Education for All

EFA 2000: Literacy AssessmentFiji

EDUCATION FOR ALL: THE YEAR 2000 ASSESSMENT

COUNTRY REPORT

BY

FIJI

NATIONAL ASSESSMENT CO-ORDINATOR:

ISIRELI SENIBULU

MINISTRY OF EDUCATION

MARELA HOUSE

SUVA

REPUBLIC OF FIJI

PHONE:(679) 314477Ext. 415

FAX:(679) 303511/315245

[This is an excerpt of country report containing relevant sections on literacy and non-formal education.]

Downloaded from Asia-Pacific Literacy Data Base (

BRIEF DESCRIPTION OF THE REVIEW PROCESS

The review was carried out by a committee comprising officers from the Ministry of Education’s Primary Section, Curriculum Development Unit, Statistics, and the Planning and Research Units. The officers had been chosen on the basis of their work experience and the relevance of this experience to the exercise, while at the same time taking into consideration the statistical nature of the work coverage.

Most of the indicator data and educational publications were made available by the Ministry’s Statistics Unit while the population statistics was drawn from the Bureau of Statistics’ latest population census figures of 1996. Information from published Ministry of Education material, including annual reports and planning documents have also been drawn on towards the final compilation of this report.

Thanks are extended to UNESCO, Apia for their support with the Support Team members Mrs. Christina Jowett, who visited Fiji in April and Mrs. Celia Barelle, who assisted in August 1999. Two workshops, organised by UNESCO Apia, were held in Nadi, Fiji, during June and August 1999.

PART I

BACKGROUND

…..

Population

Fiji’s population on August 25, 1996 stood at 772,655. There were 358,131 persons in the urban areas and 414,524 in the rural areas. Of the total, 394,999 were Fijians (51.1%), 336,579 were Indians (43.6%) and 41,077 others (5.3%).

Fiji has a relatively young population with about 53% are persons below the age of 25 years. The economically active population in 1986 was 62% of the total population of 441,852 persons.

Land Administration

The Department of Lands & Surveys and the Native Land Trust Board are two authorities which undertake management and administration of most of the land in Fiji.

Education

Education in Fiji actually started with the arrival of the missionaries who set up a very informal education system whereby reading and arithmetic formed the basic curriculum. The goal of such an education system was basically to have a core group of students who could read and interpret the bible and to act as evangelists, spreading God’s message to the locals.

The missionaries set up mission schools beginning with primary level and extending later to secondary. Also part of the system was a strong technical/vocational component, the continuation of which we see forming the basis of technical education in the country today.

In 1916, the first Education Department was set up in Fiji to undertake the provision of all educational services in the country. The Department started to register all schools and centralized all educational services from curriculum to the recruitment of teachers.

However, one of the most important aspects of education not centralized was the ownership of schools, which was left with the communities and other controlling authorities. This has been acknowledged worldwide as a strength of the education system in Fiji. Often in the face of economic hardships and adversities, communities devote significant human and physical resources to raise funds in the name of educating the young people of the nation.

A strength of this system of school ownership has been, and will continue to be the capacity for schools to be responsive to the local community and environment. It also engenders parental commitment and partnership in education at all levels and demonstrates to young people the exceptional value which is placed upon teaching and learning in the lives of all our citizens. This has been a major driving force in our high participation rates in the system, particularly in the basic years of schooling.

1.0EFA Goals & Targets

There have been three main goals of EFA in Fiji, namely:

(i)Improvement of educational facilities and resources in rural areas

(ii)Increase the school participation rate and reduce dropout in basic education

(iii)Improve the quality and relevance of education to all

1.10Early Childhood Education

A plan of action was put in place to ensure that educational services are made available to as many pre-school-aged children as possible. Specific functions carried out included:

provision of professional and administrative assistance to pre-school teachers & management committees through visits

mounting of basic training courses for new pre-school teachers

conducting of community awareness programs

conducting teacher training programs for rural teachers in the use and maintenance of pre-school equipment and books

1.20 Primary Education

The Education Act (Cap 262, Part XI, Section 28) of 1978, on Compulsory Education in Fiji, stipulated the following, that:

(a)the Minister may, with the consent of Parliament, by order, specify any area or areas of Fiji in which all children of such age or ages as may be specified in such order shall be required to attend a school.

(b)when any order has been made under the provisions of subsection (I), the Minister may make regulations to secure that every child of the age specified in such order shall receive education in a school. The Compulsory Education Regulations which came into effect in January 1997, attempted to, as far as practically possible, ensure that it be the duty of every parent or guardian to ensure that every child of compulsory school age receive suitable and relevant education by regular attendance at a school. This is further delved into in detail in the later part of this report.

1.30Learning Achievement and Outcomes

The target is access for all to quality education with the objective being high levels of literary acquisition. Targets include:

implementation of government policy on tuition fee assistance and compulsory education

implementation of special projects to raise literacy levels

improving pre-school participation and readiness

Both internal and external examinations continue to play a dominant role in the lives of teachers and students in Fiji.

1.40 Adult Literacy rate

Fiji has, over the last ten years placed considerable effort in the form of having in place initiatives to improve literacy in Fiji. The Ministry of Youth, Employment Opportunities & Sports has worked closely with non-government organizations in initiating adult literacy and awareness programs. More on this initiative is covered in the report..

1.50 Education and Training

It is noted that about 60% of youth (aged between 15 and 24 years) reside in rural areas. With a total population of over 770,000 (1996 population census), youth accounted for 24% (156,127) of which 78,486 were Fijians, 69972 were Indians and the rest of other racial ethnicities.

1.5.1Youth policy programs aim at mobilizing and training youth in various capacities to broaden and facilitate career development and self-employment. Skill training must be standard, appropriate and be marketable in the labour market and will incorporate relevant life skills, both spiritual and character training, to become a vital component of youth training.

1.5.2The Youth Employment Options Program, established in 1989 aims at assisting young people to make a successful transition from school life to work, unemployment to employment and onto further education. The program also provides short term skill training courses, employment information and dissemination programs including the ‘Careers Expo’, to assist young people make appropriate career choices from options available.

1.5.3The National Youth Service, established in 1993 provides training at the grassroot level with a second chance program for most disadvantaged youths to acquire self employment and/or employable skills. As the program is designed to meet the needs of the most disadvantaged youths in the labour market, the main area of focus is to improve opportunities for rural youth through agricultural skills training and marine resource management. There is no minimum educational qualification to be eligible and priority is given to young people who do not have access to other training programs.

1.5.4 The Service operates in three major divisions with a national network of government and community-based NYS training camps established. Programs include vocational skills, discipline, spiritual development, time management, cultural awareness. It encourages parental and community support in rural areas.

1.5.5The Viti Corps, established in 1995, aims to assist the development of youth throughout Fiji in the provision of training programs based on a ‘Youth Training Farm’ concept. The objective is to provide appropriate vocational training to ensure career development and sustainable self-employment. The emphasis is on specialized farm training in dairying, beef cattle, piggery, taro/cassava production, ginger, short term crops, aqua culture, farm management, agricultural trades, mechanical skills and motivational training for discipline.

1.5.6 Another initiative, the Organization for Industrial, Spiritual and Culture Advancement (OISCA) was established in 1990 under joint partnership between the Ministry for Youth, Employment Opportunities & Sports and OISCA. The initiative emphasizes basic Japanese agricultural techniques, Japanese language & culture, personal development based on OISCA principles and an environmental education initiative for primary school children (Children Forests Program) on afforestation and reforestation.

1.60Education for Better Living

The ‘Positive Mental Attitude (PMA) initiative through the Youth Ministry aims to provide young people with continuous motivational and attitudinal training programs to help them attain their goals in life.

1.6.1Established in 1990, the Fiji Institute of Sports promotes sports development through rural outreach programs, identifies high potential athletes, helps in capacity building for sports federations and promotes sports for all nationwide.

1.6.2The National Youth Band, established in 1985 by the then Ministry of Education, Youth & Sports through an overseas donation of musical instruments, has as its objective ‘to offer unemployed youths an opportunity to develop their talents for use in the entertainment industry and/or become tutors/teachers of physical education, music, art & craft (PEMAC)’.

1.6.3 The government also ensures that there is greater awareness amongst youth of their fundamental rights or freedom and the strengthening of those values in the families, society and community NGOs and youth groups. Promotion, awareness and application to daily living, the values of democracy, respect for rights and property of others, gender equality and equality for youths with special needs, e.g. street children, disabled, minority groups etc. There should be equal access to opportunities to acquire knowledge, information, skills, resources, positive values etc. that enable youth to achieve full potential.

1.6.4Young people cannot be developed in isolation. Social support from the family, community and society at large are essential components of the process. Greater collaboration and co-ordination between key stakeholders is vital.

PART II

…..

ANALYTIC SECTION

6.0 PROGRESS TOWARDS EFA GOALS AND TARGETS (1990 – 1999)

…..

6.2Primary Education

Indicator 3: Apparent Gross Intake Rates in Primary Education

…..

c] Apparent gross intake rare – by gender

Table 5

Male / Female
Year / No in School / Population / Gross / No in School / Population / Gross
Class 1 / Aged 6 / Intake % / Class 1 / Aged 6 / Intake %
1996 / 10,661 / 9050 / 117.80% / 9,725 / 8428 / 115.39%
1997 / 10,953 / 8990 / 121.80% / 10,119 / 8365 / 120.97%
1998 / 11,380 / 8931 / 127.40% / 10,457 / 8302 / 125.96%

Source: Ministry of Education. Department of Statistics Annual Report

In comparing the gross intake rates along gender lines, the gross intake rate for males is slightly

higher than that of females. However the difference is not high enough to be a cause for concern

Indicator 4: Apparent Net Intake Rates in Primary Education

a] Total net intake rates

Table 6

Year / New entrants in / Population. 6 year / Net intake
Class 1 aged 6 / age group / rate %
1994 / 11625 / 17903 / 64.90%
1995 / 10087 / 17618 / 61.20%
1996 / 11009 / 17478 / 62.90%
1997 / 11664 / 17355 / 67.20%
1998 / 14362 / 17234 / 83.34%

Source: Ministry of Education. Department of Statistics Annual Report

The net intake rate was very low for the three years from 1995 and increased dramatically in 1998. This rate shows that some of the 6 year old students are at other class levels and have entered the school system at an age other than that of the legal age.

b] Net intake rate by ethnicity

Table 7

Fijians / Indians / Others
Year / No in School / Population / Net / No in School / Population / Net / No in School / Population / Net
Class 1 6yrs / Aged 6 / Intake % / Class 1 6yrs / Aged 6 / Intake % / Class 1 6yrs / Aged 6 / Intake %
1996 / 6,942 / 9801 / 70.83% / 3555 / 6701 / 53.05% / 512 / 976 / 52.40%
1997 / 7,065 / 9911 / 71.28% / 4004 / 6510 / 61.51% / 595 / 977 / 60.90%
1998 / 8,759 / 10307 / 84.98% / 4966 / 6324 / 78.53% / 637 / 977 / 65.20%

Source: Ministry of Education. Department of Statistics Annual Report

In comparing the net intake rates for ethnic groups it is noted that the rate for the ethnic Fijians is higher than that of the other ethnic groups. The lower rate for the Indians shows that their children are entering Class 1 as a much lower age that the official age of entry. The low intake rate for the ‘others’ is looked at with some concern due to their correspondingly low gross intake rate.

c] Net intake rate by gender

Table 8

Male / Female
Year / No in School / Population / Net / No in School / Population / Net
Class 1 6yrs / Aged 6 / Intake % / Class 1 6yrs / Aged 6 / Intake %
1996 / 5,773 / 9,050 / 63.79% / 5,236 / 8,428 / 62.13%
1997 / 6,107 / 8,990 / 67.93% / 5,557 / 8,365 / 66.43%
1998 / 7,458 / 8,931 / 83.51% / 6,904 / 8,302 / 83.16%

Source: Ministry of Education. Department of Statistics Annual Report

There is not much difference between the net intake rates for male and female.

Indicator 5: Gross enrolment ratios in primary education

a] Gross enrolment ratio: Class 1-6

Table 9

Year / Total enrolment in / Total enrolment / Total population / Gross
Grade 1-6 / official primary age / Age 6-11 years / enrolment ratio [%]
1996 / 115,666 / 102,762 / 105,169 / 109.98%
1997 / 115965 / 103,208 / 105,273 / 110.16%
1998 / 116410 / 104,759 / 105,392 / 110.45%

Source: Ministry of Education. Department of Statistics Annual Report

The gross enrolment ratio continues to increase from 1996 to 1998 showing the improvement in access to basic education in Fiji. Universal primary education has almost been achieved for lass 1-6 as shown by the large enrolment ratio.

b] Gross enrolment ratio : Class 8

Table 10

Total enrolment in / Total No of 6-13 year / Gross enrolment ratio
Year / Class 1 -8/F2 / old population / %
1996 / 152802 / 142824 / 106.99%
1997 / 152813 / 143527 / 106.45%
1998 / 153350 / 144254 / 106.30%

Source: Ministry of Education. Department of Statistics Annual Report

Considering the full primary cycle, Class 1-8, Fiji still has a high gross enrolment ratio. There is an overlap between primary and secondary school levels at the Class 7 & 8 levels in primary and Form 1 & 2 at the secondary level. Class 7 & 8 is equivalent to Form 1 & 2 in the secondary school level and the enrolment of the two equivalent levels have to be combined when calculating enrolment ratios up to Class 7 & 8.

The lower gross enrolment, when extended to Class 8, shows the effect of some drop-out after Class 6 or in between classes. Class 6 is the point where students sit the external examination called the Fiji Intermediate Entrance Examination [FIEE] This is usually a cause of drop –out as some students do not make it to Class 7 or Form 1.

c] Gross enrolment ratio – Class 1-8: Ethnic groups

Table 11

Fijians / Indians / Others
Year / No in School / Population / Gross / No in School / Population / Gross / No in School / Population / Gross
Class 1 -8 / Aged 1-13 / enrol ratio / Class 1 -8 / Aged 1-13 / enrol ratio / Class 1 -8 / Aged 1-13 / enrol ratio
1996 / 82,120 / 75,566 / 108.67% / 63,749 / 59,914 / 106.40% / 6,933 / 7,344 / 94.40%
1997 / 83,777 / 76,920 / 101.59% / 58,177 / 59,380 / 97.97% / 6,461 / 7,400 / 87.31%
1998 / 86,227 / 78,301 / 110.12% / 60,425 / 58,869 / 102.64% / 6,698 / 7,449 / 89.92%

Source: Ministry of Education. Department of Statistics Annual Report

The gross enrolment ratio for Class 1-6 is higher for Fijians compared to the other groups. For the ‘others’ the gross enrolment ratio is less than 100% which may indicate a problem of access to schooling for this ethnic group.

d] Gross enrolment ratio – Class 1-8: Ethnic groups

Table 12

Source: Ministry of Education. Department of Statistics Annual Report

When extending the class range to Class 8 it is found that the ethnic Fijians are still enjoying a high gross enrolment ratio compared to the other ethnic groups. The rates for the other two ethnic groups have dropped significantly in comparison.

It may be deduced therefore that access to primary schooling may be better for ethnic Fijians than for the other ethnic groups.

e] Gross enrolment ratio – Class 1-6: Gender

Table 13

Male / Female
Year / No in School / Population / Gross / No in School / Population / Gross
Class 1 6 / 6-11yrs / enrol ratio / Class 1 6 / 6-11yrs / enrol ratio
1996 / 60,030 / 54,456 / 110.22% / 55,636 / 50,704 / 109.73%
1997 / 60,243 / 54,545 / 110.45% / 55,722 / 50,729 / 109.84%
1998 / 60,236 / 54,634 / 110.25% / 56,174 / 50,758 / 110.67%

Source: Ministry of Education. Department of Statistics Annual Report

Looking at gross enrolment rates for males and females, in 1998 the gross enrolment rate for females is slightly higher that that for males. Previously, in 1996 and 1997, the rates for females were lower than those for males. It would appear that females have improved access to basic education in comparison with males.

f] Gross enrolment ratio – Class 1-8: Gender

Table 14

Male / Female
Year / No in School / Population / Gross / No in School / Population / Gross
Class 1- 8 / 6-13yrs / enrol ratio / Class 1- 8 / 6-13yrs / enrol ratio
1996 / 78,816 / 73,757 / 106.86% / 73,986 / 69,067 / 107.12%
1997 / 78,917 / 74,156 / 106.42% / 73,896 / 69,372 / 106.52%
1998 / 78,984 / 74,569 / 105.92% / 74,366 / 69,687 / 106.71%

Source: Ministry of Education. Department of Statistics Annual Report

The gross enrolment ratio for Classes 1 to 8 show that females rate significantly higher than males. This possibly shows that the females have a better retention rate that the males up to Class 8 and Form 2.

Indicator 6: Net enrolment ratios in primary education

a] Net primary enrolment ratio: Class 1-6

Table 15

Year / Total enrolment in / Total population / Net
Grade 1-6 / enrolment ratio [%]
Age 6-11 yrs / Age 6-11 years
1996 / 103,305 / 105,169 / 98.22%
1997 / 104,020 / 105,273 / 98.91%
1998 / 1047,40 / 105,392 / 99.38%

Source: Ministry of Education. Department of Statistics Annual Report

b] Net primary enrolment ratio: Class 1-8

Table 16