facilities and materials, and human resources development; (3) Curriculum reform; (4) Processes and mechanisms; (5) Monitoring, supervision and evaluation; (6) Partnerships, communications and co-ordination; (7) Non-formal and TechnicaWocational education. The strategies, as already argued, arc inclusive but due to constraints imposed by the TOR and financial considerations, the project is recommending to address only some. It has been noted (see Section 3.3 above) that some of the strategies identified, other aid donors such as AusAID and ADB are already or will be addressing. All these activities are integral components to a holistic and integratcd approach to educational development in Fiji. They must be carehlly integratcd and co-ordinated by the MoE if the vision and objective for Fiji education and FREP are to be achieved, and resources efficiently used for a common and shared objective. The Team is particularly concerned that concomitant strategies in the other components, which are not being addressed in this project but which the Team understands are being funded by other donors, are not merely well coordinated and integrated with the activities 66 FWAL REPORT AND FINANCING PROPOSAI, EUlWVERNMENT OF THE REPUBYC OF FIJI ISLANDS RURAL EDUCATION PROJECT of this project but that they also matched in terms of their rationale and philosophical and values underpinnings. Key Result Area 1 - Improved Infrastructure and Upgraded Facilities This is by far the greatest need in rural education. Proposals total 35.7 million Euros (77.4mFJD) Fiji dollars). The project will assist schools, communities, school committees and NSAs with their infrastructure needs and development. Electricity supply, water, sanitation, and roads will be improved. Many of the School Committees, Provinces and NSAs already have fully budgeted projects hut the lack of resources proved to be the major constraint. Electrification of rural schools is seen as a major commitment. While electrification of schools will cost a total of 12.1 million Euros (26mFJD) over 5 years, this project is recommending the expenditure of 2.8 million Euros or 6 million Fijian dollars for work on electricity in the first year of the project. The implementation modality is provided as Annex 13. The Fiji Electricity Authority (FEA) and the Department of Energy will undertake this work. The improvement of water supply to rural schools is estimated to cost 0.68 Euros (1.46mFJD). It should be noted that the European Union had contracted a consultant to undertake work in this area for the Northern Division and, approaches should be made for this work to be undertakcn by the European Union consultant. The need for sanitation, small bridges and roads are the responsibility of the Public Works Department as well as the Ministry of Regional Development. Road development has been identified and these activities will be undertaken as special projects but in consultation with the different line ministries. For toilets see Annex 14. Schools will receive upgraded classrooms, laboratories, libraries or telecentres, dormitories, kitchens, dining rooms, and teachers' quarters. The proposals submitted are fully costed. The concrete activities identified to be funded are those that will facilitate education and training in the rural areas, reduce the flow of students from the rural to urban areas, and provide an incentive for teachers to take up appointments in the rural schools. Key Result Area 2 - Quality a n d Adequate Resources and Materials Rural schools will also receive support for resources for teaching including equipment, teaching materials, hooks, computers, 17' and science laboratories. Course materials will also be purchased and reading materials in the vernacular languages will be purchased or developed. The introduction of Computer science courses in schools and telecentres will include the purchase of computers and establish networking. Many of these materials will also be accessed and used for non-formal classes and the summer programmes envisaged will be the responsibility of the new learning centres. 67 FINAL REPORT AND FINANCING PROPOSAL EUIWVERNMENT OF THE REPUBLIC OF FIJI ISLANDS RURAL EDUCATION PROJECT Key Result Area 3 - Capacity Building and Enabling Environment The project will significantly strengthen the capacity of MoE, MoFNP, line ministries, NSAs, teachers, school committee leaders, communities and Provincial Council staff by providing them with much needed appropriate training, both long and short term. Training will also be undertaken for staff in the field such as Senior Education Officers and Youth Training Officers of the MoYS stationed in Provincial Council offices, district and divisional offices. Leadership training is also expected to be provided for head teachers in rural schools as well as for other education officers providing leadership roles. Teacher training will be a priority where experience in teaching in the rural areas will be the focus. Training will largely be in-service to upgrade the skills and knowledge of teachers already in the field. As previously noted, FESP is reforming the academic programme and the curriculum relating to the pre-service training of primary teachers at the Lautoka Teachers' College, the main provider of primary teacher training. It means that the professional qualifications of teachers would be upgraded from certificate to diploma level and a one-year certificate course will be also be offered to Early Childhood trainees. However, there is no hnding or programme in place to upgrade the qualifications and competencies of the 4000+ teachers who are already serving in the system. To ensure that these teachers are up-skilled to improve their understanding of teaching and learning in the rural areas and to provide appropriate programmes to meet the needs of those children, an in-service programme would need to be put in place that would enable teachers to acquire the skills and attitudes that would be required to address the needs of disadvantaged children, whether they are found in the rural or urban areas. These training programmes would be in tandem with other developments aimed at achieving an integrated approach to education, such as the reforms in the curricula and infrastructure developments. At the same time existing policies and guidelines will be reviewed to ensure enabling environments are created to move forward developments particularly in the areas of curriculum reform, and technical and vocational education. But another issues in which the Project would need to play a more proactive role is in the coordination if teacher training programmes across tertiary institutions providing training programmes for teachers to facilitate work towards achieving some common grounds on educational philosophy, pedagogy, teaching and learning styles, and teacher qualities. Key Result Area 4 - Effective and Efficient Processes and Mechanisms This project will ensure that there is more co-ordination between government ministries, tertiary institutions, and NSAs in the development and promotion of 68 FINAL REPORT AND FlNANClNG PROPOSNd EUIWVERNMENT OF THE REPUBLIC OF FIJI ISLANDS RURAL EDUCATION PROJECT rural education. Policy frameworks will be established linking education to national visions and plans. Mechanisms will also be put in place to ensure that linkages with external donor agencies, regional and multinational organisations are maintained so that developments in education are harmonised and duplication avoided. Furthermore, structures of education at national, provincial, community and school levels will be strengthened to implement policies and plans of the MoE. Monitoring, supervision and evaluation mechanisms will be clearly developed and the roles and responsibilities of oficers at the different levels identified. The project will develop these processes and mechanisms integral to the implementation and achievement of project priorities. These matters are the binding instruments and tools that ensure effective operation and implementation. They are integral to the achievement of quality education. Effective co-ordination, especially between the MoE and other line ministries, and integration are critical to the success of this project. They are key components in the provision of a holistic approach to up-grading rural life, educational development and promoting community participation and ownership of education for long-term sustainability. Key Result Area 5 - Community Building Through Education and Partnerships Non-formal education and community awareness programmes will be prioritised under FREP for improved livelihoods, and will be integrated with other activities of the project. Areas identified as needed include: skills in carpentry, farming, small micro-enterprise projects, handicrafts, flower management, and learning conversational Fijian, Hindustani and English, law and security. They could also include accounting, management and marketing of products. Retired teachers would be encouraged to teach in communities but experts in traditional crafts could also be utilised. NSAs, schools, and other institutions and organisations will work in partnership to ensure access to these programmes. Linkages with other rural development programmes and activities will also be established and strengthened to ensure that synergy is achieved and a holistic form of development where the evolution of viable self-sufficient and self- sustaining communities is promoted. As previously mentioned, a small full-time coordinating team is recommended to be established within the Ministry o f Education to be responsible for coordination of educational activities among all stakeholders, including the coordination of all donor activities in the Education Sector. 5 3 Activities All activities and proposals with estimate costs are provided as: Amex 15: School Projects and Activities FINAL REPORT AND FINANCING PROPOSAL EU/WVERNMENT OP THE REPUBUC OP FIJI ISLANDS RURAL EDUCATION PROJECT Annex 16: Education Institutions Projects and Activities Annex 17: Provincial Council Projects and Activities Amex 18: Non-State Actors Projects and Activities A list of projects submitted is listed in Annex 19. A total of 11 0 proposals were received and are listed in Annex 19. Of these, specific project activities recommended for fmncing are in Annex 20. A detailed budget is provided in Annex 21. A Logical Framework detailing these activities appears in Annex 22. A summary description of the activities include: infrastructure development, rural electrification, water supply, roads; building of new dormitories and upgrading of school facilities, teachers' quarters, lihrariesltelecentres and laboratories; training at various levels, community non-formal education programmes, and curriculum reform; strengthening MoE and MoFNP and capacity building of NSAs; establishing, monitoring and evaluation mechanisms and processes; and, establishing a coordinating mechanism for the Educator Sector within the MoE. 6. PRO.JECT ANALYSIS 6.1 Lessons Learnt Many lessons were learnt from visits, meetings, "lalanoa" sessions and workshops. Of immediate interest is to recognise that improving rural education will be expensive and very challenging. While there was the willingness, and in some cases commitment, to improve conditions, the lack of resources have resulted in persistent problems. Of the schools visited, there were good practices and successful schools and there were also failures in terms of reduced size of the school role and poor examination results. Of the "good" schools, a number of clear characteristics emerged. These schools had good leadership, strong school committees, dedicated teachers, presence of income-generating projects, existence o f a strategic plan, parental involvement, use o f new information technologies, community involvement, good facilities, electricity, good water supply, good roads and an appropriate curriculum. Those teachers that had proficiency in Fijian, Hindustani and English and understood the different cultures of the students proved to be successful. In the least successful schools, commitment was absent as well as good leadership. Often the school committee was not strong. In analysing what model of education would be successful in the rural areas, the lesson learnt was that a "Learning Centre" model would be appropriate. This model sees a school where: classes are inclusive from pre-school to adult continuing non-formal education; classes are offered throughout the day till the evening; the curriculum is all inclusive with academic and vocational courses mainstreamed; more application than theory; FINAL REPORT AND FINANCING PROPOSAL EUIGOVERNMENT OFTHE REPUBLIC OF FIJI ISL4NllS RURAL EDUCATION PROJECT franchise FIT, TPAF and USP Foundation courses; learning is linked to life and income-generating projects; strong school committee; support of the community; ownership of the school; and, good leadership or principal. In summary, the role of the school must change in that schools should not be for children only but members of the entire community that wish to learn. Such a centre will become the catalyst for transformation not only of communities but also of the education process itself. Furthermore, for the rural areas, it was clear that good communication was important for survival. Teacher incentives, good staff quarters and motivation were necessary to attract good quality teachers to the rural areas. Children, youth and adults will continue to migrate to the urban areas in search of good education and life opportunities if facilities and the factors identified above are not present in the rural areas. 6.2 Linkages with Other Operations A number of donor agencies are targeting education in the rural areas as a priority. The two large projects that are covering rural education at this time are the rural education programme funded by AusAID and the Asian Development Rank's Alternative Livelihoods Project and Technical Assistance (TA) for rural electrification Meetings were held with these different players to clarif) the different positions of the different projects and to ensure there is no duplication in activities, focus and processes. A harmonisation of programmes and available resources is noted in Annex 22. Some synergy and coordination will have to be developed, as recommended for the MoE. Apart from donors, there are other line ministries that offer some degree of training for rural populations. FIT, TPAF and USP do run short-term courses, distance education programmes and summer schools for children and adults. But the linkages between the MoE and NSAs will be priority. There are many activities and positive developments that can he achieved through this cooperation as developments in education and community education programmes for the rural areas will impact on good rural governance and equality. 6 3 Results of Economic and Cross-Sectoral Appraisals One of the principles adopted by this project is that education is holistic and thus links education to the community, the private sector, participation and development, sustainability, enabling environments, good governance, rural village development, poverty alleviation, and a stable political environment. Too often education is seen in isolation to the community and to village activities. This results in the education of the children becoming a lower priority for many families in the rural areas. Parents often do not have the ability to pay schools fees because of the lack of any employment RlNAL REPORT AND FINANCING PROPOSAL EUIGOVERNMENT OFTHE REPUBWC OF FIJI ISLANDS RURAL EDUCATION PROJECT possibilities or other commitment. In some rural schools the school roll has dropped so much so that there are calls to close the school or to merge existing ones. On the other hand, a number of small rural villages will not accept the idea of boarding schools for students in classes 1 to 3, and village schools, no matter how small the roll, are established or continued. The possibilities of distance education and the use of new technologies and the development of educational materials for the education of children and adults in the rural areas will he pursued. Based on the ADB report on poverty in the Pacific, 25.5% of households live below the poverty line equivalent to an income of less than 3,000 per annum for a family of five. These tend to concentrate in rural villages and urban poor areas. The 1997 Fiji Poverty Report states that two thirds of Fiji's poor are in rural areas. But since the political disturbance in 2000, poverty has incrcased significantly. The 2002 figures released by the Bureau of statistics indicate the high level of migration to the urban areas. Many of these people live in squatter conditions. Of the 40,663 persons living in squatter conditions in 2002, 50.4% were Fijians, 46.7% Indians and 2.9% people of other races. Many of these people come to the urban areas mainly seeking better educational opportunities for their children. These are among the primary beneficiaries of this project. Gender aspects in the activities will be fully considered. Most NSAs in the country are headed by women and their involvement in the Steering Committee and Project Management Committee will ensure that special considerations will be given to women and children. In this project, attempts are made to encourage the participation of the village or urban poor community in income generating projects so as to assist in the financing of rural schools. In this regard, the business sector is seen as encouraging training and the establishment of new small micro enterprises. Small micro enterprises use the natural resources available and existing skills of people and communities. As previously recommended, the activities listed under each result area will be implemented in an integrated manner so that infrastructure and facilities developments will be linked to capacity building, strengthening of policies, processes and mechanisms, training programmes and other development programmes and activities that promote income-generating activities. Working in partnerships with other actors in rural development will create synergy and build capacity for sustainable development. Without such integrated and mutually supportive activities, maintenance of programmes and physical facilities and resources will simply become white elephants and unsustainable. Communities will continue to lack ownership of their own developments as well as lack the management and leadership capacity to support and sustain activities, including education. 6.4 Risks and Assumptions The project's Logframe Matrix Annex 2 1 outlines the underlying assumptions for various activities. At the national level the risks are low as the Gol: has a strong commitment to 72 MNAL REPORT AND FINANCING PROPOSAL EUIGOVERNMENT OF THE REPUBLlC OF FIJI ISLANDS RURAL EDUCATION PROJECT improving education in the rural areas and improve the livelihoods of the rural populations. At the donor level, the political impasse and the uncertainty in the formation of a multiparty government, may delay the implementation of this project. There is also the high risk of duplication of programmes and resources unless regular meetings are held between the different stakeholders and donors. At the MoE implementation level, the risk will be minimised when the Project Team members are appointed immediately and are well qualified and committed to the objectives o f this project. At the NSA level, risks will he minimised once the coordination capacity is in place and members accept the role of the Fiji National Council of Women as coordinator. However, one of the greatest risks is the continuation of an uncoordinated, fragmented and piecemeal approach lo educational development in the rural areas, which is still underpinned by alien values and beliefs. T o achieve sustainable equitable development whose benefits are shared equally among the people of Fiji, including the rural communities, they must not only be seen to be partners in their own empowerment hut must do so in practice. This means that they must he strengthened to take leadership roles, make decisions, take control, implement programmes and activities and are accountable for their outcomes, and further, be assisted to develop their human and physical resources to benefit their communities. 7. PROJECT IMPLEMENTATION 7.1 Physical and Non-Physical Means This project recognises the need for a holistic and integrated approach to educational development in Fiji. Educational development must be part of community development and not something that is separate from the total community or village. The government and community, in recognising the importance o f education, must ensure that sustainability measures are in place for any education activity. In addition, an effective coordinating body and enabling mechanisms and policies are vital to the success of the project. Effective co-ordination, especially between the MoE and other line ministries, and integration are critical as they are seen as key components in the provision of a holistic approach to up-grading rural life, educational development and promoting community participation and ownership of education for long-term sustainahility. 7.2 Organisational a n d Implementation Procedures The project will be managed and overseen by a MoE Project Team which will comprise four people: Project Leader, Project Manager, preferably from within Fiji or the region and two senior staff o f MoE deployed to the Project,. It is envisaged that the Project Management Structure would be three-tiered (See Annex 25). The Structure will consist of a Project Steering Committee, Project Management Committee and Project Team. FINAL REPORT AND FINANCTNG PROPOSAL EUIWVERNMENT OF THE REPUBLIC OF FIJI ISLANDS RURAL EDUCATION PROJKr a. Project Steering Committee (PSC) The policy body would be the Project Steering Committee, whose membership is recommended to include sections of the Ministry of Education, donors (EU and others involved in rural education development), representatives of NSAs (who could be either nominated by the MoE or elected by their own organisations), line ministries involved in the delivery of education and training and which have direct links with the Project (Finance and Planning, Regional Development, Youth and Sports, Fijian Affairs, Multi-Ethnic Affairs and Health), and the Project Team Leader. It is expected to be chaired by the Permanent Secretary for Education and meets every six months to receive, review and approve annual plans, new project proposals/activities, and fmancial reports. It will make the decisions on policies and provide the overall direction for the Project and also approve the procedures to be adopted in the operations of the Project. It will also provide the coordination necessary to ensure that there are no overlaps with other education projects and activities funded by other donors and implemented by other line ministries and NGOs. b. Project Management Committee (PMC) The Project Management Cornminee (PMC) will oversee the day-to-day operations of the Project. It is also recommended to be chaired by the Permanent Secretary for Education or hislher representative. Its membership would include sections of the MoE, donors, and representatives of education institutions of Fiji (FIT, USP, FSM, LTC, FTC, FCAE, CCTC, TPAF, PTC and PRS) and a NSA representative (who could be either nominated by the MoE or elected by FFONSA). Since the Committee will be heavily involved in the operation and implementation of the Project, it is recommended to meet every month in the initial stages and thereafter, to meet as often as required. It will oversee implementation, monitoring, supervision and evaluation and will provide advice to the Project Team, and will monitor, follow-up, review programmes, reports and offer solutions. It will approve the report to the PSC from the Project Team but is expected to receive monthly reports on the operation of the Project from the Project Team. FINAL REPORT AND FKNANClNG PROPOSAL EU/MVERNMENT OF THE REPUBLIC OF FIJI ISLANDS RURAL EDUCATION PROJECT c . Project Team The Project Team is recommended to comprise 2 members from the Ministry of Education to be appointed by the Ministry and two to be recruited from outside either locally or from the region. The Team will bring different skills to the management of the Project. The recommended Team would be: A Project Leader (Director) . A Project Manager Two Education Specialists (from the MOE). They are expected to be supported by other resource staff, such as a ClerkITypist and an Accountant, who could be seconded from the MoE to work for the Project during its life-time. They will be responsible for managing the Project, which would include its day- to-day management and operations, the preparation of all reports (including preparation of annual work plans), manuals and development of financial, implementation, supervisory, monitoring, risk-management procedures, and evaluation procedures; recruitment of staff for short-term contracts, with the approval of the Permanent Secretary, coordination of the work, providing leadership and the preparation of contract work within the Project. They are expected to provide monthly reports to the PMC and six monthly rcports to the Project Steering Committee. Responsibilities of the Project Team: The Project Leader (Director) is expected to be responsible for the following: Provides the broad technical and managerial leadership to the Project 'Team and policy advice to the Project Management Committee and Project Steering Committee; Provides overall coordination and direction within the broader context of education in Fiji; Promotes the development and implementation of strategies and activities that would lead to the achievement of quality education in the rural areas and increase opportunities to the most disadvantaged groups in the rural areas; Promotes the integration of Pacific values, knowledge and belief systems into the formal and non-formal education processes as foundation and building blocks for the achievement of sustainable quality education by all rural children and community groups; Builds effective relationships, processes and procedures and strengthening partnerships among all stakeholders, particularly those which are important in the Fijian rural context; Ensures ownership of the education process by communities by promoting their participation and engagements at all levels of Project implementation; EWALREPORT AND FINANCING PROPOSAL EUIWVERNMENT OFTHE REPUBUC OF FIJI ISLANDS RURAL EDUCATION PROJECr Ensures effective staff development programmes are instituted and implemented to strengthen capacity at all levels; Oversees the organisation and conduct of staff training programmes at national, regional, district and local community levels: Provides overall direction to and support for the development and implementation of project activities; Introduces and sustain a culture of continuous improvement; Develops and implement an appropriate gender strategy; . Prepares a detailed work programme for the five-year period of the project, consistent with the Financing Agreement and decisions of PSC, complete with detailed log-frame of activities, implementation strategies, monitoring and evaluation strategies, risk management and indicative costs for the consideration and approval of the PSC and PMC; Prepares an annual plan in consultation with the Project Supervisor (Permanent Secretary for Education) for submission to the PSC and PMC before the end of each Calendar year; Oversees the preparation of all reports, including monthly reports to the PSC and PMC; the six-monthly reports to the EU, and PSC; and the annual reports to same; Oversees the design and manage an internal monitoring and evaluation system for the Project; Oversees all reports, information and press statements; Ensures that report formats adhere to the requirements of the Grant Agreement and are submitted to the Regional Authorising Officer on time. The Project Manager is expected to be responsible for the following: Ensures effective project planning, management, monitoring and reporting; Establishes the Project's administrdtivc and financial management arrangements that meet both EU and GoF requirements; Ensures the financial and administrative requirements of the project are undertaken in a timely and efficient manner; Prepares the project and procedures manual, compliant with EDF rules and procedures, and undertaking necessary training of manual users; Prepares all reports, including monthly reports to the PSC and PMC; the six- monthly reports to the EU, and PSC; and the annual reports to same; Designs and manages an internal monitoring and evaluation system for the Project; Oversees all reports, information and press statements; Develops the criteria and guidelines for the Funding Facility and project and procedures manuals; Prepares the financial management reports that conform to EU requirements; Initiates and services tender procedures for procurements on behalf of Project Supervisor and PMC; Collaborates with the Project Director in the preparation of reports to the PSC, EC and PMC; 76 FINAL REPORT AND FmANCING PROPOSAL EU/WVERNMENT OF THE REPUBLIC OF FIJI ISLANDS RIIRAI. EDUCATION PROJECT Prepares a quarterly newsletter of project activities for circulation to stakeholders; Promotes and maintains communication and information network and liasing with all stakeholders; Arranges all meetings with stakeholders; Coordinates short-term TA selection and monitoring their inputs; Manages short-term contracts for research, consultancies and training projects; Monitors and evaluates project implementation; and, Provides support to the Project Director, other professional team members, and to the MoF in the implementation of the Project. Education Advisers Responsibilities: One adviser would be an expert in community education but should also have broad experience and skills in programme development in areas such as educational administration and management, planning and policy, teacher education, curriculum development, evaluation and assessment, adult education, distance education, IT education, and non-formal education, etc. and the other should have skills and experience in infrastructure development, which would include construction work in education, development of educational resources, including libraries, telecentres, technical and vocational workshops, science laboratories, and working with communities on such projects, on issues of maintenance and sustaining infrastructure and educational facilities. Professional Adviser: Contributes to the review of strategic planning in the education sector, particularly in relation to the delivery of education in the rural areas; Coordinates and conducts national, regional, district, community-level workshops and seminars; Liaises with and supports district, regional and community project coordinators; Provides technical input in designated areas of expertise (be this community education, policy and planning, curriculum development, teacher training, non-formal education, standards and accreditation, resources development, infrastructure, or others); Conducts and/or supervises research and collection of data on specific issues relating to rural education, particularly on issues of financing, maintaining and sustaining quality education in rural communities; Coordinates the collation and review of existing curriculum materials and training programs and contributing to the identification and documentation of 'best practice' and lessons learnt that could he used elsewhere; Contributes to andlor supervises the development of specific supplementary materialdtraining programs; 77 FINAL REPORT AND FINANCING PROPOSAL EUIWVERNMENT OF THE REPUBLIC OF FIJI ISLANDS RURAL EDUCATION PROJECT Assisting the Project Director in the development of strategic work plans and activities for building planning and management capacity at district, regional and community levels; Provides specific technical input into sub-project implementation, as per the requirements of approved activities; r Participates in the ongoing monitoring and evaluation of project activities; Assists in the development and implementation of Project annual work plans and activities, sub-project designs, project communication and information strategy, the monthly report of the Project Director, newsletter and other reporting responsibilities. Technical Adviser: Under the general direction of the Project Director and MoE, assumes responsibility for the coordination and organisation of construction, reconstruction, alteration projects, relocation of school buildings and facilities and other capital outlay projects. Reviews plans, inspect construction projects, and makes recommendations to ensure compliance with legal requirements, construction project drawings and specifications. Keeps MoE, MoFNP and EU, district and divisional officials and other partners informed of status of construction projects through conferences and written reports. Prepares analyses and reports on engineering and construction problems. Prepares and provides explanations on proposed and on-going building programs activities before public groups and official bodies, as required. Serves as liaison among key partners, such as MoE, district and divisional administrators, construction inspectors, architects and contractors, planning and construction agencies. Conducts investigations and makes recommendatiot~s in connection with planning, design, constructions, change orders, design modifications and contract administration in the building program. Coordinates activities on project planning beginning with the preparation of educational specifications through occupancy stage of construction. Meets and confers with appropriate officials at the national, divisional and district levels and makes professional recommendations to ensure compliance with laws and regulations governing financing, planning and construction of school facilities. Evaluates assigned personnel. Assists the Project Director in the development of strategic work plans and activities for building planning and management capacity at district, regional and community levels; Participates in the ongoing monitoring and evaluation o f project activities; Assists in the development and implementation of Project annual work plans and activities, sub-project designs, project communication and information strategy, the monthly report o f the Project Director, newsletter and other reporting responsibilities. FINAL REPORT AND FINANCING PROPOSAL EUIGOVERNMEN'I OF THE REPUBLIC OP FIJI ISLANDS RURAL EDUCATION PROJECT In these regards, the Technical Adviser is expected to have knowledge of building construction methods and materials; the preparation of cost estimates and specifications; methods materials, tools and terminology used in the building trades; applicable codes, ordinances and regulations; and supervision and evaluation techniques. S h e should have the ability to: ready and interpret construction specifications, architectural drawings, diagrams, and schematics; coordinate and inspect construction and maintenance projects; analyse situations and develop appropriate recommendations; establish and maintain effective working relationships with others; and he able to communicate effectively in both oral and written English. There will he short-term advisory technical expert staff recruited for various specific tasks for varying periods during the life of the project. These experts will be drawn from local NSAs, the private sector, and other government ministries. Local administrative and financial support will he provided. Other inputs include: ofice building, utility costs, furniture and equipment, consumables, networking, travel and other operating costs. The MoE, through the Project Team, will implement the project in close association with the Institute of Education, the University of the South Pacific, the organisation that is managing the European Union-funded regional education project, PRIDE. The Project Office will work closely with the MoE systems and staff. It could be physically located within the MoE and an allocation for space over the five years has been budgeted for. If space is limited within the MoE, then an option is to lease space outside of the Ministry. The overall responsibility for the programme resides with the National Authorising Oficer (NAO). There will be a five-year work plan and the project will be implemented through Annual Work Programmes (AWP). The Annual Work Programmes will include all the activities to he undertaken during any one year. It must have full documented activities with clear financing budgets and implementation plans. It is expected that the activities and plans would have to he approved by the PMC before submission to the Project Steering Committee for approval. The funding of AWP activities will comprise both the government and the NSA allocation. The NSA targeted allocation of 15% of the total allocation should be interpreted as the final allocation but the process should be flexible allowing for annual fluctuations reflecting the capacity of NSAs to implement their activities. Allocations for others including schools, Provincial Councils, and institutions will be based on approved AWPs. The needs are great. The total requests total 70million Euros and this is beyond the amount of 2lEuros allocated for this Project. While we cannot select projects at this stage for funding, it can be recommended that projects and activities to be funded under EDF 9 will be based on the basic principle of access, equity and an enabling environmentfor improvement in rural educuiion. There are priorities that can be established based on the key result areas and expected outputs, and implementation will have to he strategic based on a number of factors including selecting 79 FINAL REPORT AND FINANCING PROPOSAL EUJGOVERNMENT OF THE REPUBLIC OF FIJI ISLANDS RURAI. EDUCATION PROJECT those activities that are needed urgently; activities that can be implemented immediately; activities that will impact immediately on the school at the village and community levels; activities that impact on life and learning environment of the student; activities needed to be upgraded to minimum standards; and activities that have measures for sustainability through commitment, initiatives and other resources. All the activities received have been documented and listed as important. No vetting has been done. Those projects decided by the Project Team to be funded will need to be reviewed and to include budgets and implementation plan. The Project Team will work in close consultation with the different groups before they are submitted to the PMC, then the Project Steering Committee for approval. The local representative of the Commission will endorse AWP and budgets before funds are released. The Prqject Team will prepare six monthly reports and financial statements. Independent financial audits will be undertaken on an annual basis in conformity with EC conditions. The NSA's proposals that were received cost a total of over 7.2 million Euros. The PMC working closely with FFONSA will have to be responsible for screening the individual proposals again and to decide on possible activities to be funded. The criteria used to finalise selection will include: The Association is registered as a FFONSA member; there is a strict accounting and reporting system existing; the organisation must have the capacity to implement the project; have a work programme; and, a strong leader. The approved activities must be included in the annual work plan to be presented to the PMC and for final approval by the Project Steering Committee. The activities will form part of the AWP that is to be submitted to the local representative of the Commission of the EU before funds are released. The mobilisation of funds will use standard EDF procedures and the fi~nds for the NSAs will be made available using the grant contract. Upon EC approval of the AWP, an amount equivalent to the estimated cost will be paid into the GoF INAO account. The contracts for audits and evaluation will not be part of the AWP. They will be signed between the Delegation (on behalf of the NAO) and independent consultants recruited according to EDF rules. In accordance with Article 16(8)(b) of Annex 1V to the Cotonou Agreement, the NAO and the Head of Delegation maintain financial responsibility and monitor the operations regularly. The need for greater coordination between the MoE, MoYS, MoFNP, MoRD, NSAs, training institutions has been identified as a key factor in the success of this project. MoE working in cooperation with the MoFNP will undertake this role. The MoFNP is responsible for ensuring that reports are written and evaluations of the project undertaken in a timely fashion. 80 FMALREPORT ANI) FINANCING PROPOSAL EUIWVERNMWT OFTHE REPUBLIC OF FIJI ISLANDS RURAL EDUCATTOM PROJKT While the MoE controls projects to be funded, allocation of funds, expenditure of the fmances and prepares the financial reports, the Team will work closely with the MoFNP in ensuring that funds are allocated and coordinated appropriately and timely and the activities implemented. For the log frame and activities for the entire project arc documented in Annex 23 and 23.1. These are expanded below. ~- - ~.~ ~ ~ Immediate Tusks m i i o n s ~ m m e n t s 1. Establish the FREP Proiect I . PS. Mof: will be Chair of PSC I The PSC will need to bc established I Steering Committee (PSC) to be identified as soon as The other two tiers of Project noss*ble aAer the nroicct has hccn Management Committee and Project Team will . " approved ] be in place as soon as pohs~ble 2 MoE staff to be made aware 1 Workshoo for MoE staff on l:RI;P so I The PS can undertake thla wlth =ststance from of FREP project that they know what is happening and the USP Team. I what FREP is all about. 3. Recruit staff PrepareIApprove Job description for all New staff- 4 senior - and support stall' senior posts immediately wrll need to hc put m place bciore the project caw he undertaken The USP Team can be Makc recruitment within 2 months approached to assist the MaE with statfing. 1 of advertisement Begin operations as s m n as possihle 4. Acquire Office space 1.ocate space immediately within or 0 There are alternatives that canbe considered. I . outside of the MoE MoE could consider purchasinx a building from Ilesirable operating units to be c.g. close USP to MoE Pride and I'rojcct. key which to operate. 2. To operati with the I?U- hnded PRIDE project managed by the USP. I 5. Establish website / . Work with?.^‘ services and USP lo I To approach USP's to be pan I- of the USP s - processes - MoE, MoFNP, I and rncchanisms that will en&e dl key strategic plans of the differen1 &isfries that MoYS, MoRD players are aware of developments deal with ~ r a l education are coordinated. takine d a c e in rural education MnFNP Currently there are a number of ~roiects that -, to take lead in this development. Ail players need to be aware of aid projects and assistance already avadable duplication or resources, overlapping in and k i n g proposed that will impact 011 activities. The Mol:NP will need to strengthen rural education. its aid and planning section immediately. Duplication of donor requests, resources and plans lo be avoided at all costs. The five key result areas of the project have been identified. These are, as already stated: 1. Improved infrastructure and upgrade facilities; 2. Capacity building and enabling environment; 3. Quality and adequate resources and materials; 4. Effective and efficient processes and mechanisms; and, 5. Community building through education and partnerships. 81 FINAL REPORT AND FINANCING PROPOSAL EU/MIVERNMENT OF THE REPUBLIC OP FIJI ISLANDS RURAL EDUCATION PROJECT Key Result Area 1 -Improved infrastructure and upgrade facilities Schools in rural and urban poor areas need urgent attention to infrastructure and facilities upgrade. Electricity supply, water, sanitation, roads, boarding facilities and teachers' accommodation will be improved. Electrification of rural schools is seen as a major commitment. While electrification of schools will cost a total of 12.1 million Euros over 5 years, this project is recommending the expenditure of 2.8 million Euros for work on electricity in the first two years of the project (Annex 13). The improvement of water supply to rural and urban poor schools is estimated to cost 0.68 million Euros. The provision of proper sanitation, small bridges and roads are the responsibility of the Public Works Department as well as the Ministry of Regional Development. For sanitation work, see Annex 14. Annex 21.1 provides the proposed priority developments in infrastructure. Annex 23.1 provides the detailed Activities and the inputs of the different players for all key result areas. Key Result Area 2 - Capacity building and enabling environment The project will significantly strengthen the capacity of MoE, MoFNP, line ministries, NSAs, teachers, school committee leaders, and Provincial Council staff by providing them with much needed appropriate training, both long and short term. Training will also be undertaken for staff in the field such as senior education officers and Training Officers of the MoYS stationed in Provincial Council offices. Activities Action nnd Ioputs Coordination of all uainillg by line Identify all training programmes targeted at ruml people undertaken by the different Ministries ministries. Compare with AusAlD programme already developed. Stakeholders meeting Meeting of all training institutions to coordinate training and focus on rural areas. - . - Target is to minimise duplication of resources. - .~ ~ ~ . ~ . ~ ~ ~ Policy Developheview training/capacity building policy for all Ministries that undertuke training for rural education and people. Kev trainin areas Establish orioritv training needs esoecially in teacher trainiw for rural areas; field 82 ~ A I . REPORT AND m m c w c PROPOSAL EUIWVERNMENT OF THE REPUBLIC OF FIJI ISlANDS RURAL ED[JCATION PROJECT pro.?rmmes ~ .~ ~ ~ - ~ ~ - . . ~ , ~ ~ -A ~ p - ~ ~ Workshops p i o r i t y areav. Long-term training Plan for these. Association of education and Establish this in Fiji as the key organisation that will monitor training needs, plans, Training UStiMiors resources needs, sharing of programnles, monitor quality working closely with TPAF. Key Result Area 3 - Quality and adequate resources and materials The need for teaching equipment, teaching materials, books, computers, IT and science laboratories is great in the rural schools. These are expensive and funds allocated will not meet all the needs expressed. Course materials, computers, laboratory equipment and books will also be purchased. Many of these materials will also be accessed and used for non-formal classes and summer programmes envisaged to be the responsibility of new learning centres which will he available to the whole community. Activities I Aetloa and Inputs Reestablish needs of schools I To review requests and establish resources and materials needs. Develop a priority mechanism. Telecentres A desirable development, which takes in library, informatio~ .~. and services, and conuuunity f w l c ! i ! ? ! ? - ~ ~ ~ - ~ - . .- . .. . ~p~~~ ~ ~~~ Books Ide~uify good book deals working with publishers. Purcllase set basic Litles for Schools. Course books Need to develop some new course books and reading books in the local language. Developaplan for this. Equipment Need is great for all types of equipment - computers, laboratory equipment, photocopiers, binding, otc. Key Result Area 4 - Effective and efficient processes and mechanisms This project will ensure that there is more co-ordination between government ministries, tertiary institutions, and NSA in the development and promotion of rural education. Policy frameworks will be established linking education to national visions and plans. Monitoring, supervision and evaluation mechanisms will be clearly developed and the roles and responsibilities o f officers at the different levels identified. ~ . - ~ , , ~., .... ~. . . ~ ~ ~ ~~~ ~ ~ Activities Actions pad Input Cwrdinetion MoFNP and MoE to establish conrdinaling mechanisms for n~ral ed~~cation ~lceds and eoals. Establish coordination and links with tcrtiam institutions and NSAs. The . . project in mind. Policy frameworks Projcct Team to identify priority changes needed to provide enabling environments. Develop these for MoE's approval. I I Undertake workshops and trainine exercises. '1 o place on the website ior . I I I information and work programme. i 83 FINAL REPORT AND FINANCING PROPOSAI. - EUIGOVERNMENT OP THE REPUBLIC OF FIJI ISLANDS RURAL EDUCATION PROJECT Key Result Area 5 - Community building through education and partnerships Non-formal education and community awareness programmes will be priority under FREP for improved livelihoods. Areas identified as needed include: skills in carpentry, farming, small micro enterprise projects, handicraft, flower management, and learning conversational Fijian, Hindustani and English, the law and security. Retired teachers will be encouraged to teach in the communities. NSAs, schools, institutions will work in partnership to ensure access to these programmes. Activities Aetiom and loputs I Norrformal education programmes Workshop with all NSAs and stakeholders lo establish priority needs. Rcview needs I I And develop a work ~ropramme for 5 years. Prioritisr and d e v e b ~ first phasc I u areas. Use trainers from the m a . Women's oqanisation and hainlng I h s e me very effective providers o i l r a i ~ n g mi commnnity awareness programmes and projects managed by women and focus on women should be J priority. Reeruitmem of Trainers Establish nctwork ofretired and experienced local teachers who can be called in to leach and help in teaching. Also use cxpells in the cenmunily - handicraft, story advisory services and inrrastmcrure development to an extent. These areas of parlncrship to he developed and decided. MOlJ could be developed and signed betwcen the Mop a n m a l p a r s . _-_ -- 7 3 Appropriate Technology The project will use the state of the art technology. Funds have been allocated for the purchase o f computers, establishment of a website for FREP, and networking within FREP, MoE, education institutions, schools and Education Officers in the field including teachers. It is planned that this system be inter-linked with USP's information and library system, PRIDE'S system and USP's research Knowledge database. No dedicated person has been identified for this post but the project manager should have overall understanding and skills in data management. The government's IT services and personnel from within USP in relation to USP's network will provide back-up assistance and help. FINAI. REPORT AND FINANCMG PROPOSAL EUIGOVERNMENT OFTHE REPUBLIC OF FIJI ISIANDS RURAL EDUCATION PROJECT USP's experience in networking and distance and flexible learning should he used and approaches be made for this purpose. As PRIDE is managed by the USP, it makes sense that the technical experience as well as the facilities of the university are utilised for this purpose. There will be policy issues involved, hut an upgrade of USPNet could consider this need. In addition, the new satellite communication that Telecom has embarked on and available from November 2003, could also be utilised for communication and information access in the rural areas. Wireless technology may be possible soon after and every effort should be made to ensure that this technology is used to provide service to schools and the students in remote areas. Power lme communication (PLC) is a new technology being researched by FEA. This technology is used in many remote areas in the developing and developed world and allows data to be transported through electric power lines. There is promise for the rural areas in this new technology and FREP should watch developments closely. 7.4 Timetable, Cost and Financing Plan This is a five-year project. The project tentative start date is no later than January 2005 and shall end by 31 December 2012. The start up event shall be the submission of the first AWP to the Steering Committee before it is submitted to the Delegation. The estimate overall cost of needs is 70 million Euros. The total project amount made available by the EU is 21.0 million Euros. Expenditures of the allocated funds will be spread over five years. There is a big shortfall. Should needs and the country's absorptive capacity so justify, this timetable can be accelerated and a phase 2 for FREP be developed as a priority. The GoF could then approach the EDF for additional funds in the context of the mid-term review. Of the total 21 million Enros, the suggested allocations are provided as follows: - Component Total (EUR) - Total (PJU) Infrastruchre and facilities 11,100,000 24,036,379 Programmes: Capacity building 2,593,000 5,b 14,984 Resources, malerials 1,500,000 3,248,159 Processes and mechanism 138,540 300,000 NSA - . 3 250 000 . . . . 7,037,678 i . .... _ ~ MoE Imtitutio~lal Strengthening 1,616,300 3,500,000 - e n % 692,700 1,500,000 Contingencies 138,450 300,000 Total Zl,OOO,OOO 45,474,236 A detailed budget summary is provided in the frnanciog proposal. 7.5 Project Implementation Schedule A project implementation schedule is provided below. This is a major project for Fiji and the timing over the five years will have to be closely monitored. Projects will have to be FINAL REPORT AND FINANCING PROPOSAL EUIGOVERNMENT OFTHE REPUBLIC OF FIJI ISLANDS RURAL EDDUCATTON PROJECT implemented as scheduled but if there are any fall back, measures must be put in place to ensure that the project continues on track. The first 6 months will be crucial in setting up the FREP Office, developing the work plans and getting these approved, preparing work, management and financial manuals, and establishing the network for FREP. The management structure needs to be put in place quickly. An important first task is to get all the players to meet and to understand the nature of the project, the goals and the objectives. The outcomes must be clearly spelt out and people all move in the same direction. Implementation Schedule, 2004 - 2008 -. . .. . ~ Key Year 1 Year 2 Year 3 Year 4 Year 5 Componeots/Activity Establishment of I I I I FREP Management 1 I To establish the Project f-, , 1 Team - . 'To advertise the 2 --+ positions - - Decide on the 2 -+ members of the team from the MoE Idcntify and decide on otfice space -+ I I I Establish a Fiji Rural &+ Education wehsite .. . . . . ~.~~ .... .~ . -. . -- - ~ ~ ~ Establish the Project ---+ Steering Committee .- 4 Appoint the secretary and accounts clerk; + purchase equipment To develop Annual --+ Work Programme Coordinate work of the Team, MoE, NSAs, MoYS, M o m , - AusAlD Commence working on the learning centre concevt to take in centres of excellence. 1 1 MoE staff to be made I I aware of FREP project -1 1 1 I Recruit senior staff 1 4 1 lnfrastruetnre I I 1 I priorities Develop work and . - - - - - Decide on Experts to . 86 FINAL REPORT AND FINANCING PROPOSAL ELTIGOVERNMENT OF THE REPUBLIC OF FIJI ISLANDS RURAL WUCATION PROJECT resources and Processes and -+ mechanism - teacher awiueness Processes and mechanism - training ----4 of teachers Review minimum stahdards for facilities, 87 mNAL REPORT AND mmcmc PROPOSAL EUjGOVERNMENT OF THE REPUBLIC OF FIJI ISLANDS RURAL EDUCATION PROJECT classrooms, teachers qualities and qualifications, in rural schools - Database of rural schools - existing resources and needs, teachers, perfomance, etc Community building through education and partnership Non-formal education programmes - long and short term Community participation Plans to link non- fomal, vocational and formal I I I I I Provincial Council L r Involvement I I I and training I Recruitment of +- Trainers Information and communication b technologies use and Encourage Small and + micro enterprises Workshops b Partnerships with the business sector b . 7.6 Special ConditiondAceompanying Measures to be taken by Government Government recognises the importance of this project and is committed to it. It fits in with its national strategic plan of an integrated and focused development of the rural areas. To ensure its success, government will have to give FREP its full support and allow it to operate as guided and directed by the management of FREP. MoE will have to ensure that the project Team operates independently from Ministry operations but guided by the FREP management procedures and reporting to the Ministry as stipulated. The government will also ensure that aid for rural education and education in general is coordinated and harmonised to minimise duplication of resources and effort. But most importantly, government must ensure that more local experts are involved in this project as local involvement and ownership are seen as key factors to the success of the project. Too often government acquires expertise from abroad for areas of work that can be undertaken, and undertaken well and better by local expertise. This is an area that is to be 88 PINAL REPORT AND FINANCING PROPOSAL EUIGOVERNMENT OF THE REPUBUC OP FIJI ISLANDS RURAL EDUCATION PROJECT developed because Fiji must seriously consider capacity building in MoE and this is gained largely from experience and getting to do the work ourselves. In addition, the GoF will ensure that: it provides reports and accounts for all expenditure item approved and these are presented on time and according to a mutually agreed format; it will meet any cost over-runs from its own resources; infrastructure and equipment provided under the programme is duly maintained; due consideration will be given to the advice provided by the NSAs and justifications will be given when this advice cannot be followed; and, it will ensure that 15% of the total amount of this project will be allocated to the NSAs, as agreed, unless no suitable proposals are submitted. 7.7 Monitoring Arrangements and Follow-up An internal project monitoring strategy will be developed immediately within the first six months of the project. Project manuals and routines will be developed immediately as soon as staffs are recruited. The MoE, NAO and the Delegation will undertake regular monitoring of project activities. Regular monitoring of the sub-project activities will also be undertaken. The Project Manager will oversee and monitor programme implementation. The Project Management Committee will hold monthly project monitoring meetings. The Project Steering Committee will meet every six months. Standard monitoring reports will be prepared by the Project Manager and presented every six months. The main indicators of progress will be the number of schools that have been upgraded, number of schools that now have electricity, number of schools now with safe drinking water, number of schools with telecentres or libraries, number of schools with science laboratories, number of schools offering computer science courses, number of training programmes undertaken, number of schools that have mainstreamed vocational courses, usage of resource materials developed, number of teachers trained for teaching in the rural areas; and, number of MoE staff that have received training; school committees, district councillors, etc. The following project monitoring mectings/reports/documents will he required: Establishmentflnception Meeting and Report; Approved annual work plans and programme; Approved Annual Work Schedule; Approved Proposals; Work Manual; Financial Manual; Minutes of Meetings of Proiect team: Six monthly ~ r o ~ k s ~ s e ~ o A s including fmancial statements; Documented Multiplier effect of activities of the Proiect; Impact assessment reports; and, Project Completion Report. FMAL REPORT AND FINANCING PROPOSAL EU/GOVEBNMENT OF THE REPUBLIC OF FIJI ISLANDS RURAL EDUCA'I'lON PROJEZT The Project Team as Secretariat of the PSC, will ensure that regular communication to members of the committee is maintained and reports and papers circulated within a reasonable timeframe. All papers, activity progress, results and reports to be placed on the project website. An independent audit of the project accounts will be undertaken annually. Annual evaluation reports should be made public in the interest of all players. External evaluation will be undertaken mid-term and at the end of the project. 8. MEASURES ENSURING SUSTAINABEITYI QUALITY 8.1 Ownership by Beneficiaries This project places a great deal of emphasis on the ownership of activities and schools by beneficiaries. At all levels and at all stages of the various activities, wide consultation will take place between different stakeholders, members of the community, school management and businesses. Of particular importance is the role of Provincial Councils and the Churches in education in the rural areas. The traditional Provincial Council Management structure has worked over many years and it would be prudent to use this structure to take education to the rural areas and also to ensure its sustainability. The cultural significance of the structure could be potentially used to get children and adults to be more assertive in learning and in education. The institution of the church has similar potential and should also be approached to assist with the education of rural populations. The fact that this project report and financing proposal was drawn up with many stakeholders including the Schools, School Committees, Teachers Associations, parents and teachers, NSAs, the Provincial Councils, the business sector and Church representatives, means that the activities reflect their needs and priorities. The fact also that the Project Management Committee structure includes a wide representation of people, MoE, MoFNP, MoYS and members of line ministries, NSA representatives and businesses will ensure that other perspectives are taken into consideration especially those in the islands and most remote areas. For a long time, the Fiji population, particularly the indigenous Fijians, have not seen education as to be part of their own, in other words as something that they arc responsible for. Education was always seen as the responsibility of the government. This is also reflected in the location of the schools in the old days. Schools were always outside of the village or community boundaries in many of the villages. This has resulted in many children having to walk quite a distance to get to school instead of building schools within a village. It would seem sensible to have a policy where each village must provide a primary school for its population, irrespective of the numbers. This can he a 90 IENAL REPORT AND FINANCING PROPOSAL EU/GOVERNMENT OP THE REWBUC OP FIJI ISLANDS RURAL EDUCATION PROJECT debatable question as the issue of resources comes into play. However, all people interviewed and spoken to were supportive of a school and teacher for every village and to stop hoarding schools for primary school children. In situations where there was no alternative, hoarding could be introduced for classes 6 to 8, but only as a last resort. In putting together the activities for all the key result areas, particular focus will be placed on the ownership principle and such activities must reflect the people's needs and priorities. Strategies will focus on category 3 and 4 schools, particularly in remote islands which are inaccessible and suffer from unreliable transportation such as islands of Lau, Kadavu, Lomaiviti, and those provinces that need assistance most: Vanua Levu - Macuata, Bua and Cakaudrove; Viti L e w - Naitasiri, Serua and Namosi, Tailevu, Rewa, and Ra. But this does not mean that the needs of other disadvantaged groups would not be addressed. 8.2 Cross-cultural Sustainability The project is consistent and compatible with the Education for All initiatives, the strategic development plans of the GoF and MoE, and the GoF's human resources development plan. These all address equity and access issues in education. The project, however, is based on the view that it is from their cultural values and belief systems that communities derive their rules for governing behaviour and relations and develop their institutions and their characteristics. Unless development progammes, whether in education or other sectors, are cognisant with these, ownership and sustainability of projects will be difficult to promote and achieve. The project has attempted to use these values as the bases for the strategies recommended to achieve the key result areas. 8 3 Gender Equality Gender equality will be supported in this project. Goals of this project see women as active providers and workers and their participation in the education of rural children is vital. Their education too will be encouraged as many can undertaken classes and short term courses through the distance mode. Many of the NSAs are managed by women and they play an influential part in development overall. 8.4 Rural and Village Governance The importance of rural and village governance is ofcen overlooked in any activity that is to deal with development of any kind, education included. It is important that all villagers are part of the education process and included in any planning talks and decision-making. Heads of villages cannot be overlooked in these plans, and they, in turn, must consult with their people. The consultations and decision making which are part of the village's management and decision making processes need to he included in the overall government plan for improving development in the village. Not only must 9 1 FINAL REPORT AND FIi'lANCiNG PROPOSAL EUIWVERNMENT OFTHE REPUBLIC OF FIJI ISLANDS RURAI. EDUCATION PROJECT government help them, but also government must listen to them as partners in development. Similarly, for the Indian community, the Indian Advisory Councils must be consulted about any developments in education in the rural areas. There are needs that are common for the different groups. There are needs that may differ. But discussing with all the sectors will ensure that the Project team is responding to the needs of the people and fit these into the overall scheme ofthings. 8.5 Environment, Health Issues and Small Micro Enterprises (SMEs) Entrepreneurship These areas are important considerations for rural education and sustainability. Responsible Ministries offer short-term training and education in these areas and it will be important to link all these to the improvement of education in the rural areas. The existing new interventions in the curriculum covering health and environment have been constructive and positive but more awareness for children and adults in rural areas is needed. SMEs are increasingly becoming important in the country. Currently SMEs account for 60% of the country's economic growth and their contribution in the future looks promising. These enterprises will need to link to education development in the rural areas to make education activities sustainable. They should not operate in isolation of the goal o f this project and efforts need to be made to ensure that this happens. 8.6 National Policy Measures The GoF will remain committed to addressing the gaps and discrepancies between the urban and rural and island communities in Fiji, and to empower and support the rural communities, Provincial Councils and the NSAs in the performance o f their responsibilities. The Fiji Government Strategic Development Plan is focussing on development of the rural areas including education. The sustainability of education projects and the raising of the quality o f the schools will need a great deal of resources and enabling policies to assist the people in these areas to establish small income generating projects and government to provide the infrastructure to market and sell these products, plants and handicraft. In many cases government policies and what actually happens on the ground do not match. Objectives and outcomes are often drawn up with little consultation with the people who will be affected by these policies. People must be involved right from the beginning and made aware of the reasons for any approach or activity. Government will also have to listen to the wisdom of experience of the older people as often these are by- passed and policies and goals reflect developed country policies which may not and are often not in tune with rural development aspirations. Often too there are limited 92 FINAL REPORT AND FINANCING PROPOSM. EUIGOVERNMENT OF THE REPUBLIC OF FIJI ISLANDS RURAL EDUCATION PROJElX institutional and advisory services and resources to assist rural people to manage their own destinies. 8.7 Institntional and Management Capacities The project and the Project Team will strengthen the capacity of national organisations, schools, teaching institutions, provinces and the NSAs to enable them to have an effective role to play in rural education. People are all very motivated by this project. While the availability of funds is the source of this high expectations, these expectations will have to be guided and further developed as funding will not always be available and people must be part of the plan to put in place measures to sustain educational developments in the rural areas. During the project, capacity buildimg of the Project Team members will continue together with other staff of the MoE and field officers and teachers. This is an important goal of this project. Capacities at the regional centres will also he strengthened. On project completion, the Project Team will be able to continue to provide support, advisory services and assistance in other areas. Staff of the MoE will also be experts in monitoring, evaluation and project writing. A major output for the MoE will be a collection of resources, reports and publications, data and other input that would have been collected during the life of the project. These materials will be able to be shared with others for information and for research through the FREP website as well as through publicity brochures and publications. On-going provision of funding for rural education and capacity building at country level will no doubt he supported by the GoF and will be dependent on continuing needs and available fmance. It should be noted that this project estimated the total costs for rural education in Fiji at 70 million Euros based on proposals received. EC aid to Fiji for this sector is 21.0 million Euros. The need is great. It is clear that the following activities will warrant continuation of financial support beyond the phase 1 of five years: Infrastructure development especially electricity, boarding school facilities, transport - boat and roads - are needed. This would be the most vital development necessary to open up the remote and rural areas and provide access to the population to services. Strengthening of the FREP Project Team office. It is envisaged that this office will eventually be an office of the MoE. The process of making this happen will have to he a phased plan from the beginning so that the MoE can absorb its costs There is no guarantee that there will he any funding for the activities beyond the 5-year life of the project. However, if the project proceeds with vigour, the GoF could apply for additional funding for a phase 2 from the EU for allocation of moneys unutilised from other sources. FINAL REPORT AND FINANCING PROPOSAL EU/WVEENJdiNI OF THE REPUBLIC OF FIJI ISLANDS RURAL EDUCATION PROJECT The identified needs must be dealt with as people have high expectations. The GoF could, through its strengthened aid section, start putting together proposals for additional funds for projects identified and submitted. The continuation of FREP could be an important project for the Project Team working closely with the aid section of the MoFNP. 8.8 Economic and Financial Viability In 1999, 43.4% of the population of Fiji were between the ages of 1 to 24. The projections are that this category will continue to increase at a high annual rate of 7%. The annual employment growth rate over the past 5 years has been between 2% to 4% (Annex 24). Over 25.5% are classified as disadvantaged and are poor. The limited investment in the country, limited employment opportunities and growing crime rate are concerns. The GoF has put in place measures to deal with some of these difficulties. It has concentrated its efforts on job creation, on a more viable economy, on targeted growth in tourism and the new film and IT industries and on growing small micro enterprises. The rural areas are of special concern and development programmes are now becoming more rural focused. This project in rural education is essential and practical as it addresses a real economic, financial and social need. It is expected that improvements in education, in the growth of income-generating projects in the rural areas will positively impact on development in the rural areas, reduce the urban drift and bring about greater political stability and cultural cohesion. While the government allocates a high percentage of its annual budget to the education sector, its budget procedures, expenditure and processes distributes funding unequally to the different cost centres. The effect of this is that the resourcing of education for some sectors such as rural education, research, libraries and resources, equipment is very limited. Aid for these sections can be procured but the aid section of the Ministry of Finance will have to he strengthened to ensure that aid and planning become formally inter-linked and trained and quality expertise employed to manage and coordinate the aid section of the government. This project recommends and allocates funds towards the strengthening of the budget procedures by recognising the importance of the coordination of all aid to the country. Aid for rural education is considered a government priority and the multiplier effect of this on rural education and its economic and financial viability will have to be measured and monitored. Under FREP, physical facilities and other basic needs will be met such as water, electricity and sanitation. It is foreseen that this project will raise the standard of infrastructure to a desirable level. Once these projects are completed, it is envisaged that the GoF will continue to concentrate on tackling other rural education projects that are still needed including related rural needs such as health, housing, employment and income generating activities. There is commitment on the part of the GoF to improve development in the rural areas. There is also commitment to improving economic gmwth, creation of more jobs, increasing productivity, reducing poverty, lessening government debt, and keeping inflation at a low rate over a 5-year period. These macro- economic targets will have direct impact on developments in the rural areas, particularly the education sector. FINAL REPORT AND FINANCING PROPOSAI. EU/WVERNMENT OP THE REPUBUC OF Fill ISULNDS RURAL EDUCATION PROJECI PART 11: FINANCING PROPOSAL COMMISSION EUROPEENNE Eu~umlJeAa Office de cwp6ratiOn Afrique. Carai'bes, Pacifique *** DBveloppernent social (sante, education) Financing Proposal 9" EDF 9.ACP.FJ. 1 Fiji Education Sector Programme - EU TITLE OF PROJECT component (FESP-EU) TYPE OF PROJECT Education Management and 1 Infrastructure RECIPIENT STATE The Republic of the Fiji Islands AUTHORITY SUBMITTING THE National Authorising Officer of the PROJECT Republic of the Fiji Islands PROJECTNUMBER _______-___. ~- ~.. ~~~. -- SECTORAL CLASSIFICATION lN THE ACCOUNTING PLAN Indicative exchange rate (November 2003): l € = 2.12925 FJD (Fiji dollar) SUMMARY The Government of Fiji (GoF) places high priority on education, spending 18.5% of its 2004 budget (equiv. €1 20 million) in the sector, the highest allocation to any one ministry. In recent years, the situation in rural and disadvantaged urban schools has deteriorated due largely to political problems, high rural-urban driR and the fast- growing poor population. The GoF is well aware of the needs and has placed it as the single sector to be funded under the 9" EDF. Other donors are assisting the Ministry of Education (MoE), in particular AUSAid under a Sector Wide Approaches Programme (SWAP) and JICA (Japan) with a focus on infrastructure and education of children with special needs. The project will concentrate on education priorities in rural and disadvantaged urban areas, such as: equity of access, procurement o f teaching resources, community non- formal programmes and school facilities upgrade including water, sanitation, electricity and communications. Around 98% of schools are operated by non-state actors WSA) and the project also encompasses the NSA allocation under the NIP, to be disbursed for education and training-related activities. The project will be implemented by the MoE over a five year period. The MoE will be strengthened to play a leading role in the project's management, monitoring and coordination. A RELEVANCE 1. Consistency with Global Objectives 1.1 EC Aid Policy Objectives and Priorities EDF's overarching priority is to alleviate poverty. Education, in particular that of girls, has proven to be the most eficient measure to improve the development potential of a population. The project aims to create enabling environments that increase learning and employment opportunities for disadvantaged communities to develop the values, attitudes, knowledge and skills cognisant of their cultural heritage, and to prepare them to be responsible and productive citizens in their communities and society, thus addressing directly one of major causes of in-country disparities and contributing to increasing the living conditions among the country's poorer people. 1.2 Objectives of the NIP The NIP identifies rural education as the single focal sector for the 91h EDF. The project comprises 100% of the NIP and is fully consistent with this focal sector. It encompasses both the government and the NSA allocation (1 5 % of the NIP). 1.3 Link with Annual Country Review The present proposal is fully consistent with the analysis and projections made in the last annual country review, which referred to the year 2002. 2. Sectoral Analysis 2.1 Features of this Sector The education system in Fiji is unique in that Education is a partnership between GoF and communities, religious and cultural organisations. MoE pays a large proportion of teachers' salaries and provides small educational grants, and the school committees manage the financial operations of the school, including infrastructure. Of the 700 primary schools only 2 are gov.-owned, of the 154 secondary schools only 12 are gov.- owned. There are 45 vocational schools, of which only 5 are gov.-owned and 4 teachers colleges, 2 of which are gov.-owned. There is one regional university (USP) to which the GoF contributes 72% (equiv. €16.9 mill) of its annual budget. Non-formal education is provided by a number of NGOs and agencies. MoY supports the activities of some, but there is a chronical funding shortage. Improvements in coordination are also needed. Of the 700 primary schools 427 are rural; of the total 5,112 primary teachers 2120 teach in rural schools. A total of 142,913 students attend primary school (68,954 girls1 73,959 boys). Of the 154 secondary schools 33 are rural; of the 3,991 teachers 917 are in rural schools. A total of 65,935 students attend secondary school (34,156 girls/ 3 1,779 boys). Of the grants secondary schools receive from the GoF, only circa €0.5 mill. is allocated to rural schools against €3.2 mill. for urban ones. The state of education in the rural areas of Fiji lags considerably behind the rest of the country in terms of student performance, infrastructure, quality of teachers and available resources. GoF believes that children will stay in rural areas provided that education facilities, transportation, teaching quality and the drive for equity improve. For economic reasons schools in rural areas, in particular secondary schools, must serve several villages. Distances can be great and transportation is often unavailable, or too expensive to he affordable on a daily basis, so children oEren board, sometimes from as early as 5 years old. Much of the population in urban and peri-urban disadvantaged areas are children eom rural areas. In many cases the whole family migrate to the city to cater for the education needs of the children, or the family is not granted an agricultural lease renewal and has to move to the city, and they survive on irregular jobs that the parents may find. In other cases rural children are housed by relatives who live in the city, to enable them to attend school. School attendance in rural areas is low due to many reasons: bad weather, closed roads, no transportation, no teachers, time taken up in community affairs and a lack of interest. Many of the students who continue to miss school, eventually drop out. In 2002 close to 14,000 students were pushed out of school without having attained the minimum skills and values required for them to find a job. Inadequate infrastructure support has been identified as an issue: 149 schools have no electricity and 195 don't have a telephone. Many schools in rural areas have no reliable water supply. Sanitation also needs attention in a total of 773 locations. Most of the hoarding schools need upgrading, including all the teachers' quarters. Access roads to many rural schools are in poor condition and in some areas, only boats are used and no bridges exist to facilitate the crossing of rivers and streams. School Management Committees have to work hard to attract hnds to meet the costs of running the school. There are limited opportunities for income generating activities in rural areas and urban disadvantaged ones. Limited resources mean less planned activities are implemented. Of concern in some cases is the lack of community interest and involvement in the school. Many parents and community members see the school as separate from the community. A sense of ownership is missing. The retention of good teachers in rural schools is a major issue as well. Teachers assigned to rural schools usually stay in post for short periods as there are dificulties faced in teaching in these areas and the incentives and motivation are limited. Plans to introduce improved facilities for teachers are being considered by MoE and will be part of this project, in particular improved housing in remote areas. 2.2 Status of National Policy Education is a priority of the GoF and this is reflected in its budget allocation: in the past five years, MoE has received between 15% and 20% of the budget, the highest allocated to any one Ministry. These funds meets the operational costs of the Ministry, administration, capital costs and payment of teachers for almost all the 854 schools. The MoE has responded to the education needs of the country by producing a Strategic Plan, a Corporate Plan and an Action Plan. There is strong commitment by MoE and other stakeholders to improve education overall, particularly in rural areas, but resources for implementation of the identified priorities arc still insufficient. The 9 key priority areas of MoE are: (I) relevant and responsive education, (2) support for a professional teaching force, (3) strengthen community partnerships in education, (4) promote quality and excellence in school management and administration, (5) improve indigenous Fijian education, ( 6 ) improve education in rural and isolated schools, (7) review staff development and promotion policy, (8) expand the use of technology in teaching and learning situations, and (9) improve infrastructure and facilities. The GoF is interested in embarking in SWAP and identified Education as the pilot sector. Thus the Fiji Education Sector Programme (FESP) was initiated, with AUSAid as its only donor at present. FESP-EU will support this initiative. It is hoped that JICA, the 3'* largest donor in the sector, will follow. The widening gap between access and equity of opportunities between rural and urban populations as well as the disparity in access for children from poorer families in urban areas is worrying. GoF has in place an Affirmative Action Plan to address some of these issues, hut coverage of non-indigenous Fijian poor communities is a concern. 3. Problem Analysis 3.1 Target Groups, Beneficiaries, Stakeholders Direct and immediate beneficiaries of the project are children, young students, youths, teachers, principals, parents, school managers, MoE, and Ministry of Youth (MoY) staff, and members of the communities, particularly women. NSA, Provincial Councils and the business community will also benefit. Through this project, the students and all beneficiaries, will have access to improved infrastructure and facilities especially science laboratories, libraries, telecentres, better trained teachers and increased access to non-formal training. 3.2 Specific problems Education in Fiji faces many challenges. Recognising the high priority the GoF awards to the sector and its potential for the future development of the country, some donors are assisting the GoF in the context of the Education Sector Programme (cf 6.2). However, the conditions of education infrastructure, in particular in rural and urban disadvantaged areas, still lack considerable resources. There is also a problem of poor coordination of the activities of government ministries and other stakeholders that deal with rural development, and insufficient community support. These problems are not easy to deal with, without external assistance, as the rural communities are small and isolated. In many areas the physical infrastructure is virtually non-existent with no proper roads, electricity, safe drinking water, sanitary conditions and transportation. Without transportation children very often board, from very early ages, and the boarding facilities and classrooms are usually very poor. Or they drop out. Another area in need of reform is policy. Policies in need of revision refer to: rural education itself, appointments and allowance, language and culture, standards for buildings and equipment in schools, standards for boarding schools, curriculum, management of school committees, financing education, community involvement, distance learning, and monitoring and accountability. In the area of curriculum, the appropriateness of some courses is questioned, the curriculum content has been localised to an extent, but it is still perceived by some as removed from real life. Many students take subjects that are not relevant to their situation, but they are examinable and have to be taught. Many of these courses are learnt by rote with limited practical sessions. Teacher training is also an issue. Unless this is improved, a vast number of young people will continue to leave the education system without the necessary skills. The help of the NSAs is important in ensuring that education and the needs of the most disadvantaged are considered. They operate largely in the non-formal sector. 4. Origins and Preparation of the Project In 2002 the GoF, NSA and the Commission held discussions in Suva to determine the general orientation for co-operation for the 9th EDF. During the discussions, the CSP and NIP were drawn up. The parties agreed on a single focal sector: rural education. It was also decided that 15% of the allocation (e'3.15 mill) would be earmarked for NSA. TOR for the identification and feasibility study were drafted and in 2003 the University of the South Pacific (USP) was engaged, following an open local tender, to carry out the study and prepare a draft FinProp. The methodology used included extensive visits to remote schools and communities, including workshops and "talanoa" or discussion and story sessions. The method proved to be very effective as people were able to express their needs in their own languages and in their own ways and environment. The Team met with individuals, government department representatives, institutions, non- state actors, Provincial Councils, School Committees, School principals, teachers and village community members. Visits were made to various schools, rural and urban poor communities, businesses and NSA. The draft outcomes and recommendations of the study were widely circulated and a stakeholders meeting was convened, including MoE, MoY, the NAO's office, the EC and other donors and a vast representation of NSA. The study was finalised on the basis of the comments made at this meeting. B FEASIBILITY 5. Project description 5.1 Overall objectives Vision: A multi-ethnic and multi-cultural society where all communities ha\,e equitable access to opportunities and share equally the benefits of development. Overall Objective: To achieve equitable access, participation and achievement in life- long education for disadvantaged communities in Fiji and improve quality and outcomes. 5.2 Project purpose To create enabling environments that increase learning and employment opportunities for disadvantaged communities, to develop the values, attitudes, knowledge and skills cognisant o f their cultural heritages, to prepare them to be responsible and productive citizens in their communities and our society. 5.3 Results The study identified 8 strategies based on its assessment of stakeholders' priorities, educational challenges and issues found in rural and wider communities: (1 ) Planning, and management; (2) infrastructure and materials; (3) Curriculum reform; (4) Educational outcomes; (5) Processes and mechanisms inc. human resources dev.; ( 6 ) Monitoring and evaluation; (7) co-ordination; (8) Non-fonnal and techlvoc education. The strategies are inclusive but due to financial considerations the project can address only some (see Key Result Areas, below). It is noted that for the other areas identified other aid donors are active (cf. section 6.2). Key Result Area 1 - Improved infrastructure and upgraded facilities To assist schools with infrastructure needs, inc.: classrooms, libraries, labs, dormitories, teachers' quarters, kitchens and dining rooms, water supply and sanitation. In some cases the electricity lines pass nearby but there is no connection to the school, the project can pay for connecting the school in these cases. It can also assist in improving access (roads, bridges, jetties) to schools. The concrete activities that will be funded will be identified on an annual basis. They will be those that facilitate education for the most disadvantaged communities, reduce the flow of students from rural to urban areas, and provide an incentive for teachers to take up appointments in remote areas. Key Result Area 2 - Capacity building and enabling environment Teacher training is a priority and teaching experience in rural areas will be the focus. AUSAid is assisting the Lautoka Teachers College (LTC), the largest teacher training school in the country, to reform its curriculum and training methods. This is complemented by an 8* EDF project to up-grade 1,TC's physical infrastructure. FESP- EU will address any gaps that may remain in this area, in particular the organisation of practicums in remote areas, thus enabling the future teachers to have a guided experience in a difficult environment, corresponding to their most likely first posting. At the same time existing policies and guidelines will he reviewed to ensure that enabling environments are put in place to move developments particularly in the areas of curriculum reform, targeting techlvoc education. 'The project will also provide training for MoE and other relevant line ministries, NSA, school committees, and Provincial Councils, including field staff. Key Result Area 3 - Quality and adequate resources and materials Schools in disadvantaged communities will receive support for teaching resources including equipment, teaching materials, books, computers (where they can be serviced) and labs. Many of these materials can also be used for non-formal classes and summer programmes. Key Result Area 4 - Effective and efficient processes and mechanisms Effective co-ordination, especially between the MoE and other line ministries is critical, ensuring that there is a holistic approach to up-grading rural life, community participation and ownership of education for long-term sustainability. The project will promote co-ordination between ministries, tertiary institutions, NSA, donor agencies, regional and multinational organisations, so that developments in education are harmonised and duplication avoided. Furthermore structures of education at national, provincial, community and school levels will be strengthened to implement MoE policies and plans. Monitoring, supervision and evaluation mechanisms will be developed and the roles and responsibilities of officers at different levels identified. Key Result Area 5 -Community building through education and partnerships Non-formal education and community awareness programmes will be part of the project. Areas identified include: carpentry, farming, smalllmicro enterprise, handicraft, flower management, learning conversational Fijian, Hindustani and English, the law and security. Retired teachers will he encouraged to teach in the communities. NSA, MoE, MoY and schools will work in partnership to ensure access to these programmes. 5.4 Activities Activities will be decided on an annual basis, according to MoE's priorities and the support of other donors, and included in Annual Work Programmes (AWP). Given that the Fiji Education SWAP is in its infancy stages, AUSAid's intervention has been designed along specific components, covering mainly strategic planning and management, teacher training and curriculum development. Consequently, it is foreseen that the EDF will focus on complementary activities, such as: infrastructure development including upgrading of school facilities, teachers' quarters, libraries and laboratories; training at various levels; community non-formal education programmes; strengthening MoE and MoY; and capacity building of NSA. 5.5 Indicators a) I m ~ a c t Indicators (long-term) based on MoE and strategy. Indicators for the SWAP are being developed but, given their present unavailability, we are now identifying 5 impact indicators, for which the source of verification will be MoE annual statistics: 1. student retention rate; 2. examination results in literacy (English, Fijian, Hindi), maths and science; 3. percentage of schools rating classrooms as adequate. A further one refers to non-formal education; 4. # enterprise projects established yearly by ex- trainees of rural youth training programmes; 5. Number of teachers that receive special training for teaching in rural areas. b) Short-term Indicators, will be identified annually as part of the AWP and will stem directly from the activities identified (eg. number of schools refurbished, number of formal and non-formal training courses delivered, such equipment delivered, etc.). 6. Project Analysis 6.1 Lessons from Past Experience Many lessons were learnt from visits, meetings, "talanoa" sessions and workshops. A key recognition was that rural education is expensive and challenging. While there is willingness, and in some cases commitment, to improve conditions, the lack of resources is a problem. Of the schools visited, there were good practices and successful schools and there were also failures in terms of reduced size o f the school role and poor examination results. Of the "good" schools, a number of clear characteristics emerged: good leadership, strong school committees, dedicated teachers, presence of income-generating projects, existence of a strategic plan, parental and community involvement, use of IT, good facilities, electricity, safe water supply, adequate roads and a focus on appropriate curriculum. Teachers that had proficiency in Fijian, Hindustani and English and understood the different cultures of the students, proved to be successful. In the least successful schools, commitment and good leadership were absent. A number of different models in improving rural education were considered and a "Learning Centre" model was identified as appropriate. This model sees a school where classes are inclusive from pre-school to adult non-formal education; classes are offered throughout the day till the evening; the curriculum is all inclusive with academic and vocational courses mainstreamed; more application than theory; franchise FIT, TPAF and USP Foundation courses; learning is linked to life and income-generating projects. In summary, the role of the school must be inclusive, catering for the needs of children and members of the entire community who wish to learn. Furthermore, for remote areas, it was clear that good communication was important for survival. Environmental issues were also important. Teacher incentives, good staff quarters and motivation were necessary to attract good quality teachers. Children, youth and adults will continue to migrate to urban areas in search of good education if facilities and the factors identified above are not present in rural areas. 6.2 Linkage with Other Operations A large number of donors are active in education, most have small-scale operations, with the notable exception of AUSAid and JICA.The donor coordination group, chaired by MoE, meets quarterly and informal contacts between the major donors are kept on a regular basis. AUSAid is supporting the FESP with an AUS$8 mill contribution over 3 years, which can be extended to 5, in which case additional resources will be provided. JICA's contribution is directed mostly to education infrastructure and equipment and for special education. The ADB is fmalising the "Alternative Livelihoods Project" consisting of youth/adult non-formal education and training, in particular to assist in finding alternatives to sugar production. Some government agencies offer training for children and adults: the Fiji Institute of Technology (FIT), Training and Productivity Authority of Fiji (TPAF) and USP offer short-term courses, distance education programmes and summer schools in addition to their regular courses. 6.3 Results of Economic and Cross-sectoral Appraisals The most recent report on poverty (1997) states that 25.5% o f Fiji households live below the poverty line, equivalent to an income of less than €1,385.4/ycar for a family of five. These tend to concentrate in rural villages and urban poor areas. But since the political disturbance in 2000, poverty increased significantly and it is believed that it is close to 50%. Bureau of Statistics' 2002 figures indicate a high level of migration to urban areas. Over 40,000 live in squatter conditions. Many of these come to the city seeking better education opportunities for their children, others due to the expiry of (rural) land leases. These are among the primary beneficiaries of the project. Gender aspects in the activities will be fully covered. Most NSAs in the country are headed by women who will be involved in the Project's Steering Committee. The participation of the village and urban poor communities in income generating projects will be encouraged, so as to assist in the financing of rural schools and the business sector will be encouraged to support training and the establishment o f new small micro enterprises. 6.4 Risks and Assumptions At the national level the risks of not achieving the project's key result areas have been assessed as low because of GoF's strong commitment to improving education. However, there is a risk linked to the absorptive capacity of the different actors (GoF agencies and NSA). This will be managed by ensuring that AWPs do not overburden the existing capacity: when such a case is detected, resources will be channeled to other priority areas until the backlog is absorbed, or, if possible, additional resources will be channeled to increase the implementation rate. The risk of duplication of donor programmes and resources is being addressed by the SWAP process, aligning donor interventions with MoE priorities. Regular (quarterly) donor meetings are now being held with MoE. At the MoE implementation level, the risk will be minimised because the project team will be housed within MoE, together with the AUSAid and JICA teams. Quarterly audits, including value for money appraisals, will be performed to address the risks of misappropriation of funds. 7. Project Implementation 7.1 Physical and Nan-Physical Means A) TA - 4 professionals: project director, with education management background, a project manager and two senior education advisors: one with some technical engineering skills and the other with community skills. Two of these will he senior MoE staff deployed to the project and paid by it (according to PSC scale), thus allowing MoE to recruit temporary staff to replace them; they will reintegrate MoE at the end of the project. The project director position will be advertised internationally allowing local, regional and international candidates to apply, and the others locally. The project will also be able to recruit short-term technical expertise for specific needs, and local administrative and financial support. Other related inputs include: 2 AWD vehicles (for access to the interior), office furniture and equipment, consumables, travel and operating costs. B) Training-of MoE, MoY and other GoF agencies' staff and NSA, including staff in the field and of school principals, managers, committee members, etc. C) Infrastructure-as per section 5.3. Concrete activities will be detailed in each AWP D) Learning resources-including books, lab equipment, computers (when appropriate), etc. Concrete materials and equipment will be detailed in each AWP. 7.2 Organisation a n d Implementation Procedures The overall responsibility for the programme will reside with the NAO; MoE will be the implementing agency and MoY will be consulted for non-formal education under their responsibility. The AWP will be scheduled to coincide with the national Budget and be submitted to Parliament as part of the Budget, thus MPs will have the opportunity to approve both exercises simultaneously and to verify complementarity between them. MPs will also be invited to check implementation of the programme. The project director will prepare quarterly reports including financial statements. Independent audits will be undertaken on a quarterly basis, in conformity with EC regulations. The AWPs will comprise both the government and the NSA allocation. The NSA targeted allocation of 15% of the NIP should be interpreted as a final calculation, the process should be flexible allowing for yearly fluctuations resulting from special circumstances affecting NSA capacity and particular opportunities. GoF allocation-MoE drafts the AWP, assisted by the project team, in consultation with MoY and other relevant agencies. The draft AWP is approved by the NAO and then presented to the EC Delegation. After agreement by the Delegation the final draft is presented to Parliament as part of the Budget exercise, for approval. It will then be officially submitted to the EC for final approval. NSA's advice will be sought on the approved AWP and on implementation of previous AWP. Their advice is particularly important because of their grassroots links. NSA are expected to report the views of the direct beneficiaries in matters concerning priority issues, location of facilities, particular concerns of vulnerable groups, etc. The advice provided by the NSA will be recorded and followed in the context of subsequent AWP whenever possible, otherwise a justification will be provided by the NAO. NSA allocation-the Secretariat of the "Fiji Forum of NSA" is responsible for screening the individual proposals and, based on previously agreed criteria, to select the concrete NSA projects to be funded, and to present these in a coherent work plan to be submitted to MoE for inclusion into the AWP. This exercise will take place annually and the process must be concluded in time for inclusion of the NSA component in the draft AWP before its submission to the NAO and EC Delegation. Special provisions for the 1% year: should EDF requirements for project approval prevent the 1" AWP to be presented to Parliament simultaneously with the 2005 Budget, a presentation can be made a soon as possible afterwards, following the standard procedure for budgetary increases. Annual transfer o f fbnds-upon EC approval of the AWP, an amount equivalent to its estimated cost will be paid into an ECIGoF double signature account at the Reserve Bank of Fiji. Thereafter, 50% of the AWP cost estimate shall be transferred from this account, as an advance, to the GoF general account, for the funding of activities identified in the AWP. A subsequent transfer of a maximum of 40% will be made upon receipt of quarterly reports, contiming expenditure of at least 80% of the advance. At the end of each year the NAO and the Head of Delegation will review and acquit the previous year's expenditures and, after an audit by certified chartered accountants, sanction the payment of the difference between the actual expenditure and the advances. Over expenditures will be financed by the GoF, under expenditures will roll into the following year's AWP. Contracts for audits and evaluation will not be part of AWP. They will be signed between the Delegation (acting on behalf of the NAO) and independent consultants recruited according to EDF rules. The AWP will follow standard EDF rules and procedures. In accordance with Article 16(8)(b) of Annex IV to the Cotonou Agreement, the NAO and the Head of Delegation maintain financial responsibility and monitor the operations regularly. 7.3 Appropriate Technology All programme interventions will use low-cost/low-technology inputs. Cyclone- resistant building methods will be used and training in maintenance will be given, where required. Availability of equipment servicing will be taken into consideration in elaborating the AWP; items will be excluded if adequate servicing is unavailable. 7.4 Timetable, Cost and Financing PIan For the purpose of Article 3 ("Duration of the project") of the Special Conditions of the Financing Agreement, the project shall start not later than I December 2004 and shall end by 3 1 December 2010 (to be revised by H e ) . The last possible date for individual commitments (signature of contracts or work plans) will be xx/xx/20xx (3 years after the date of the financing decision) (to beflnulised by Ha. The overall cost of the programme will be € 21 million. Expenditure will be spread over the first five years (2004-2009). Should needs and the country's absorptive capacity so justify, this timetable can he accelerated. The estimate cost breakdown of the programme is as follows (€) (details in A nnex 1): - TA and operating costs (inc audit & eval) 2.527.250 - NSA activities (15% oftotal as per NIP) 3.150.000 - AWP activities (as per section 7.1) 15.322.750 Total 21.000.000 7.5 Special Conditions/Accompanying Measures t o be taken by Government = the percentual allocation for Education in the national budget will be maintained within the average of the past five years, throughout the project's duration. it provides reports and accounts for each expenditure item approved and these are presented on time and according to a mutually agreed format it will meet any cost over-runs from its own resources infrastructure and equipment provided under the programme is duly maintained due consideration will be given to the advice provided by the NSA and a justification will be given when this advice cannot be followed m it will ensure that 15% of the total amount of this programme will be allocated to the NSA, as agreed, unless no suitable proposals are submitted 7.6 Monitoring Arrangements and Follow-up Regular monitoring of activities will be undertaken by MoE, MoY, NAO and the Delegation. The programme will have a Management Committee (MC) and a Steering Committee (SC). The MC composed of MoE, MoY, NAO, FIT, TPAF, USP and NSA will meet quarterly, or more often if necessary. The SC composed of MoE, MoY, NAO and other relevant agencies, will meet 6-monthly. The Delegation and other donors active in Education will be invited as observers to both MC and SC. 7.7 Reviews/EvaluatiouslAudits: Procedures and Reports All reporting will be the responsibility of the NAO, assisted by MoE, MoY and project staff. The "Fiji Forum of NSA" will forward to the project director timely and detailed reports, to be included in the quarterly reports. All reports will be distributed to the Delegation, the Parliament and the "Fiji Forum of NSA". The Delegation, in accordance with Article 23(6) of Annex 4 of the Cotonou Agreement, will contract certified chartered accountants to perform quarterly audits, which will include "value for money" analysis. These will be distributed to the Delegation, NAO, MoE, MoY, Parliament and NSA. A provision for Audit is included in the budget of this programme, it is understood that the Chief Authorising Officer, in accordance with Article 23 of the Financial Regulations, may use this provision to organize an independent Audit of expenditure realized under this programme. The Delegation, in accordance with Article 23(6) of Annex 4 of the Cotonou Agreement, will contract an independent consultant to perform a final evaluation of the programme upon conclusion ofthe last AWP. C SUSTAINABILITY 8. Measures Ensuring Sustainability 8.1 Ownership by Beneficiaries Wide stakeholder consultations will take place for the elaboration of AWP and follow- up: MoE, MoY, communities, school management and businesses. The fact that NSA will be invited to advice on the content and implementation of AWP will further ensure that different perspectives are taken into consideration. MPs will also be encouraged to check that the project's achievements match the expectations of their constituencies. Communities have thus 3 options to voice their opinions and influence the programme: NSA, their MPs and direct contacts with the team, the Delegation, MoE, MoY and other GoF agencies. 8.2 Cross-sectoral Sustainability Fiji is a multi-cultural society; the project will ensure that all ethnic communities will have equal access to the programme's benefits and that priority for project funding will be given to disadvantaged communities. Gender issues and the case of people with special needs (disabilities, for instance) will also be important considerations for determining priorities. The project is consistent with the "Education for All" initiative, the strategic development plans of the GoF and MoE, and the GoF's human resources development plan. These all address equity and access issues in education. 8.3 National Policy Measures GoF will remain committed to addressing the gaps and discrepancies between communities, and to empower and support disadvantaged ones, Provincial Councils and the NSA in the performance of their responsibilities. 8.4 Institutional and Management Capacity MoE will he the implementing agency and it has the capacity and will to implement the project. The project team will reinforce MoE staff, for the purpose of managing the additional resources thus made available. Furthermore the project, as part of its activities, will contribute, together with other donors, to strengthen the capacity of Ministries, schools, provinces and the NSA. 8.5 Complementarity and Seetoral Co-ordination Between Donors The project is part of a SWAP, aligned on MoE priorities (further details in 6.2) 8.6 Economic and Financial Sustainability In 1999, 43.4% of the Fiji population was between 1 and 24. The projections are that this category will continue to increase at an annual rate of 7%. The annual errlployment growth rate over the past 5 years has been between 2% and 4%. Over 25% are classified as poor. Limited investment and employment creation are concerns. GoF has put in place measures to deal with some of these difficulties: concentrating its efforts on job creation, on a more viable economy, on targeted growth in selected industries and encouraging small/micro enterprises. The rural areas arc o f special concern and development programmes are now becoming more rural focused. This project is essential and practical as it addresses real economic, financial and social needs. It is expected that improvements in education and the growth of income-generating projects will positively impact on development of disadvantaged areas, reduce the urban drift and bring about greater political stability and cultural cohesion. Under the project, physical facilities and other basic needs will be met. The project will contribute to raising the standard of education infrastructure to a desirable level. It is anticipated that not many new structures will be erected, activities will concentrate greatly on renovation of dilapidated buildings and some extensions, thus recurrent costs will be kept within manageable levels. Annex 1 TERMS O F REFERENCE F O R T H E IDENTIFICATION O F A RURAL EDUCATION PROGRAMME T O BE FUNDED BY THE 9T11 EDF, IN F1.n Background In recent years the European Development Fund (EDF) has concentrated its development programme in Fiji in infrastructure. The only recent EDF projects in Education have been the building of rural school facilities, under the Micro-projects programme. The up-grading and extension of the Lautoka Teachers College is currently being considered for EDF funding. In the near future, under the 91h EDF, assistance will focus on Rural Education and teclvoc studies. An indicative amount of EUR 2 1 million has been earmarked for this purpose. This includes a 15% allocatioll for activities to be implemented by non-state actors (NSAs). For information on the main features of the country and of the objectives of the 9"' EDF, please refer to the Country Support Strategy (CSS) document enclosed. Of particular relevance is the Report of the Fiji Islands Education CommissionF'anel, of 2000, which constitutes a recent and deep analysis of the sector and has been adopted as government policy. Purpose of the study Based on existing documentation and fieldwork, in particular the Report of the Fiji Islands Education Commission/Panel and any other relevant studies carried out at the initiative of the Government of Fiji (GoF) or other organisations, and on the GoF's official policy for Education, the consultant will draft a Financing Proposal abiding by the standard format approved by the European Commission for these purposes. This Financing Proposal will be consistent with the considerations and priorities referred in the Country Support Strategy for Fiji, for the 91h EDF. It will propose concrete activities to be financed by the 91h EDF and will provide details about the implementation modalities for each type of activities. Under the spirit of Cotonou, the consultant will include all relevant NSAs in all contacts and at all stages of the analysis and for~nulation of the proposal. Scope of work The consultant will present the most relevant features of the Education sector, not forgetting: Provision of services in Education and tecivoc studies - a quantitative and qualitative analysis, both in terms of infrastructure and service delivery and highlighting any major geographical disparities Identification of the permanent (such as remoteness of some communities) and temporary constraints of the sector Analysis of the relations between Education (including teclvoc) and Labour market requirements, including a particular reference to employment opportunitiesiself-employment creation in remote areas Government's priorities for Education and tecivoc Other donors' activities in Education and tecivoc (on-going and planned) Funding requirements in Education and tecivoc and how they are being met Production and availability of school books and other teachingllearning resource, if available data on pupil/resources ratios Training of teachers and retentionltumover rates Participation of local communities in the Education process, in particular advice on the feasibility of the beneficiary communities providing labour and locally available materials (those available cost free) for the maintenance of schools, dormitories and other Education facilities Incentives for teachers in remote areas - existing and innovative proposals, taking into consideration their impact on recurrent costs Issues of access (between the communities and the schools serving them) and facilities such as waterlsanitation, electricity and telecommunications Mncro-economic issues The study will also encompass an analysis of links between the Education sector and global macro-economic and other issues, such as: Impact of emigration on Education Details of government spending in Education, including mechanism for the delivery of capital and recurrent costs in remote areas National budget procedures, expenditure control and audit mechanisms. The Comn~ission is envisaging the possibility of gradually establishing a budgetary support mechanism for the delivery of its aid programme to Fiji. Information and recon~n~endations on these issues are thus of particular relevance. The above list is intended to guide the consultant in highlighting particular aspects of the analysis. It is by no means meant to be exhaustive. Progmmme proposal On the basis of the findings of the analysis, the consultant will make a concrete proposal for a programme to be funded under the 9'h EIIF, not exceeding the EUR 21 million earmarked for this purpose. It will abide by the official format approved by the European Commission for Financing Proposals for the EDF and include details pertaining to: Concrete scope and nature of the activities to be financed by the EDF. It is a matter of particular importance that the benefits of this Droeramme accrue to all ethnic groups in the country. The consultant will be required to prove this point and to analyse how these objectives can be attained against the background of the "Blue Print for Affirmative Action on Fijian Education". Project relevance and feasibility Relations between these activities and other relevant initiatives financed by the Government, other donors, NSAs andlor private entities Detailed proposal for a delivery mechanism for EDF funded activities. Implementation details, including: technical assistance needs annual work programmes limits of budget support possibilities, in view of present national budget and expenditure control mechanisms clear definition of responsibilities between each participating Ministry or othe~ government agencies and NSAs Participation of the "non-state actors" (NSAs). There is range of organisations active in Fiji, in the Education and tec-voc sectors. A number of relevant NSAs in this context has been identified by the GoF and have been involved in discussions on this subject. The consultant will: identify those that are mature for inmediate participation in the implementation of project activities and identify conditions for the later participation of others propose a mechanism and criteria for screening of NSAs and for submission and approval of NSA projects in this context Expected impact of the programme on standards of Education delivery, in particular in the most remote areas. Expected results. Gender analysis. Sustainability issues Analysis of main assumptions Identification of concrete indicators allowing for regular monitoring of progress and results. Bearing in mind that in Education impact of new initiatives can take several years to be felt, the experts will identify performance indicators that can be measured in the short-run and that are expected to contribute to the long-term success of the programme. These will provide useful guides for regular monitoring. In addition, resultsiimpact indicators, measurable only in mid to long term will also be identified. Dzlailed budget Calendar of activities, of expected disbursements and of expected results As referred above, this list is not exhaustive. Reporting requirements All the reporting in the context of this study will be in English. All reports will be presented in 20 copies: 4 for the Commission headquarters in Bsussels, 2 for the Commission Delegation in Fiji, 4 for the Fiji National Authorising Officer and 10 for the Fiji NSA Forum, for further distribution among local NSAs. The Fiji Delegation will also receive an electronic copy of all reports, in Word. The consultant will produce the following outputs: 1. Draft Report, based on the consultant's knowledge of the sector, her/his analysis of recent studies and discussions with GoF policy makers, NSAs and other donors. This report will include the main points of the analysis and the main topics of the Financing Proposal, including proposals for the implementation mechanisms. The report will be discussed with the Fiji and Commission authorities and Fiji NSAs, at a meeting that will be organised for this purpose in Suva. Comments on this draft report will be incorporated into the Final Report. 2. Final Report, including a draft Financing Proposal, to be presented two weelcs after the consultant receives the comments on the draft report. The Con~mission and Fiji authorities and NSAs will comment on this report within one month of receipt. 3. Revised Financing Proposal, to be presented one week after the consultant receives the comments on the Final Report and draft Financing Proposal. Expertise required Education Specialist - with at least 15 years professional experience, of which 10 in developing countries. Preference will be given to experts that have worked for long- term assignments in the field and to those with a working knowledge of the Pacific region and of Fiji in particular, as well as to those with knowledge of EDF procedures. Education Economist, to advise on the management and "delivery mechanisms" of the future programme - with at least 15 years professional experience, of which 10 in developing countries. Preference will be given to experts that have worked for long- term assignments in the field and to those with a working knowledge of the Pacific region and of Fiji in particular, as well as to those with knowledge of EDF procedures. The consultant will be fluent in English and will be an EU or ACP national Time schedule A total of 8 weeks (40 work days) has been envisaged for this consultancy. Annex 2 ESTIMATED POPULATION BY ETHNIC ORIGIN, SEX, AND AGE AS AT 31ST DECEMBER 1999 Total may not add to 100 due to rounding Source: Fiji Islands Bureau of Statistccs Annex 3 FIJI CITIZEN EMIGRATION BY RACE, SEX AND OCCUPATION - FEBRUARY 2001 OCCUPATION FIJIAN INDIAN EUROPEAN CHINESE ROTUMANS PACIFIC PART OTHERS TOTAL ISLANDS EUROPEAN M F M F M F M F M F M F M F M F M F Professional, Techtllcal 5 3 37 33 1 0 1 1 0 0 0 0 0 1 0 0 44 38 & Related Workers -- Adnumstrat~ve and 2 2 26 6 1 0 0 0 0 1 0 0 1 0 0 0 30 9 Managenal Workers Clencal S u p e ~ s l o n & 1 1 17 24 0 0 0 0 0 0 0 0 0 1 1 0 19 26 Related Workers Sales Workers 0 0 5 2 0 0 0 0 0 0 0 0 0 0 0 0 5 2 Service Workers 3 4 2 0 0 0 0 0 0 O 0 0 0 0 4 5 o i Agnculture, Antmal 3 0 15 1 0 0 0 0 0 0 0 0 0 0 1 0 19 1 Husbandry, Forestry Workers & Fishermen ProducQon Workers, 2 1 40 3 0 0 0 0 0 0 0 0 0 0 0 0 42 4 Transport Equ~pment Operators & Labourers Workers not 16 18 104 189 0 0 3 2 0 0 0 0 2 2 0 1 125 212 Class~fiable Totals 30 28 248 260 2 0 4 3 0 1 0 0 3 4 2 1 288 297 J 58 508 2 7 1 0 7 3 585 % TOTAL 9.9 86.7 0.3 1.2 0.2 0.0 1.2 0.5 100.0 Source: Fiji Islands Bureau of Statistics. Statistical Neuzs RESIDENT DEPARTURES; NUMBERS BY PURPOSE OF ABSENCE PERCENTAGE CHANGE: QUARTER OVER CORRESPONDING QUARTER IN PREVIOUS YEAR Source: Embarkation and Disembarkation Cards -Department of Immigration * Includespermif holders and erempteilpersons who lefi the cou~ztiypermanenflj~ at the expily oftheir term ofstay Education budget as a percentage of the National Budget, 1997-2003 Year Total National MoE Budget FIT Budget Grant to USP % of National Budget ($1 ($1 Budget spent on education (including FIT and USP) Note: FIT has become fully autonomous from 1/1/1996 Education Expenditure (Excluding USP and FIT), 1997 - 2001 Year Total National Budget Recurrent Budget Capital Budget % of total Budget ($, (5) ($) -.._______ 1997 1,036,349,100 133,281,000 2,562,000 0.22 1998 1,123,342,400 137,734,000 2,878,000 0.25 1999 1,074,990,400 151,008,000 2,332,000 0.22 2000 920,089,900 170,818,000 3,448,000 0.37 2001 1,096,847,500 186,678,000 4,106,000 0.37 2002 1,273,251,000 192,480,200 7,864,000 0.61 6,365,000 0.51 Distribution of Primary Schools, Enrolment, Teachers: 1997 - 2001 Item Govt Nan- Total Rural Urban Female Male Total Teachers: Teachers: Total schools Govt schools Schools Schools enrolment enrolment enrolment Rural Urban teachers Note: The vagueness of defmition of "Rural" has meant that the data are a little mixed-up. According to the Bureau of Statistics definition, "Rural" means 20 km and beyond from the CBD. The Ministry of Education has 4 categories of schools: Categories 3 and 4: beyond 20km; and Categories 1 and 2: within 1Okm of the town areas. Because of this, the interpretation of rural across the board, and at all levels is not clear. Consequently the distribution of funds can be seen to be unclear and undefmed. In addition, it has not been easy to get data on gender, distribution of teachers, and retention numbers in the rural arcas. Only 2001 figures are provided here for teacher distribntioo. Distribution of Secondary Schools, Enrolment, Teachers: 1997 - 2001 Note: The vagueness of definition of ''Rural" has meant that the data are a little mixed-up. According to the Bureau of Statisticsdefmition, "Rural" means 20 km and beyond from the CBD. The Ministry of Education has 4 categories of schools: Categories 3 and 4: beyond 20km; and Categories 1 and 2: within lOkm ofthe town areas. Because of this; the interpretation of rural across the board, and at all levels is not clear. Consequently the distribution of funds can be seen to be unclear and undefined. In addition, it has not been easy to get data on gender, distribution of teachers, and retention numbers in the rural areas. Only 2001 figures are provided here for teacher distribution. Annex 7 Secondary School Grants: 2001 Grants Per capita p t - day school Per capita p t - boarding schools - - Tuition fee free 803,273 5,522,727 6,326,000 Remission of fees 138,211 661,839 800,050 Total 1,057,846 6,785,122 7,842,968 Annex 8 Primary and secondary rural schools without electricity (20km and beyond), 2003 Education District Schools ITIesel / solar / None Comments Electric~ty can be supplied immediately Ba-Tavua 1 6 1 4 1 1 2 Cakaudrove 53 29 A large area without electricity / 24 I I 1 I Eastern (including Lau, 103 66 2 35 Those schools with diesel suffer from frequent shortage of supply Lomaiviti and Kadavu. of diesel as well as maintenance problems. Often there are no Rotuma) skilled people available to maintain the generators. In remote islands, the lack of a regular shipping service results in the schools going without electricity for long periods. Consequently, classes are affected particularly science and computer classes / needing regular electricity supply. Lautoka-Yasawa (including 1 16 1 9 1 1 7 1 Nadi) 1 1 1 1 I Macuata-Bua 1 59 1 25 1 / 34 / Large area without electricity Nadroga-Navosa 20 14 6 Wausori (including 40 18 22 Many of the schools are near the FEA grid and can be supplied Naitasiri, Tailevu) with electricity immediately. Will be included in the FEA - , ". scoping work recommended to be undertaken immediately Ka 1 .r / LL 1 0 1 1 13 1 Suva (including Serua and 1 15 11 / 4 1 Namosi) 'l'otal 333 ~ i 2 2 149 Of the total number of schools, 864, 38.5% of schools have no regular electricity supply. Of the 38.5%, 17% or 149 schools have no electricity at all and these are priority; I82 schools or 21% have diesel generators but these can he problematic. Annex 9 Water supply in schools D- Tank P ' P ~ Well Borehole fiver Stream / Town Supply Village supply School own supply Ba-Tawa 3 8 0 6 0 0 32 6 8 Cakaudrove 8 23 1 1 1 0 5 11 14 Eastern -- -- 7 5 0 - 7 % 1 (I 1 < A ?? - a - 7 1 L Lautoka-Yasawa 8 1 I 0 7 0 0 51 4 3 - Macuata-Bua 1 24 2 13 0 0 19 10 16 Nadroga-Ravosa 12 6 4 16 1 1 10 3 7 - p p p Nausorl 15 28 0 2 40 7 Ra 0 9 2 3 0 0 8 14 5 Suva 2 16 0 0 - 7 0 54 4 3 Total 87 150 9 50 5 3 Note: Many of the schools with water supplied by the t o m s , are in urban areas. Generally, those with tanks; pipe, well, borehole, stream and o u n school supply are rural schools. We can, therefore, estimate that schools need safe and regular supply of drinking water. Safe and healthy water supply is a basic need for all schoois. Many of the schools need to have safe drinking water. Many schools in the islands have water tanks that collect rainwater; some rely on springs. Annex 10 EU - FIJI RURAL EDUCATION PROJECT (2004 - 2008) POLICIES AND GUIDELINES Existing Need Revision Relevant to Rural Education Gaps 1. Education Act Central Administration Yes Yes De-centralisatiod Devolution Education Forum Yes Yes Include creative thinkers and people with foresight Curricula and Examination Yes Yes Develop policies on Curriculum Development Unit and Examination Unit Develop curriculum guidelines for both primary and secondary. Management of Schools Yes Yes Partnership in Education, Qualification of School Management Roles and Responsibilities Control of Schools Yes Yes Authorities and location of Schools Teachers No Yes Teacher Registration Board- to control and supervise pre- service and in- service training, teacher condition, discipline, ethics, performance, promotion etc Fees Yes Yes Standardization of fees Medical Inspection Yes Yes Health regulation to govern meals at both day and boarding schools Compulsory Education Yes Yes Compulsory Education Policy- Class 1 to Form 4 2. Regulations Scholarship Conditions Yes Yes Policy to assist rural students in secondary and tertiary education. Policy governing in- servicing of teachers with particular attention given to rural teachers / Establishment of School Yes a Yes / Control of location and school size Inclusion of small village school (kindergarten to class 4) Recognised Subjects Yes Yes Inclusion of PEMAC, Culture and Vocational Courses as integral part of primary and secondary curriculum Registration of Schools Yes 1 Private Vocational Schools Minimum Requirements for Yes Need formalisation Buildings and Equipment in Schools Certificate and Licence to Yes Yes Review Grant in Aid Teachers Teach and temporary civil servant teachers. Rural appointment and allowance Fees Yes Yes Tuition fee free grants, building grants, per capita grants and remission grant Education Grants Yes Yes Review tuition fee- free- grants! Building Grants! per capita grantsf Hostel Grants and Remission Fees Financial Management Yes a Yes Financial management in schools Corporal Punishment Yes * Yes Children's right to he considered Absence from duty Yes Yes Withdraw seven consecutive days of absence Early Childhood Education Yes * Yes To merge with Class 1 to 4 in small village primary schools Primary Education Yes Yes General guidelines governing the formation of primary education. Example - Teacher qualification, terminal point and curriculum Junior Secondary and 1 Yes Yes General guidelines governing Secondary Education secondary education. Example- teachers qualification, terminal point and curriculum Yes General Guidelines governing School Based Technical 1 Yes Tech Voc, to include teachers, Vocational Education curriculum, facilities, management and assessment Integration of Vocational Education into main stream academic up to Form 6 / r Need for National Oualification 1 Private Vocational Yes Yes Standard Institution 1 Teacher Training College's Yes Yes r Policy to be formulated by the Teacher Registration Board I 3. POLICIES TO BE PUT IN PLACE IN ADDITON TO THE GAPS Financing of Education School Review Standard Monitoring and Accountability Affmative Action for Fijian Education and Disadvantaged Student in peri- urban areas Production of Education Resources Rural Appointment and Allowance Special Education Advance Vocational Training Risk Management Children's Right Operation of Boarding School Community Awareness Prograd Adult Education Rural Education Distance Learningi Information Technology Resourcing of Schools School Int?astructure Research Development and Planning Participation, Access and Equity Quality Assurance Language and Culture Partnership in Education School L i b r m Drugs, Substance and Abuse Annex 11 FIJI RURAL EDUCATION PROJECT (FREP) TEAM MEMBERS Dr Ana Taufe'ulungaki, is the new Director of the Institute of Education, the University of the South Pacific. She has had over 30 years education management experience with particular focus on education planning, management, curriculum development and administration and has undertaken consultancies in these fields. She is an expert in education in the Pacific and developing countries, and is an active researcher. Dr Esther Batiri Williams is University Librarian at the University of the South Pacific and has had over 30 years experience in education and libraries and information technologies. She was one of the Commissioners of the 2000 Fiji Education Commission and has been active in trying to play some part in improving education, libraries, communication and gender issues in the region. Her interest in research is in electoral politics and has just completed heading a research team evaluating the Fiji Computer Studies Curriculum. Dr Akhilanand Sharma is Associate Professor in Education at the University of the South Pacific and is an expert in vocational education. He has had over 35 years experience in educational planning, administxdtion and management. Ile is an active researcher. He assisted the Fiji Education Commission in their work especially on the chapter dealing with vocational education in Fiji. Dr Akanisi Kedrayate is Head of the School of Humanities at the University of the South Pacific. Her expertise is in non-formal education and education administration and has conducted research in these areas. She is also community worker and takes keen interest in students performance and improving conditions for them at all levels. Dr Salanieta Bakalevu is Instructional Designer, Distance and Flexible Learning Support Centre at the University of the South Pacific. Her area of expertise is in examining and understanding the impact of culture on a students' performance. Her long experience working with Fiji Government and working at the Fiji Institute of Technology, brought useful information to the Team Mr Anare Tuitoga is from the Distance and Flexible Learning Support Centre at the University of the South Pacific and his experience in teaching in schools in rural areas and urban poor areas brought added value to the work of the Team Ms Sereana Tagivakatini, Ms Reijieli Racule, Mr Henry Elder, Sereima Lumelume are all part of the Team and are TOE staff. Mr Elder and Ms Racule's past experiences in schools, proved very useful to the project. Their collective contribution, participation in site visiting and their input to the project was very useful. Mr Ilaitia Tamata, Legal Advisor, assisted the team in site visits and meetings. His experience in community work and howledge of the needs of people proved useful for this project. Mr Joe Nainima was seconded to the Team to work on this project. He proved to be very useful and provided the link between the Team and the link with the MoE. IIe assisted the Team in other areas as well. Joseph Veramu is lecturer, Department of Education and Psychology, School of Humanities. He has just completed PhD studies on education and community development and is active in community communication activities and youth development. Annex 12 LIST OF PEOPLE, ORGANIZATIONS, MINISTRIES, SCHOOLS AND NSAs, CONSULTED NATIONAL GOVERNMENT: Prime Minister's Office Hon. Laisenia Qarase, The Prime Minister Mr. Joji Kotobalavu, Permanent Secretary Mr. Amraiya Naidu, Ambassador at Large Political Parties Hon. Mahendra Chaudhary, Leader of Fiji Labour Party, Hon. Pratap Chand Hon. Mick Beddoes, Leader for Opposition, Ministries Mrs Alumita Tagenesia, Permanent Secretary, Ministry of Education Dr. Cornelius, Ministry of Health Mr Jone Navakamocea, Mr. Joela Cama, Mr. Luke Korosave, Ministry of National Planning Mrs Saipora Mataikabara, Mr Alifereti Naioko, Ministry of Regional Development Mr Josefa Matau, Ms. Vani Samuwai, Ministry of Youth and Sports Mr Imitiaz Khan, Ms. Arieta Gonelevu, Ms. Makerita Sauturaga, Ministry of Energy Mr Josefani Bola, Ms. Lilieta Gavidi, Ministry of Fijian Affairs, Culture and I-Ierilage Mr Naipote Katonitabua, Ms. Kelera Vakaloloma, Ms. Sereima Bulouniwasa, Ministry of Finance Mr Parayame Cakacaka, Senior Education Officer, Ministry of Education, Rewa District Mr. Filipe Jitoko, Deputy Secretary, Ministry of Education Mr Joe Natau, Ministyr of Education Mr. Peni Turaga, Senior Education Officer, Nausori Secretariat of the Great Council of Chiefs Mr. Asesela Sadole, Secretary, Great Council of Chicfs Mr. Leiakini Rarubi, Research Officer, Great Council of Chiefs Provincial Councils Bna Provincial Council Mr Sitiveni Lalibuli, Cakaudrove Provincial Council Mr Ului Qumivutia, Mr Malakai Vunibaka, Senior Educat~on Officer (Cakaudrove), Savusavu Kadavu Provincial Council Rt. Joe Nawalowalo, Chairman Mr Emosi Qovu Lau Provincial Council Members Lau Strategic Planning Group Lomaiviti Provincial Council: Mr. Arnena Banuve - Vice-Principal, Koro High School Mr. Apao Solomone - Principal, Levuka Public School Ms. Ateca Williams - Chairperson, 1,omaiviti Provincial Education Committee Mr. Beniamino Tawake - Principal, Gau Secondary School Dr. Isimeli Cokanasiga - MemberiConsultant Mr. Joeli Bogitolu - Principal, Delana Methodist Righ School Mr. N. Bulamaihau - Chairperson, Lomaiviti Provincial Council Mr. Sakiusa Sing -Principal, St. Johns College Lomaiviti Education Committee Members Naitasiri Provincial Council Mr. Tsikeli Nasoga, Provincial Council Education Committee Chairperson Mr. Mitieli Ralesi, Provincial Council Education Committee Men~ber Mr. Peceli Rinakama, Provincial Council Education Committee Member Prof. Asesela Ravuvu, Provincial Council Education Com~nittec Member Ratu Inoke Takiveikata, Turaga Qaranivalu Ro Peceli Seru Tuisese, Chairman Mr. Romisi Qereqeretahua, Provincial Council Education Committee Member Mr. Sovari Rokotuivuna, Roko Tui Naitasiri Mr. Tevita Koroi, Provincial Council Education Committee Member Mr. Vili Kanatahua, Head Teacher, Naluwai Namosi Provincial Council Mr. Eliki Rahuka and members of Namosi Provincial Council Mr. Kasanita Seruvatu, CDU Rewa Provincial Council Rt. Timoci Vulaidausiga, Serua Provincial Council Mr Niko Tawayaga, Tailevu Provincial Council Head Teachers &Managers of some schools Lagisoa Delana Roko Tui Namata Roko TUI Rewa Roko Tui Tailevu Rt. Emor~ Latitoga Rt. Tanoa Cakobau Teachers Unions . Mr. Govind Singh & Mr. Mahendra Pal, Fiji Teachers Union . Mr. Tevita Koroi, Mr. Maika Namudu, Iosefa Volau, Waisake Kedtaika, Fijian Teachers Association SCHOOLS - Primary and Secondary Members of the School Committees, PrincipalsIHeadteachers and Teachers Adi Elaine Primary School, Wainunu, Bua Adi Maopa Secondary School, Lomaloma Batinikama Junior Secondary School, Macuata-Bua Bayly Memorial School, Ra Bemana Junior Secondary School, Nadroga Bouhale Indian School, Lahasa, Macuata-Bua Bua District School, Macuata-Bua Bulavou District School, Macuata-Bua Burehesaga District School, Rewa Cohoi Sanatan Dharam School, Bua Daku Bharitya School, Macuata-Bna Dakuivuna Village School, Korovou Davota Indian Primary School, Davota, Tavua Dawara District School, Dawasamu District School, Tailevu Delana Methodist High School, Levuka, Lomaiviti Dobuilew Muslim Primary School, Ra Dravuni Primary School, Dravuni, 0110, Kadavu Dreketi District School, Rewa Dreketi High School, Macuata-Bua Dreketi Indian School, Macuata-Bua Duavata District School, Macuata-Bua Ellington Primary School, Ra Galoa Island Primary School, Macuata-Bua Gau Secondary School, Gau Kaha Fijian School, Tailevu Kadaw Provincial Secondary School, Kavala, Kadavu Kavanagasau Secondary School, Nadroga Korotari Arya Primary School, Macuata-Bua Krishna Jamardhan School, Tailevu Labasa Arya Secondary School, Macuata-Bua Labasa College, Macuata-Bua Labasa Muslim College, Macuata-Bua Lagalaga Indian School, Macuata-Bua Lamiti Malawai School, Gau Latu Luke Memorial School, Bua Lautoka Fijian School, Natokowaqa, Lautoka Lautoka Muslim Primary, Lautoka Lawaki District School, Tailevu Lekutu Bhartiya School, Korokadi, Macuata-Bua Lekutu Secondary School, Macuata-Bua Levuka Public School, Lewka, Lomaiviti Liwativale Primary School, Ra Mahula District School, Lau Magodro District School, Bukuya, Yasawas Mali District School, Macuata-Bua Maramarua District School, Macuata-Bua Mataso Primary School, Ra Muanidevu Indian School, Macuata-Bua Muaniweni Indian School, Naitasiri Nabala Junior Secondary School, Macuata-Bua Nabau District School, Ra Nabitu District School, Tokatoka, Tailevu Nabua Prmary School, Nabua, Cakaudrove Nacavanadi Village School, Gau Naceva District School, Soso, Kadavu Nadarivatu Primary School, Ba-Tavua Nadarivatu Secondary School, Ba-Tavua Nadi Muslim College, Nadi Nadi Muslim School, Nadi Nadogo Secondary School, Macuata-Bua Naduna District School, Naitasiri Naduri District School, Macuata-Bua Nadumloulou Fijian School, Kasavu, Naitasiri Naikelikoso Primary School, Wainikoro, Macuata-Bua Nailagotabua Primary School, Verata, Tailevu Nailega District School, Tailevu Naililili Catholic School, Rewa Naivicula District School, Tailevu Naiyala High School, Wainihuka, Tailevu Nakauvadra High School, Ra Nakauvadra High School, Ra Nakavika Primary School, Namosi Nalawa Central School, Ra Naleha College, Macuata-Bua Naloto District School, Ba Namata District School, Tailevu Namena District School, Tailevu Namosi Secondary School, Namosi Namuaniwaqa Primary School, Ra Naqali District School, Naitasiri Narocake District School, Gau Nasarawaqa Indian School, Macuata-Bua Nasau Primary School, Ra Nasautora District School, Tailew Natovi Primary School, Tailevu Nausori District School, Nausori Navai Primary School, Macuata-Bua Navatu Fijian School, Ra Navosa Cenkal College, Navosa Navukailagi District School, Gau Nawaikama Dishict School, Gau Niusawa Methodist High School, Taveuni Nukulua College, Ba Nukulua Primary School, Ba Penang Sangam High School, Ra Pundit Vishnu Deo Memorial College, Lautoka Qelemumu Primary School, Macuata-Bua Queen Victoria School, Tailevu Ra High School, Rakiraki Rakiraki Methodist Primary School, Ra Ratu Mara Vocational College, Lakeba, Lau Ratu Nalewavadra Public School, Nausori Highland, Lautoka-Yasawa Ratu Navula Secondary School, Lautoka Ratu Sauvoli Memorial School, Noco, Rewa Ratu Varani Memorial School, Naceva, Kadavu Ratu Veikoso Primary School, Buretu, Tailevu Rewa District School, Rewa Rewa Secondary School, Rewa Richmond Methodist High School, Richmond, Kadavu Saqani Junior Secondary School, Savusavu, Cakaudrovc Sawaieke District School, Gau Shantiniketan Pathshala, Naitasiri Sigatoka Valley Junior Secondary School, Nadroga Solevu Junior Secondary School, Solew, Macuata-Bua St. James School, Lewka, Lomaiviti St. John Bosco Secondary School, Suva St. Johns College, Cawaci, Levuka, Lomaiviti St. John's School, Wailoku, Suva St. Paul's School, Naviavia, Vanualevu Tailew District School, Tailevu Tailevu North College, Tailevu Toga District School, Rewa Tokaimalo Primary School, Ra Turagabeci Primary School, Rewa Ucunivanua District School, Verata, Tailevu Vanuaso District School, Gau Vatukacevacava Village School, Ra Vatum District School, Nagado, Lautoka Veinuqa District School, Namosi Vione Primary School, Gau Viria District School, Naitasiri Viria Public School, Naitasiri Vudibasoga Catholic School, Macuata-Bua Vugalei District School, Tailevu Vuniboki District School, Verata, 'Tailevu Vunicibicibi Secondary School, Muaniweni; Naitasiri Vunikavikaloa Arya Primary School, Ra Vunimoli Secondary School, Macuata-Bua Vunisei District School, Kadavu Vunivau Bhartiya School, Bua Vunivutu Primary School, Macuata-Bua Vutia District School, Rewa Wailevu West District School, Cakaudrove Wailotua District School, Nayavu, Tailcvu Waimari Primary School, Tailevu Wainibuka District School, Nayavu, Tailevu Wainibuka Junior Secondary School, Nayavu, Tailevu Waiqele Secondary School, Macuata-Bua Wairiki Primary School, Macuata-Bua Wavuwavu Indian School, Macuata-Bua Yasayasa Moala Junior Secondary School, Lau Aid Agencies Mr Mosese Waqa, JICA Ms Losalini Kelci, ILO Ms Maria Ralha, Mr Paul Bourdaux, European Union Ms Stacey Tennant, AusAid Ms. Nicki Wrighton, Mrs Faga Semisi, NZAid Training Institutions: Dr. Fele Nokise, Pacific Theological College Dr. Priscilla Puamau, Fiji College of Advanced Education, Nasinu Dr. S. Muralidhar, SOH & Dept of Education & Psychology, USP Ecun~enical Community Training Centre, Nasinu Monfort Technical Institute, Savusavu Mr Ambika Prasad, Lautoka Teachers College Mr Kolonio Meo, Fiji Institute of Technology Mr Murray Chapman, Fulton College Ms Anna O'Neil, Corpus Christi Teachers College Ms Unaisi RaleqeFiji National Training Council Br. Fergus Garrett, Champagnat Institute, Suva Fiji Vocational & Training Centre for Disabled Fiji Forum of Non-State Actors (FFONSA), Non-Government Organisations (NGOs) Mr Mike Brook, Fiji Chamber of Commerce Mr Raymond Acraman, Fiji Manufacturer's Association Mr Savenaca Nacanaitaba, National Centre for Small and Micro Enterprise Development Mr. Joeli Taoi, Fiji Indigenous Business Council Mr. Mark Halabe, Fiji Employers Federation Mr Irshad Ali, Save the Children Fund Fiji, Suva Mr Christian Nielsen, Regional Director and Ms. Archana Narayan, Field Officer, Live and Learn Ms. Sharon Bhagwan Rolls, fem1LINKpacific: media initiatives for women, Suva Hon. Pt Kamlesh Arya ,Arya Pratinidhi Sabha of Fiji National Farmers Union, Suva Ms. Alison Cupit, Fiji Red Cross Society Dr. Mary Schramm, Fiji Medical Association Mr. Sheikh Imam, Yunus Khan, Shaukat Ali, Fiji Muslim League Adi Kainona Gauna, and Ms. Mey Kainona and 30 provincial afkiliates of Soqosoqo Vakamara~na, Suva. Dr. Shaista Shameem &Ms. Seini Nabou, Fiji Human Rights Commission Environment Education for Sustainable Development in Rural Schools Mr Setareki S. Macanawai, Fiji Disabled People's Association & Special Education Teachers Association Mr. Christian Nielsen, Ms. Archana Narayan. Live & Learn Environmental Education (Melanesia), Denison Road, Suva Mr. Filimone Kabu, Ecumenical Centre for Research, Education and Advocacy (ECREA) Mr. Kitione T. Ravulo, Fiji National Council for Person with Disabilities Mr. Len Flier, Pacific Educational Books, Suva Mr. Madaran Narayan, Mr. M. Gounder, Then India Sanmarga Ika Sangam Fiji (TISI Sangam) Mr. Mohammed Hassan Khan, Fiji Council of Social Services Mrs Barbara Farouk, Fiji Society for the Blind, Suva Mrs Chandra Chandar and Mrs. Sabita Gandhi, Poor Relief Society Mrs Urmila Arya, Arya Pratinidhi Mahila Mandal, Suva Branch R. G. Jorgensen, Fiji Scouts Association, Suva Mrs. E. Kamikamica, Y a w Viti Group, Suva Ms Amelia Rokotuivuna, Young Women's Cluistian Association (YWCA), Suva Ms Miriama Leweniqila, Ms Reijieli Mua, Ms Tabua Salato, Miss Nisha Buksh, National Council of Women, Fiji Ms Parul Deoki, Stri Sewa Sabha, Toorak, Suva Ms Rachael Bhagwan, Girl Guides Association Ms Vecona Lucas, Ms. Alisi W. Daurewa, Partners in Community Development Fiji (PCDFiji), Suva Ms. Joanne Cohen, Family Support and Education Group, Lautoka Ms. Molly O'Connor & Mr. Apete Rasova, The Reproductive and Family Health Association of Fiji Ms. Vasu Tuivaga, Fiji Early Childhood Association Ravesi Johnston, Pan Pacific South-East Asia Women's Association (PPSEAWA) Veiqaravi, Rev. Canon Sunipa Tevi , Ecumenical Community Training Center, Khalsa Road, Nasinu Lawaki Mothers Club, Lawaki Nakasaleka. Kadavu Village Pre-school (Kindcrgarte~~) Mr Irivi Draunidalo, Moala, Lau Wale Alade, Gospel School for the Deaf, Suva RELIGIOUS ORGANISATIONS Fiji Council of Churches and Affiliates Mr.Andrew Sundran Mr. Benjamin Bhagwan Cpt. Bruce Coffey Fr. Veremo Dovama Fr. William Sanegar Mr. Ken Giblin Rev. Apimeleki Qilio Rev. Tuikilakila Mr. Waisele Luveniyali Catholic Education Committee Davuilevu Methodist Theological College Major Lindsay Chisholm, The Salvation A m y Mr. Epeli Waqa, Methodist Church in Fiji, Suva Pacific Regional Seminary St John Baptist Theological College Private Sector Mr Abraham Simpson, Fiji Electricity Authority Mr Winston Thompson, Telecom Fiji Limited Sporting Bodies . Adi Makalesi Lutuciri, Netball Fiji, Nadi . Fiji Primary School Athletics Association Annex 13 Primary and secondary rural schools without electricity: Costings and Budget for implementation generators. Maintenance 140,000.00 210,000.00 280,000.00 35,000.00 665,000.00 This will allow for maintenance work to be undertaken by FEA or personnel who will be trained. WIRING To be undertaken by DOE Scoping 40,000.00 40,000.00 Installation 127,000.00 127,000.00 127,000.00 127,000.00 127,000.00 127,000.00 This work wuld be project managed by FEA with DOE personnel contracted tho FEA for the period the work is undertaken. Total 3 12,000.00 6,260,000.00 6,470,000.00 6,987,000.00 6,902;000.00 26,180,000.00 Total is high but electricity is a basic need. Recommend that years 1 and 2 be funded under EDF 9 and the balance be funded from Phase 2. The need for electrification is great and rewgnised as a priority need. It is a facility that will bring immediate change and impact on the education of the children. Many children currently study and learn using very poor lighting, schools cannot use photocopiers, science laboratories and computers because of no electricity. The total costing of taking electricity to all schools will be $26,180,000.00. Work undertaken will be identified and determined on an annual basis. Rural primary schools: Upgrading of toilet blocks required Education District Schools with Schools with Total No. need No. to be Comments pit toilets water seal locations upgrading upgraded immediately in Year 2-Year 5 Year l Ba -Tavua 7 8 15 9 All 9 need urgent upgrade Cakaudiove 2 96 98 20 24 Of thc 44,33 arc in real bad condition and need upgrading immediately. However, of the remainder ail need upgrading of some kind Eastern Division 10 194 204 30 28 40 toilets need upgrading immediately. 18 need upgiading in year 2 of the project. Foithe (including Lau, islands in the eastern division, there is a need to do a feasibility on the best iype of toilet Lomaiviti, Kadavu, system to have as there are many factors to be taken into consideration- cost and supply of Rotuma) toilet paper, high water fable, lacahon, etc. (inciuding Nadi) 1 Macuata-Bua 23 67 90 25 10 While all toilets need upgrading; 25 are in need of urgent upgrading and 10 are in poor statc. Nadioga-Navosa 55 39 1 94 1 20 13 20 need urgent upgrade and 13 in year 2. 30 I19 149 I 59 40 xaitasin) 1 1 1 1 I I Ra 41 62 103 30 40 Suva (including Seiua 2 8 10 0 I and ~ ' k s i ) t I ' I I I I Totai 174 599 773 205 1 160 1,911 total number of toiias. 205 needed to be upgaded immediately and 160 over four years in the project. 1.546 will need some upgrading in the I Note: Toilet blacks range irom I to 19 pans Annex: Costings for toiiets upgrade Item Year 1 Year 2 Year 3 I Year 4 Year 5 Comments I Total no. oftoilet blocks ior upgrading 50 I 50 GO 300 Yea: 5 there will be a general upgrade of toilets. Community responsibility for the toilets to be buiit into the p r o g a m e from I 1 lo5 1 the beginning. On-going community health 1 for adults and childien. Total costs m FJD 1,230,000 300.000.00 300,000.00 360,000.00 600,000.00 FJD2,790,000.M total over 5 years, In year I 5, funds xvill go towards repairs. Recommend that Year I implementation to commence immediately as schools have been identified and 1et.el of workneeded to be undertaken evaluated. ANNEX 15 European Union/Government of Fiji FIJI RURAL EDUCATION PROJECT: SCHOOLS' PROJECTS AND ACTIVITIES 2004 - 2008 Objectives Infrastructure EUR Costs Programmes Costs EUR Resources Costs Total Comments School (€000) EUR (€000) EUR EUR (€000) (€000) (€000) . TO upgrade Maintenance of school 3.70 Pre-school teacher 5.50 School 1.85 14.55 I. St Johds furniture building School, Wailoku, infrastructu Management 1.15 SUVA re and Upgrading of 2.30 Training school playground Upgrade of facilities Schooi i - - - - - - 109.90 . 2. St John Bosco General Phase 2 109.90 Secondary upgrade of ' 21S8 I 2 School, school SLVA facilities Btiilding Project 9.23 No costing . Upgrading Addition of flush toilet 2.30 1.39 3. Ratu Varani Surveying of of existing facilities to 2 existing school land to Memorial School, staff quarters establish Waceva, school boundary KADAVU coinpound Levelling work, . Improveme Excn,atior~ and reclamation and seawall nt of 1 I I Leveliiiig FVororks constmction of coastal i j j O I school front buildings Provide a good playground Reduce the impact of , -~ [nfrastructure EUR Costs 'rogrammes Costs EUR Resources 1 Costs 1 Total Comments (€000) EUR (€000) CUR (€000) €000) landslide during Generator 56.34 Kadavu Construction of road 2310 iovincial road access access from jetty to econdary from jetty school chool, Kavala, to school adavu Purchase Construction of 4.62 new sheltered walkway :enera1 School electricity @grade generator Provision of water tanks 4.62 to supplement water system Upgrade of staff 9.23 quarters Construction - 2 5.50 Ablution blocks Desks and 145.16 Richmond Construction of 2 27.70 chairs iigh School, dormitories 9.23 Ladavu New Girls and boys' 4.62 I computer Laundry 1 fax machine Ypgmding of Upgrading of toilet 4.62 Tec-Voc i~frasrructure blocks equipment irzd Equip~~tent Upgrading of Dining 4.62 hall Renovation of 89.00 classrooms and teachers' quarters Installation of new water supply (Separate proposal made for this with all costing included: Resources ~chool hjectives Infrastructure EUR Costs rogrammes Costs EUR (€000) EUR (€000) (€000) Iatusara: Dravuni Expansion lravuni: dult Education 2.31 Convert 'rimary School, of school 2 x teachers' quarters 13.85 existing )no, Kadavu facilities in 1 x 4 classroom 13.85 Dravuni building structure to Txpxpnnsion cater for arid from Class .e-di~.tribution of 1-3 to Buliya: Vocational .chooi facilities include I x Pre-school building 6.93 Training Centre Class 4 1 x 4 classroom 13.85 Developme building nt of new school at Buliya to cater for Classes 5 - 8 Change Natusara District School inta Vocational Centre 7. Naceva To upgradt Construction oi. Zurchase of: District School; infrastiuctl School Building School boat Soso, K a d a ~ u re and Librar: plus outboard school Teachers' Ouader Sc/iooi facilities Donnitor: Upgradirtg Dining ha1 project Water supply syster Objectives Infrastructure EUR costs Programmes Costs EUR Resources Costs Total Comments School (€000) EUR EUR (€000) EUR (€000) (€000) (€000) Electricity 9.23 45.72 13.85 . Water supply system for 8.Vunisei District generator school School, Kadavu Boat transpori 13.85 2.77 Sheltered walkways General Upgrade Telephone Upgrade of staff 4.62 ~ f I n f m s f r u c f u r e quarters andfacilities Computer, 1.39 Radio, TVlVideo 1 9.23 9.23 Electrification and ' 9. Adi Maopa To provide wiring Secondary electricity School for whole school Elecii.$caiion o/ school - - - P - Duplicating 2.30 85.43 Y V o c a t i o n a i 10. Mabula To upgrade machine classroom & teachers' District School, infrastructu / Training 5 computers, 4.62 quarters 1 1 Lau re and printers Upgradelmaintenance school j l Y j I of Kitchen, Bathroom School facilities 2 13.85 s staff quarters Developntenf School Hall 13.85 Project New Double Storey 23.10 Classroom Objectives Infrastructure EUR costs Progran~mes Costs EUR Resources Costs Total Comments School EUR EUR (€000) (€000) EUR (€000) (€000) (€000) I Computer 17.09 233.20 3 new dormitories 69.27 I I. Yasayasa General lab, 5 31.40 4 Teachers' quarters Moala Junior upgrade of computers, Secondary facilities plus furniture 13.85 1 classroom block plus School. Lau furniture Upgrade of 11.55 11.55 Drainage system School Admin block Upgradiiig and Staffroom Upgrade of Kitchen, 11 2 5 P~wject with fumiture Dining Hall and toilet facilities 9.23 Electrification of whole school Upgrade of 11.55 Science Lab Upgrade of 9.23 School Library Textbook 13.85 requirements Vocational 20.78 equipment School boat 2.30 I I ' I (fibreglass) --- - - - - - 5.50 School 1.85 20.08 2 . 7 7 - 12. St James furniture School, Levuka, school 1.85 I 2.5 Upgrade toilet block Management Lomaiviti infrastructu School 4.62 training re and library, pre- Upgrade teachers' 2.30 Building upgrade facilities school quarters classroom I Objectives Infrastructure EUR Costs Programmes Costs EUR Resources Costs Total Comments School (€000) EUR EUR (€000) EUR (€000) (€000) (€000) School 2.30 31.86 No costing . Repair school buildings 4.62 13. Nawaikama To upgrade Generator District School, infrastructu Upgrade 2.77 C O ~ S ~ N C ~ walkways 4.62 Gau re and playground and crossings school School 2.30 facilities furniture Upgrade and New library 13.85 Construction of building + School Facilities Library books Furniture for 1.39 Science Lab 1 school 13.85 34.64 . upgrade 1 x 3 classrooms block 13.85 14. Lamiti - library plus Malawai School, infrastnictu furniture. General Maintenance 4.62 Gau re and resources school Upgrade and facilities Steel cabinets 2.30 Colutl.ucrion of for lab School Facililies 2 brushcutter s 0.92 32.33 Ablution block 2.77 15 Narocake To upgrade District School, infrastructu re and Upgrade playing field 2.77 1 Telephone Gau school 0.46 I ! facilities Complete construction 4.62 School C$grade and Medical kit of boarding facilities 1 Coiistructioii of 1 ii001 ionlitirr i Library 1 2.30 shelves and books l photocopier 4.62 Construct I 13.85 science 1 Laboratory I - Infrastructure EUR Costs Programmes Costs EUR Resources Costs Total Comments School Objectives EUR EUR (€000) (€000) EUR (€000) (€000) (€000) 1 x 500L 2.30 53.48 4.62 . Repair school buildings 16. Navukailagi To upgrade watertank and ablution blocks District School, infrashuctu Gau re and 1 power 9.23 4.62 Upgrade 2 staff quarters resources generator Upgade aitd 4.62 Construct crossings to Co~triruction of Install school School Facilities telephone Upgrade drainaze 2.30 Purchase new system radio i Upgrade 0'14 I medical kit I I 0 2 3 Upgrade 2.30 library resources Construct 13.85 computer lab with computers Purchase new 230 desks and 1 chairs Purchase 1 6.93 photocopier, 1 typewriter, I computer, 1 fax machine - I 1 Objectives Infrastructure EUR Costs Programmes Costs EUR Resources Costs Total Comments School (€000) EUR EUR (€000) EUR (€000) (€000) (€000) resourceslequi pment Desks and 2.30 chairs, White board Electricity for 2.04 37.14 Construction of New 13.85 20. Sawaieke school Kitchen1 Dining Hall to District School cater for more than 100 Office 7.39 children Ir~fraztnwfure Equipment Equipment: aizdEquipr~irrit Kitchen1 Typewriter, Dining Duplicator, Hall Photocopier, School Fax, Library Computer, and Radio , TV Library and Video set Resource s School 13.85 Library plus library books Classroom 9.73 Physical Infrastructure 9.23 25.40 . 21. Gau To upgrade Resources Secondary existing 1 School facilities . School Compound 4.62 To Capitalpi~ojecf consvuct Other Needs 2.30 and Resoui.ces 1 facilities .:provide 1 I resource needs Objectives Infrastructure EUR Costs Programmes Costs EUR Resources Costs Total Comments School (€000) EUR EUR (€000) EUR (€000) (€000) (€000) PABX 3.55 39.42 Quote from . 22. Ministrv of Provision I i . . + ~ . f - ~ ~ 7 5 A Telecom submitted ! 1 ',>LL,.c.** , 1 ducati ion ' of a private cards network installation Private Network (WAD) installation to cater for both voice and data / 23. Ministrv of To develop I Layria, '"l 1 Education rural. trainees I I maritime,. I Iritegrated semi-urban Personal Hunzori Resource Vocational Emolun~ents Advanced and SPM AVT I/ocatioi~ai arid Training Trabiiitgpl-ojecf System Personal Develop Emoluments business AA AVT and income Project generation Officer A register . Coordinate Project Vocational Officer B and I 1 Business 1 1 1 I / Vehicle / 1 41.56 Skills Training . Driver 15.85 Allocate start up Maintenance 11.08 capital to / of Vehicle / I individuals and communiti es Objectives Infrastructure EUR Costs Programmes Costs EUR Resources Costs Total Comments School (€000) EUR (€000) EUR EUR (€000) (€000) (€000) 2 x laptops 5.50 4 x classrooms and 9.23 Establish Senior 36.95 4.62 73.20 Library . 24. St Paul's To upgrade building, Secondary School infiastructu teachers' quatiers School, Naviavia, furniture, Vanualevu re and Dormitories 11.55 Pre-school teacher 5.50 resources school I'pgmde and facilities Water tanks and toilets 0.92 Management 0.46 Electricity 1.85 Construction of training Scitool Facililies 35.56 . hlaterials for 26.63 Labour 2.30 25. Naduruloulou Extend construction of Fijian School, school infrastructure Kasavu, Naitasiri building to accommod Completion of 4.62 Extensio~r oJ ate Teachers' quatiers Upgrading and additional Re,iovntioilof classroom . school buildiiigs, Construct I facilities, staffroorn . ivalkways aiid Construct teaclieis ' toilet quai-fen building and facilities Construct new library General renovation and I upgrading of school Objectives Infrastructure Costs Programmes costs Resources Costs f Comments EUR EUR School EUR EUR (€000) (€000) EbX (€000) (€000) (€000) Radio 0.14 Library books 0.92 33.71 Upgrading of Water 4.62 29. Solevu Junior To tank/ reservoir Secondary improve Electricity 9.23 School, Solevu, infrastructu 4.62 Classroom block for Bua re, security Generator 0.46 Office Technology Inzf~oslructure and I andEquipnzent resources Television set Fencing of School for the school property I Home 4.62 2 3 0 Economics I 6.93 n 3 bdrm staff equipment quarters - - - - - 13.85 27.70 - - . p - 13.85 30. Vunivau resources Bhartiya School, Headteacher's Office & Nabou~ralu, Bua staffroom - - P - - 156.32 60.03 -of3 Purchase of District School; infrastructu I lawnmower, re and school facilities , Teachers' quarters Construction of 1 12.47 1 I brushcuner Kindergarten classroom ! 1 3 0 Construction of I i Upgrading, Construction 8.77 Mabitenaiice aild sheltered walkway 1 ' I 6 of security Coi?structiorl oJ fence Construction of dining I 1.08 Fociiities ball Improveinent 2.77 to driveway Installation of water 6.93 tanks (2 x 5000L) 1 Construction of 1 x 3 6.93 bdrm staff qts Construction of 1 X 2 5.50 b d m qts Objectives Infrastructure EUR costs Programmes Costs Resources Costs Total Comments EUR School (€000) EUR EUR (€000) EUR (€000) (€000) (€ 000) 9.23 Construction of canteen and meeting hall Construction of 23.09 vocational school Construction 13.85 79.43 . Construction and 13.85 32. Toga District To upgrade of library and furnishing o i 3 new School, Rewa inirastructu staff room I classrooms re and ! tipgr,ading. school Purchase of I 0.92 I new kindergarten 6.93 Mainie~iance a ~ d facilities computer classroom Constrtcciioii of facilities Purchase of 4.62 Upgrading of 2 staff qts 4 6 2 farming implements Constmction of 2 staff 13.85 (plough, etc.) quarters Purchase of 4.62 Extension of Ablution I gas stoves and I block 2 3 0 i sewing machines Upgrading of main 4.62 school building Construction 6.93 of new Classroom for vocational studies I 1 Fencing of 2.30 school compound Objectives Infrastructure EUR Costs Programmes Costs EUR Resources Costs Total Comments School (€000) EUR EUR (€000) EUR (€000) (€000) (€000) . Fencing 2.30 70.19 -33. Ratu Sauvoli To upgrade Extension of School -~~!,,:-. Memorial School, infrastructu Noco, Rewz Upgrading, facilities Tea Mainterlance and equipment - 2.30 9.23 Coristivctioii of Electrification of school photocopier, school jaciiities (source and wiring) duplicator I Ablution blocks 5.50 I 1 Equipment: 2 lawn mowers, I 2 brushcutters - I Purchase of 1.85 / 78.97 35. Rewa txpand Secondary Agriculture I I Agr~culture , tools and School, Rewa Science equipment, Upgrade Construction Upgradiilg, PEMAC of plggery, Moinlenance arid equipment Preparat~on of Corrst,uction of fish-bieedmg School facilities pond s EUR / Resources Costs Total Comments RITR EUR I I I I I I motormower I I I I P 3 8 . . 1 library with 13.85 ' 92.36 TO upgrade 4 x 2 b d m staff quarters 18.47 resources School, Rewa infrastructu re and 4 x 1000L Ribtec 9.23 100 desks and 2.30 Upgrading, school watertanks chairs Maintenarice arid facilities costs programmes Costs EUR Resources Costs Tota1 Comments Objectives Infrastructure EUR School EUR EUR (€000) (€000) EUR (€000) (€000) (€000) Library + 9.23 42.02 2.77 Toilet block . 43. Ucunivanua To resources District School, improve 2.30 Water tank 2.30 Verata, Tailevu infrastructu Kindergarten re standard Furniture 6.93 Kindergarten building irZfi.vcfmctu~~e in the Building Project schools 6.93 Dining Hall1 Kitchen 4.62 School office1 staff room 2.30 Toilet and Bathroom for 2 teachers' quarters Construction 13.85 139.93 2.30 Renovation of Ablution . 44. Naiyala High To upgrade of computer blocks School, infrastructu lab Wainibuka, re and Maintenance1 4.62 Tailevu school Purchase of 2.30 renovation of ail school facilities office buildings Reiiovatio~i, equipment: Maintenance and computer, 20.78 Construction of 3 new Coiistruction of telephone, fax teachers' quarters Scliool Buildirigs and Faciiifies Purchase of 1.39 4.62 Completion of boys' gardening hostel tools & tool I shed I 4.62 New Staff room Upgrading of 2.30 9.23 New Administration playground block Construction 9.23 Kitchen and Dining 13.85 of Technical Hall plus equipment Drawing building School Hall 9.23 zests EUR Resources 'otal bjectives Costs :UR EUR (€000) E000) (€000) Sonstruction [new library Construction ~f vocational centre : Agriculture, Carpentry, Home Economics, Clothing and Textiles Extension of Farm to include piggery, poultry, vegetable! and fish fam Purchase of 1 11.5: 45. Waiiotua Constructron 0 2.3 I To upgradt ihotocopier, : District School infrastructl footpatl typewrite Wainibuka re and 2.3 Tailevu school Purchase of Water tan facilities Upgrading of schoolfnciiities and equipment Objectives Infrastructure EUR costs Programmes Costs EUR Resources Costs Total Comments School (€000) EUR EUR (€000) EUR (€000) (€000) (€000) l Computer 23.09 138.54 Submission already 46.18 I x . 3 storey building 46. Vunibicibici To upgrade made to EU Lab Secondary infrashuctu 23.09 1 Multipurpose Indoor School, re and Telecentre 46.18 school Court Muaniweni, Naitasiri facilities Building P~.oject - Scizool Birildirtg I arid Multipuropose Court Carpentry and 4.62 39.25 School is willing to 2.3 1 Construction company . Tailevu North To ~ r o v i d e contribute $15,000; Joinery - office College facilities funding requested Furniture and is $70,000 display shop Vocational equipment Secretarial 4.62 Entrepreneurship to Studies - Centre Project i encourage Computer1 developme Secretarial nt and I Office entieprene Office 9.24 uship and Equipment small business Catering and skills 1 6 9 3 Tailoring - I Restaurant and tailor I 1 I shop / Agriculiure - 4.62 market for salc of produce Automotive 6.93 I Engineering Resources 1 Costs 1 Total Comments 1 chool lbjectives ~frastructure EUR Costs Costs EUR (€000) EUR (€000) (€000) Teaching aid 7. Nabitu To upgrade Repair of school 6.93 istrict School, infrastructu building Construct new okatoka, re and library and ailevu school new teachers' quarters 80.82 facilities computer room iiprovemenf of Improvement of 2 1.53 :boo/ existing toilet blocks Purchase of $rasfmcfiire 70 desks and izd ciassrvoni :onstruction - walkway 1.85 chairs icilifies Improvement - schooi 6.93 ground Reoalr of school hail 5.54 : 8 Dakuivuna laintcnance o f Furniture 8 Maintenan Jillage School, ce of School buildinesl <orovou, Tailevu school teachers' quarters Library book3 buildings and Compute? Ypg,-ode of Toilet block LibraryIOffict :chooi B Constructlo n of Construction of teachers' Walkway quarters, Dining Hall libraryioffi Teachers quarters ce and multipurpo Multipurpose Coufi se court Objectives Infrastructure EUR Costs Programmes Costs EUR Resources Costs Total Comments School (€000) EUR (€000) EUR EUR (€000) (€000) (€000) Classroom 0.37 28.08 . Improve Upgrade of Teachers' 27.71 5 1. Ram Veikoso facilities quarters: 4qts x 15 Primary School, living Buretu, Tailevu condition of teachers Upgrade of improve classroom arzd classroom Teachers facilities quarters - 9.24 1 . New classroom 9.24 1 52. Nailega To build District School, one new Nayavu, Tailevu classroom Building of N a v plus Classrooiii furnishing . - - P 1 Library plus 13.85 62.34 53. Naloto To provide resources District School, l~brary Ba resources 1 Computer 2.31 and plus printer Ir~fasfructure. conlputer for office use resources arzd for school Iricoi,~e USE Kindergarten 23.10 Ge,ieraliilg • Build i resources Project 1 Kindergart en in Income 1 23.10 school generating compound i projects for boarders to be managed by village youth: school bakery and chicken farm Objectives Infrastructure EUR Costs Programmes Costs EUR Resources Costs Total Comments School (€000) EUR EUR (€000) EUR (€000) (€000) (€000) - - - - - - - Sc~ence Lab 13 85 25.40 • Road upgrade 4.62 54. Nukuloa To and resources Pr~mary School, ~mprove Water tank 6.93 Ba road, water supply . Irqkzsfruclure To 1 and Resources Construct science lab plus resources . To provide language teacher for school 23.09 55. Queen To upgrade new hostel, 23.09 Victoria School, dining room, farm, Tailevu rugby ground, library, roads; f e n c i n ~ 2,852.69 7,056.73 12,150.92 TOTAL 2,241.50 ANNEX 16 European UnionJGovernment of Fiji FIJI RURAL EDUCATION PROJECT: INSTITUTIONS - PROJECTS AND ACTIVITIES Infrastructure (S'000) Costs Programmes Costs Resources Costs Total Comments Organisations EUR EUR EUR EUR (€000) (€000) (€000) (€000) - - - - - - 217.05 1,385.4 Fits in with 923.6 7 - priority of the FCAE Curriculum Advanced Development) M o E Practicum Research Programme Education focued on rural FCAE Rural, Tec- schools essential Rural based Practicum 207.81 J'oc Educatioiz I Research 36.94 Building 566.04 Franchise: Communication and 27.06 3,340.80 TechIVoc 2. Fiji Institute of Accreditation 7.15 Transport courses for Technology I Building ODL 5 15.17 Visits and consultancy 11 4 7 Course Materials 12.47 offering in rural Examinations 1.21 centres and FIT Trade arid Administration 0.42 schools essential Certificate Courses Stafing 205.10 Tools and Equipment 1,340.28 Support for - fiancizise and Teaching Resource 246.55 open and ODL distance ODL: 76.94 ODL Communication I.66 Visits and consultancy j learning and Transpon 5.54 Course Materials 23.09 Administration Staffing 153.32 Examinations 1.39 Tools and Equipment 96.05 Infrastructure ($'000) Costs Programmes Costs Resources Costs Total Con~ments Organisations EUR EUR EUR EUR (€000) (€000) (€000) (€000) Construction of Classroom 269.23 Construction 69.73 Lecture theatre Fitout 151.01 836.78 Fulton College 3. Fulton College prepares block management Construction and students for Equipping of Lecture Theatre 277.08 Contingency 69.73 teaching in rural Multipurpose areas. Complex to Enhance Priniary Education Construction 46 1.80 Training 230.90 Procureinent 230.90 923.60 These are 4. Lautoka 1 piogramrnes not Teachers' College covered under AusAID Developmerit of Specialist Facilities and Erpertise 230.90 Personnel 230.90 5. Lautoka Teachers' College LTC Rural Education Research and Developriier~t Centre Construction 92.36 Personnel 461.80 Procurement 92.36 1246.85 Essential to 6. Lautoka prepare teachers Teachers' College Other 138.54 for teaching in Primary Teacher rural areas in In-service particular Progroiiinte Training 692.70 - - - - - 242.45 Procurement 7. Lautoka Teachers' College R w n l School Teaching Practicum 3,058.49 8287.59 TOTAL 2,304.85 3,105.28 ANNEX 17 Annex 17 European UnionlGovernment of Fiji FIJI RURAL EDUCATION PROJECT: PROVINCIAL COUNCILS PROJECTS AND ACTIVITIES 2004 - 2008 Organisation Objectives Infrastructure Cost Programmes Cost Resources Cost Total Comments EUR EUR EUR EUR (€000) (€000) (€000) (€000) 507.98 Establish revolving 507.98 1. Tailevu To establish a mist fund Provincial Scholarship Council Trust Fund Taileou Scholar-ship Trust Fund I 1 - - - - - - - P 46.18 46.18 2. Tailevu To strengthen Management Provincial the capacity of training Council Provincial staff in Capaci& Builriing . management in the Proviizcial / and training I Council skills ' 1,339.22 3. Tailevu Tailevu Provincial 230.90 Provincial 1 Secondary School Council I Tech - Voc Training Centre I I Estabiislz~izent of Language & Culture 230.90 Provincial Institute institutio~is Establishment of 646.52 preschools in all villages 1,339.22 I 1 i Cost Comments Resources Cost 1 1 Total Organisation Infrastructure Cost Programmes EUR EUR EUR EUR (€000) (€000) (€000) (€000) . 235.52 Cakaudrove Electrification of 92.36 :ducation Office schools without Establishment of electricity Wailevu Junior Jpgvode of iecondary Scl~ool to chool facilities Improvement of service surrounding School Water area supply Purchase of vehicle 23.09 Upgrade of for SEO Teachers' Cakaudrove Qualters, Hostels, Dining Rooms, Establish Tec-Voc 92.36 Classrooms Institution for school leavers Coaching Clinic for 4.62 School Sports Coacher Establish Sport: 23.09 Cenke witi Upgraded Sport: Facilitie! Infrastructure Cost Programmes Cost Resources Cost Total Comments Organisation Objectives EUR E L ? EUR EUR (€000) (€000) (€000) (€000) 235.52 692.70 To improve Access roads to 8. Bua 692.70 Infrastructure road access to schools - (access roads) schools and constmction/ communities upgrade - - 692.70 I 692.70 To provide Construction/ 692.70 9. Kadavu I~@ashucture access to upgrade of roads (roads) schools to service the I schools on the island 692.70 10. Lan Electricity Upgrade of Ratu 230.90 Telecommunica 18.47 451.65 2.31 Finau College tions Provincial Water Seal toilets 53.11 Secondary Boarding Council facilities Telecentres 27.71 I Water tanks Community 11.55 Counsellor 32.33 Schools and 26.78 Awareness and I~@astructure - Development Upgrade of Roads Education I General Upgrade Mentoring and 6.93 of classrooms 41.56 Consultation Services - - - - - - - 249.38 72.96 Sub total 129.31 5,284.38 1,543.78 9,663.31 GRAND 2,835.13 TOTAL I ANNEX 18 European UnionlGovernment of Fiji FIJI RURAL, EDUCATION PROJECT: NSAS PROJECTS AND ACTIVITIES (€000) Mechanisms (6000) (€000) 23.10 Monitoring and 1. National Council Office equipment 2.3 1 FFONSA recently of Strengthening of 2.31 evaluation established to play a Women FFONSA Secretariat Office Facilities major coordinating role &Travel 69.27 of NGOs, private and Capacity Building of Staff 87.28 business sectors. The FFONSA partnerships in Consultations 1.62 development and a consulatative approach is information the key goal. Dissemination 23.09 The Fiji National 4 Divisional Seminars 13.85 Council of Women is the cunent coordinator and it Devtt Upgrade of CSO 1 & NSA Directory 2.111 I ! I ; is impoaant to establish and strengthen the FFONSA Secretariat Training on Financial I Management 23.09 Procedures Development and Iinplementation of 2.31 programs 92.37 2.31 Sub total 155.86 250.54 Total 2. National Council 4 National Training 13.85 of Women Seminars Advocacy Strategies 6.93 Dialogue and A d ~ ~ o c a c y Sub total 20.78 Rural Educntio~i Central Division x 2 Teacher Training and Koithern Div. x 3 Eastern Div. x 3 Training of District I n f r a s t r u c t u r e Costs P r o g r a m m e s Costs Resources C o s t s Processes a n d Costs T o t a l C o m m e n t s Organisations (€000) (€000) M e c h a n i s m s (€000) (€000) (€000) 20.80 Total Administration 360.45 Office space and 102.36 7. S a v e the equipment Children, Fiji Training 124.46 Vehicles and Mobile Playgroup maintenance 118.91 Project Teaching Resources 149.62 484.91 370.89 Sub total 855.80 Total Pre-project 2.3 1 R4ateria1 and 64.65 Monitoring & 4.62 8. Soqosoqo consultation equipment - Evaluation Vakamarama (Fijian Women's Society) Writing workshop 9.24 Consultation fee 23.09 hitegrntio?i of Travel 9.24 T~.aditionnl Handicraji Production irito Printing and 13.85 Vocational Prograrniize dissemination 12.70 Administration 4.62 1 1 ' 75.05 64.65 4.62 / I Sub total 1 144.32 / Total I I Costs Infrastructure Costs Programmes Costs R~~~~~~~~ costs Processes and Total Comments Organisations (Eoo0) (€000) (€000) (€000) Mechanisms (€000) Upgrading of 73.89 Cross-cultural 120.07 9. Fiji Council of Ministries and Churches Circuit Schools Uprooted People in 13 provinces Methodist Church In-service training for 73.84 Church Ministers and workers 46.18 Curriculum I Development & I Writeis' Workshop 46.18 1 Agriculture & Animal I Husbandry 73.89 286.27 Sub total 360.16 Total Seminar 1 1.31 10. Fiji Council of Churches I I PacGc Regional 1 1 Seminar?; - Pastorai i I Coordinato~ Senziizar I 1 I 11.31 / 1 Sub total 11.31 1 Total I I I P r o g r a m m e s R e s o u r c e s 'recesses a n d 1 Costs / T o t a l / Comments n f r a s t r u c t u r e 1. Fiji Council of Female hostel Mobile Health Clinic, Mobile Clinic Operating Costs equipment costs :hurches lural Farm Project: Setup Costs Salvation A m y - Operating Costs Ypgrade and extension New photocopier ?f training facilities 're-school Education: Setup costs x 2 centres Overhead Projector Operating costs x 2 centres Cordless, lapel microphone Reference books for counselling Seminar tables 22 -seater bus Equipment for Sewing Skills Training Programme Training Centre furniture and Aid: Churches Library resource: St John Baptts Tl~eoiogtcai Colieg Sub-total Total 13 Fiji Council of Administratior Social Services Workshor Goverrtance for Schoc Monapement Infrastructure Costs Programmes Costs Resources Costs Processes and Costs Total ChtIments Organisations (€OoO) (€000) (€000) (€000) Mechanisms (€000) 121.92 Total Institutional and 14.78 14. Fiji Council of capacity building Social Services Rural Education 27.71 Rural Wornen's Training Initiatives, Deveiopment and Education Subtotal - - - - - 42.49 - - - - 42.49 Total 15. Fiji Employers Training programme 46.18 , Federation for small business entrepreneur Trainirzg Progranrnles for Snzail and hfediu~n I Enlerprises Sub-total 46.18 '1 1 46.18 Total 16. Fiji Girl Guides Trainers' training ' 2.51 I 1 Association Leaders Training 1 3 19 Leaders' Life Skills 13.64 Training and Training 5.91 Publication Pacific Leadership 41.56 Course 3.48 Human Resources Publications Sub-total 80.29 80.29 Total - - - - - - I League and books x for 8 School Libraries i Project Sub total 55.42 55.42 Total Organisations Infrastructure Costs Programmes Costs Resources Costs Processes and Costs Total Comments - - (€000) 1B.FUiNethall Association District clinics and Adminishators 12.93 workshops workshops - p - 4.02 Sub total 39.71 -~ 43.73 1 Total - - - - - 9.24 Equipment 2.31 5 year project Society' Education assistance 53.11 Poverty Assistance Administration 0.92 Home repairs, medical assistance, training, counselling ! 1 4'62 67.89 1 2.31 Sub total ! I - 70.20 Total 20. Fiji Scouts Association Training 3.23 Travel 0.72 Promotion arid Developiiierit of Scouting Sub total - - - 20.57 P - - - - - 7 20.57 - - I 1 - - - v- Sala 1 ries- Stationery 0.46 Travel 2 3 1 the Blind Training workshops 1.39 Conzmui~itj Based i Income Generating 2.31 Education and Project Rehobilitatior~ - - - - p - 0.46 Sub total 20.07 20.53 Total I n f r a s t r u c t u r e Costs P r o g r a m m e s Costs Resources c o s t s Processes a n d Costs Total C o m m e n t s Organisations (FOOO) Mechanisms (€000) (€000) (€000) (€000) Technical 23.09 Awareness programme 22. Fiji Vocational & Staff In-service 23.09 Education Technical Training Training equipment Centre for Disabled 23.09 Early Intervention 46.1 8 Special Units for Deaf 36.94 Programme 23.09 Recurrent Expenses Printer and 6 9.24 Computers for Rural Business Training Purposes Opportunity 46.18 147.78 83.12 Sub total 230.90 Totai Training of Personnei 23.09 Audiological 36.94 23. Gospel School for equipment, the Deaf Speech Trainer Group, Laboratory 23.09 36.94 Sub total 60.03 Totai- 9.24 24. Methodist Church Classroom 20.78 School Library of Fiji development i Pie-school x 94 217.05 @$5;000 each 9.24 Sub total 237.83 247.07 Total Costs i Total Comments Programmes Resources 'rocesses and Iechanisms Project start up Equipment, :5. Live and Learn Material and Research design Supplies ?ivironnzent Education br Stistainable Local staff leveiopmeni in Rural ichools Operational costs Production of Teaching Materials and Resources Teacher Training Travel Research and Monitoring Sub total Staff Printing, FNPF stationery Union Travel Workshop activities Health and Bzcdgef Miscellaneous Awareness Workshop Sub total Total Costs Infrastructure Costs Programmes Costs Resources Costs Processes and Total Comments Organisations (eooO) (€000) (€000) (€000) Mechanisms (€000) Workshop 3.93 Construction of 10 1.85 27. Pan Pacific South mobile trolleys East Asia Women's Establish Peace garden 0.92 Association and individual markets (PPSEAWA) Fiji Chapter Campaign for Peace 2.54 Spiritual Empowernzeizl and Peace and Security for Wonten 7.39 1.85 Sub total 9.24 Total Skills & 23.09 5 year project Personnel 400.84 28. Partners in Information This project had Travel 125.15 Community been submitted Community kaininp 538.27 Development, Fiji separately to the In-semice training 7.85 EU. It is a Project support 240.60 Sustainable Actiort for project that has Fiji to Ifttpmve Rural strong support 23.09 Educatiort If it is not funded separately by the EU then it should be funded this Project. 23.09 Sub total - - - - - - - 1,335.80 - - 1,358.89 Total - - - - - - Community awareness 90.75 Office Equipment 59.40 Final evaluation 1.38 29. Reproductive and workshop 10.40 Family Health Auditing Training of trainers 34.64 Association of Fiji 29.56 Promotion radio 134.67 production 2.31 Project staff 1.38 A~vareness and Training - 274.15 59.40 30.94 Sub total Organisations Infrastructure Costs Programmes Costs Resources Costs Processes and Costs Total Comments (f0O0) (€000) (€000) (€000) Mechanisms (€000) 364.49 Total Education -Fees and 6.93 30. Stri Sewa Sabha related costs for secondary and Social Work and University students Financial Assistance to students Expenses for Women's 4.62 Sewing classes 11.55 Sub total 11.55 Total Workshops 33.30 31. YWCA Travel 4.11 Healti?, Econo~~licai Enzpow~mient and Contingency 1.39 Leadership Workshops for Unemployed Yourig Coordination and 7.39 womometz in Rural and Documentation Poor Urban Con%niunities 46.19 Sub total 46.19 Total Pre-production 4.06 32. Fernlink developoment 4.76 Video production and I Technical production / 9-10 diaibution Field production 4.06 Video post and print 4.70 I devt 1.36 Video post prod 2.03 Print prod I Distribution planning 3 5 9 Distribution and 2.03 viewing I Evaluation and report 1 Sub total 35.69 / 35.69 Annex 19 FIJI RURAL EDUCATION PROJECT Submissions Government Department Ministry of Education Provincial Councils Cakaudrove Education Office Lau Provincial Council & Lau Strateg~c Planning Group Lomaiviti Education Committee Naitasiri Provincial Council Education Committee Ra Provincial Education Committee Rewa Provincial Council Teachers Unions Fiji Teachers Union Fijian Teachers Association SCHOOLS: Adi Maopa Secondary School, Lo~naloma Bemana Junior Secondary School, Nadroga BoubaJe Indian School, Labasa Bua District School, Bua Burehesaga District School, Rewa Coboi Sanatan Dharam School, Bua Dakuivuna Village School, Korovou Davota Indian Primary School, Tailevu Dawasamu District School, Tailevu Delana Methodist High School, Levuka Dravuni Primary School, Dravuni, Ono, Kadavu Dreketi District School, Nausori Gau Secondary School, Gau Kaba Fijian School, Tailevu Kadavu Provincial Secondary School, Kadavu Kavanagasau Secondary School, Nadroga Korotari Primary School, Lahasa Krishna Janardhan Primary School, Tailevu Labasa Muslim College, Labasa Lamiti Malawai School, Gau Lawaki District School, Tailevu Levuka Public School, Levuka Mabula District School, Lau Muaniweni Indian School, Naitasiri Nabitu District School, Nausori Nacavanadi Village School, Gau Naceva District School, Naceva, Kadavu Nadarivatu Primary School, Ba-Tavua Nadarivatu Secondary School, Ba-Tavua Nadi Muslim School, Nadi Naduna District School, Naitasiri Nadumloulou Fijian School, Kasavu, Naitasiri Nailagotabua Primary School, Verata, Tailevu Nailega District School, Tailevu Naililili Catholic School, Rewa Naivicula District School, Tailevu Naiyala High School, Tailevu Nakavika Primary School, Namosi Naloto District School, Ba Namata District School, Tailevu Namena District School, Tailevu Namosi Secondary School, Namosi Naqali District School, Naitasiri Narocake District School, Gau Nasautora District School, Tailevu Natovi Primary School, Tailcvu Nausori District School, Nausori Navosa Central College, Navosa Navukailagi District School, Gau Nawaikama District School, Gau Niusawa Methodist High School, Taveuni Nukulua College, Ba N d u l u a Primary School, Ba Qelemumu Primary District School, Macuata Queen Victoria School, Tailevu Ra High School, Ra Ratu Luke Memorial School, Bua Ratu Mara Vocational College, Lakeba, Lau Ratu Sauvoli Memorial School, Noco, Rewa Ratu Varani Memorial School, Naceva, Kadavu Ratu Veikoso Primary School, Nausori Rewa District School, Rewa Rewa Secondary School, Rewa Richmond Methodist High School, Richmond, Kadavu Sawaieke District School, Gau Shantiniketan Pathshala, Naitasiri Sigatoka Valley Junior Secondary School, Nadroga Solevu Junior Secondary School, Solevu, Rua St. James School, Levuka, Lomaiviti St. John's Bosco Secondary School, Suva St. Johns College, Cawaci, Levuka St. John's School, Wailoku, Suva St. Paul's School, Naviavia, Vanualevu Tailevu District School, Tailevu Tailevu North College, Tailevu Toga District School, Rewa Turagabeci Primary School, Rewa Ucunivanua District School, Tailevu Vanuaso District School, Gau Veinuqa District School, Namosi Vione Primary School, Gau Viria District School, Naitasiri Viria Public School, Naitasiri Vugalei District School, Tailevu Vuniboki District School, Verata, Tailevu Vunicihicibi Secondary School, Muaniweni, Naitasiri Vunisei District School, Kadavu Vunivau Bhartiya School, Bua Vutia District School, Rewa Wailotua District School, Nayavu Tailevu Wainibuka District School, Tailew Wainibuka Junior Secondary Schoo, Tailevul Yasayasa Moala Junior Secondary School, Lau BUSINESS ORGANSATION Fiji Chamber of Commerce Fiji Employers Federation Fiji Indigenous Business Council Fiji Manufacturer's Association National Centre for Small and Micro Enterprise Developn~ent Non-Government Organisations Ecumenical Centre for Research, Education and Advocacy (ECREA) Family Support and Education Group, Lautoka femlLINKpacific: media initiatives for women, Suva Fiji Council of Social Services Fiji Disabled People's Association & Special Education Teachers Association Fiji Early Childhood Association Fiji Girl Guides Association Fiji Human Rights Commission Fiji Medical Association Fiji National Council for Person with Disabilities Fiji Red Cross Society Fiji Scouts Association, Suva Fiji Society for the Blind, Suva Fiji Vocational & Technical Training Centre for Disabled Live and Learn Environment Education for Sustainable Development in Rural Schools National Council of Women Fiji, Suva Pacific Educational Books, Suva Pan Pacific South-East Asia Women's Association (PPSEAWA) Partners in Community Development Fiji (PCDFiji), Suva Poor Relief Society Save the Children Fund Fiji, Suva Soqosoqo Vakamarama, Nabua Stri Sewa Sabha, Toorak, Suva The Reproductive and Family Health Association of Fiji, Suva Then India Sann~arga Ika Sangam Fiji ('TISI Sangam) Y a w Viti Group, Suva Young Women's Christian Association (YWCA), Suva Training Institutions: Champagnat Institute, Suva Corpus Christi Teachers College Ecumenical Community Training Centre, (Veiqaravi) Nasinu Fiji College of Advanced Education, Nasinu Fiji Institute of Technology Fulton College RELIGIOUS ORGANISATIONS Catholic Education Committee Davl~ilevu Methodist Theological College Methodist Church Pacific Regional Seminary Salvation Army St John Baptist Theological College Fiji Council of Churches and Affiliates Fiji Muslim League Methodist Church in Fiji, Suva Others Gospel School for the Deaf, Suva Lautoka Teachers College Lawaki Mothers Club, Lawaki Nakasaleka, Kadavu Village Pre-school (Kindergarten) National Farmers Union National Training Council Pacific Theological College Private Sector Fiji Electricity Authority Sporting Bodies Fiji Primary School Athletics Association Netball Fiji, Nadi Annex 20 European UnionIGovernment of Fiji FIJI RURAL EDUCATION PROJECT: TOTAI, COST OF SUBMITTED ACTIVITIES 2004 - 2008 and Facilities Mecha~~isms Schools Provinces 2,835,130 5,284,380 Inst~tutions 3,105,280 3,058,490 2,304,590 8,468,360 NSAs 776,350 5,432,780 906,000 7,282,180 Sub -Total: 11,028,260 16,628,340 18,867.83 1 6 7 T 0 - 46,691,480 Cross-cutting costs in infrastructure Electricity 12,000,000 Water 640,000 Sanitation 900,000 Transportation 5 - 0 Staff quarters 4,900,000 -. -- Boardine faclllties - I S o b - ~ o t a l 23,340,000 1 Grand Total 34,366.26 16,628,340 -- 167.02 / 70,026.45 Annex 21 European Union/Government of Fiji FIJI RUK\L EDl'CATION PROJECI: RECO\IRIESDED PROJECTS A S D ,\CTI\lTIES Recommended Projects and Activities to be funded under EDF 9 are based on the basic principle of access, equity and an enabling environment for improvement in rural education. These are listed in priority and implementation will have to be strategic based on a number of factors: activities that are needed urgently; activities that can be implemented immediately; activities that will impact immediately on the school at the village and community levels; activities that impact on life and learning environment of the student; activities needed to be upgraded to minimum standards. Key area Total Required FJD Recommended to be funded Comments under EDF 9 12,000,000 Euros for the whole Electricity brings maximum impact and change to the schools and 1. Electricity electrification projects. Will implement Year 1 and Year communities immediately; facilitates teleconmunications, Easytel, 2 under EDF 9 and this totals: waterpump, and income generating projects. 2,770,800 Suggest Yl: 241,345 - to undertake immediately scoping study for Grid, RAPS and wiring. Remainder of work see Annex on electricity 2. Water 640,000 Euros 640,000 491 schools needing to upgrade water supply facilities with tanks and other appropriate alternatives. 3. Sanitation 900,000 Euros 900,000 773 locations need toilets 4. Transportation 2,300,000Euros 2,300,000 Access by boat, road, bus are urgently needed. Improving access will reduce rural-urban migration of students, improve community participation and commitment in schools, allow regular provision of basic requirements, and improve opportunities overall. Recognise that some activity is being undertaken in Kadavu. Boats - Lau - 692,700 Roads - Kadavu - 692,700; Bua - access roads - 692,700. Small boats - Lomaiviti, Rewa - 692,400 - 5. Staff teachers' 4,900,000 Euros to build 720 4,900,000 Very important incentive for teachers as this is one factor that would quarters houses. Two per school will Allow 3 houses for each school attract the best quality teachers to the rural areas, encourage good cover 360 schools. at 6,927 Euros per house. teaching, promote a healthy environment for learning and The remainder to be financed teacherlstudentlcommunity relations. Retention of teachers will improve. in a Phase 2 per house and the budget is being allocated using the defmition of rural Key area Total Required FJD Recommended to be funded Comments under EDF 9 classification of schools by the Ministry: category 3 and 4 which is rural, remote and islandness. Many of these schools are in Lau, Tailevu, Bua, Cakaudrove, Lomaiviti, Macuata, Namosi and Naitasiri. Boardimg schools will take priority. Total costs needed for housing is great and has to be a phased development 6. Boarding facilities 2,600,000 Young children, classes 1-4 should be schooled withim close proximity of their families. This means that many of the schools in the villages should remain and boarding schools reduced. The numbers that exist need to be upgraded as they have very poor facilities, both primary and secondary. 59 secondary boarding schools and 82 primary boarding schools. The amount allocated was for the total number of boarding schools. This may vary according to the decisions that the Ministry will take regarding this issue of boarding. 7. School requests: 14,220,920 total requests of 1,705,889 to be funded under the The needs are great and about 80% of the total required is for buildings including schools F E P project. The rest to be infiastmcture needs. We could fund accordmg to the priorities we have classrooms: School funded in a possible Phase 2 made: category 3-4 schools and target physical facilities and programme, facilities including buildings, laboratories, telecenhesllibraries. The total of these targeted laboratories, projects cost 5,7980,000 telecenhesllibraries, workshops; Resources includmg equipment and materials 8. Provincial Councils 9,663,290 total requests by This is still an estimate and covers important costs such as roads and Provinces boats included in infrasmcture, as we cannot isolate costs and needs that overlap. 5,000,000.00 under infrastructure 9. Institutions 8,468,360 total for requests by To be funded in a possible phase 2 institutions 10. NSAs 7,282,180 total for requests by 3,250,000 allocated for NSAs 15% of the total allocation under this project will be for NSAs. Non State NSAs Actors have submitted projects and activities worth 7,282,180. Funding could be directed accordmg to ow priorities E u r o p e a n Union/Governrnent o f Fiji FIJI RURAL EDUCATION PROJECT (FREP) Proposed FREP Infrastructure Priorities: Implementation Plan Year 1 / Year2 1 Year 3 / Year 415 1 Comments Infrastructure Areas 1 Immediate 1 Short / Medium term 1 Long term 1 term 1. Electricity 55,000Euros x x Categow 4 schools to be worked on first. Urban disadvantaeed in shorttmedium tern. A special proiect would be needed to address the needs of the balance of schools1 institutions that qualifq. for help. Possible ADB project but this will be a loan not a grant. 55.000 Euros to allow FEA to do scoping notes for electricitv immediately. 2. Water x x x Category 3 and 4 schools first: and urban poor schools 3. Sanitation x x x Category 3 and 4 and urban poor schools 4. Communication Category 4 schools first - ~ - ~- 5. Transpoaation (access roads, bus, Throughout the life of the project Guided by the need for the areas and the best and most boats, etc) economic form of transuort. Islands to be considered prioriQ 6. Teachers' quarters x x x In the absence of any worthwhile incentives. this must he given some prioriw 7. - Boarding facilities x x / Urgent upgrading of existing facilities according to a ulan to be 1 8. School buildings (classrooms) x x x x Category 4 schools to be tackled first and thox with important strategic roles or strategic oositions servicing a wide rural communitv. 9. School facilities (libraries, x x x x Upgrade to minimum standards telecenhes, labs, workshops) Further imurovementtextension for strategic reasons and based on olan of work Annex 22 Fiji Education Sector Harmonisation of Programmes and Available Resources, 2003 - (Known: Ministry of Education, European Union, AnsAID, ADB in July, 2003) Ministry of Education Priorities European Union AusAID ADB and Action Plan Title of Fiji Rural Education Project - Fiji Education Sector Program Alternative Livelihoods ProgramIProject Action Plan for the USP Team Report and Financing F - 1 Inlplementation of the Proposal - 2003. Project has commenced, July 2003. will evaluate the existing plans; Focus on training is on Recommendations of the Education Conmlissio~l Report Funding recomnleilded for four identify priorities in all areas; meet co~~tinuing and non-formal 2000 major activities: with stakeholders to determine what education and trainii~g of . sliould be undertaken; set up adults and youtl~. 2001 Corporate Plan: Puning the Strategic Plan 2000 - 2002 Infiastruchue, Programnles, management team; establish Resources, Processes and coordinating committee. Focus on teclulical training into action . Mechanisms \vith 15% of the total and will be undertaken in M ~ E ' ~ strategic pian 2003 - funding allocated for NSAs. Major coinponent identified: cooperation with FIT and 2005 Leadership and management, Building TPAF. 2003 Coiporate Plan PRIDE . - Regional project and the capacity of MoE's Research and I Education Fiji 2020 1 Fiji is a beneficiary. 8m Euros Development Section, Inlprove 1 Also TA on Rural over 5 years. Cuniculum relevance and flexibility. There is much overlap with the EU Project. Team met with Ausaid and have identified areas that each project should concentrate on. This is taken into consideration in the Report and / Financing Proposal. visits to WA DOET in Australia by senior personnel Actual Implementation of project in 2004. USP Team met with AusAID Team to dicuss areas of overlap and agree that EU project, AusAID and other projects must cooperate closely. Annual Educatioil budget is Total grant is 45.5mFJD over 5 IOmFTO over t h e e years with possible 104.381nlFJD Value 220mFJD Fiji's budget of Fiji's years extension of 3 years. total annual budget Covering period 2000 - Over 5 years beginning 2004 3 years beginning July 2003 6 year project beginning May 2003 Period EU project will respond to the FESP will only support MoE's~ Objective: to create increased Education Fiji 2020 and Strategic prio~.ities of the MoE priorities from their Co~porate and and diversified on and off Objective Plan 2003-2005 list the 10 priority Strategic Plans. farm livelil~ood opportunities areas: TOR were very broad and in mtai areas to offset effects 1. Cumculinn reform covered many areas. While the of suzar reshuchlring and 2. Good citizenship and cultural USP Team work covered these remove poverty reduction awareness 3. Conm~unity partnerships areas and funding for these, it was 4. Teacher piofessional recognised only some priorities development and support can be funded and reconxnended 5 . Management and for implementation. Others are admii~istration already beiilg included in 6. Performance monitoring and programmes to be funded by continuous inlprovement AusAID, ADB; and other donors. 7. Special needs 8. Meeting emerging needs 9. Teaching and learning technology 10. Increasing educatiollal participation 1 1 Will concentrate in four Concentrate on 10 key areas as / 4 components : areas: identified in MoE's Strategic Plan Infrastrncture and facilities 2003-2005. Will have a program agricultural @ Programmes and capacity approach and covering diversification, building Education Policy off farm livelihoods, Resources and equipment Distance education rural financial services, Processes and mechanisms Secondary education * project management Separate funding allocation T e c W o c . for NSAs Teacher training Higher education Primary education Teaching and admin persoi~nel lion-folmal education rraining and vloE is undertaking a great deal of As AusAID's puoject covers a Covered. After review- of public sector Strengthening FCA for :ducation n-house training large part of training and refolrn agenda and other plans; identify agricultural vocational :omponents education, EU's grant has perfon~~arice indicators, analyse training lraining for different regions in Fiji concentrated in four areas indicators and dete~nline focus areas - In-service training n relation to the Affirrnatlve action particularly infrastn~cture access or quality and subsectors - * Conlpentency training ,lan. development. primaly, secondary, TVET; identify Young fairness training geographical areas of greatest need; 41so palinership in training with There is also a high degree of liase with MoE. ~ t h e r organisatioils and instituions. training and education for the NSAs, schools programmle, Major coillpoponent identified: institutioi~s and provincial councils. These are described in Leadership -senior management, Voluine 1 of the Report Professional development of School Managen, Principals and Head USP Team notes links with Teache~.~, policy. Training should Westem Australia. While this is cover Ministry of Youth and S p o ~ t . good, questions AusAID's team's Research and Development - approach and the the lack of Professional development, planning - Pacific pedagogy and some will be vovered by EU project involven~ent of other Pacific Improve cul~iculum - will do largely island teachers or teachers in c u ~ ~ i c u l u m development, pilots, more comparable countries. pedagogy and community involvenient. strategic Plan Has Strategic Plan lhis will be covered by AusAID Will assist the MoE finalise theii Stxategic Plan and prioritise action and determine prioritise projects to do (all of June-August; we had to do this in - . our 6 weeks) Vocational Training Is considered one of the priority Covered. After anivine will then Support FNTC to develop u areas decide in December new txaining curricula emphasising marketable skills; self-employment Use existing training courses where available Begin late 2004 and coiitiiiue Vocational training 45 vocatioi~al schools and emphasis Covered. Will decide later in 2003 Will work with PTAF, FIT Facilities now on inore borader education. and USP Funding for this area is not high in the MoE budget and needs to be addressed. FIT could do with an increase in budget. Rural Schools Project Have evaluated needs to some ZU project conceiltrates on mral Will evaluate in July and decide what Cover rural areas - training degree. Senior education officers :ducation and some aspects of to do ill September and developnient in are well infonned. Database has loor urban areas where resettlement and reskiliing iiifom~ation. ippropriate and necessary people Rural project exist but funds allocated for this is very low. Organisational Organisational structure will 3rganisational management as The programme will be managed by an arrangements include liuks to all aid progranmes iescribed in the Report, \.'olume Executive Management Committee. - PS will be Project Director of EU 1. AusAID and Canberra ha7.e budget Project. control . There is a very high number of Austl-alian expertise flowing in fsom Australia to Fiji, the cost of which is not identified but assumed to be high. Annex 23 European UnionIGovernment of Fiji FIJI RURAL EDUCATION PROJECT (FREP) LOGFRAME -. .. . Narrative Summary I Verifiable Indicators Important Assumptions - Overall Goal 1. Increase in the number of students in 7'h:it rhc <io~crnn,c.lit c ? f F ~ ~ ; dnkl 5101. \\:~li. To achieve equitable access to, schools, continuing and non-formal education continue to place priority on rural education, and participation and achievement in 2. Improvement in basic services to students Ministry of Education Annual Reports and provide the fmancial resources and human life-long education, and improve in rural schools, such as water supply, I-esources to assist this sector. Those students in quality and outcomes for electricity, transportation and sanitation Reports from various groups and research rural areas can achieve the same good results as rural communities those in urban areas. UI Fiji Increase in the number of staff and members SOUPS of the community who apply for training Equity of access and enabling environments are 3. Enhancement of rural students skills to be Exammatlon results and performance key to a child's and adult's success in learning. sucressfitl statlstlcs/report - -- -. . - - . . - - . N a r r a t i v e S u m m a r y Sources of \'erification .- .. ~ r n ~ o r t a n ~ ~ s s u . .. m .. ~ . t i o n s Proiect P u r ~ a s e \loE and g o r c n n ~ e n t ir3rlsr1~, Ihe ~ o r . c m m e n i and SIoE n l l l c u n t ~ n i ~ r tu The purpose of the project is to rural schools and stay on in school to form 6 s n p p k education in the rural areas and ensure create enabling environments to 100% by the 2006 Education Reports that students are given equal opportunities and that increases learning and employment 2. Increase the number of teachers specially access to education, training, opportunities for rural communities, trained in the rnral areas Education staff lists especially children and youth, to develop 3. Strengthen and develop the capacity and Children will learn in clean environments the values, attitudes, knowledge and skills infrastmcture of schools, the community and Education training programmes cognisant of their cultural heritages, to environment to support student learning and Fiji will remain a safe and stable country prepare them to be responsible and training Community involvement in education and productive citizens in their communities 4. Increase community interest and ownership training That MoE and Schools Committee will ensure and our society. of the school existing staff support this national commitment 5 . Develop and strengthen the links between Non-formal short-term courses organised to the rural sector and pay teachers and other schooling, education, training and income by MoE, the school, community and operating costs generating activities NSAs That more students will remain in the rural areas if coliditions and opportunities improve. Key Result Area 1 - 1. Improve infrastructure and building, School statistics Commitment of Government Improved infrastructure and upgraded classroom and physical facilities Reports on urbanisation Commitment of MoE facilities 2. To get electricity to schools that do not Health Report Commitment of line ministries have this FEA report Better coordination of ministries and aid donors The grant will improve the physical 3. Improve sanitation Expect to link facilities, infrastmcture to facilities in rural school - from buildings, 4. Healthy drinking water supply techivoc and non-formal education where classroo~ns, boarding facilities, 5. Improved teachers quarters students and adult can learn in short term electricity, water and sanitation. A clean 6. Improved workshops for equipment courses on how to do carpentry, repair, and and healthy environment is essential to 7. Science and computer laboratories for electrical work. get students learning. rural schools 6 . Improved transportation Work to be undertaken by local professionals and expertise _ _ _ . . - / - - iarrative Summary ~ e r i l i a b l e Indicators Sources of \'critication Important Assuniptions -. . . - . - -. - .~ .- . ~- ;y Result Area 2 - New course needed by the community, and :apacity building and enabling L. Training of principals and managers of Fiji government statistics some cases ilidustry. Assume that the industry nvironment school committees Employment statistics 2. More training for teachers in how to teach will employ them. ltudents can study in a good school in rural areas Employment reports Expect the institutions: USP, FIT, FCAE, LTC nvironment and having access to good 3. Introduce and mainstream more techivoc and private institutions and Employers acilities, teachers and equxpment. courses in the curriculum Census reports I . More short term courses in non-formal Federation to offer short term training courses education Teachers reports. 5. Link more school community, village Improved roads, electricity, water, and community and training in the school infrastructure regionally and in the urban poor 6 . Plan for more short course with FIT, areas. TPAF and USP Foundation courses and other courses offered online 7. Courses to be in : 8. Mechanics 9. Carpentry 10. How to repair. .. 1 1. Agriculture 12. Fishing 13. Train in new areas of need to reflect changing market and changing focus 14. New areas for income generating projects 15. More children in school for a longer period and also have a career path to take. Key Result Area 3 - 2uaIity and adequate resources and 1. Improvement in schools libraries, science Establishment of new labs - science and Commitment to maintain the new resources and naterials labs, computer labs computer nlaterials 2. Improvement of access to school and to Students: staff and management and courses - tecWvoice and other more Establishment of libraries1 telecentres. Policy in place to guide the schools members of the community will have practically oriented access to improved resources and 3. Improvement in telecommunications and Education Reports Commitment of School committee and manager equipment use of wireless technology in the rural areas for education, training and work Education Statistics Able to share resources efficiently and 4. Improvement of quantity and quality of effectively teaching resources to aid students Good practices manual 5. Increase in the number of students who Use of telecommunications for access to --- --- - Yarrative Summary Verifiable Indicators Sources of \'erification -- important 4~\umptions wish to study and go on further in school Inlorm3tlon tc.:hnolog!. and computer use .esources and materials in schools More challenging course in new areas offered Role of school change to be a leaming centre Keg Result Area 4 - ~fiective and efficient processes and Put in place a monitoring and evaluative body Evaluation and monitoring reports 411 institutions, NSAs and government nechanisms jepartments adhere to the devised evaluation, Develop criteria for evaluation and monitoiing Evaluation form devised and method of md monitoring process. evaluation and monitoring Coordinate work of different line ministries, donors and institutions Six-monthly Reports and work plans to be reviewed Reporting process in place Reports resulting for this project Conferences and meetings, as well as seminars Key Result Area 5 - Establish training and education programmes New courses Sommitment by all Community building through education in community development and awareness - and partnerships health, business, empowerment, women's Raise profile of NSAs and partnerships Jommitment by NSA members to work issues, security, water, angry, etc. :ogether as a group Rural education will lift the lives of Increase community awareness and children, the community and the people Produce courses, short -term courses for the public involvement in training and ?rovide more training and focus work in the of the areas; and link culture, leaming students and the community education. ural areas and self reliance to programmes undertaken. Establish the needs of the community in the Strengthen relationships between the Strong institutional and government support areas of education, employment, income govemment, institutions and industry Rural education programmes will also be generating work and projects VSAs can work on programmes in non-fonnal the focus of NSAs working on their own :ducation and empower members of the or in partnership. Develop short-term training courses for :omunity to participate. chidden in school - Red Cross, FNCW, Small micro enterprises. Annex 23.1 European UniodGovernment of Fiji FIJI R U U EDUCATION PROJECT @REP) LOGFRAME (cont'd) Activities for each component / Input - Project Team side / Input - GoF's WOE) side / Preconditions I I I Key Result Area 1 - Establishment of Project Team's office and begin to plan priority of improved 1. Commitment of GoF infrastructure and upgraded facilities 1.1 Establish office and settle in 1.1 MoU signed between MoUIGoF 2. Commitment of GoF 1.2 Put together manual for and EU 3. Enabling policies 1.1 To establish the Project Team operations and management 1.2 Ensure that MoE staff identified 4. That MoE will support the 1.2 To advertise the 2 positions committee structure and moved to the EU Rural Project Management structure 1.3 Decide on the 2 members of the 1.3 Approach USP to host MoE Education Project Team and support the work plan team from the MoE site on the Internet and to 1.3 Identify areas and plan logistics 5. That rural education is priority 1.4 To establish the office network 1.4 Allow the team to work 6. That GoF will review 1.5 Establish a Fiji Rural Education 1.4 Prepare all materials, and independently but reporting govenunent funding for rural website meeting dates directly to the PS education 1.6 Establish the Project Steering 1.5 Annual plan to be drawn up 1.5 Begin partnership development - Committee together and arrange for MoE, institutions, NSAs 1.7 Appoint the secretary and accounts Project Meetings, and steering 1.6 Review workplan on clerk; purchase equipment committee meetings. infrastructure 1.8 To develop Annual Work 1.6 Review annual work Programme programme 1.9 Coordinate work of the Team, MoE, 1.7 Attend Project Steering NSAs, MoYS, AusALD Committee 1.10 Overview infrastructure 1.8 Approve funds projects submitted by - schools. 1.9 Ensure coordination provinces, institutions and NSAs established between aid I and identify those projects that can 1 funded projects in the same 1 be undertaken immediately, short 1 areas term., medium term and long term 1.10 Provide expert advise I. 11 To work with different sections where necessary to finalise the projects 1.12 To develop a programme of work - that that are undertaken by government, those by other aid donor, and EU L. 13 Commence working on the learning centre concept to take in centres of excellence. Key Result Area 2 - Sapacity building and enabling 1. Commitment of MoE L . Identify policies to ensure that 1. Organise training programmes 1. Ensure no overlap with other aid 2. Commitment of GoF improved facilities and environment at all levels with MoE agencies training plans 3. Commitment of staff are established for rural education 2. Meet with institutions and 2. Ensure work of all agencies and 4. Support of industry !. Students can study in a good school review training programmes institutions are synchronised environment and having access to 3. Identify sharing in training 3. Review training policy for good facilities, teachers and between MoE, AusAID, ADB teachers equipment 4. Develop close working 4. Policy for rural teachers and 3. Develop training programmes relations institutions, USP and incentives be developed and 1. O v e ~ e w training programmes of FIT in particular supported NS As 5. Training in leadership, school principals, SEOs, community level leaders 5. Non-formal education priority areas identified working with NSAs; and develop pro yammes 7. Support work of NSAs Key Result Area 3 - Quality and adequate resources and materials Identify needs of Category 314 Support policy on the Establishment schools - telecentresilibraries, of new labs -science and computer Support of government Students, staff and management and science laboratories, computer members of the community will have laboratories, reading Establishment of librariesi Subsidise costs of telecommunication access to improved resources and materials, textbooks, other telecentres. equipment teaching resources Commitment to maintain the new Put together a plan for Publicise Good practices manual resources and materials 1. Prepare policy and plan on upgrade minimum standards for schools Improvement of access to Policy on Information technology 2. Put together needs for category 3 courses - techlvoice and other and computer use in schools Policy in place to guide the schools and 4 schools in these areas more practically oriented 3. Cost these needs - prioritised Study - Improvement that can To support the role of school must Commitment of School committee 4. Inventory to be kept by schools be achieved using wireless change to be a leaming centre and. and manager 5. Maintenance of equipment technology in the rural areas appropriate policy to be put in place necessary for education, training and Able to share resources efficiently 6. Identify, order and distribute work and effectively 7. Monitor use and placement of Improvement of quantity and equipment and resources quality of teaching resources to aid students Increase in the number of students who wish to study and go on further in school Introduce schooling by distance and flexible learning -cooperate with USP on use of resources and technologies Key Result Area 4 - Effective and efficient processes and In the beginning to work on a Evaluation and monitoring policy All institutions, NSAs and mechanisms criteria for monitoring and supported government departments adhere to evaluation / the devised evaluation, and 1. Establish a mechanism for Teachers evaluated on regular basis monitoring process monitoring Coordinate work of different line 2. Develop a policy and plan ministries, donors and institutions Review of salary for rural teachers to 3. Teacher awareness in this area - work with USP and be promoted -more incentives and 4. Training of teachers SPBAE as appropriate motivation given 5 . Database to be created 6. Review mechanism and plan drawn Put together a schedule for Reports resulting for this project be UP monitoring publicly available on the website and 7. Develop minimum standards for in hardcopy facilities, classrooms, teachers Training teachers in monitoring abilities, resources, laboratories in Conferences and meetings, as well as rural schools (in fact all schools) seminars 1 Key Result Area 5 - Commitment by all Comnlunity building through education Establish the needs of the New courses and p'a-tnerships community in the areas of non- Commitment by NSA members to formal education courses and Raise profile of NSAs and work together as a group 1. Prepare a programme for adult programmes, employment, income partnerships education, community awareness, generating work and projects Provide more training and focus working with NSAs and FEF, Support the use of retired teachers or work in the rural areas NCSMED, MoYS, MRP Develop short-term training members of the community as craft 2. Organise specific courses -long courses for children in school 1 - teachers and in sport. Strong institutional and government and short term to be undertaken for Red Cross, FNCW, Small micro support rural and urban poor communities enterprises. Encourage and support relationships 3. Linking programmes between non- between the government, institutions NSAs can work on programmes in formal education, school training, More culture, dance, sport in the and industry non-formal education and empower vocational training and income cuniculum especially for rural members of the community to generating projects. schools / participate. 4. Identify schools that are learning centres to undertake such training in Develop sporting plans for schools remote areas in athletics, cricket, rugby, netball 5 . This KRA will support the principle and swimming. that education is holistic 6. ICTs for development to be develooped 7. Promote the use of ICT to foster and strengthen local culture and tradition through encouraging the use of local languages based contents and software 8 Develop courses for the use of ICT and multimedia skills for the film, animation and audiovisual industry, television, music recording To develop model courses in ICT and the expressive art working closely with experts from Japan Project Management Committee 1. Establish a mechanism for planning, MoE organisational structure monitoring, evaluation, reporting of the project Project Team will be Secretariat 2. Establish a Project Steering Committee which Will ensure regular reports are Mechanism for Committee should meet every six months to review provided projects, annual work plans and approve Prepare awareness and projects and budget and operational plan. The / Put reports and statistics on the web publicity programme on ICTs committee will have wide representation and human development including aid donors, NSAs, line ministries Regular reviews and reports on the though lectures, talks visits to including MoFNF' and MoYS, M O M and USP, radio particularly for the rural schools and industry FIT, FCAE and LTC. This will be chaired by schools the PS, MoE 3. Promote public interest in this project through the media, newspapers and other media 4. Project Management Committee with memberships to include the implementors mainly including a representative of the NSAs. This committee will meet on a regular basis - once a month - to ensure that the work is being carried out and monitored. 5. Project Team management - this committee will meet regularly - from daily to weekly and will comprise members of the team and selected persons directly involved in the day to day running of the programme and planning. Evaluation of programs I 1 I. By students ' Prepare evaluation method To support this To evaluate the courses ! I To evaluate lecturer To hear the results - as Recommend improvements necessary and to take action from the reports and 2. By staff assessment. To evaluate course and presentations Recommendations for modifications 3. Independent evaluation Expert from EU to do independent I evaluation 1 Some areas of research identified directed at rural schools: AusAID will specifically deal with strengthening the research sector. However, listed are some areas of research identified to be undertaken with some urgency as the results would feed into the planning process: Movement of children from rural to urban schools and their destinations Performance of rural children as compared to urban - need to establish some factual correlations Destination studies of students School children and urban poor communities -the reason for migration to urban areas and resulting performance Income generating projects linked to schools The environment, education and sustainability On-going research on the application of new ICTs to development and education in rural areas Develop a needs assessment study on the utilization of ICTs for development, education and learning Research into the reasons for rural students underachievement Annex 24 EMPLOYMENT AND UNEMPLOYMENT RATE 1981 - 2000 YEAR Population Labour Employment Unernploymel~t Annual Labour force rate 'A Population Force - Employment Growth % Growth -Growth % Statistics for 2000 were not available Annual employment survey data collected in June, excluding cane cutters aud other seasonal and casual workers whose period of employment does not coincide with the survey period. Figures for June 1991-1994 and fi@res for March 1995 from the Quarterly Sample Survey of paid employment. Labour force estimated by applying census labour force participation rates to age specific population estimates. Number in employment incorporate paid en~ployees with own account and unpaid workers estimated using census propo~tions modified slightly. Estimates of number of cane cutters also made. Unemployment is a residual item. Source: Bureau of Statistics (28/5/2001) Annex 25 PROJECT MANAGEMENT STRUCTURE PROJECT STEERLNG COMMITTEE (PSC) PS, MoE, PS or nominee, Line Ministries (Fiance & Planning, Regional Development, Youth & Sport, Fijian Affairs, Multi-Ethnic Affairs, Health), NSAs, Donors, Project Team Leader. I Will meet once every 6 months to receive, review and approve: annual work plans new project proposals progress reports financial reports policies and procedures new recruits evaluation and monitoring reports Provide advice and direction A 1 PROJECT MANAGEMENT COMMITTEE Sections of the MoE, FIT, USP, LTC, FTC, FCAE, CCTC, FNTC, PTC, PRS, NSA Will meet once every month or as often as the need arises Be part of implementom and will ensure the project moves and succeeds Provide advice and guidance to the Project Team Monitor, follow-up; review programs; review reports and offer solutions. I - PROJECT TEAM 2 from MoE, 2 from outside (all LocaVregional) The Team will drive this Project. It will: Prepare manual and procedures Manage staffrecruitment with PS Coordinate work of all stakeholders, plans and implementation Be responsible for information dissemination and community awareness programmes Monitor and follow-up workplan Provide evaluation and advisory services to projects Be responsible for managing the budget Establish and maintain records Establish and maintain a Project website Produce and distribute reports electronically and produce publications Be the Secretariat to Project Steering Committee Other duties as the need arises Publications Consulted Auskalian Agency for International Development. Ftji education sectorprogrunz :program desigtz document., 2002. Canberra, 2002. Bureau of Statistics. The Rural-urban contirzum in ijiji, volume I : a report on the geographic subdivisions ofFiji for the 1996 census. Suva, 1997. Dubsky, R. and Pathak, R.D. The Formula forpublic sector reforms :public enterprise reform in Fiji Islands and good governance in Oceania. USP, Suva, 2002. Duke, Chris. Continuing Education and Lfelong Leal-rzing : a policy discussion Green paper Auckland, University of Auckland, 2000. Ecumenical Centre for Research, Education and Advocacy. Animal Report 2002. Suva. 2002. Family Support and Education Group. A Socir~lperspective of students in Westeriz Fiji : 1998, 2001 Lautoka, 2002. Fiji Council of Social Services. Citizerz andgovernance : civil sociery in the tzew millennium : Fiji Report, 1999. Suva. 2000. Fiji Council of Social Services. Eleventh National Corference on social development : 26-28 August, 1996. Nadi. 1996. Fiji Council of Social Services. Familiesprontotirzg the culture ofpeace [series report 4. 15 May 2000. Suva, 2000. Fiji Council of Social Services. National Cor?ferer~ce on Social Development Report ; management and development the future of volunteeri.rmfinance and acco~mting issues, firnily issues, 28-30 August 1995, Lautoka. Suva, 1995. Fiji Council of Social Services. Voluntary Action Network, New.sletters. Fiji Council of Social Services. Arznual Reports, 1989 - 2002 Fiji Council of Social Services. Education Fiji for the Future, 2000. Fiji Council of Social Services. Handbook on family vallres. Suva, 2003 Fiji Council of Social Services. Human rights and democracy iz civil societj~ : handbook. Suva, 2002 Fiji Council of Social Services. Nalional Conference oiz Social Developnzent, 4-6 May,2001, Vanua Levu Muslim Institute of Technology, 1,abasa. Suva, 2001. Fiji Council of Social Services. PI-ontoting healti~),,family relationships [no. 1/96] Fiji Council of Social Services. Second Pacific Regional IAVE Conference, June 1989. Suva, 1990. Fiji Council of Social Services. Strategic Plan 2003-2007. Suva, 2002 Fiji Human Right Commission. An~znal Reports 2001- 2002. Fiji. Parliamentary Paper No. 72. Rebuilding confidence for stability and growth for a peaceful, prosperous Fiji, 2002 Suva, 2002. Flier, Len. Efficient education : realigning Fiji's educutiorz sjfstenz to matclr tlze 11eed.s of studertts and society. Suva, 2000. Government o f Fiji. 20-year developnzentplart 2001-2020 :for the enhancement ofparticipation of indigenous Fijians and Rotumans irz the socio-economic developrneizt ofF{ji. [draft]. Suva, 2000. Government o f Fiji. Blueprint for Afirmative Action on Fijiun Education, 2000. Government of Fiji. Budget Estimates 2003. Suva, 2002 Ministry o f Education. 2001 Corporate Plali : Putting the Strategic Plan 2000-2002 into Action., 2001. Suva, 2001. Min~stry o f Education. Action plan for the inzplemewtation ofthe recommendatiolzs of the Education Commi.ssion/Panel Report 2000. Suva, 2000. Ministry o f Education. Annual reporls, 1997- 2002. Ministry o f Education. Corporate plan 2003 : itision statenzent : Einpow~eredyouths - forpeace, progress and prosperity. Suva, 2003. Ministry o f Education. Education Fiji 2020. Suva, 2002 Ministry o f Education. Learning together : directiorzs,for education in the FiJi Ls1and.s. Report of the Fiji Islands Education Commission/Paizel, 2000. Suva, 2000. Minishy o f Education. Ministry of Education arzd Technology Strategic Plan, 2000-2002 :putting education Fiji 2020 into action, 1999. Suva, 2000. Ministry o f Education. Permanent Secretary for Educatiorr's visit to assess rehabilitation work in schools affected by Cyclone Alni : a brief report, 28 April-I May 2003. Suva, 2003. Ministry o f Education. Strafegicplan 2003.2005, Suva, 2001 Ministry o f Education. Unit for Excellence in Educatiol? : 2003 Corporate Plan :putting the Strategic Plan 2003 - 2005 into action. Suva, 2002. Ministry o f Energy. Workprogramme,for 2003. Deparhnent o f Euergy, Suva, 2003 Ministry o f Youth, Employment and Sports. Nationalpolic)~ or1 non-for~nal education in Fiji. Suva. [n.d.]. Veramu, Joseph. The Case of Fiji : the contribution ofNoiz-fornzal education to vocational development. USP, Suva, 2002. Annex 27: Subjects in the Secondary School Curriculum and Average Number of Periods Per Week 4 4 3 3 I I I - Food and Nutrition 3 3 4 4 8 8 8 - - Food Technology 1 1 1 I 8 8 8 - - - - - French 0 7 5 4 6 7 9 Wocd Technology Woodwork . . h n t e m a l i s e d increaslnzlv . abstnct . verbal Less verbal interaction u,nmtunmd~~on that u*u:tll\ 111\01\~.5 lilnyuilp.~ c \ t c n ~ ~ ~ ~ ~ ~ , and chrllvngc lh~hatuph n ;unlh~llul#~tn i~I'rc~lillls(. nrdellltlp wpporting. I~nhnng ihdptng and ~ ~ J I I ~ c approaching teacher and standing close by, changes Questions and Answer Routines, with questions being in faclal expression, making various noises, directed at individuals, the answers to which the teacher looking away from task and scratchine. head. already knows and one students is expected to respond at any one time. s Teachers pay more anention and reward verbal seeking Interact and orient more toward peer group rather for help by sladents. than adults. . Teasher6 iry to draw students into negotiations and Talking back to teacher signals lack ofrespect. . explanations. Calling on individual students to answer quostions Teachers expect students to look la teacher as main is considered in some cultures as 'putting the child source of interaction. on the spot' and 'verbalising knowledge is a kind of showing off. Volunteering answers considered showing off and . cum~ine favour with teacher. Management Leader and teacher direzted and controlled. . Participatory and level of panicipalion determined individualiditic and competitive, with individual by needs and desires of bdividuals. . achievement emphasised. . Gmup work preferred: cooperation, sharing and individual pxLomance dosely monitored and interdependent learning groups are core supervised hy managementiteacher. behavloun Discipline applied through negotiation and explanations Shared finctlon and role flextb~l~tv wth demes of - freedom to arrange work responsibilities and Organisation, etc. managed and administered through schedules. rules and principles. Supervision of children hy adults is non-intrusive, giving rise to feelings of competence and autonomv on , "art of children. . . Interaction with older siblings or peers rather than adults. Strong orientation toward peer;. . Disci~line usuallv aoolied throrteh oeers or older " . siblin'gs. With ad;l&,'listen respectfully and then withdraw from scene. Organisation, etc. mnnaged, etc. through trust and resmt. . Learning Systems r Individualistic. . interpersonal and interdependent: cooperation and Verbal directions. sharing. Competitive. l.ittlo verbal direction. Expansions. . Observation. Abrtnct. + Demonstration. Reflective. Listening. Memorisation. Wrticipation. Imitation. Repetition. Asking to solicit information. Learn by doing. Concrete and active. . Topdawn. . Lateral. Hiearchical and vertical. Bonom-up. . + Authorilalive. . Consensual. Linear. Cyclical. ksmnent find Individualistic. Participation and production. Evaluation Verbal. . Non-verbal feedback. written. Real-life and context-spmific. Abstract. Deconterhlalised. Rational logical. . Education System System decontextualised and removed from real life. System integral an ofcommunities. Learnine and teaching pan ofreal life. N I knowledge are inter-related and connected. Values, duties and responsibilities as members of sociaf capital. communilies. Motising analytic, numeric, linguistic and factual Good relationships are communities 'real' wealth intelligence. on which economic and political capitals are dependent. Equally impartad are athletic, intuitive, emotional, practical, interpersonal and musical intelligences. Laoguage of instruction and literacy emphases - English Prioritise vernacular languages and children's prior or a melmpolitan language knowledge and values. Lefl-brain emph- - logical thinking analysis and Right-brain emphases - aesthetic$ feeling, accuracy. creativity, skills of imagination, and synthesis. Empahses on the 3Rs - pronouncing syllable$ writing the Syslem thinking, which is intuitive. alphabet, and comting numbers. Gmup learning - group IQ higher than that ofthe Individusf achievements and comoetition. individual. Graduates who can crunch numbers, analyse facts, argue Collective vision - sum total of the vision of the logically, fiod pmblems, and implement logical solutions. group. Translates in business into emohasis on the bottom line - Graduates who can think intuitively and creatively, thmugh organianp, managing, inspiing and contmlling. have shong cultural values and feelings, and use their son= and imagination. Increasing the bottom line through creativity, collective vision. e w d relationshins. and sensitive Annex 29: PROPOSED JOB DESCRlPTIONS AND ADVERTISEMENTS Fiji Rural Education Project (FREP) The Ministry of Education is seeking to appoint a Project Director, Project Manager and two Education Advisers for the European Union - funded Fiji Rural Education Project (FREP) which it is implementing on behalf of the Government of Fiji and funding agency. The overall aim of the Project is to achieve equitable access to, and participation and achievement in life- long education and improve quality and outcomes for rural communities in Fiji. The purpose of the project is to create enabling environments that increase learning and employment opportunities for rural communities, especially children and youth, to develop the values, attitudes, knowledge and skills cognisant of their cultural heritages, to preparc them to be responsible and productive citizens in their communities and our society. The key development priority areas as identified from submissions submitted by various stakeholders, schools, teachers, eommunities, non-state actors, provinces, women's organisations, the business sector and other interested parties include infrastructure and facilities development, capacity building, resources and equipment purchase, and processes and mechanisms for quality monitoring and evaluation. The total cost of the project is FJD 45.45 million funded by the 9th EDF. The project will be implemented over the period 2004 - 2008. Position Description Project Director Re?: The Project Director (PD) is responsible for providing effective leadership, general oversight and direction for the project. The tasks are challenging but the post will provide an unique opportunity to lead a professional team that is expected to work creatively with the Ministry of Education staff, other line ministries, Non-state actors and various stakeholders in the country to promote a country-wide dynamic exchange of experiences of best practices and lessons learnt in areas relevant to the project's objectives. The PD is required to work within a three-tier management structure, with the Project Steering Committee (PSC), providing the overall policy and direction, the Project Management Committee (PMC), a sub-committee of PSC, and the Project Team Committee (PTC), which assists the Project in the oversight and monitoring of the day-to-day operations of the project. The PD will report to the Permanent Secretary for Education, and Project Management Committee for the day-to-day administrative and financial management of the project. T ~ ~ P D will be responsible for: (1) providing leadership in the review and analysis of the strategic activities submitted and assess its importance and viability for implementation and sustainability; (2) providing direction in the development and implementation of strategies and activities for developing plans to develop and maintain infrastructure and facilities, capacity building; resources needs, processes and mechanisms, and community building programmes; (3) overseeing the development and implementation of national short- and long- term infrastructure plans, programmes, resources needs; (4) overseeing the organisation and conduct o f in-country workshops and seminars; (5) overseeing the development of working and financial reporting manual; and (6) providing support for in-country activities. In addition, the PD will also: (7) provide leadership and direction to the Project's professional, administrative and support staff; (8) give overall direction to and support for the development and implementation of project activities; (9) introduce and sustain a culture of continuous improvement; (10) develop and implement an appropriate gender strategy; (1 1) prepare a detailed work program for the five-year period of the project, consistent with the Financing Agreement and decisions of PSC, complete with detailed log-frame of activities, outputs, implementation strategies, monitoring and evaluation strategies, risk management and indicative costs for submission to the PS and PMC; (12) prepare an annual work plan in consultation with the particular stakeholders; ( I 3) prepare a monthly report for submission to the PMC, a six monthly report to the EC and an annual report to the PSC, in collaboration with the Project Manager; (1 4) design and manage an internal monitoring and evaluation system for the project; (15) oversee all reports, information, and press statements; (16) ensure that report formats adhere to the requirements of the Grant Agreement and are submitted to the NAO within the stated time limits. Qual@cations and experience Applicants must have a master's degree, with preferably a PhD, or equivalent, and substantial field and professional experience in educational operations and management, a significant part of which would have been with developing countries. Previous experience should include team leadership and experience in Fiji or a Pacific ACP region would be an advantage. Other desirable qualities and areas of competency include broad experience in at least two of these areas: education infrastructure development, education development, rural development, curriculum development, teacher education, assessment, accreditation and program evaluation, non-formal education, IT education, distance education, educational data and statistics, economic development, and research; high level analytical and interpersonal skills, including coaching and facilitation skills; computer software applications; familiarity with education sector in Fiji; competence in Fijian andlor hindustani and familiarity with EDF rules and procedures. The successfi~l applicant will be an effective leader, a good team player, with high-level competence and fluency in English, good communication and negotiation skills and he sensitive to cross-cultural and gender issues. Salary range:
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