Education

This summary is part of a research project carried out between March and October 2006 in support of the International Institute for Communication and Development (IICD), one of The Communication Initiative (The CI)'s partners.

According to this case study, the geographical features of Fiji, combined with political obstacles, have hindered the country’s infrastructure development and the incorporation of information and communication technologies (ICTs) into educational policies and practices. In recent years, however, strengthened political will has enabled greater infrastructure development, along with an expansion in the reach of telecommunications and a greater focus on the potential for use of ICT in Fiji’s educational system.

Education is one of the four focus areas of Fiji’s National ICT Strategy Plan (2003). The Government of Fiji acknowledges the potential of ICT for expanding the reach and quality of education and for enhancing the country’s development. In keeping with this policy, a technology infrastructure that links schools and implements database systems is currently under development. However, the Government of Fiji controls only a small percentage of Fiji’s primary and secondary schools while local committees manage the remainder, making the coordination of ICT implementation difficult.

While Computer Studies is listed in Fiji’s formal school curriculum, it is not a core subject, with only 55% of secondary schools opting for it in 2003. An evaluation of the Computer Studies curriculum indicated that the majority of students and teachers saw the curriculum as too theoretical and as providing little practical experience. Additionally, the scarcity of qualified Computer Studies teachers has led to teachers who were not computer science majors teaching this subject. Additionally, only 35 out of 876 Fijian schools currently have internet connectivity.

All of the programmes of the five educational institutes that provide teacher-training in Fiji (University of the South Pacific, The Fiji College of Advanced Education, Lautoka Teachers College, Fulton College, Corpus Christi) have undergone revisions to accommodate changes in the educational system, particularly those related to the requirements for specialist IT teacher training. Of the five, however, only the University of the South Pacific has an ICT network system that is well developed and available for use by the education division. Three institutes have dial-up internet access in the library for lecturers and trainees but lack a systems network. The modalities of teaching tools used by these institutions vary greatly from one another. Despite these constraints, teacher educators seem motivated to prepare teachers to effectively integrate ICT into their practices.

The following types of technology are used in the teacher-training programmes:

University of the South Pacific: USPNet (private telecommunications
network); video broadcast technology; eLearning; classroom practice; Distance Flexible Learning courses; and a wide range of software including Java, SQL, HTML/XML/XHTML.

Fiji College of Advanced Education: Computer labs (computers, printers, scanners); video resources; wide range of software; and multimedia for PowerPoint presentations.

Lautoka Teachers College: Network system; wide range of software; and multimedia for PowerPoint presentations.

Fulton College: Computer labs; network system; internet and email access; wide range of software; video resources; and multimedia for PowerPoint presentations.

This case study indicates that currently the educational institutions in Fiji are attempting to integrate ICT into education in a fragmented manner. Furthermore, the institutions are isolated in their attempts. Collaborative action between the institutions, under the guidance of the Ministry of Education, is needed. In addition, there needs to be a systematic plan for incorporating ICT into Fiji’s education system.

The Ministry of Education has a key role to play in developing and guiding a systematic national plan. Consultation and central direction are recommended, necessitating a strengthened ICT education unit at the Ministry of Education.

The following are the recommendations resulting from the analysis of Fiji’s ICT teacher-training system:

Accreditation System

Though it is in the process of being established, the lack of a Fijian national accreditation system results in an absence of guidelines for the accreditation, control, and monitoring of teacher training; this issue needs to be addressed urgently.

National ICT Standard

Fiji lacks both a national standard for ICT curriculum and established indicators for ICT use in education, elements crucial for the creation of curriculum development and review standards that reflect the evolving needs of society and the ICT environment.

Capacity Building

The central administration of ICT in education must be strengthened significantly in order to deal with rapidly changing technology. At present, there is a single computer studies officer at the Ministry of Education, with no internet access. Additionally, a knowledge network should be established for interested teachers, trainers, and Ministry officials in order to build capacity.

Greater Access

Schools should be supported in gaining greater access to ICT training and internet connectivity. As limited funding inhibits school committees from purchasing and maintaining IT equipment, options include creating a role for government in negotiating prices and supply, sharing facilities between cluster schools, and maintaining community telecentres.

Integrated approach to ICT in education

Given the shortfall in availability of IT teachers, the lack of a comprehensive computer studies curriculum, and the natural integration of ICT into all fields of study, teacher training providers should incorporate the use of ICT into all subject areas in their programming.

Distance Education

The University of the South Pacific (USP) has long been a provider of distance education using print, computer, audio, and video resources. Despite the Ministry of Education’s provision of a Social Science and General Knowledge for primary schools broadcast three times a week, and the prevalence of radio broadcasting in Fiji, radio broadcast is not used as a learning tool in teacher training. It should, however, receive recognition and support as a viable form of learning by the Ministry of Education and training providers.