exploring the quality of education:...
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EXPLORING THE QUALITY OF EDUCATION: A CASE STUDY OF A RURAL PRIMARY SCHOOL
IN FIJI
DEVEENA WATI PRASAD
EXPLORING THE QUALITY OF EDUCATION: A CASE STUDY OF A RURAL PRIMARY SCHOOL IN FIJI
by
Deveena Wati Prasad
A Supervised Research Project submitted in fulfillment of the requirements for the degree of
Master of Education
Copyright (c) 2016 by Deveena Wati Prasad
School of Education Faculty of Arts, Law and Education The University of the South Pacific
July, 2016.
DECLARATION
Statement by Author I, Deveena Wati Prasad, declare that this Supervised Research Project is my own
work and that, to the best of my knowledge, it contains no material previously
published, or substantially overlapping with material submitted for the award of any
other degree at any institution, except where due acknowledgment is made in the text.
Signature............................................. Date.................................
Name.....................................................................................
Student ID No..........................................
Statement by Supervisor The research in this Supervised Research Project was performed under my
supervision and to my knowledge is the sole work of Deveena Wati Prasad.
Signature.............................................. Date.................................
Name.........................................................................................
Designation............................................
DEDICATION
I dedicate this Supervised Research Project to my family. I thank them for their love,
support and sacrifices.
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ACKNOWLEDGEMENTS
I would like to thank the almighty for his blessings and wisdom that kept me intact
throughout this journey. I am also greatly thankful to a number of people who
supported me during this challenging time.
Firstly, my sincere thanks and appreciation is for my supervisor Professor Govinda
Ishwar Lingam.
Secondly, I convey my gratitude to the staff of case study school, management,
students, the community and the Fiji Ministry of Education for granting the permission
to collect data for this research. I am also indebted to the School of Education, Laucala
Campus, The University of the South Pacific for allowing me to conduct this research.
Finally, I would like to also express my gratitude to my husband, Mr Navinesh Prasad
for his kindness, patience and cooperation. I would also like to share the sufferings and
sacrifices of my two lovely daughters for having patience and bearing with me and all
others who were along with this journey either intentionally or unintentionally.
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ABSTRACT
The strive towards quality education has been a major challenge for primary schools.
Quality education was one of the key concerns in the 1926 and 1969 Fiji Islands
Education Commission reports. The issue of quality education was again reiterated in
the Fiji Islands Education Commission / Panel Report 2000 and other official
documents of the government. This study focuses on three indicators of quality
education namely teachers, curriculum and educational resources.
A rural primary school was chosen as a case study to conduct the research using a
mixed method approach of data collection involving questionnaire, semi structured
interviews and document analysis. The research respondents were eight teachers of the
case study school. The theoretical framework for the study was derived from the local
and international literature to inform aspects related to quality education such as those
based on teachers, curriculum and educational resources which individually and
collectively can contribute towards meaningful learning experiences to the children.
The analysis of the data obtained from the questionnaire and interviews showed that
learning was affected due to lack of qualified and experienced teachers, inability on
the part of the teachers to transform curriculum innovatively and inadequate supply of
educational resource materials. All these probably have contributed towards poor
learning outcomes of children in the case study school. The findings here are
contestable with the findings on quality education in rural settings.
The current study has contributed to existing literature on quality education which
seeks attention in order to address gaps on children’s learning experiences in rural
schools of Fiji. Some recommendations for improvement include reforms in teacher
education and professional development, sound provision of appropriate curriculum
and adequate educational resources for the enhancement of quality education in rural
schools. Since this study was confined to one school, the findings cannot be
generalised. Therefore, a large scale study is needed not only focusing on three
indicators of quality education but other indicators too, such as school leadership and
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community support which influence qualitative improvement in educational policy and
practice.
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LIST OF ABBREVIATIONS
AHT Assistant Headteacher
CAT Common Assessment Task
CBA Class Based Assessment
CSS Case Study School
DESD Decade of Education for Sustainable Development
ECA Extra Curricular Activity
EFA Education For All
FEMIS Fiji Education Management Information System
FEYE Fiji Eight Year Examination
FIE Fiji Intermediate Examination
HT Head teacher
IA Internal Assessment
ICR Independent Commission Report
MoE Ministry of Education
MDGs Millennium Development Goals
OTL Opportunities to Learn
PD Professional Development
PEMAC Physical Education, Music and Art & Craft
RPEI Rethinking Pacific Education Initiative
SDGs Sustainable Development Goals
UNDL United Nations Decade for Literacy
UNESCO United Nations Educational, Scientific and Cultural Organisation
UNICEF United Nations in Children Emergency Fund
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TABLE OF CONTENTS ACKNOWLEDGEMENTS…………………………………………………………..iv
ABSTRACT…………………………………………………………………………...v
LIST OF ABBREVIATIONS………………………………………………………..vii
LIST OF TABLES…………………………………………………………………….x
LIST OF FIGURES……………………………………………………………………x
LIST OF APPENDICES……………………………………………………………...xi
Chapter One: Overview of the Study
1.0 Introduction……………………………………………………………………1
1.1 Background…………………………………………………………………….1
1.2 Statement of the Problem……………………………………………………....2
1.3 Aim and Research Questions…………………………………………………..5
1.4 Context of Study……………………………………………………………….5
1.5 Significance…………………………………………………………………….8
1.6 Structure of the Study………………………………………………………….9
1.7 Summary……………………………………………………………………….9
Chapter Two: Review of Literature
2.0 Introduction…………………………………………………………………..11
2.1 The Concept of Quality………………………………………………………11
2.2 The Importance of Primary Education……………………………………….14
2.3 Teacher Development and Change…………………………………………...17
2.4 Relevance in Curriculum……………………………………………………...20
2.5 Educational Resources………………………………………………………..24
2.6 Community of Practice……………………………………………………….26
2.7 Conceptual Framework……………………………………………………….28
2.8 Summary……………………………………………………………………...30
Chapter Three: The Present Study Approach
3.0 Introduction…………………………………………………………………..31
3.1 Research Methodology……………………………………………………….31
3.2 Justification for Using Case Study…………………………………………...32
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3.3 Research Design……………………………………………………………...35
3.4 Research Instruments………………………………………………………...36
3.5 Sample………………………………………………………………………..38
3.6 Data Analysis………………………………………………………………....38
3.7 Ethical Consideration………………………………………………………...39
3.8 Summary……………………………………………………………………...40
Chapter Four: Data Analysis and Presentation 4.0 Introduction…………………………………………………………………..41
4.1 Demographic Data……………………………………………………………41
4.2 Teaching Experience………………………………………………………….42
4.3 Curriculum……………………………………………………………………48
4.4 Educational Resources………………………………………………………..51
4.5 Summary…………………………………………………………………..….54
Chapter Five: Discussion of the Findings 5.0 Introduction…………………………………………………………………..56
5.1 Teachers………………………………………………………………………56
5.2 Curriculum……………………………………………………………………61
5.3 Educational Resources………………………………………………………..64
5.4 Analysis of the Functioning of the CSS……………………………………...64
5.5 Summary……………………………………………………………………...66
Chapter Six: Conclusion 6.0 Introduction…………………………………………………………………..67
6.1 Key Findings…………………………………………………………………67
6.2 Recommendations and Implications……………………………………….…69
6.3 Limitations……………………………………………………………………72
6.4 Future Directions……………………………………………………………..73
Bibliography………………………………………………………………………….75
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LIST OF TABLES Table 1: Categories of Rural Schools…………………………………………...8
Table 2: Summary of Researching……………………………………….…….39
Table 3: Qualification of Teachers……………………………………………..41
Table 4: Teaching Experience of Teachers…………………………………….42
Table 5: Rural Teaching Experience of Teachers……………………………...43
Table 6: Internal Assessment Result for Years 2013 to 2015…………………45
Table 7: Preferred Teaching Method…………………………………………..47
Table 8: Subject Analysis……………………………………………………...49
Table 9: Educational Resource Materials……………………………………...53
Table 10: Provision of Learner Support Materials……………………………....54
Table 11: Documentary Analysis………………………………………………..61
LIST OF FIGURES Figure 1: Map of the Republic of Fiji Island showing the Geographical
Distribution…………………………………………………………….6
Figure 2: Opportunities to Learn for Quality Education………………………..30
Figure 3: The Instruments Contributing towards Quality Education…………...68
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LIST OF APPENDICES Appendix A: Interview Questions………………………………………………….84
Appendix B: Document Analysis…………………………………………………..88
Appendix C: Questionnaire…………………………………………………………91
Appendix D: Letter of Request (MoE)……………………………………………...95
Appendix E: Consent Letter from MoE…………………………………………….96
Appendix F: Letter of Request (HT of CSS)……………………………………….97
Appendix G: Consent Letter from HT of CSS……………………………………...98
Appendix H: Letter of Requisition (Interviewee)…………………………………..99
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Chapter 1
Overview of the Study
1.0 Introduction
This study focused on three key indicators of quality education, namely, teachers,
educational resources and curriculum. These three indicators of quality education
were explored in relation to a rural Fijian primary school. This opening chapter
provides background information, statement of the problem, aim and research
questions posed to guide the study. Additionally, the chapter provides relevant
information about the study context, significance of the study and details about the
remaining sections of the study.
1.1 Background
The need for quality education is a major concern for all schools and more so, in
primary schools located in rural settings of developing countries. The main purpose
for leading and managing schools and school systems is to provide enriching learning
experiences to all learners irrespective of where they live. As early as the 1990s,
Stephens (1944) made a comment in the Fiji Islands Education Commission Report
(2000) about the quality of primary education in Fiji which was judged on the basis of
students academic achievements and the report concluded that the quality was poor
and needed a lot of improvement. Similar comments were expressed by various
stakeholders in their submissions to the Education Commission about the quality of
education at the primary school level (Bacchus, 2000).
Since primary education is regarded as the fundamental building block for society, it
is vital that education at this level is of high quality (Lingam and Lingam, 2013). A
high quality education will not only help enhance employment opportunities but also
has the potential to create a higher level of personal and societal security and
development in all sectors of the economy. Thus any investment in the development
of primary education will bring about long term benefits to the nation (Lingam, 2009;
Ankomah et al., 2005). Governments in developing jurisdictions therefore, need to
show commitments to the world community in meeting the demands of the new
global economy by providing access to high quality primary education. Calls have
been made by various international organisations such as UNESCO for quality
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primary education in all contexts and more so, in developing countries such as in the
small island states of the Pacific. The Decade of Education for Sustainable
Development (DESD) 2005 – 2014 focuses on ways to improve access to quality
education by 2015 as its first goal. The international community at the World
Education Forum, held in Dakar in April 2000 reaffirmed its commitment to ensuring
universal access to basic education of high quality by the year 2015 (Blurton, 1999).
The current vision of the Fiji Ministry of Education is Quality Education for Change,
Peace and Progress is well aligned to the global agenda of high quality education.
This vision reflects the education ministry’s commitment to improving the quality of
education to ensure meaningful learning experiences to the children and in turn,
optimum benefits to the nation. However, for a small island nation such as Fiji, this is
a challenge to fully recognise and achieve the vision since a lot of developments in
education are mostly assisted through funding from development partners (Bacchus,
2008). Since successive educational reports (Stephens, 1944; Fiji Islands Education
Commission Report, 2000; Bacchus, 2000) have highlighted the low quality of
primary education in Fiji, it is vital to find out the ground realities of individual
schools in terms of the quality of educational provision. What happens in the school
and classroom matters? It is here that all educational policies are implemented. In
light of this, the current proposed study focuses on status of the three key inputs,
namely; teachers, resources and curriculum to determine the quality of educational
provision in a selected primary school in the Fijian context.
1.2 Statement of the Problem.
Education For All (EFA) was first launched in Thailand in 1990 to get the real impact
and benefits of education to all the people of every community and the country.
According to UNESCO (2008), the six goals included:
Expand early child hood care and education, provide free and compulsory primary education for all, promote learning and life skills for young people and adult, increase adult literacy by 50 percent, achieve gender disparity and gender equality by 2015 and to improve quality of education.
The Millennium Development Goals (MDGs) which is now further defined as
Sustainable Development Goals (SDGs) and Education For All (EFA) have common
goals. The targets and goals focus on compulsory and quality education for all, gender
disparity and equality at all levels. As mentioned earlier, Decade for Sustainable
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Development DESDs first goal has to improve access to quality education and for
increased quality of teaching and learning to support lifelong learning. Also the goals
of Education for Sustainable Development, signifies learning for sustainable living.
Quality education in this sense is defined as the worthwhile learning towards the
notions of education for sustainable development (UNESCO, 2009).
In Fiji concerted efforts by the government and other partners in educations have led
to significant increase in school enrolment. More recently, the government introduced
free text book scheme to all primary students. Even bus fare vouchers and food
vouchers are now provided to financially poor students. Inspite of all these initiatives
achieved quantitatively, children especially in rural areas appear not to have access to
quality education (UNESCO, 2015).
According to Bacchus (2000: 48):
The country must now turn its attention more directly to the quality and the relevance of the education that it is providing to its student. The issue of improving the quality of education offered by schools in Fiji has been one of the continuing concerns over the years. In 1926 Education Commission viewed that the importance of qualitative improvement of education needs to improve the quality of the schools and the organization of the school system.
Quality education is based on its two major components that is, efficiency and
effectiveness on the delivery of the assigned task. The 2010 Independent Commission
Report on Fiji’s education system rated effectiveness and efficiency as below
satisfactory (Pennington, et al., 2010). It is clear that just by increasing the resources
is inadequate to deal effectively with the problem of quality education.
The design and approach of Fiji Education Sector Program in 2001 and 2002 were premised on program support being directed towards improving the quality of education and equity of opportunity in Fiji. The Independent Commission Report believes that the necessity to focus on improvements to the quality of education and equity has not changed throughout the duration of the program and remains relevant. Indeed, the overall sectoral objectives have remained relatively consistent (Pennington, et al., 2010: 42).
In this study, therefore, the emphasis is on the three critical pillars aiming to improve
the provision and functioning of quality education so that it becomes more flexible
and open to the varying needs of the children.
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The Fiji Islands Education Commission Report (2000) has devoted a chapter on
quality of education and the future educational needs of Fiji and the importance of a
qualitative improvement of education in Fiji. The submissions made by various
stakeholders to the Fiji Islands Education Commission (2000) pointed out that the
predominant influence on students’ learning is the quality of the schools and teachers
to whom they are exposed. This led to the conclusion that; school quality has a
substantially greater effect on increasing students learning.
The society that we have today is the result of the type of education provided to the
people from the very initial stages. Therefore, if we aspire to change our society, it is
important to re -visit our education system particularly at the primary level. On March
19th, 2010, ESD Forum for Pacific Educators Symposium focused on education for
sustainable livelihoods highlighting aspects such as behavior, values and lifestyles.
The DESD pillars are society, environment and economy with culture being the
underlying dimension. As stated by UNESCO (2008):
Education is critical to achieving environmental and ethical awareness, values and attitudes skills and behavior consistent with sustainable development and or effective public participation in decision making. Both formal and non-formal education is seen as being indispensable to changing peoples’ attitudes so that they have the capacity to assess and address their sustainable development concerns.
A high quality education offers students opportunities to obtain a meaningful high
school that can prepare to participate in higher education opportunities and to actively
participate as a citizen for a sustainable livelihood. A meaningful education can help
students to be good citizens and being capable in providing a strong healthy family,
and be involved in their communities and make sound life decisions.
In the 1980s, Lincoln and Guba (1985) highlighted that schools need to be agents for
sustainable development in all aspects leading to holistic development and moving
away from teacher centred learning approaches and engaging more in naturalistic
learning methods. This would involve a lot of outdoor field surveys, excursions and
visits to special places like museums so that learners see the real need for sustainable
learning. For this to happen successfully, schools need well prepared teachers and also
an abundance of educational resource materials. Added to this, is a need for relevant
curriculum. These three indicators of quality education are the focus in this study.
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1.3 Aim and Research Questions
The aim of this study was to explore the quality of primary education afforded to
children in Fiji. Specifically the study dealt with three indicators of quality education,
namely teacher characteristics, educational resource materials and curriculum. One
key research question together with three sub questions guided the study. The key
research question is: What is the quality of educational provision in a rural Fijian
primary school? The three subsidiary questions that helped answer the key research
question are:
i. What is the current status of teacher characteristics such as
qualifications and experience?
ii. Is the current curriculum relevant to children’s future living?
iii. Are the educational resource materials adequate for the provision of
enriching learning experience to take place?
1.4 Context of Study
Geographical
The Republic of Fiji Islands map (Figure 1) consists of 110 inhabited and 222
uninhabited islands (Walsh, 2006). The two main islands of Fiji are Viti Levu and
Vanua Levu. The total population of Fiji is about 827, 900 (Fiji Islands Bureau of
Statistics, 2007) with the highest, 76 per cent of the people living in Viti Levu and 18
per cent on Vanua Levu. Fiji is a multiracial, multi cultural and multi ethnical
country. The indigenous Fijians in this study is referred to as I-Taukei (52 per cent),
Indians (37 per cent) referred as Indo – Fijians, while other 11 per cent include
Chinese, Rotumans and Europeans. The population and distribution patterns are based
on the physical geography of the country. Villages are located mostly along the
coastal lines, river valleys, highways and hill foots. The remoteness and rural locality
has been a challenge for the locals in terms of accessing services for transport,
electricity, water, hospitals and other basic services. The geographical separation and
remoteness of the location has led also the establishment of small schools. The socio –
economic context are indicators towards the educators standards, well – being, food
and general nutritional for healthy living. The economy of Fiji lies mostly on tourism
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and agricultural products. The map shows the geographical distribution of the islands
in Fiji.
Figure 1 Map of the Republic of Fiji Islands showing the Geographical
Distribution.
Source: World Atlas (2006)
Political
After suffering from three political coups, almost 34 percent of Fiji’s population is
reported to be living in below poverty line (Narsey, 2007). The coups have dragged
people back into financial difficulties through constrained development and
devaluation of Fijian currency. People in remote and rural areas are more concerned
to provide basic needs for the family and thus education may not be a priority.
(www.go-fiji.com/schools.html). The government is trying to overcome such problems
by putting in place a free text book scheme, fee free grants, transport assistance
scheme and food vouchers to assist the parents in their children’s education.
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Tavola (2000) has reaffirmed that the political situations of the country has impacted
on children’s learning and teaching programme. Political crisis includes closure of
schools, curfew, and migration, a decrease in education budget and school grants and
psychological stress on children. All these have a greater impact on providing
meaningful education to the students. Poor families only think of food on their table
and forget about the support towards the education of their children.
The Fiji National Report (2004) by Ministry of Finance and National Planning stated
that over the decade the political instability, economic downturn and environmental
sustainability has created societal gap between the grass root people and the business
people and diminished the quality of living standards of most people especially those
living in rural and remote areas. Finally over a long period of political instability and
interim status, Fiji managed to reinstate democracy through 2014 election. The 2014
election brought a new Minister for Education who came up with greater demands
and innovative measures for improving the education quality.
Education
The configuration of the education system of Fiji differs in rural and urban schools.
Urban and semi-urban schools consist of mixed ethnicity while rural schools are
isolated or segregated. (www.go-fiji.com/schools.html). In April, 2008, the former
Education Minister, Honorable Filipe Bole stated that due to poverty, poor quality of
education delivery and child labor are factors hindering children from going to school
and obtaining basic education.
The education system from 2014 has started going through major reforms such as re-
instatement of the external examination for Years 6, 8 and 12, introduction of
standard examination for Years 7, 9 and 11, curriculum reforms for primary and
secondary, upgrading and degrading of schools, confirmation of administrative
systems in the school system are a few to be named.
In relation to rural education the literature demonstrate that schools are characterized
by smallness, lack of education resources, isolation and the remoteness from the
towns or cities (Baills and Rossi, 2001). According to 2007 Fiji Census data, there are
720 primary schools in Fiji of which 560 are classified as rural schools. The rural
schools are divided into three distinct categories as shown in Table 1.
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Table 1 Categories of Rural Schools
Category 1 10-20km from town
boundary
159 schools
Category 2 More than 20km from town
boundary
188 schools
Category 3 Very remote schools 213 schools
Source: Ministry of Education, 2007.
1.5 Significance
At the moment there is paucity of empirical literature on the quality of education
afforded to children in schools particularly, rural schools. The findings of this study
can provide relevant insights into quality teaching and learning processes and
practices in the primary schools. The findings obtained from the study could also help
draw attention of various partners in education such as teachers, parents, management
and education officials about the provision of education and in turn their roles in
providing quality education to all children.
For teacher training institutions, the findings could help them to reflect on their
current teacher training programmes and further strengthen them. These could then
ensure supply of well qualified teachers who are ready to teach in primary schools.
The findings can also inform the stakeholders on issues of appropriate curriculum
specifically suited to varying classroom situations, teacher in-service programmes for
those already in the field and issues of resource allocation and distribution.
Furthermore, the findings of this study could also highlight elements related to the
theoretical and practical application of quality pedagogy which could be integrated
into the teacher education programmes currently offered by different providers of
primary teacher education. Further the findings of the study may propel various
interested parties to focus more on student centered and flexible learning for improved
learning outcomes and equipping students with the life skills needed for sustainable
practices. Finally, the outcome of the study may motivate other local researchers to
conduct further research in this area of educational provision in order to influence
effectively certain policies and practices relating to primary education.
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1.6 Structure of the Study
Chapter 1: Introduction
This chapter presented the background, significance of the study together with the
research questions which helped guide this study. This chapter also presented relevant
information about the context of the study.
Chapter 2: Review of Literature
This chapter reviews relevant literature on the quality of education covering aspects
such as teacher characteristics, school curriculum and educational resources. The
chapter ends with a conceptual framework to guide the present study.
Chapter 3: Research Methodology
This chapter outlines the research methodology used to collect the data and elaborates
especially on the qualitative methods of inquiry which was employed in the study.
Chapter 4: Presentation of Findings
This chapter analyses and presents the findings derived from group discussions,
questionnaires and document analysis. The findings are based on the research
questions posed and presented under the three key indicators of quality education,
namely; teachers, resources and curriculum.
Chapter 5: Discussion of the Findings
This chapter discusses the findings of the study. The findings are presented under
suitable themes namely; teachers, educational resources and curriculum.
Chapter 6: Implications, Recommendations and Conclusion
This chapter presents the implications and recommendations of the study based on the
findings of the study. It also includes the conclusion and suggestions for further study.
1.7 Summary
Quality education appears to be a concern and as such needs empirical investigation.
This chapter has provided the relevant information about the study; particularly, it has
covered some background information related to the study. Additionally the aim,
specific research questions, context of the study and the organisation of the thesis are
also presented in this chapter. The next chapter is based on the review of related
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literature relating to quality education with a specific focus on teachers, curriculum
and resource materials.
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Chapter 2
Review of Literature
2.0 Introduction
This study focuses on the quality of education in a rural Fijian primary school.
Specifically the study focuses only on three indicators of quality education namely
teachers, curriculum and educational resources. Collectively and individually they
contribute towards provision of quality education and in turn, sustainable educational
practices leading to lifelong learning. This chapter reviews literature pertinent to the
three key indicators of quality education. Based on the review of literature a
conceptual framework is presented to guide the study. The framework was developed
with the view that provision of suitable opportunities to learn can help improve
children’s learning outcomes. The chapter prefaces with the discussion on the concept
‘Quality Education’.
2.1 The Concept of Quality Education
One understands and appreciates the strides made by Fiji in provision of primary
education in quantitative terms. The understanding of the quality parameters of
primary schools may be questionable. To justify quantitative expansion and
qualitative improvement is mutually contradictory goals. In the pursuit of the
universal goal of primary education, quantitative expansion is the pre-requisite to
universal access and participation. With reference to the concept of quality, Bacchus
(2000: 49) suggests that:
Quality may be viewed as a simple linear expansion on diminution of current practice, more or less of what already exits, qualitative change in the classroom, what is taught, how it is taught and mostly concerned with bringing learner achievement to allow for more objective measurement of school. Policies and practices in primary education must tune with the value premise system in an equitable manner.
The Fiji National Policy on education and the vision and mission emphasise on
quality delivery of education for all children in satisfying their basic learning needs.
In general as agreed by Ankomah et al., (2005) that quality of education can be more
objectively and concretely seen in terms of the quality of primary schools. However,
everyone should also look for assessing the quality, level of materials used and human
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inputs available. Therefore, it is very important to define quality in an acceptable
manner.
Some researchers and observers like Lingam and Lingam (2013) and Bacchus (2008)
have tried to determine the quality of primary schools by carrying out studies and
reviewing the literature on the quality of rural primary schools. They pointed out that
quality education is when schools are able to provide enriching teaching and learning
programme. It was concluded that the organisational variable providing the context
within which process characteristics operate and create an atmosphere that lead to
increased student achievement and meaningful learning opportunities. Lingam and
Lingam (2013) in a more recent review identified factors related to quality schools
such as:
� High academic emphasis on adequate educational resources � Classroom management with more time spent in quality learning � Proper school management in terms of physical infrastructure and
facilities � Proper library and ICT
Other researchers like Coloma (2009) and Coxon (2000) reviewed quality schools and
concluded that quality primary schools tend to have a positive climate, good staff and
student morale, sound leadership, shared decision making and proper administration,
competent teachers whose lessons are purposeful, challenging and focused, high
student achievement and community intervention.
Similarly, Watson (2006) observed that school related inputs such as curriculum,
sound assessments, learning materials, instructional time and teaching methods,
schools social organisation and class size are factors which contribute towards quality
education. These outcomes are based on research evidence from developed countries.
Evidences on quality in developing countries are not readily available due to paucity
of research (Manu and Sanga, 2007). In a study conducted by Thaman (2002), she
concluded that primary schooling in developing countries have less teaching
materials, with poor quality teachers and at times teachers’ wages absorb the teaching
tools. The teachers are the main people to administer teaching and learning process
and they need adequate resources to do so.
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Improving Quality
Some of the most recent changes in the education system in Fiji are reviewing of the
curriculum and assessments (Fiji Ministry of Education, 2005). Addressing the
Annual Conference of the Fiji Institute for Educational Research on 5th January 2004,
Professor Rajesh Chandra, the Vice Chancellor of the University of the South Pacific
said that:
In terms of access to education, the Pacific Islands score very well, especially compared with countries in Africa and South Asia. Pacific Island Countries have already surpassed the targets laid out in the Millennium Development Goals for Access to Education. The main problem in the Pacific Islands relates to the quality of education.
This is an important issue that should guide educational planning in Fiji. How can we
have quality in the education system? How can we demonstrate the quality of our
education system? Writing about educational assessment in Fiji, Saddler (2000)
argues that schools do not provide quality learning, even though they achieve very
good examination results. With regards to curriculum, Saddler (2000a: 268) states
that:
The school curriculum is perceived by many students as not relevant to daily life and in only a vague sort of way relevant to adult life, future employment, citizenship and social understanding.
Similarly, in the report of the Fiji Islands Education Commission, Bacchus (2000)
looks beyond examination results for some kind of definition and emphasises that
good schools have better learning outcomes and lower dropout rates than poor
schools.
Quality therefore comes from sound and innovative curriculum, effective and
challenging classroom practices, challenging and valid assessment and from the
provision of adequate resources for education (Lingam and Lingam, 2013). Research
on quality education demonstrates the crucial roles of teachers in the teaching and
learning process (Lingam and Lingam, 2013; Thaman, 2005). The ongoing workshops
and professional development programmes are amongst the important strategies that
can help improve instructions and student outcomes. Thus, teachers need to
participate in well planned professional development programmes.
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2.2 The Importance of Primary Education
Education is such an important tool that the global agencies and locally, the Fiji
government is putting it as a top priority. From the year 2000 the Government has
adopted four new initiatives to work together for social, cultural and economical
development and for improved education system in the sense of quality learning and
teaching in schools:
� The Millennium Development Goals (MDGs) are now replaced by SDGs in the Post 15 Development Agenda
� Education for All (EFA) � The United Nations Literacy Decade (UNLD) 2003 -2012 � The United Nations Decade of Education for Sustainable Development
(DESD) 2005 -2014
The primary education reflects a balance between the global and the local demands
for education that are deemed to serve functional to a group of children within a
particular context as defined by Manu and Sanga (2007: 44):
An education that compromises a legitimized /approved body of values, knowledge and skills incorporating both global and local ideas, perspectives, standards, practices and expectations; all of which are deemed as basic or foundational for the education of specified age groups within small islands of the Pacific.
The right to education plays an essential part in human lives and is vital and
indispensable for the exercise of all other human rights and sustainable living. The
Millennium Development Goals, Education For All, Decade of Education for
Sustainable Development and United Nations Literacy Development are in line with
the International Covenant on Economic, Social and Cultural Rights. These initiatives
initiate the right to Education for All. In what follows are international organisations
agenda for improvement in educational provision.
The Sustainable Development Goals (SDGs) is a way of expressing common
worldwide priorities in development which governments and international agencies
would work towards. The SDGs, Goal 4 is about ensuring inclusive and equitable
quality education and promote lifelong opportunities for all which is a major concern
for educationists in developing countries like, Fiji.
15
UNESCO: Education For All (EFA)
The globally shared concern for quality education goes back to 2000, at the World
Conference in Dakar, Senegal where the countries committed themselves to a set of
education goals. The Dakar Framework for Action spelt out six goals as:
1. Giving more for the Pre-school children the chance of good care and early learning.
2. Making sure that all children complete a good primary education, free of charge by 2015.
3. Giving young people and adults the chance to learn the skills they need. 4. Making sure that 50% more people are literate before 2015. 5. Girls and boys are enrolled in schools are equal in numbers by 2005 and
have equal opportunities in school by 2015. 6. Improving the quality of education.
The three of the above goals have a deadline of year 2015 as for the MDGs. The
others have no set deadlines as it may take long period of time to achieve. However,
the objective is clear to produce results in linking education policies with
development in regards to regularly monitoring progress for quality delivery of
education, reflecting on the needs of providing quality education for efficiency and
effectiveness.
Recently, the World Education Forum 2015 has come up with a Framework for
Action Education 2030 with its key features as, Ensure inclusive and equitable quality
education and promote lifelong learning opportunities for all:
An integral part of the right to education is ensuring that education is of good quality and leads to relevant and effective learning outcomes at all levels and in all settings. Good quality education necessitates, at a minimum, that learners develop foundational literacy and numeracy skills as building blocks for further learning as well as higher-order skills. This requires the development of relevant teaching and learning methods and content that meets the needs of all learners taught by well-qualified, adequately paid and motivated teachers using appropriate pedagogical approaches, as well as the creation of safe, healthy, gender-responsive, inclusive and adequately resourced environments that encourage and facilitate learning. (UNESCO, 2015)
The agenda pays attention to the children and groups who are affected by factors such
as poverty, geographical location and disability. The concern here is compulsory
quality primary education and inclusion. It is thus a global concern for this initiative
for the sustainable development goal for education.
16
United Nations Literacy Decade (UNLD) 2003 – 2012
The United Nations General Assembly launched a Decade of Action to improve the
literacy rate as the vision is ‘Literacy for All’ for people of every age everywhere,
both women and men; gaining access to reading and writing, because, literacy is a
tool for learning and a means to take part in society. The last goal of the Decade
aimed to make life better through less poverty more income, better health, taking part
more in political life, knowing what your rights and duties are in your country and
taking account of the equal rights of both gender without well qualified teachers,
relevant curriculum and adequate supply of resources, strengthening policies and
plans for quality education will be difficult to achieve. Yet the country like Fiji is
struggling to achieve literacy decade.
The UNLD contributes to the EFA goals whereby people have the necessary tools and
skills which are needed for the full range of quality education and learning
possibilities. The aim is to help people play a meaningful part in their life for
sustainable livelihoods. Relevant education is the key to meeting the objectives of
EFA, UNLD, MDGs and DESD and recently developed Framework for Action
Education 2030. Quality and relevant education should lead to the development of
poto – who knows what to do when and does it well. Poto is achieved through the
culturally appropriate and beneficial use of ilo (knowledge, understanding and
values), acquired through ako (study) which can lead to unity in diversity for a literate
society (Johansson, 2006; Thaman, 1988).
United Nations Decade of Education for Sustainable Development (DESD) 2005 -2014
DESDs first goal was to improve access to quality education and as increased quality
of teaching and learning in ESD is for lifelong learning. Taking into consideration the
goals of ESD signifies learning for living wisely and sustainable lives. Quality
education in this context is defined as the worthwhile learning towards the notions of
education for sustainable development. Quality education which is meaningful
learning is necessary to address the gaps in our society. Sustainable living practices
are needed in today’s society for wise decision making skills. Schools are agents in all
aspects for a sustainable society. Lincoln and Guba, (1985: 19) highlighted that:
17
Schools need to be agents for sustainable development in all aspects leading to holistic development and moving away from teacher centred learning approaches and engaging more in naturalistic learning methods. This would involve a lot of outdoor field surveys, excursions and visits to special places like museums so that learners see the real need for sustainable development.
The DESD takes into account more than just education. It addresses the way one
lives, their values and behavior. ESD is therefore not a subject rather it cuts across
many subjects. It means that education must be of a high quality, not only passing
knowledge but changing the way people think and act. The principal of ESD must
find place in children’s teaching and learning process, secondary education, tertiary
learning, non-formal education and community based activities. This means education
will have to change so that it addresses the social, economical, environmental and
cultural problems that today’s world faces. In this regard, important inputs are
necessary such as teachers, curriculum and educational resources to achieve ESD,
DESD and recently develop framework for Action Education 2030 (World Education
Forum, 2015).
2.3 Teacher Development and Change
The work of Johansson (2006) and Subramani (2000) in identifying guidelines for
teachers and leaders in a context of continuous change has developed emerging ways
of thinking and acquiring new skills amongst teachers. They emphaised on
professional development as the best tool in contributing towards these skills. Today
the value of professional development is increasingly recognised. Teacher
development should include career long comprehensive programme of up-skilling
teachers (Fiji Ministry of Education, 2013).
Johansson (2006) and Subramani (2000) claim that teacher development must be
conceptualised more thoroughly, and its relationship to educational change is not just
that of better implantation of innovations, but of changes occurring in teaching
profession. Researchers are increasingly investigating the nature of teacher
development and its importance to change. Measor and Sikes (1992), for instance,
acknowledging the reality of imposed change in most countries, argues that changes
fail if they don’t take into account the career situations and culture of teachers
affected. Leithwood (1992) conceptualises three dimensions of teacher development-
professional expertise, psychological development and provides guidelines for
18
fostering development for teacher motivation and increasing teacher expertise to cope
with changes.
There are many factors that contribute to the quality of education. Yet the most
important of all is the centrality of the teacher’s role in providing the best to their
learners. Schools may have the best curriculum, resources, high academic achievers
yet the most important of the so- called school related factor is the teacher (Lingam
and Lingam, 2013). For example, Coloma (2009) in his seminal presentation on ‘The
Quality of Education in Developing Countries’ highlighted the importance of the
teachers roles in determining the quality of education delivered. Generally, he stressed
on the essentials of teacher preparedness, which he views as two vital components;
the teacher education and the professional growth on development. Coloma (2009)
continues that if a teacher is ‘uneducated’ and not trained well, the teaching and
learning process is devoid of its meaning and rote learning continues. When teachers
are well- educated and well trained meaningful learning takes place. Hence, teachers
need to develop competency and professionalism in order to deliver quality teaching
and learning process.
Teacher Education, Training and Support
At the moment Fiji is using the contractual system of introducing the new paths into
the teaching profession as a way of addressing urgent needs, but also as a new way of
enriching the teaching profession with new perspectives and experiences (Fiji
Ministry of Education, 2013). To have an effective policy, adjustments in teacher
education and training programmes are required in order to provide new comers with
necessary support to become competent teachers in little time and make a positive
difference in children’s learning. As Santiago (2002: 62) aptly mentioned:
The concerns over the importance of teacher’s education and preparation for the job are in line with research findings that confirm that teacher quality is one of the most important factors in explaining differences in student achievement.
Such research on teaching can help to elucidate the complexity of the teaching job,
with policy implications for teachers’ education and development. Teacher’s
academic qualifications and their subject matter knowledge and pedagogical
preparation in subject - specific courses as well as classroom management, student
assessment and curriculum development have all been found to make a difference in
19
the quality of learning (Watson, 2006). While the logic of making schooling available
to more students at a lower cost can be attractive for governments with limited
resources and a commitment to meeting the EFA goal of universal primary education
by 2015, the importance of ensuring quality learning for all requires an assessment of
the impact of this policy at the school level (UNESCO, 2015).
There is an increasing recognition that teacher’s initial education is just the first stage
of preparation and that teacher training and development should be seen as a
continuum throughout a teachers career (Thaman, 2005). This initial education should
equip teacher’s for their job, not merely addressing subject matter knowledge and
pedagogical training but also providing them with the skills for reflective practice and
research on the job. The Fiji Islands Education Commission Report (2000)
recommends that:
Educational policies are not by themselves an effective source of school improvement. Professionally well prepared teacher’s who can translate these policies into effective practice but usually policies attempt to tell teachers what to do.
SDGs (2015) reminds the educationists, education stakeholders and management that
initial focus should be on raising the professional competence of teacher’s, improving
their knowledge and skills, their values and beliefs about their roles as teachers and
their commitment to this role. Otherwise it would be difficult to provide meaningful
learning experiences to children for the current demand of society’s necessities.
Teacher Education for Rural Schools
Teaching in rural contexts requires excellent knowledge and skills together with
positive attitude to cope with adverse teaching and learning conditions in rural
schools. Quality teaching and learning programmes require adequate professional
preparation in terms of national sustainable development. The notion of having a high
quality primary education as a prerequisite to attain secondary and tertiary education
is professionally sound (Lingam and Lingam, 2013). However, one common factor
highlighted by various researchers about rural schools is their remoteness from main
centres and this poses a lot of challenges to teachers (Lingam and Lingam, 2013). To
cope with challenges of remoteness and isolation, teacher education programmes are
vital to adequately prepare teachers for rural schools. The research literature illustrates
20
inadequate preparation of teachers for the teaching and learning in rural schools
(Lingam, 2006; Muralidhar and Sundaram, 2006; Ali, 2004).
The studies carried out as early as in the 1990s in Queensland, Australia, (Watson,
2006; Yarrow, Hershell and Millwater, 1999) showed a very little preparation of
teachers for teaching in rural schools. The literature on rural education shows that to
facilitate education in rural contexts require great knowledge and skills of teachers to
cope with various challenges and meeting the educational needs and demands of
children (Field, 2001).
The remoteness, lack of facilities and isolation really affects the children’s learning
outcomes since these schools greatly differ from urban schools. Another contributing
factor for rural schools when compared to urban schools in terms of performance
could be the teacher’s qualification to teach in rural schools (Bauch, 2001). On the
other hand well- qualified teachers like to work in urban schools (Lingam et al., 2013;
Tuimavana, 2010). The reason for this is probably due to lack of incentives to teach in
rural schools and difficulties in handling composite or multi-classes (Lingam, 2006).
The need for professional preparation of teachers for multi - class and composite
teaching is vital to improve the quality of learning and teaching in remote schools.
2.4 Relevance in Curriculum
Educational input such as curriculum plays an important role in improving the quality
of education in schools. In the Fiji Islands Education Commission Report, Sharma
(2000a: 278) explains that school curriculum is:
All the planned learning opportunities that have been devised to achieve identified learning outcomes, as well as the experience that learners, encounter in the process of curriculum implementation at the school level.
He goes on to highlight that the curriculum comprises formal, non-formal and
informal modes of learning as well as unintended learning that may come from both
the internal and external school environment. He also mentions that the teacher is to
control curriculum development and implementation but the other members of the
stakeholder community, especially the parents, also play a significant role in
providing quality education.
21
In Fiji a centralised approach to curriculum development is common; the teacher is
expected to translate Fiji Ministry of Education’s set of syllabi into scheme of work
than further breaking it down into unit of work and lesson plans (Ali, 2004). It is
expected that self-reflection takes place for the sake of more effective teaching and
learning. Teachers have been arguing that education must be contextualised, localised,
Pacificised and culturally sensitive to the needs of the Fiji child as stated by Thaman
(2002) on the ‘Culturally Inclusive Curriculum’. A second argument is that the
curriculum materials are not regularly upgraded and have been around for too long
(Thaman, 2002). In some instances outdated texts like in Hindi have been in use since
the 1970’s and is still being used today.
Yet ongoing argument is that there is a lack of teacher assistance. Often new content
on topics are introduced and teachers are simply expected to find their own teaching
materials with no help from anyone. Many teachers in remote or rural areas complain
that this is a huge burden on them as they struggle to complete the syllabi on time. It
has been reported that teachers also say that some topics require far too much detail
for the level of comprehension that is expected at various classes and there is no way
that they could teach for comprehension and full understanding and still manage to
complete everything, that is, contained in the syllabus (Muralidhar and Sundaram,
2006).
One of the concerns in a heavy content driven curriculum inhibits lack of time for
active learning to take place. When this is the case, teachers often feel overwhelmed
by the amount of topics they need to cover by the end of a term or year. This
sometimes leads to teacher centred approaches to teaching, where the student is
simply a receptacle to be filled with content knowledge that is students become
passive learners (Berry, 2006). All these issues may have led Pacific education leaders
in a meeting in 2003 to seriously consider changing the curriculum and they
concluded that:
A radical change in the educational system was necessary to provide the national capacity needed to achieve sustainable development and the curriculum of teacher training and tertiary institutions should be modified first and foremost to ensure that an appropriate teacher education curriculum be developed to add the weakness in the capacity of teachers in primary and secondary schools (Alliance of Small Island States Meeting, 2003: 13).
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Rethinking Pacific education was something that a group of Pacific Educators and researchers got together to do in 2001, in Suva, Fiji. The Rethinking Pacific Education Initiative, RPEI, was an attempt to address what was seen as a Pacific education crisis, expressed by the fact that despite over three decades of donor – aided educational reforms, the quality of primary and secondary education was judged to be low (Thaman, 2002) .
At the moment, Fiji is working on a draft curriculum framework and trying to pilot it
for levels one to four at the primary school level that will guide curriculum planning
in the years to come. An interesting feature of the framework is the shift of focus from
subjects to learning outcomes (Fiji Ministry of Education, 2013). This is in line with
Thaman stated:
In 2001 at the Rethinking Pacific Education Symposium it was emphasized the need to shift to an outcome based curriculum in order to ensure that school leavers have knowledge, skills and values that help them cope with life’s demands rather than passing examinations in subjects which may not help learners live fulfilling and meaningful lives.(Thaman, 2002: 27 – 30).
The school curriculum, teaching and learning processes in Fiji has to address real
issues faced by people in society rather than concentrating on subjects which are
relevant only to the few who may go to universities. Currently, the Curriculum
Development Unit (CDU) is reviewing primary curriculum based on key learning
outcomes and has signaled a refreshing new beginning for improved curriculum.
Vithal (2003) highlights that irrespective of the nature of the intended curricula; the
teaching context in the classroom is open to the teacher to create quality learning for
students. As pointed out by Thaman (1997: 14) clearly and simply stated that:
A new curriculum is only as good as the teacher who implements it because the teacher and the pupil is a critical factor in the latter ability to achieve.
At the moment in Fiji curriculum implementation in primary schools today is slowly
becoming more student centered, connected to real life situations and facilitating
critical thinking rather than rote learning (Fiji Ministry of Education, 2013). The
primary goal of education is to ensure that all students should become self-reliant with
positive attitude towards sustainable development in relation to society, environment
and economy reflecting the cultural aspects as the underlying dimension. These ideals
are reflected in the Delor’s (2000) four pillars of learning: learning to know, learning
to do, learning to be and learning to relate or live together.
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Curriculum: The Role of Teachers
Teachers’ classroom work at times is restricted by rigid school and Fiji MoE
requirements and thereby unable to make much significant changes in the classroom.
Curriculum theorists, however, disagree stating that a creative teacher is one who is
discerning, that is someone who has the ability and skills to choose content and to
organize that content effectively so as to enhance the learning to take place (Watson,
2006). This means teacher empowerment that is expecting teachers to develop greater
expertise in curriculum development. Teacher empowerment requires the teachers to
have ability to select both the content and activities that promote meaningful learning
to take place in a classroom.
As far back as the 1990’s, Print (1993: 143-144) stated with reference to curriculum
that:
Presented a continuum, which shows the different approaches that may be taken when selecting the content. At one extreme, there is the subject approach to content selection and at the same time, there is the process approach.
Furthermore, Gonzalez, Moll and Amanti (2005: 10) states that:
Teachers must be skilled at teaching; must be able to motivate their students to learn what they really need to know; and must have a deeper understanding to their teaching subject.
It is assumed that teachers collectively contribute to the development of life-long
learning so that students may learn in the school with the capacity to continue learning
and the ability to recognise that is knowledge is not to remain stagnant (Teaero,
1999). The quality of learning activity or experience depends on a variety of factors
including: the teachers, the students, the physical and social dynamics of the school
and the wider community, the kinds of interaction that is taking place, the resources
and the time available (Subramani, 2000).
However, in recent times curriculum outcomes now referred to as ‘educational
outcomes’ has demands pointing to a future based curriculum that considers both the
historical journey and predicted future movements, as stated below.
A curriculum is rather like a tripod with one foot planted back in part traditions, one foot set down in present beliefs and practices and one foot extended ahead into predicted requirements and hoped for improvements for the future (Moyles and Robinson, 2002).
24
The definition is still relevant today that holistic approach for curriculum
implementation should entail, which is lacking in the Pacific Islands Countries (PICs).
The educational change for peace progress and quality development needs to align
with global standards and movement and initiating to address problems within the
system.
Thaman (2002: 25) argues that:
An outcome based education should be analytical of Pacific societies and within the cultural context of the people, therefore every teacher must be equipped with necessary skills set required for facilitation of quality teaching and learning within the multicultural context. Teachers need to be prepared for this reality.
The heart of operating a school system is the curriculum. Curriculum is all the
planned learning experiences which the learner goes through when curriculum is
implemented (Print, 1993). This illustrates that the selection of materials and in
particular teaching methods are left for the teacher to decide. Without competent
teachers, teaching and learning decisions can adversely affect children’s learning
outcomes.
2.5 Educational Resources
As recently stated by Lingam and Lingam (2013), many factors, apart from teachers
are internationally recognised as part of the learning process. They added that one
very significant factor is school resources: such as teaching and learning materials,
physical infrastructure and facilities. They further mentioned that teachers no matter
how qualified or well prepared they may not be able to provide qualify learning and
teaching unless they are fully equipped with resources like libraries, ICT, text books
and relevant stationeries. Appropriate learning resources help enrich the child’s full
potential and maximises learning outcomes. Schools must be fully equipped with
resources to avoid negative impact on the pupils for sustainable living. Unless
complementary action is taken with the provision of school resources such as quality,
up-to-date textbooks, infrastructure and library facilities, limitations of children’s
learning could continue, especially in rural areas, where access to alternative
resources sites like community libraries or ICT is more limited (Lingam and Lingam,
2013).
25
The quality of education is depended also on the educational resources as essential
components of schools especially in rural areas as mentioned earlier, approximately
one third of all primary schools in Fiji are rural by definition (Fiji Islands Education
Commission Report, 2000). The input of various critical resources such as educational
resource materials has a significant impact on the quality of educational provision
(UNESCO, 2008; Barrett et al., 2007). The UK Programme Consortium has revealed
that schools and community environment contributes towards achieving quality
education. The input of various resources creates an enabling environment to achieve
optimal learning outcome leading to quality or meaningful education.
Besides well qualified teachers and relevant curriculum, resources such as school
buildings, furniture, ICT, well equipped library maximizes the learning process
(Lingam and Lingam, 2013). The primary education is in urgent need of quality
educational resources and this is hindering in the teaching and learning process as
affirmed by the Education for All (EFA) and at the Dakar World Conference on
Education (UNESCO, 2008). The quality of production process which is the teaching
and learning process gets affected without good and adequate resources and other
essential inputs including teachers and curriculum.
As far back as the 1990s, Tavola (2000) emphasised the necessity of relevant teaching
resources and physical amenities for the adequacy of high quality education for
primary students. Later, Field (2001) added strongly on high quality resources
materials and equipment for schools which have a positive learning impact on
teachers and their learners. Several other researchers such as Lingam and Lingam,
(2013) and Fullan (1990) strongly highlighted the importance of good resources and
its implication which gives a sound connection towards attaining high learning
outcomes. The relevant resources add meaning to the learning and teaching process
and at the same time boosts the morale of the learners and helps in effective
implementation of the concepts (Hanushek and Webmann, 2008).
Teaching and Learning Resources
It seems that the teaching resources seem to be taken for granted in the developed
countries and may be for this reasons they are not seen worthy of comment in
educational literature. In developing countries in the Pacific region and beyond, there
is an urgent need for improvement in resources. As far as the 1960s, Beebay (1979),
26
highlighted the need to supply primary teachers with basic materials such as card-
board, paints, scissors, hammers, nails, and wood for making elementary science
equipment for weighing, measuring, experimenting, etc, forcefully captures the link
between resources and the quality of teaching.
These things may appear too humble to find their way into the awesome literature of
modern educational planning, but for the teacher in the classroom, they can make the
difference between archaic instruction and a new vision of their job (Lingam, 2006).
Similarly, Crossley and Tikly (2004) also call for an abundance of teaching and
learning resources for teaching students to think otherwise children have little chance
of being heard in barren classrooms and have nothing to think about but symbols of
chalk and ink.
Furthermore it is appropriated that good buildings, equipment and resources in
themselves will not make any real difference in the quality of classroom teaching and
learning process unless these are utilized properly by teachers (Lingam and Lingam,
2013; Coxon, 2000). It can be said that though without suitable facilities and available
resources, teachers’ efforts to provide quality education can be a difficult task.
The above comments indicate as one move into rural schools, primary schools begin
to show serious limitations in terms of physical conditions and the quality of basic
teaching and learning resources. Thus provision of adequate educational resources is
needed to improve the quality of education (Lingam and Lingam 2013).
2.6 Community of Practice
Pedagogy can be generally defined as the art and science of teaching (Galabawa and
Alphose, 2005). Its meaning has developed over the years and it gives a broad
definition of the learning process and the ways the students can be involved in quality
and meaningful learning.
For example, Leach and Moon (1999: 137) explain that:
Pedagogy also means the construction of knowledge and practices. Pedagogy, therefore reflects the notion of inquiry based learning, critical knowing, research and reflective learning. The accumulation of teaching strategies, arranging a classroom, formulating questions, developing explanations, creating a curriculum. A view of mind, a view of learning and learners, a view of a kind of
27
knowledge that is valuable in form pedagogy and above all by the educational outcomes that are desired.
Thus, pedagogy refers to meaningful learning within the context where learners are
engaged in critical thinking that is enriched with their cultural ways of learning in
which a learning organisation is created as it is providing pathways towards lifelong
learning (Thaman, 2002). It must be the foundation upon which students and teachers
can continue to learn and develop their knowledge, skills and attitudes to improve the
standard of their work and the lives of their learners. As rightly pointed out by
Velayutham (1996: 15 - 18):
The quality of our future life depends on our capacity to learn and use that learning for living. The learning for living and living for learning have become important aspects of contemporary life. In the modern world, learning is considered as an integral and essential part of living as well. Equally learning for leading and leading for learning should become important ingredients of the organizational life of our schools.
In the school, the creative students and teachers need to be identified and supported, and the creative potential in the other organizational members should be developed and enhanced.
Here Velayutham (1996) stresses the need for teachers and other school professionals
to regard themselves as life-long learners. As professionals, they should continually
adapt and improve what they do. Thus teaching and learning process becomes part of
a very dynamic system – a learning community. A professional learning community
where the school staff and students should be continually learning, adapting and
improving in what they do. On the other hand, culture also shapes peoples beliefs and
attitudes, their roles and role expectations as well as the way learners interpret and
make meaning of their own behavior (Thaman, 1997a). Furthermore Thaman states
that the pedagogy that emerges from these cultural values and ideologies is effective
in establishing sound teacher student relationships and is a prerequisite for quality
learning and teaching practices.
She stressed that reconceptualisation process of Pacific pedagogy requires teachers to
be culturally sensitive. The conceptual framework called ‘kakala’ advocated by
Thaman (1997b) can be used to contextualise learning within the Pacific context and
help one to understand the roles of teachers. Thaman (2005), defined ‘Kakala as a
way of ensuring that teaching and learning are better contextualised and the learning
28
environment is more culturally safe, inclusive and democratic for both teachers and
students.
This way of learning involves the ideas of cooperative learning that promotes lifelong
learning process. It encourages the physical, emotional, social and spiritual
development rather than just intellectual development. The idea of a learning school
brings together the concepts of quality learning, authentic leadership, professional
learning communities, democratic governance, staff development, school
improvement, learning to learn, learning to lead, learning to live and the lifelong
learning process (Tikly, 2011). These ideas capture the attention of teachers and
policy makers to become more meaningful and valuable. In relation to this, Bhindi
(1996) adds that it can also positively contribute towards the capacity building efforts
of all.
To meet the goal of universal primary education, all children must be in school, progressing and completing a good quality education. The school-age population estimates indicate the number of children that should be served, but what proportion currently attends school? How far are countries from providing universal primary education? It is therefore important to consider a range of indicators reflecting enrolment growth, participation and completion in order to better evaluate the educational coverage of the school-age population (UNESCO, 2015).
Meaningful learning provides optimum learning outcomes in academic, vocational,
cultural and citizenship pursuits. Overall it will help to develop the learners
holistically. The inclusion of suitable pedagogies will also help make the learning
process with our Pacific schools more meaningful and valuable.
2.7 Conceptual Framework
The conceptual framework for the study is based on the need for qualitative
improvement in education. These are drawn from the various studies found in the
literature that are related to the current study such as access to quality education,
teachers, curriculum and resources, students participation and communities of
practice. However, the scope of the current study is on three indicators of quality
education namely, teachers, curriculum and educational resources.
It is difficult to provide a precise definition of quality education because different
people hold different perceptions of quality education. Academics such as Chandra
29
(2004) and Bacchus (2000), however, have identified the following factors that could
assist in improving the quality of learning in our schools. These include professional
school leaders, learning and innovative curriculum, suitable resources, authentic
assessment processes, genuine participation of students and the parental community in
the learning process. Quality learning should aim to prepare the person for lifelong
learning opportunities (Chandra, 2004).
In this study, Opportunities to Learn (OTL) provides the conceptual framework
(Figure2) for quality education such as through relevant curriculum, educational
resources, teacher preparation, and pedagogical practices as an attempt to provide
quality education to children. OTL is a way of measuring and reporting whether
students and teachers have access to the different ingredients that make up quality
schools and in this case the ingredients are teachers , curriculum and educational
resources (UCLA/IDEA, 2003). The more OTL ingredients that are present in an
education system, the more opportunities students have to benefit from a high quality
education. Moreover, OTL provides standards that guide students, parents, teachers,
communities and schools to discover and correct problems in schools to ensure
children continue to receive quality education (ibid). This is what the current research
explored so that problems could be addressed for the betterment of the education
processes in Fijian rural primary schools.
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Figure 2 Opportunities to Learn for Quality Education
Source: By the Researcher 2016
2.8 Summary This chapter has provided a review of literature related to three indicators of quality
education. Specifically the literature review has highlighted the importance of
teachers, curriculum and relevant educational resources in improving the quality of
learning and teaching. While in this research a working definition of quality education
has served its meaning, yet quality education is simply defined as relevant and
meaningful education. This chapter also highlighted the need for educational
resources relevant curriculum and well qualified teachers are important elements of
quality education. The next chapter focuses on the research methodology adopted for
the study.
Relevant Curriculum
Content Selection Implementation
Sustainable Living and Practices
Teachers Qualifications& Experience Professional Development Preparedness
Educational Resources AvailabilityUtilization
Quality Education Effectiveness
Efficiency Equality
Relevance Opportunities to Learn
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Chapter 3
The Present Study Approach
3.0 Introduction
This study explored the quality of education afforded to children in a developing
context, namely, Fiji. The chapter outlines the research methodology used to collect
the data and elaborates especially on the qualitative methods of inquiry which was
employed in the study. It also outlines the justification of the chosen methodology.
The use of a qualitative approach was an attempt to understand and interpret the
perceptions related to quality education in a selected primary school. The research
approach employed for the study was determined by the research questions, the
theoretical framework for the research activity and the methods developed to collect
and analyze the data. The approach used to carry out the study based on quality
education in this case study school was a qualitative case study approach.
Consequently, an investigation was carried out in the case study school using
questionnaires and then this was followed up with semi structured interviews and
document analysis as to verify issues that have been put as research questions. The
research employed in case study approach to investigate the quality of teaching and
learning practice carried out in a rural Fijian primary school. The approach selected
for the research was designed to reveal to the authorities concerned about the delivery
of quality education to the children.
3.1 Research Methodology
Qualitative dominant research approach was used in this study as it deals with the
interaction between the researcher and the participant. The findings obtained from
using qualitative approach would give a richer or more meaningful assessment than a
quantitative one. This is because of the additional information that was collected; it
gave a better picture of the experiences and perhaps a more holistic understanding of
the research questions (Creswell, 2003). According to Merriam (1998) the
qualitative research is free from pre-determined theories and questions emerging after
data collection rather than being posed before the study begin. In qualitative research
we must dig deep to get a better understanding of the phenomenon that we are
studying and we collect numerous forms of data and examine them from various
32
angles to construct a rich and meaningful picture of a complex, multifaceted situation
(Leedy and Ormord, 2005).
Qualitative research is aimed at gaining a deep understanding of a specific
organization or event, rather than surface description of a large sample of a
population. It aims to provide an explicit rendering of the structure, order, and broad
patterns found among a group of participants. It is also called ethno methodology or
field research. It generates data about human groups in social settings (Bloomsbury,
2009). Qualitative research does not introduce treatments or manipulate variables, or
impose the researcher's operational definitions of variables on the participants. Rather,
it lets the meaning emerge from the participants. It is more flexible in that it can
adjust to the setting. Concepts, data collection tools and data collection methods can
be adjusted as the research progresses (Bloomsbury, 2009).
Furthermore doing qualitative research is an intense experience. It enriches one’s life;
it captures one’s soul and intellect (Flick, 2002). The literature also suggests that it is
more conducive to conduct research in its natural setting and that, thoughtful
counselors, administrators and instructors are vitally interested in the question that
emerges in their daily work. There are two parts to this case study. The first part
involved questionnaires and documentary analysis. The second part was about getting
familiarization through observation of the school’s achievement and interviewing of
the teachers which really helped to get responses to address the posed research
questions of this study.
3.2 Justification for using Case Study
McMillan and Schumacher (2010) pointed out that selecting a research site is a
negotiated process to obtain freedom of access to the site that is suitable to answer the
research questions posed. Additionally, considerations should be taken in terms of
accessibility, time, mobility, skills and resources for the researcher. The researcher
usually obtains in advance information regarding the site, its potential suitability,
general history, routines and social system. On the basis of McMillan and
Schumacher’s (2010) suggestion, a primary school from the Nausori Education
District which is in the Central Education Division of Fiji was chosen for this study.
33
The case study approach was first used in the early 20th century and it became very
popular a few decades later in the education evaluation (Zaibert, 2007). When
selecting a case study, researchers often use information oriented sampling, as
opposed to random sampling (Zaibert, 2007). A case study is chosen because it relates
the research theory to the practical situation in the informant’s life, identifies
problems by selecting the major problems in the case and recommends the best
solutions to be implemented (ibid).
A case study is also chosen because of its different approaches. There are two types of
case studies. Firstly, it is an analytical approach where the case study is examined in
order to try and understand what has happened and why. It is not necessary to identify
problems or solutions. Secondly, it is where the case study is analysed to identify the
major problems that exist to suggest solutions to these problems (Creswell, 2003).
Type two case study approach is appropriate for this study as the strength approach to
research contributes to practical knowledge for educators and others to understand
issues of concerns to them that could be modified accordingly within the complexities
of their respective environment.
Stake (1995: 64) highlighted that:
A case study is expected to catch the complexity of a single case…..we study a case when it is of very special interest. We look for details interaction within its contexts. Case study is the study of the particularly and complexity of a single case, coming to understand its activity within important circumstances.
An important characteristic of a case study design is that the researcher spends a lot of
time gathering data in the research settings. Stake (1995) states that the researcher is
able to get in contact with the people and the various activities and operations during
the research. Bell (2005) further on describes a case study as an umbrella term for
family of research methods focusing on the enquiry around an incident or an
organisation. According to other scholars like Yin (2003) and Williamson (2000),
case study research has been extensively used as a means of developing the
understanding of certain phenomena in their natural setting (Yin, 2003; Williamson,
2000). Above all, it is appropriate for situations in which the examination and
understanding of context is important as in the case of the current study. Walker
(1986) suggests that in a case study, a researcher collects information on biography,
34
intentions and values. This enables the researcher to capture and reveal those elements
of the situation that gives the research a holistic perspective of the phenomenon
understudy and in this case about the quality of education afforded to the children.
There are a number of strengths of using a case study. For example, case study data
are more in depth in reality but difficult to generalize to all situations (Walker, 1986).
This strength in reality is because case studies are down to earth and attention
holding, in harmony with the reader’s own experiences and could provide a natural
basis for generalisations (Cohen, Manion and Morrison, 2007).
Case study was chosen for this research as the prime focus of this research was to
develop an understanding of ground realities of provision of education to the
disadvantaged population of Fiji that is those who are located in rural areas. As stated
by Merriam (1998) case studies provide an intensive and holistic process of a single
entity phenomenon under study. The section that follows will discuss the data
collection instruments used to gather data for the study.
A Mixed Method Approach
Qualitative purists support a constructivist or interpretivist model and challenge that
multiple-constructed realities abound, that time and circumstance free generalisations
are neither enviable nor probable, that research is value bound, that it is unfeasible to
distinguish fully the causes and effects, that logic flows from specific to general and
that knower and known cannot be separated because the subjective knower is the only
source of reality (Johnson & Onwuegbuzie, 2004, p. 14).
Mixed Method Studies are products of the pragmatist paradigm that combines the
qualitative and quantitative approaches within different phases of the research process
(Tashakkori & Teddlie, 2008). A mixed-method approach can provide a researcher
with intend choices which involves a range of chronological and contemporaneous
strategies. The significant features of these designs are reported along with quality
control methods, and ethical concerns (Terrell, 2011).
In this study, it is not the intention of the researcher to generalise the research
findings. Consistent with most advocates of the interpretivist paradigm, the present
study takes a flexible approach in its choice of methods (Creswell, 2003), that is, as
noted above, it is mixed method in nature.
35
Primarily the purpose is to:
employ the methods that will best serve the theoretical perspective of the researcher… (it) maybe be able to give voice to diverse perspectives, to better advocate for participants or to better understand a phenomenon or process that is changing as a result of being studied (Creswell, 2003, p. 216).
Such authors note that case study is consistent with an interpretivist paradigm
because it involves flexibility in choice of methods. As Williamson (2000: 93) states
that the case study approach is where:
multiple sources of evidences are used and data collection techniques typically used includes interviews, observations, questionnaires and documents analysis. Although both qualitative and quantitative data collection and analysis methods may be used, case study research is most often concerned primarily with qualitative data.
A mixed method thus allows collecting two types of data concurrently that is both
quantitative and qualitative data allowing for perspectives from each and providing
recompense of both methods. However, the data need to be distorted to allow
combination during analysis, this may lead to issues in resolving discrepancies that
occur between different data types; there is little literature in this area; results may be
bias by contradictory priorities assigned to research intend results.
Case Study School
There are a total of 117 primary schools in the Nausori Education District. The school
chosen for the study is referred to as Case Study School (CSS). It is located about
twenty seven kilometers away from Nausori town. The school is managed by school
committee (non – government organisation), elected by parents of the school. The roll
of this school is 121 with eight staff and the head teacher is the administrative officer
managing the school and also a full time class teacher. There are eight staff and one
hundred and twenty students with a rural setting. CSS is categorized as a multi-racial
school, having I-Taukei and Fijian students and also caters for students with special
needs. Like other schools, the students of this school are provided with bus fare
vouchers, free text books and free education as an initiative from the Ministry of
Education which is referred as Fee Free Grants or Free Education Management
Scheme (Fiji Ministry of Education, 2013).
36
3.3 Research Design
The method of data collection included interviews, questionnaires and document
analysis. According to Vaus (1995), researchers can use a variety of research methods
to collect relevant data. Questionnaires, interviews and documentary analysis provide
rich information data base. Patton (2002: 4) states that:
The data or qualitative analysis typically comes from fieldwork. During the field study, the researcher spends time in the setting under study –program, an organization, a community, or whatever situations of importance to a study can be observed, people interviewed and documents analysed.
The methods selected in the study were based on their relevance in terms of the best
possible data from the participants in order to address the key research question and
the three subsidiary questions. Bell (2005: 120) commented to further justify the
selection of the research tools for the study. He states that:
Your aim is to obtain as representative a range of response as possible to enable you to fulfill the objectives of your study and to provide answers to key questions. Research instruments are selected and devised to enable you to obtain these answers.
Questionnaires designed for participants to complete on their own are a common way
of data collection (Silverman, 2005). Schutt’s (2006) suggestion has been put into
practice when designing the questionnaires, for example he states that selecting good
question is the single most important concern for survey researchers. All hope for
achieving measurement validity is lost unless the questions in a survey are clear and
convey the intended meaning to respondents. Documents are a readymade source of
data easily accessible to the researcher (Burns, 1997). According to Trochim (2004)
public records, personal document and physical materials are three major types of
documents available to researchers for analysis.
3.4 Research Instruments
Based on the nature of the study and the research questions posed and the following
research instruments were considered appropriate: questionnaires, documentary
analysis and semi-structured interviews. These instruments were used to collect
relevant data in order to address the research questions posed for the study. These
research instruments are discussed below.
37
Questionnaires
Questionnaires are mainly used by many researchers and in many places such as by
the media to gather data from random selection of people (Kevin et al., 2006). The
questionnaires used in any research can be either open ended, close ended or a
mixture of both (Creswell, 2003). In this study, the questionnaires were the main data
gathering tool employed. The questionnaires consisted closed and open ended items.
The questionnaires for the research were designed to address the research questions
(Appendix A): What training have teachers received in terms of providing quality
teaching and learning in the classrooms for sustainable development? What teaching
strategies are being employed in the classrooms in terms of providing enriching
learning experience? How does the curriculum and resources impact classroom
pedagogy in terms of quality teaching and learning process?
Document Analysis
Document analysis is a form of qualitative research in which documents are
interpreted by the researcher to give voice and meaning around an assessment topic.
Analyzing documents incorporates coding content into themes similar to how focus
group or interview transcripts are analyzed. Document analysis is a low-cost way of
obtaining empirical data as part of a process that is unobtrusive and nonreactive
(Glenn, 2009).
For the purpose of this study, documentary analysis involved analysis of examination
results, school achievements, students’ participation in extracurricular activities and
school annual report (Appendix B). Apart from document analysis the study was
enhanced through the use of interviews and questionnaires. It was important to note
that there had to be constant reflection on the effectiveness of each data collection
method during the data collection phase and the study design.
Semi-Structured Interviews
Interviewing is used widely as a data collection method by qualitative researchers.
Semi structured interviews involve an in depth examination of issues and are most
widely used by interpretive researchers (Minichiello, Aroni & Hays, 2008). They also
suggested that the use of semi-structured interviews provide better access to
informants’ ideas, thoughts and memories. Similarly, Burns (1997) considered that
38
semi-structured interviews help to obtain in-depth information about the informants’
perception of their environment and their experiences. The underlying principle
behind open-ended interviewing is that the only people who understand the social
reality in which they live are those people themselves. The purpose of interviewing is
to find out what is in someone’s mind or what are his or her views about certain issues
(Patton, 2002). Stake (1995: 64) argues that:
Qualitative researchers take pride in discovering and portraying the multiple views of the case. The interview is the main road to multiple realities.
On the basis of these suggestions, semi structured interviews were used to collect
more ideas about education from the participants in their school setting. Based on the
key research question posed and followed by three subsidiary questions, a set of semi
interview questions were prepared for the school teachers (Appendix C). There were
three males and five female teachers including the head teacher and they were
interviewed after school hours from 3.30p.m to 5.00p.m convenient to them.
3.5 Sample
The chosen school had eight teachers and the researcher interviewed them as well as
analysed the documents for validity. Interviews in this study were taken as
conversation pieces rather than inquisitions (Burgess, 1984). This approach is seen as
a normal way to proceed because informants were known to the researcher thus we
have a collegial relationship. Semi structured interviews and discussions created an
informal environment where teachers were able to speak freely with justifications.
Yin (2003), see group discussions as a way of increasing the sample size of
qualitative learning by interviewing more people at one time. It also helped group
members to discuss and reflect together. This way it allowed flexibility to expose
unanticipated issues during the discussion.
3.6 Data Analysis
Careful recording of information and patience is critical in any research undertaking.
Yin (2003: 137) has very strongly recommended that:
No matter what specific analytical strategy or techniques have been chosen, you must do everything to make sure that your analysis is of the highest quality. Thus, the results were analysed according to the data collecting methods.
39
While synthesising all data collected, survey data was analysed, each recorded
interview was transcribed in its entirety. The recorded interviews were played several
times to understand the interviewee’s explanations clearly and meaningfully. The
transcripts were taken back to the respondents for validation and comments. This is
called member checking and is used for the purpose of validity (Yin, 2003). The table
below provides the summary of items used for the three research instruments.
Table 2 Summary of Researching Concepts
Questionnaire Survey Documentary Analysis Semi-structured Interviews
Issues regarding the
covering of syllabi, time
management, classroom
routines, challenges in
class and thematic
teaching, advantages of
quality teaching,
thematic approach.
Examination registers
and files, school
achievement records and
reports on student
participation in
extracurricular activities,
availability of resources
,subject analysis
Methods employed in terms
of quality teaching and
learning process, school
programmes, professional
and staff development
sessions, curriculum
implementation and
evaluation, use of available
resources, links of teaching
related to DESD, EFA and
SDAs goals.
Source: By the Researcher, 2016
3.7 Ethical Consideration
The approval to conduct research in the Case Study School was granted from Fiji
Ministry of Education (Appendix E) and the head teacher of the CSS (Appendix G).
Ethical implications on humanity grounds were carefully considered throughout the
research. All participants were informed that they would not be exposed to
unnecessary or psychological harm. Ethical consideration of the study is an integral
part of the research process. According to Leedy and Ormond (2005), ethical issues in
studies fall under four categories: protection from harm, consent of the informants,
right for protection and privacy and honesty policy with the research respondents. All
these were considered during the research process. For the study, research was
conducted upon the request made to the Divisional Education Officer, Central and the
head of the school (Appendix D and F respectively). Participants consent was given to
40
them to be invited into this research (Appendix H). Participants were assured of
confidentiality and anonymity. Respondents consent, according to Kervin et al.
(2006), is where information collected for meeting the objectives of the study and data
collected is in oral or written format.
3.8 Summary
In conclusion, this chapter has presented and justified the preferred choice of the
research methodology employed for exploring the quality of education in a rural
Fijian primary school. Underpinned by the mixed methods but largely qualitative
approach using questionnaires, documentary analysis and interviews as instrument for
data gathering were employed. The next chapter, Chapter 4 presents the analysis of
the data obtained from questionnaires, document analysis and semi instructed
interviews.
41
Chapter 4
Data Analysis and Presentation
4.0 Introduction
This chapter presents the analysis of the data collected from the questionnaire,
interviews and document analysis. All teachers were interviewed and all had returned
questionnaires giving a 100 per cent return rate and with maximum participation in
the semi instructed interviews. Teachers were also eager to present their opinions on
teacher education, curriculum reforms and availability of resources. Participants’
responses indicated that they would like to become better future teachers. The
questionnaire provided an opportunity to gather the information about the
demographic data. Respondents also articulated their views about their learning
experiences in teaching, importance of resources and a need for a relevant curriculum.
The document analysis further provided an extensive view of the school and its
contribution towards quality education.
4.1 Demographic Data
Demographic data are reported for teachers in relation to: highest qualification,
teaching experiences, teaching experiences in the CSS and their professional
competence. The case study school consisted of eight teachers. Six teachers attained
Teachers Certificate from Lautoka Teachers College, now known as Fiji National
University. Three out of the six, later pursued further studies to upgrade their
qualifications from the University of the South Pacific and attained Bachelor’s Degree
in Primary Education. While the other two graduated from Fulton College with
Diploma in Primary Teaching. The information on qualification is presented in Table
3.
Table 3 Qualification of Teachers (n=8)
Qualification Number of Teacher(s) Percentage Degree (B Ed) 3 37.5 Diploma in Education 2 25.0 Certificate in Teacher Training 3 37.5 Total 8 100.00
Source: By the Researcher, 2016
42
The data collected shows that 37.5 per cent of the teachers have attained degree in
primary education while 25 per cent of teachers hold diploma and 37.5 per cent have
only attained certificate in teacher training. None of the teachers have attained the
qualification above the degree level. A typical response in regards to upgrading their
qualification that can summarise the group is:
Currently I am considering upgrading my qualification if I tend to stay in rural school. I have more available time since I am away from town life. Good teamwork amongst our colleagues and very supportive administrators will be my guiding factor.
4.2 Teaching Experience
The data shows that the school is blended well with teachers from different teaching
experiences and yet very less interaction and networking takes place in terms of
student improvement. It has 25 per cent of teachers who have less than five years of
service, 25 per cent of teachers with less than ten years of teaching experience, 25 per
cent of teachers with less than fifteen years of service and 25 per cent of teachers who
have 16 years and more teaching experience. Participants viewed that it is an
opportunity and a challenge to teach in rural schools. The reflection of their service in
rural schools is expressed as:
The experience of teaching is rewarding and easier to teach when compared to urban setting. The class size is small thus giving me more opportunity to do one to one teaching and easy to mark and provide feedback to individual child.
A summary of teachers teaching experience is presented in Table 4 below.
Table 4 Teaching Experience of Teachers (n=8)
Years of Experience Number of Teacher(s) Percentage 0 – 2years 2 25.0 3 – 4 years 2 25.0 5 – 6 years 2 25.0 7 years and above 2 25.0
Source: By the Researcher, 2016
Teaching Experience in Rural Schools
In terms of teaching experience in rural schools 62.5 per cent of teachers who had
rural teaching experience of which 50 per cent have 1 - 2 years of teaching experience
while only 12.5 per cent have 3 – 4 years of rural service. None of the teachers have
43
more than 8 years of rural teaching service. Professionally teachers who fall in the
first category stated that they were not confident enough to teach in a rural setting or
in preparation to work in rural schools. The rural teaching experience of teachers is
presented in Table 5.
Table 5 Rural Teaching Experience of Teachers (n=8)
Years of Rural Teaching Experience
Number of Teacher(s) Percentage
No Experience in Rural Teaching 3 37.5 1– 3 years 4 50.0 4 – 6 years 1 12.5 7 years and above 0 0.0
Source: By the Researcher, 2016
Workshops and In – service Training
Professional Development (PD) is one of the initiatives taken up by the Fiji MoE.
Teachers are expected to participate in workshops as a way of updating their
knowledge and skills. It is expected by the Fiji Teacher’s Registration Board and Fiji
MoE that teachers need to maintain the currency of their professional knowledge and
growth by participating in 20 hours of PD sessions. Of the 8 teachers, 3 indicated that
they had attended workshops related to Internal Assessment and National Curriculum
Framework organized by the Fiji MoE which also added up to their professional
development. That is, 37.5 per cent of the teachers attended the workshop while 62.5
per cent did not attend any workshops in the last two years. These teachers had their
20 hours of PD conducted through internally organised PD sessions. The other three
teachers (37.5 per cent) who had attended Fiji MoE workshops became the facilitators
of the school PD sessions.
Teacher 3 commented that:
This method of transforming important ministerial information through PDs conducted by CDU Officers and later relayed to us through one of our teacher who attends the workshop sometimes brings confusion and also miscommunication as the teacher only passes us the information that he or she understands better. Thus I feel it would become more effective if CDU officers can conduct workshops in clusters (where nearby schools can easily attend) and all teachers are invited to attend as our teaching classes are changed at the beginning of each year.
44
Year 5 teacher commented that old fashion habits and practices need to be changed.
As agreed by the CSS teachers:
PD is important and is part of the teaching and learning process. The in – service programmes and workshops help in the functioning of the school with new and rapid changes to the education system.
The Teaching and Learning Process
There are many more phenomenons at the heart of what may constitute the quality of
the teaching and learning process. The Head teacher of the school stated:
The quality of what constitute the teaching and learning process can be seen through lesson observations. However, many administrators use the simple procedural way to collect data on the teaching and learning process through assessment methods on the criteria given by the Fiji MoE. Others include display of children’s activities, classroom learning environment, hands on activities, achieving of learning objectives and student participation in school organised programmes such as Library Week celebration and Drugs Awareness programmes.
Thematic teaching came into existence for Years 1 and 2 for the past three years. With
regards to the thematic curriculum, Year 2 teacher stated that:
Teachers and their teaching and learning process are commendable but their way of delivery is old fashioned and out dated. This could be made more useful through variety of teaching methods employed to enrich the programme. The literacy aspects in years 1 and 2 need proper learning of phonics and letter recognition.
Years 3 and 4 teachers commended that:
Thematic teaching approach is good because the new approaches are mainly student centred. Thematic approach is more effective to lower level classes as the students learn collaboratively and based on their discussions and prior knowledge.
The new approach for years one to four brought a lot of changes. According to the comments made by the teachers above, the changes can be noticed in the percentage pass rate analysis annually. The table presents the Annual Assessment Analysis for the past three years.
45
Table 6 Internal Assessment Pass Rate Results for Years 2013 to 2015
Year 2013 percent) 2014 (percent) 2015 (percent)
1 55 57 63
2 60 61 61
3 56 55 64
4 59 56 64
5 56 55 59
6 59 60 64
7 60 59 63
8 63 65 59
Source: By the Researcher, 2016
The data analysed gathered on the class’s performance for the past 3 years indicate
that the class average for assessment is in between 55 - 65 per cent. The data presents
a promising outcome using the new curriculum initiative in 2015 than 2014 and 2013.
The new curriculum can thus tend to imply that it is effective provided it is well
blended and maintained to the content learning outcomes. However, there may be
limitations towards quality learning and teaching process such as validity and
reliability of the test, quality of the lessons, the scope of learning and content learning
outcome and looking at the table above it is more of basic and proficient level.
On the other hand, as parents assess their child’s performance based on the
examination result, they fail to realise that:
Assessments do contribute towards the schools and child’s standard and progression made but it may not develop the children holistically in terms of different perceptions of ESD. (Teacher 2)
Students should open up and develop their talents in extra - curricular activities and parents should admire and support their child in these activities. (Teacher 7)
All interviewees agreed that the support of the parents towards their children’s
education is a must. The ability to cope with changes in syllabi and assessment
techniques reflects on the background of the students and how they are supported at
home, that is, the home cultures of the school. The typical comment received on this
was:
46
Irregularity and punctuality is rampant and caused by the parents negligence. For some parents table on the food is more important than attending school. Education is at times seen as less important to these parents.
The Fiji MoE Vision and Mission
The vision statement entails as Quality Education for Change Peace and Progress. The
mission statement of the Fiji MoE is that schools in Fiji will “provide a holistic,
inclusive, responsive and empowering education system that enables all children to
realise their full potential, appreciate fully their inheritance, take pride in their
national and cultural identity and contribute fully to sustainable national development
(www.go-fiji.com/schools.html).The interviews also indicated that some teachers who
had their class vision and mission provided vague statements and was not aligned to
the Fiji MoE one (Response –vision –To be smart, mission –to be able to read and
write with understanding).
The school timetable reflected the teaching and learning of all subjects that are
mandated by Fiji MoE. These include academic subjects, also caters for PEMAC
subjects and ECA activities. The school tries to integrate Art and Craft, Music and
Physical Education lessons as well. The school caters for these subjects once per week
and assessment are also conducted to assess the child’s learning progress. The
responses from teachers were: 8 responses for PEMAC and ECA included in the
timetable and 8 responses for PEMAC and ECA conducted once a week. Year 8
voiced out that:
It’s not important that with continuous assessment be competence based, as tests do not result in comparable marks. Focussing on examinations affect teaching and learning then the quality of education. The prime focus is based on the process of learning than repeating content.
During the interviews, the teachers highlighted that teacher interaction has to occur to
enrich the teaching and learning process. Teachers elaborated that they are still in the
process of understanding of the new syllabi. During professional development
sessions they only interact to iron out issues regarding any upcoming changes. Six
teachers responded that lack of interaction for constructive development exists, while
two responded that they are over loaded due to CBAs, ‘exam oriented curriculum’ and
paper work. All supported the idea of reflection and evaluation of curriculum issues
47
during Professional Development sessions. The typical comments from the teachers
were:
If we can have Fiji MoE based workshops on recent changes such as on new syllabi, examination criteria and blueprint. Internet access is mostly limited in our community thus affects our preparation such as accessing FEMIS for recent updates from Fiji MoE and makes it hard at times to do research and get additional notes to strengthen our lesson notes.
The teachers are not able to manage well the expectations of the school management,
parents and the students. The assistant teachers seem to be a bit successful while
administrative officers found it difficult because they have dual responsibilities, that
is; being a full time class teacher as other teachers and also attend to all administrative
work. The HT also added that:
We have to at times compromise students learning time with administrative work. The teachers are not much involved in decision making process. The AHT and I have to do monthly reporting and school reports which needs to be submitted as and when required. Teachers are consulted at times on certain issues only, while most of the decisions are made by the school management and the head teacher imposes it on the teachers. Teachers are still required to do lot of documentation, nevertheless the teachers do help in preparation towards the school programmes.
This really affects the teaching and learning process as decisions at times ask for too
much of paper work which compromises actual teaching and learning time. The
preferred teaching and learning method by the teachers are shown in table 7.
Table 7 Preferred Teaching Method
Year Transmissive Constructivism
1 �
2 �
3 �
4 �
5 �
6 �
7 �
8 �
Source: By the Researcher, 2016
48
The data in Table 7 indicated that the most preferred teaching method is teacher
centred learning and it means that constructivism may seldom occur. Years 1 – 3
teaching and learning is preferred as constructivism, due to the introduction of
thematic approach. Year 7 teacher stated that:
Students should be engaged in peer teaching, collaborative learning and group work, researching, class discussion, performing experiments, discovery learning, reading with understanding where disability groups need to read, giving activities or exercises, rewarding the children and brain storming through open ended questions.
On the above aspect, it was further elaborated by other teachers:
These methods of teaching are not much employed in the classroom as CBAs and external and standardised examinations are partially committed to their lessons and making it difficult to be employed for open teaching and learning method (Teacher 6).
We have to meet all schools and ministries requirements and deadlines leading to use teacher centred teaching method mostly due to new curriculum (Teacher 5).
New curriculum is absorbing our time in doing the research ourselves before teaching the children (Teacher 4).
4.3 Curriculum
The question on current curriculum indicated that four out of eight teachers agreed
that the curriculum is relevant while the others responded negatively which depend
upon their perceptions. Teachers’ qualifications and professional affiliations impact
on curriculum perceptions, so qualification does matter. This response substantiates
that those respondents who have pursued further studies or are in the process of
course of studies, have better understanding of recent curriculum changes. The
pressure aimed at recent assessment reforms in primary education, matters a lot on
assessment and pedagogy which are important. What students learn and how they
come to learn is what helps them to link what they know from the world at large with
what they come to know and understand from the formal system of education.
Teachers concern is for curriculum to address important local and global issues. The
response from Year 2 teacher was that:
Thematic approaches are not new approaches however they are very interesting and effective if executed well, which are to be conducted with
49
proper resources. It depends on the teachers how to unpack and develop on the themes.
Year 8 teacher however negatively reacted to some of the changes in the recent curriculum:
Healthy Living and Science subjects contain some of the coverage that are not appropriate for primary level. Students find it hard to digest the concepts. Even the vocabulary used is too difficult for year 8 level.
The table 8 below summarises the new curriculum content.
Table 8 Subject Analysis
Subjects: Contextualised Area’s that require review
English �
Vernacular � Literature (Hindi - Year 7 and 8 old and
borrowed)
Computer Studies � Computer Lab
Mathematics � Strands need to aligned from Year 1 to Year 8
Social Science � World Organisation Instruments
Basic Science � Earth & Beyond
Healthy Living � Reproduction Process
Physical
Education
� Fitness & Personal Development
It should be more practical oriented
Music � Guide & Equipment-Skill Oriented
Art & Craft � Guide –Performance Based – Hands on skills
Moral Education � New Text
Source: By the Researcher, 2016
Coverage of Syllabi and Content
The lower primary teachers (Years 1 – 4) agreed that the recent curriculum reforms
are beneficial and is part of the education system which is going to add quality to the
system. They also believed that now the syllabi for these Years can be completed on
time. While upper primary teachers (Years 5 – 8) felt that the content is too much and
requires a lot of time for the prescribed coverage of contents. They also felt that the
prescription is a rigid document. Considering vernacular (Hindi), Year 8 teacher
commented that:
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Hindi curriculum is an outdated material as over the past three decades same texts has been used and no changes have been done to it. The short stories are very long (20 -25 pages) and the vocabulary used is very high level compared to Fiji Hindi and we feel it is a borrowed text material from India.
Year 7 and 8 teachers suggested that:
The syllabi must be a guide which should be used to plan activities that complements the curriculum content. If the prescriptions and content are reduced and are made relevant than teachers feel they can be in a better position to implement properly the internal assessment such as debates, quizzes , group presentations that take a content theme which may have come from a foreign text, theory, idea or relate it to the local or regional context.
Teachers reflected that culture classes are conducted once per week. Apart from
culture classes the school marks some cultural celebrations. There is a culture
committee that is responsible for organizing the cultural programmes such as Ram
Naumi, Diwali, and Easter. One of the staff commented that:
The current demands are more complex, brought by rapid changes. The world has become a global village. Life skills provide a link between motivating factors and behaviour by translating knowledge of what to do and with attitudes and values of what to do and how to do. Learning therefore must underpin the knowledge and values of the people (Teacher 3).
Students who are interested in the speeches, drama or performing arts are encouraged
to participate in these celebrations. Some teachers mentioned that excursions are
hardly organised for the schools as mostly children from poor background are
attending this school. The only forms of excursions or field trips are when students go
to the nearby drain or streams to study about animals and plants that belongs to this
ecosystem and thus learn about the environment, organisms and protection. The
typical comment received by Year 6 teacher was:
We visit to the nearby creeks and rivers for coverage of science subject based on the river ecosystem. Nevertheless, due to the recent grants given to the school we can organise a good excursion tour for our school.
The current curriculum now demands greater understanding of English language from
students since all texts are written in English language except for vernacular. The
typical comments received by teachers were:
51
The child’s home language is not encouraged in the school as children are asked to speak in English at all times except while attending the language classes (Teacher 1).
When English is the medium of instruction, teaching and learning process becomes difficult as most students do not understand English properly (Teacher 2). Concepts may not be learnt well and fully understood (Teacher 3).
There is a foreign language with pure Hindi in Hindi text and Bauan dialect in I Taukei text being used becomes more difficult to learn especially for the children from rural background and other provinces like Naitasiri (Teacher 4).
Furthermore, the school does not take a critical and reflective view of the school
curriculum. The typical comment received from the teachers was
The school does not discuss the prescribed curriculum in depth and there is no critical review of the syllabi due to the new demands of the revised curriculum, it consumes a lot of time for the teachers to gather information and prepare for their lessons.
4.4 Educational Resources
This CSS has relatively a well-structured building with adequate space for educational
activities. The school unfortunately does not have enough science and PEMAC
equipment. The typical comment received from the teachers was that:
Improved performance with high levels of educational resources inspires commitment and creates a teaching and learning environment conducive to learning. Proper resources lead to meaningful learning and well hands on activities is mastered. With proper equipped resources, children develop qualitatively (Teacher 4).
The question on availability of educational materials available for teachers and pupils
to conduct constructive learning, teachers shared a balanced response to this question.
Some of their comments are for example:
Some resources such as vanguard sheets, newsprints, brown sheets, pental pens, chalk, and duster are provided on termly basis while some are not available (Teacher 1).
Musical instruments are not available at all for their tasks. We at times improvise these equipment to conduct music classes (Teacher 2).
Science equipment is available but it is limited in supply (Teacher 3).
Sports equipment is available as most of these equipment came through Just Play workshop (Teacher 4).
52
Garden tools are provided to continue with the class gardening projects (Teacher 5).
The school text books are provided free by the Fiji MoE. This is taken care of by us and the children (Teacher 6).
The computer lab and libraries are important part of integral learning and yet it is not fully resourced (Teacher 8).
The school does not have a well equipped library but it has some library books
donated by Non-Government Organisation’s like Rotary Club and former students.
These books are shared amongst the students and are kept in the class. The school
does not have a proper library timetable but students are asked to read library books
during the Drop Everything and Read (DEAR) programme.
In terms of resources, this was the comment made by the HT:
On the issue of resources it is actually a serious matter since we do not have proper internet accessibility and at times we are not able to access FEMIS. Resources do contribute to worthwhile learning opportunities. Education quality deteriorates for many other reasons, including poor deployment of teachers, a lack of learning materials, disrupted and reduced school days and irregularity of teachers and students.
Table 9 on next page summarises the accessibility and availability of resources in the
CSS.
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Table 9 Educational Resource Materials
Resources Accessibility to Resources
Prescriptions / Syllabi �
Teachers Handbooks X
Text Books �
Telephone �
Radio �
Fax X
Library �
Gardening Tools �
Stationeries �
Electricity �
Regular Supply of Water �
PEMAC Equipment �
Science Equipment �
Internet X
Ablution Block �
Source: By the Researcher, 2016
Key
X – not available
� - readily available
o - received late
� - scarce resource
Provision of Physical Resources
The third indicator of the research question was challenging: the provision of physical
resources especially in rural areas. The typical comment made was:
Physical resources include the classroom infrastructure, ablution block and creation and distribution of learning materials, a proper library, ICT and internet are essential in todays teaching and learning process.
All participants highlighted that:
54
The new syllabi and text books for this year came so late and the syllabi would not have been completed on time if we had not worked after hours that is, afternoon and Holiday classes. It made learning hard for the students as they had to sacrifice their leisure time.
The provisions of PEMAC equipment such as musical instruments, physical
education equipment for a variety of games and arts materials are scarce and not
readily available.
Year 7 Teacher described this as:
One of the requirements of PEMAC activities is to engage students in practical teaching but due to lack of these equipment the theory of the latest syllabi becomes unproductive. It is good to have experts with better equipment for meaningful learning.
All participants agreed that all physical resources are not as per expectation. However,
the school committees are working tirelessly to upgrade physical resources so that it
does not affect teaching and learning process. The table below summarises the
provision of support learning materials.
Table 10 Provision of Learner Support Materials
Resources Availability of
Resources
Condition
Number of Classrooms
8 classrooms – 1 for each year
Conducive to learning
Photocopying machine
� New photocopier
Computers � Sports Field � Good Playable condition Computer Lab X Science Lab X Internet Access � At times limited access Library X Classrooms have own small
library corner School Hall X Classroom partition is opened
to convert it into a hall Source: By the Researcher, 2016
4.5 Summary
The chapter presented the findings through interviews, questionnaires and document
analysis. Teacher professionalism, relevant curriculum and provision of adequate
educational resources are key contributing factors towards providing quality
55
education. A good curriculum transformation is needed for a meaningful teaching and
learning programme. The research indicates the pressing issues such as curriculum
reforms for levels 5 - 8, adequate educational resources and quality workshops for
teachers. The next chapter presents a discussion of findings and answering of research
questions.
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Chapter 5
Discussion of the Findings
5.0 Introduction
The previous chapter presented the analysis of the data obtained through interviews,
questionnaires and document analysis. This chapter presents a discussion of the
findings. The findings are discussed against the backdrop of the conceptual
framework which contributes towards quality education in rural schools since the
study explored three indicators of quality education namely, teachers, curriculum and
educational resources. The discussions of the findings are based on same indicators.
5.1 Teachers
The centrality of the teacher’s roles in teaching are vital as it is probably the most
single input in improving the quality of education offered in schools, especially in
developing countries like Fiji (Tavola, 2000). Gonzalez, Moll and Amanti (2005)
stated that teachers must be skilled at teaching; must be able to motivate their students
to learn what they really need to know and must have a deeper understanding of their
teaching subject. It is assumed that teachers collectively contribute to the development
of the life – long learning so that students when they leave school they have the
capacity to continue learning and ability to recognize their knowledge in a meaningful
way. The quality of a learning experience largely depends on a variety of factors
including the teachers, the curriculum, the physical and social dynamics of the school
and the kinds of interaction that is taking place, the resources and time available.
Current education reform (UNESCO, 2015) efforts emphasise the need to empower
teachers to have faith in teaching in rural schools. Through interview discussions,
nearly 80 per cent of the teachers agreed that they were not professionally equipped to
teach in rural schools. Thus this highlights the importance of improving the quality of
facilities in any attempt to improve the quality of education in rural schools and to
attract teachers to rural schools through incentives. Teachers in rural schools need an
urgent in - service training for those already in the profession and raising the
educational qualifications of those entering the profession to meet the demands made
on them. Yet according to the World Bank report, the challenge is generally “not
recruitment of new teachers but improving the quality of the teaching force in terms
of qualifications, experience and competence” (World Education Forum, 2015).
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The teacher incentives need priorities on better living facilities such as the quarters,
water supply and electricity in rural schools as to attract more teachers to allow for
provision of education quality through provision of continuous in - service training for
those already in the profession. The Case Study School teachers also believe that
government should provide incentives such as rural allowance. In early years teachers
were paid $300 per year as rural allowance; it is now increased to $3600 per year for
married teachers while $2400 for single teachers. Teachers stated that other facilities
such as teacher quarters, communication facilities and transportation are of not good
quality thus they have less incentive for teaching in rural schools. Ministry of
Education has also stopped additional leave that was given to rural teachers once a
month to attend to their personal commitments at major institutions such as banks,
MoE office and FNPF. These teachers feel that urban school teachers are able to
attend to their personal commitments daily after school.
Moreover in a highly centralised education system is the infrequency of visits to rural
schools by the Fiji MoE officers. These officers are responsible to assist teachers
through coaching practices on recent developments in the teaching and learning
profession. Observations show that urban schools are mostly piloted with new
initiatives, thus these teachers get more equipped with recent information while rural
teachers remain in dark. Teachers’ qualification is an important indicator of the
preparation for their role. The most important factor that contributes towards
improving the quality of education is the classroom teachers. The other factors such as
curriculum and educational resources are also vital contributors to school
improvement and provision of educational quality; it is the teachers who make the
most difference in terms of maximising students’ achievement. The centrality of the
school leaders and teachers role in achieving qualitative growth for the professional
competence of teaching and learning is vital for enhancing and enriching the teaching
and learning process. (OECD, 2006; Dinham, 2005; Loke, 2001).
Workshops and In – service Training
All staff stated that workshops and in – service training are very useful in their current
teaching and learning practice. However, the teachers concerns are that only one
teacher is selected from the school to attend the in - service training. They also feel
that full information on these workshops are not conveyed to all members as the
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teacher attends 1- 2 days of workshop while he/she conducts 1 - 2 hours of
professional development. One can reasonably ask whether it is sufficient to play a
significant role in the improvement of the quality of primary education. Some other
problems faced with these types of professional sessions is that if the teacher fails to
understand the main concepts properly at the workshop, then he/she will impart what
he or she learns to his/her colleagues during professional development sessions and it
may affect the changes to teaching and learning process in the school as a whole.
All teachers (100 per cent) considered that training courses have a real impact on their
way of teaching and learning and all would like to attend more courses as workshops
to meet the demands of todays education system in Fiji . Some teachers (3 completed
while another 2 have started) to upgrade their qualifications through universities in
order to build on to their professional development. Currently, Fiji MoE employs only
in - service training and workshops as major forms of professional support. In other
words, teachers and schools are very much left to their own choices in terms of
professional development. Other sources that can enhance the professional growth are
learning through the course of study by upgrading knowledge and developing
competencies through further studies.
The importance of PD in implementation of quality delivery of education is valuable.
PD on thematic approaches, new syllabi and new methods of assessment can help the
teachers to handle new pedagogical teaching methods and improve the overall
performance. The innovative measures can help teachers prepare quality and variety
of activities and develop their lessons. Schools can improve these professional
development sessions, through organising school based professional development and
inviting resource personals to talk about a particular issue. Facilitators need to be well
versed and well equipped with the subject knowledge. Teachers also need to be
promoting knowledge and skills by sharing amongst work colleagues through
networking with neighboring schools and yet distance and transportation can be
another hindrance.
The Teaching and Learning Process
Besides the factors highlighted there are other factors that also hinder quality of
education in the case study school. The very first one is the teacher’s absence.
Without the teacher there is no teaching. Teacher’s absence put load on other teachers
59
to supervise two classes. Therefore, both classes are affected as the teacher needs to
change their work as they receive the children from other classes to be supervised.
Thus, an extra staff in the school can be of great help during the relieving time on
support as teacher aid.
The second factor that directly affects the quality of teaching is the teacher’s level of
competency. Too much paper work and unpreparedness to teach in rural school leads
to absenteeism. The findings of case study show that certain teachers have insufficient
level of the PEMAC subject matter that they teach. The teachers themselves seem to
be aware of the limitations of their competence. They complain that the insufficient
training in new curriculum and assessment reforms is a problem to them and it makes
the teaching and learning process difficult. The third factor that hinders the quality of
education is the extent to which teachers follow their scheme of work. Teachers in
rural settings seem to be little prepared or not at all to deal with the inherent
difficulties of teaching under these specific conditions.
The fourth factor that affects the quality of education is the teaching styles used by
teachers. The teaching approach still being used is the traditional and transmissive
approach that is teacher centered. At times they fail to introduce the student centred
learning approach to develop the students holistically which was noted through the
discussion. They seem to feel secured and satisfied with transmissive approach.
Teachers still use the pupils’ exercise books for the class activities. Chalk and board
by far is the most widely used teaching aids. Almost all classrooms have some visual
aids displayed but which most visual aids seem to be 3 - 5 years old.
Additional factors that were highlighted by the teachers’ in general were inappropriate
behaviour of students, lot of absenteeism by students and some children showing less
interest towards their school work and thus this indicates that there exists some
attitude issues. The parental support is a must. Some parents totally depend on the
school for their children’s holistic development. Due to the schools locality, there is
lack of prior knowledge to the concepts of the prescriptions by students. Educational
resources too are lacking behind and it is at times bit difficult to improvise. Parents at
times too become rebellious. The medium of instruction in the class is Hindi and at
times it becomes difficult for the I-Taukei teacher to put the concepts to the children
and vise – versa.
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The interview questions also looked at issues or suggestions on how teachers can
improve the quality of teaching and learning programme in this rural school. It can be
said that motivational activities play a vital role in quality teaching and learning and
engaging parents in the school activities. This can be helpful and children too can be
motivated when seeing their parents stand by their side. In this fast developing
educational system there should be more interaction between all the stakeholders for
the betterment of the child’s education.
They were satisfied as they had to adjust themselves to work and live in this rural
school. The Framework for Action Education 2030 has well focused on teacher
quality and quantity as:
Teacher policies and regulations should be in place to ensure a sufficient number of qualified, well-motivated teachers who are equitably and efficiently deployed across the whole education system. Systems and practices for assessment of learning that include evaluation of environments, processes and outcomes should be instituted or improved (World Education Forum, 2015).
The teachers’ roles are more demanding now to meet the needs and demands of
todays society. Quality education is to improve lives, eradicate poverty and raise
incomes to provide decent living through having an education system that are more
resilient and responsive. Well motivated and qualified teachers are needed to address
educational gap and improve curricula and pedagogy.
Teachers should be allowed to attend to all Professional Development sessions. All
teachers should be given first hand information on any new changes. Proper
educational resources should be given to teachers for teaching and learning
programme. Teachers also need to be well equipped with subject knowledge and
skills to teach all the nine subjects.
For the case study and when looking at the document analysis, the following could be
concluded:
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Table 11 Documentary Analysis
Low Medium High
� Moral teaching �
� Attitudes towards students �
� Language style �
� Use of language � �
� Pronunciation �
� Attitude to poor performance �
� Ability to master subject matter �
� Blackboard writing �
� Classroom management �
� Time management �
Source: By the Researcher, 2016
Key
Low – satisfactorily conducted
Medium - conducted with effectiveness
High - conducted with excellence
5.2 Curriculum
Fiji primary education curriculum is much content based (too much information)
which propagates education that focuses on quantity rather than quality. Year 7 and 8
teachers shared that too much content result in an extensive flow of rote teaching and
learning leading to a lot of memorization and cramming. In such situation teachers do
not have room to be creative or to design lessons of their own. In addition, the
emphasis of quantity and context means that the teacher is pressed for time and is
worried that he /she may not be able to complete the syllabi on time. Hindi text for
Years 5 to 8 has been used over the past three decades and the argument by the
teachers is that the materials have not been regularly upgraded and is around for too
long. Years 7 and 8 Hindi Literature, text books and materials are borrowed from
India which is too confusing and uses vocabulary which is very difficult when
compared to the demand of Fiji Hindi.
62
Yet another argument is that there is a lack of teacher assistance. Often new contexts
and change of syllabi is done where only one teacher is selected for the workshop and
he /she becomes the facilitator for their school. This becomes difficult as all teachers
must go through the changes properly. New contents are introduced and teachers are
simply expected to find their own teaching materials with no help from anyone.
Teachers from rural areas complain that this is a huge burden on them as they struggle
to complete the syllabi on time.
Moreover major concerns are a heavy content driven curriculum relating to a general
lack of time for active learning to take place. When this is the case, teachers often feel
overwhelmed by the amount of topics they need to cover by the end of a term or year.
This sometimes leads to teacher centred approaches to teaching, where the student is
simply receptacle to be filled with content knowledge thus students become passive
learners. Teachers are significant players in the implementation process of the
curriculum as they have direct contact with their learners. This makes it a challenge
and for education in Fiji particularly given the fact that teachers work have generally
been undervalued and quite often forced to work without a teacher proof curriculum,
which leaves little if any room at all for input into the curriculum development
process.
The curriculum is expected to serve all children. This is in line with Framework for
Action Education 2030 UNESCO. This framework calls upon for the quality and
relevance of education and learning. As alluded earlier to the fact that the underlying
assumptions and value underpinnings of the school curriculum in colonial days and
even today, are different from those of the home cultures of the students. In Fiji, there
are many factors that might influence curriculum changes. People are faced with new
ideas and issues which require a response from curriculum planners, issues such as
HIV/AIDS, or the growth of new information and communication technologies
(ICTs) and education for sustainable development. These issues are forcing teachers
and curriculum planners to include new content in the curriculum and which has to
ensure that teachers are well prepared to deal with such concepts.
Through the study and the documentary analysis it was found that mostly teacher
centered approaches are used. More meaning or quality can be added to the teaching
and learning process through innovative teaching methods, outdoor projects and
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experiments and integrating the values of ESD. ESD’s 3 pillars are society,
environment, economy and culture being the underlying dimension. Unfortunately,
nearly all teachers are not well aware of ESD. Education is often silent in ESD in this
school. Teaching about sustainable development is rare. Maths, English, Science and
PEMAC subjects are given extra emphasis instead of concentrating on the students’
cultural background. Teachers elaborated that living sustainably is often not found in
the curriculum and not integrated in the daily teaching and learning programmes.
As mentioned in the literature review since 2000 till date, there have been many
important global educational initiatives/instruments which also merit teacher’s
attention. Some Pacific countries have begun to re-think their curriculum in light of
global and local needs and requirements. Fiji for example, is working on a draft
curriculum planning in the years to come. An interesting feature of the framework is
the shift of the focus from subjects to learning outcomes. In an outcome based
curriculum, traditional subject areas will need to justify their existence in light of the
learning goals and that have been identified for students. This is a departure from the
usual subject focused curriculum that we have had for over three decades. Perhaps,
there is hope yet for the school curriculum in our countries to address real issues faced
by people in society rather than concentrating on subjects which are relevant only to
the few who may go to universities.
Taufe’ulungaki (2004) also highlighted that the two issues that need to be considered
when re-thinking Pacific school curriculum are that the need to make curriculum more
inclusive of the students and their home cultures and the second one is the need for
the curriculum to address important national and global issues that is, to better reflect
Pacific Island Countries needs rather than follow a tradition of offering subjects, a
tradition back dating to the 19th century.
There is a need of high quality assessment procedure which is crucial to the
promotion of lifelong learning. Assessment can include the component as per
discussion in the interview with the teachers; a variety of methods for assessment
such as observation, checklists, constructed responses and tasks such as models,
specific examples of ways to use observations and checklists, writing questions that
match identified learning objectives and user friendly format for tests.
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5.3 Educational Resources
The findings of the study till today complain about the need for better resources.
Teachers still claim that these resources such as new chairs, desks and stationeries are
not readily available. Chalk, duster, brown paper, glue, newsprints, pental pen are
most needed resources by the teachers and yet these are supplied once per term only.
Resources of these sorts are needed daily to conduct group activities and teachers
stated these hinder their performance in the class. UNESCO (2008) and Barrett et al.
(2007) critically stated that resources do have a significant impact on the quality of
educational provision. The educational facilities and resources are necessary towards
the quality of education. The school and classroom environment is crucial and has a
lot of impact on the learners. There is a strong and bonded link between the resources
available and the quality of education pointing towards the student achievement
leading to maximising learning. Teachers highlighted that the use of teaching aids
really helps the children to understand the concepts properly. It is an excellent
resource whereby children learn a lot and this adds quality to their teaching and
learning process. Teaching aids with quality educational resources makes lesson
lively and interesting as children develop better understanding which leads to
authentic learning. Teaching aids is reliable since students learn a lot from it. This is
also in line with Lingam and Lingam (2013) for provision of adequate educational
resources.
Finally, interview data revealed that apart from such educational resources, teachers
need learner support resources such as a good library, computers, access to internet to
provide an enriching teaching and learning programme. Although the government
now through its grant manages the text books scheme, good buildings and other
operational needs of the school such as computers, internet and even salary of
ancillary staff, the stakeholders as teachers, parents, management and students need to
actively participate in the teaching and learning process.
5.4 Analysis of the Functioning of the CSS
The teachers responded to aspects of the curriculum and environment issues
differently. 6 out of 8 teachers highlighted that:
Not much is done in terms of environment protection. Whatever is in the curriculum or text books is taken as lessons for coverage. Gardening programme
65
is not effectively implemented by some of the classes. Cleaning is done by the students in their sections. Conservation process is quite rare. Parents are not consulted when school policies are made as through document analysis it is nowhere to be seen or documented that parents are consulted for policies and issues and it is not stated through Parent Teacher Association.
The case study school was also analysed on a critical view for social transformation in
terms of health and well-being of their children. The teachers typical comments
centred on health issues that:
It is partly covered in the curriculum. Health Inspection is conducted daily by the class teachers. The rights and duties of citizenship are not integrated well. Students need to be molded well to be prepared for their future living. More needs to be done about their rights and duties towards their family, community and country so that they can contribute in offering to be good citizens.
The Head teacher stated that:
Each and every school especially in rural setting has strengths and weaknesses. Sometimes the particular context that a school has acts as a constraint in realising something more ideal for example the choice of having a more diverse student body for a variety of reasons at times is not possible. At times school is not in a position to have access to people with particular skills or knowledge which can contribute or hinder the quality of the teaching and learning process.
The diversity on selection of the pupils for the intake is normal and all who come for
enrolment are taken aboard. This school is a multi – racial school mostly comprises of
I-Taukei and Indo-Fijian students with few Banaban students. Students with learning
disability are also enrolled but none with physical disability are seen or enrolled. The
Ethos of the school is the written rules which are given to the parents on the day of the
enrollment. The students are suppressed and made habituated to obey the rules. The
celebrations and events of the school includes Diwali, Holi, Ram Naumi, Easter
which are some religious functions celebrated at the school. Some of the calendar of
events celebrated at the school is Children and Teachers Day, Library Week and Fiji
Day and Drug Awareness Programme. Parents are called at the end of each term to
sign the children’s report and know their child’s progress.
The student achievement and success are commerated and recognized through their
holistic development. All students that come to this school are talented in many
different ways. Some are good at weaving, sports, dance and arts. Students who take
part in oratory are acknowledged in the school assembly. Students also take part in
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Extra Curricula Activities on every Wednesdays and other organized events of the
school.
The children are also involved in maintaining the physical environment such as
cleaning the ablution block, raking and picking up rubbish and general cleaning up of
the classroom and school. The waste is managed in the school either by burning it in
the incinerator or putting it in the compost. At times children learn to recycle, reuse
the waste products such as empty milk packets to do their art work. Water supply is a
problem thus at times. The source of available drinking water is the drilled bore hole
that supplies water which is also shared by the community.
Sports and Physical Education is given due importance in the CSS. Students have
netball and soccer teams for Under 12 and Under 14. When the inter school meets are
near then the teachers start to prepare the teams for the match. Physical education is
taken due to being the core subject thus assessment and recording is given emphasis.
5.5 Summary
This chapter has explored on quality measures which directory links to teachers,
sound curriculum and adequate educational resources. The findings warrant attention
of stakeholders especially in these three key inputs from these measures for children
in rural schools towards quality and meaningful learning opportunity. The provision
of educational resources, innovative curriculum and qualified teachers would make a
significant contribution to facilitate quality learning. Rural schools should be
adequately and equitably resourced with qualified teachers to enhance on quality
education and learning.
The next chapter presents key findings, recommendations, implications, limitations
and future directions.
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Chapter 6
Conclusion
6.0 Introduction
This chapter includes an analysis of the study and presents conclusion, highlights the
study’s contribution to knowledge, its implications based on the discussion of the
findings presented in the previous chapter that can enhance the status and quality of
education in rural schools. This study was conducted to explore the quality of
education in a rural primary school using the three key indicators namely, teachers,
curriculum, and educational resource materials. These formed the prime focus of the
study. While the prior antecedent chapters have provided comprehensive analysis and
discussions of the research findings, this final chapter comprises of key findings,
recommendations, implications, and future directions.
6.1 Key Findings
The research method employed to gather, analyse and present data for the CSS on the
three research questions were (i) what is the current status of teachers characteristics
such as qualifications and experience? (ii) is the current curriculum relevant to
children’s future living? (iii) are the educational resource materials adequate for the
provision of enriching learning to take place? The following summarises the
questions which guided the research study.
The research evidence on the factors associated with teacher expressed extensively
number of important issues; teacher preparedness, competiveness, absenteeism,
subject knowledge, qualifications and experiences towards the quality deliverance in
school. Teachers do make a difference towards quality education. The study explained
on the current curriculum. Relevant curriculum reveals that more has to be done to
improve the existing curriculum. The curriculum has to be precise, outcome based and
on top of that, teacher proof. Lastly, added to this is the adequate learning resources
which facilitates quality teaching and learning process as hands on activities is
needed to master concepts leading to meaningful learning to take place. Education
resources such as ICT, library and text books are a must in all schools to add meaning
to children’s existing knowledge and experiences.
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It can be concluded that quality of primary education is co-related to one another as in
Figure 3.
Figure 3 The Instruments Contributing towards Quality Education
Source: By the Researcher, 2016
The analysis of this case study presented in the preceding chapter has illustrated how
teachers, educational resources and curriculum impact the quality of education in rural
settings. The very first finding was about teachers and teacher quality. The research
question based on teacher quality and characteristics circumscribe strong subject
matter, knowledge, pedagogical skills and the ability to work effectively in
implementing the teaching and learning programme to contribute positively to the
school and to their profession. A clean and well-structured teacher profile to
beginning teachers, experienced teachers and those with higher responsibilities needs
to be placed. A powerful mechanism for aligning the elements involved is the teacher
development procedures of monitoring and whether the teacher development
programmes are making any differences. The second guided question has indicated
for high quality teacher proven curriculum. An enriched curriculum demands for
Teacher
� Preparedness & Competitiveness � Subject Matter � Absenteeism � Qualification & Experience
Curriculum
� Teacher Proof � Relevance � Outcome Based
Educational Resource
� ICT � Library � Text Books � Science Materials
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quality text books, teachers’ hand book, and sound syllabi which are within reach. A
high quality curriculum encompasses for a basic and quality learning. The final
research question focused on educational resource materials for quality learning.
Adequate and important school facilities are essential to facilitate quality school
programmes. This research has noted the link between the quality of school amenities
and student learning. It is difficult for teachers to reach for quality teaching and
learning process unless adequate resources can be provided. The concern was for
improved technologies, better library, improved science equipment and support
materials for co-curricular subjects (physical education and visual and performing
arts).
6.2 Recommendations and Implications
The Fiji Islands Education Commission Report (2000) raised concerns that quality
education must be provided at all levels and there is an urgent need to localise the
curriculum. The Curriculum Development Unit (CDU) reaches the search for the best
qualified and experienced teachers for the job to raise the various curricula. It is
crucial to involve more teachers to be trained and allowed to be actively participating
in the curriculum development processes at the national level. The important issue
here is how well the curriculum is planned and implemented. Through continuous and
in – service training the new and reformed curriculum can bring about improved
education fraternity. The curriculum should not only be focused on academic subjects
but also more attention is to be given to the core curricula activities that provide a
holistic development of a child. Quality education is not only concerned with the
teaching and learning process of the academic subjects or extracurricular activities but
it should be embedded with the values and peace building mechanisms based on the
ESD and its underpinning values of its societies. Teachers are agents of change and
they matter a lot in all regards.
The report of the UNESCO international conference, education for the 21st century in
the Asia Pacific Region clearly drew its attention to the challenges since societies are
facing problems in creating harmonious and healthy relationships in the community.
Teaching and learning thus must be based on the sustainable practices to enter into the
globalised and competitive economy of the 21st century. Quality, relevancy and equity
are still the submissions to the 2000 commission especially economically relating to
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the disadvantaged, rural and under privilege children. There are difficulties faced by
the rural schools due to lack of the resources like ICT and libraries, water supplies,
lack of qualified teachers and moreover the difficulty in implementing curriculum and
assessment processes properly. Through the CSS, conclusions can be drawn that the
lack of creativity in the teaching and learning programmes prevents the education
quality to improve.
The curriculum seems to be localised yet it is perceived to be removed from students
real life experiences. Curriculum content is too rigidly prescribed for all schools
across the country. The curriculum implementation process can employ the methods
of enquiry and problem solving strategies. Rural teachers can fulfill the potential of
providing quality education if adequate educational facilities are provided. An
overcrowded and inflexible curriculum and pedagogy can limit enriching teaching and
learning process. There are submissions in regards for rural teaching and implications
for teacher education as key obstacles in improving the quality of teaching and
learning in rural schools.
Education in primary schools should focus on the importance of the social cultural
groups that make up Fiji society and education for sustainable development,
emphasising the importance of both cultural diversity and social cohesion within the
society. Education must be a commitment and devise for a sustainable and peaceful
future for all. Education when combined with sustainable development is not a new
concept but is embedded in our traditions and wisdom of local cultures. The results of
this research reinforce the importance education for sustainable livelihood and the
balanced development of an individual. Primary education needs to provide a means
of cultural renewal, quality learning for survival in the rural contexts with worthwhile
learning opportunities that may significantly contradict with formal learning. Teachers
thus play an important role in education for sustainable development.
The data revealed that teachers can be equipped with knowledge and skills to
effectively implement the curriculum in the school. Improving access to quality
education as DESDs first goal is a very important one. Initiatives to improve the
quality of education include teacher change and development, relevant curriculum and
improved educational resources. It is clear from the findings that in rural schools
strong foundations for lifelong learning are not yet built as required for the 21st
71
century. It can be recommended that the Fiji MoE must monitor the schools on termly
basis and ensure that quality education is maintained in both the lower and upper
primary.
Furthermore all rural schools must have standards in regards to quality educational
resource materials such as a library, computer laboratory, science kit and PEMAC
equipment. Teachers need to be encouraged to upgrade their qualifications. All
policies of the school must be explicitly set and adhered to. The Fiji MoE must play
an active role in reporting on students progress in all aspects. There must also stand a
clearly defined external and internal review inspection focusing on schools
improvement against their own set of benchmarks.
Teachers have the prime responsibility for the teaching and learning process.
Everything lies in a teacher’s hand. The in- service professional development is vital
to maintain the interest and letting the teachers develop professionally as to maintain
the quality with changes that comes along. The quality of teaching is also affected by
resources but more importantly it is the teachers who make the difference. It was very
sad to note that staff qualifications in the CSS, show that very few teachers are
university graduates. Four out of the eight teachers chose to teach in this rural school
to do their rural service. Teachers input needs to be increased over aspects of their
work which are highly pedagogical in terms of curriculum transformation, leadership
methods, resources, assessment, counseling and guidance. Teachers need to act as
agents of change in terms of improving quality learning for sustainable development.
Moreover the educational resources for teaching and learning are also vital in
providing excellent learning opportunities for children. With lack of resources it
becomes impossible to engage students in meaningful activities. As stated by Thaman
(2005), countries in the Pacific region have made tremendous progress in term of
access to education but qualitative improvement has not kept pace with quantitative
expansion. The scarcity of resources in rural areas is a concern as it hinders the
quality of education in these settings. Schools should be responsible in creating a
world whereby everyone has the opportunity to benefit from quality education and
learn values, virtues, behaviour and lifestyles that are required for sustainable living
and for positive societal transformation. There is also a need for education that can
protect the indigenous ways of life. Teachers must be equipped with skills and
72
knowledge that deals with education for sustainable development. Creating a sense of
ownership and networking with consultants, Fiji MoE and most importantly pursuing
further studies can boost teachers to upgrade themselves professionally.
Furthermore, capacity building, trainings, workshops, experience sharing approaches
may also help the teacher to develop and enhance positive changes in the school
system. There is often a big difference between what teachers say, what they actually
do and how they do. As far as data analysis is concerned, it gives only partial and
incomplete picture of what actually happens in the classroom. Nevertheless, the data
collected do allow a comparison of the information for several interesting conclusions
to be drawn about the quality of the pedagogical processes.
It is high time now for education stakeholders to rethink curriculum changes,
including monitoring and evaluation techniques for a quality or meaningful education
system in rural areas. There are challenges but it is not possible if we wish to see that
our country flourishes economically, environment sustainably and well equipped with
local and global issues.
There are other implications for teachers. They must be well versed in practical
teaching strategies and pedagogy so that they can teach effectively in a rural setting.
With increased allowances and incentives for teachers in rural schools, their interests
towards teaching in rural schools might increase.
6.3 Limitations
Limitations cannot be controlled as they are the short comings and has restricted the
methodology and conclusion. As discussed earlier, there is lack of local literature on
quality education in rural areas namely on teachers, curriculum and educational
resources. As full time teacher and part time researcher, it was quite challenging to
collect data after school hours especially when the CSS has a rural setting and
considering the research instruments (questionnaires and semi interviews) which
demands time. It was particularly challenging in adverse weather conditions, the
interviewees were on leave during my visits and some returned the questionnaires
late. The time available for the research was limited as the demands were against the
workload. However the researcher was more concerned about phenomenon under the
study since the case study design was adapted for the research but postulated that the
73
findings may be generalised by the reader at their own accord. The topic chosen was
essential as today even the Fiji MoE has set one of its goals as improving rural
schools infrastructure and teaching and learning process.
6.4 Future Directions
The study focused on three essential instruments to gauge the quality of education in a
rural primary school in Fiji. The findings of the research initiates that the quality of
the educational provision in the schools of Fiji needs an urgent attention. The global
instrument, Decade of Education for Sustainable Development (DESD)’s, first goal
‘improving access to quality education’ was the focus of this research as to foster
quality learning whereby every person should have a choice to learn the lifestyles,
behaviours and values necessary to create a sustainable future. Education must be
value driven, with varieties of hands on activities for meaningful learning. This to
eventuate, teacher proven curriculum, adequate educational resources and most
important of all well motivated teachers are needed to bring about quality learning.
The core issues of ESD for Fiji must emphasise on diverse traditional knowledge
systems, environmental protection and management, peace and equity, diversity and
local contexts, social transformation, cultures, health and environment education. The
ESD and the Pacific curricula need to contextualise to meet challenges which have to
address ESD in the school curricula. There is also a need to reorient some parts of the
curriculum. This can lead to develop strategies for teachers and stakeholders to
contribute to the process of curriculum development.
The data analysis presented for this research suggests that the rural school may not be
in a position to provide quality education. The Fiji Ministry of Education must
provide equal support to rural schools otherwise schools in rural will remain in dark.
Teachers need to be made aware of their roles and responsibilities. They must be
absorbed more inclusively in curriculum planning and changes as they are the ones
who are intimately involved at the grass root level for implementation processes.
Quality education ensures lifelong learning is taking place where children gain
knowledge and skills to help them find solutions for the social, economical and
environmental issues.
74
At the moment it can be concluded that education gap exists. These gaps occur when
teachers and their teaching styles ignore student’s world views. Therefore, the
argument here is that children’s prior learning should be respected and recognised.
Difficult concepts are mastered well when students prior knowledge and values are
inculcated leading to better understanding.
The CSS revealed that resources such as a library and ICT are an integral part of the
teaching and learning process. Human resources too like teachers matter a lot. But the
question remains: how are teachers implementing their professional skills into
transforming the schools towards quality development? At times teacher absenteeism
confronts the quality of education in rural schools.
There is a need to improve quality of education in rural schools. Education at primary
level must be preparing the next generation locally and as well as globally. The
schools must contribute to equality, justice, democracy, societal values and
enlightening on safe economical and environmental practices. Well trained and
qualified teachers are needed for a change. A relevant educational resource also is a
must since it enhances in enriching the teaching and learning process.
Finally a curriculum inclusive of cultural and indigenous aspects adds meaning to the
education system. It is important to point out that the contributing factors to quality
education need to be the priority of the education system. Further research needs to be
done to each of these contributing factors individually in order to influence policy and
practice in a better way. Incentives, monitoring, policy review and planning is an
ongoing process and has to be based on annual reviews. Quality education is a global
concern and warrants greater attention for education sustainability towards change,
peace and progress.
75
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Appendix A
Questionnaire
Name:__________________________________ ( Optional)
1. a. Years of Service: _________ b. Years of Service in Rural schools: _______
2. a. Highest level of your qualification.
b. Institution from which you have attained the qualification?
3. a. Have you completed your 20 hours of Professional Development sessions?
b. How was the Professional Development sessions and in – service training organized?
4. a. Do you feel that the current curriculum is relevant?
Please comment (if you disagree)
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
b. Are you able to cover all syllabuses on time as in the prescription?
Post Graduate MasterPhD
Degre Certificate
FNU UNIFIJI USP
CORPUS CHRISTI FULTON
No Yes
MoE CDU School Based
Disagree Agree
No Yes
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Please give reasons if say no
__________________________________________________________________
_________________________________________________________________
5. Recently Ministry of Education has been conducting workshops on internal assessments and NCF.
a. Have you attended any of these workshops?
b. Do you think any of these workshops are useful for you in your current teaching and learning practice?
Please state your reasons if you say no?
__________________________________________________________________
__________________________________________________________________
6. It is now compulsory by the Ministry of Education for each teacher to attend 20 hours of Professional Development sessions per year.
a. Do you think that these P.D sessions have equipped you well for the new changes?
b. Are these P.D sessions effective in your teaching practice?
c. Please elaborate how schools can improve these P.D sessions?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
7. Internal assessment is now implemented to replace external exams.
a. Do you think that Internal Assessment is effectively preparing students for life?
Yes No
No Yes
No Yes
No Yes
No Yes
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b. Does Internal Assessment show the true reflection of a child’s performance?
c. Do you think that the quality of primary education is improving? (Please comment)
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
8. Is the waste management method carried out in the school?
__________________________________________________________________
__________________________________________________________________
9. What are some educational materials available for the teachers and pupils to use? Please indicate below.
Number Subjects Availability ( Yes/No)
Comments
1 English
2 Maths
3 Social Science
4 Basic Science
5 Health Science
6 Language
7 Music
8 Physical Education
9 Art & Craft
10. Does the school management support teachers initiatives, autonomy and
creativity?
Explain
_________________________________________________________________
_________________________________________________________________
No Yes
No Yes
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11. Are you involved in P.D sessions?
__________________________________________________________________
__________________________________________________________________
12. Are the teachers being provided opportunities for professional development
growth?
Please explain
_________________________________________________________________
_________________________________________________________________
13. Are the teachers encouraged to reflect on their classroom practice and does it affect positively and negatively?
Please explain
__________________________________________________________________
__________________________________________________________________
14. Does the school serve or contribute to the total development of children in any way?
Please explain
__________________________________________________________________
__________________________________________________________________
15. Are parents consulted in any way?
Please explain
__________________________________________________________________
__________________________________________________________________
No Yes
No Yes
Negatively Positively
Yes No
No Yes
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Appendix B
Part I Document Analysis – Inspection
Descriptor Duration Comments
1) Exam Results Past 3 Years
2) Students Achievements Past 3 Years
3) Cultural Programme Year
4) Learning Environment and Structure
1 Year
5) Quality of Infrastructure
6) PEMAC Equipment
7) Physical Environment
8) School’s Achievement
9) Library
10) Internet Services
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Part II Availability of Resources
Resources Comments
Prescriptions / Syllabi
Teachers Handbooks
Text Books
Telephone
Radio
Fax
Library
Gardening Tools
Stationeries
Electricity
Regular Supply of Water
Science Equipment
Internet
Ablution Block
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Part III Subject Analysis
Subjects Contextualised Area’s that require review
English
Vernacular
Computer Studies
Mathematics
Social Science
Basic Science
Healthy Living
Physical Education
Music
Art & Craft
Moral Education
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Appendix C
Interview Questions
“Exploring the Quality of Education: A Case Study of a Rural Primary School in Fiji”
1. What are the vision and the mission of MoE?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. What are your class vision and the mission for this year?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. What are some methods employed in your classrooms in terms of quality learning
and teaching?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
4. Does the Professional Development sessions develop you well in the teaching and
learning practice?
__________________________________________________________________
__________________________________________________________________
__________________ ________________________________________________
5. Do you think that the available resources are enough to conduct effective lessons?
If No, what are some of the resources that need to be changed or new once needed?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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6. What is your opinion in regards to the new approaches (thematic) and new IA
methods?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
7. What are some of the challenges that you face in your classroom practice?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
8. What is your opinion on the use of teaching aids during your lessons?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
9. What are some educational materials available for teachers and pupils to use in
your level?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
10. What is like the diversity on selection of the pupils for the intake?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
11. What are some of the celebrations and events of the school?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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12. How are cultural programmes included and what are the basis for selection?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
13. What is the purpose of excursions?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
14. Does the school try to integrate art, music and physical lessons?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
15. Does the school have the library, internet and other resources?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
16. How is the child supported to become an independent learner?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
17. Is the childs home language encouraged in the school?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
18. Does the school take a critical and reflective view of the school curriculum?
__________________________________________________________________
__________________________________________________________________
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19. How can the content of the text be made more reliable?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
20. What is the purpose of evaluation to the level of understanding?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
21. How is the school providing activities and feedback to the parents and
communities at large?
_________________________________________________________________
_________________________________________________________________
22. Is the assessment used as a positive tool for teacher and child?
__________________________________________________________________
__________________________________________________________________
23. Any other issues or suggestions you would like to make on how we can together
improve the quality of teaching and learning in our schools …….i.e. general
comments
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Thank You
Happy Teaching
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Appendix D
Dear Sir
Re: Request for the Approval to Conduct Research
I, Deveena Wati Prasad, TPF: 66961 would like to seek your approval to conduct research for my thesis for Master in Education Programme from the University of the South Pacific. The topic for my thesis is “Exploring the Quality of Education: A Case Study of a Rural Primary School in Fiji.”
The research will be conducted with the Head Teacher and staff of the school with no involvement of students.
I hope that my request will be given due consideration.
Thanking in Anticipation!
____________________
Deveena Wati Prasad
TPF: 66961.
96
Appendix E
97
Appendix F
Dear Sir
Re: Request for the Approval to Conduct Research
I, Deveena Wati Prasad, TPF: 66961 would like to seek your approval to conduct research on your school for my thesis for Master in Education Programme from University of the South Pacific. The topic for my thesis is “Exploring the Quality of Education: A Case Study of a Rural Primary School In Fiji.”
The research will be conducted with you Sir and the staff of the school with no involvement of students. The staff will be interviewed after school hours to assist in compiling my thesis.
I hope that my request will be given due consideration.
Thanking in Anticipation!
____________________
Deveena Wati Prasad
TPF: 66961.
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Appendix G
99
Appendix H
Dear Sir / Madam
I hereby apply for permission to interview at your school. I am currently registered for Master in Education programme at the University of the South Pacific.
My research topic is: “Exploring the Quality of Education: A Case Study of a Rural Primary School in Fiji.”
I hereby undertake to inform you of the following ethical issues; I will keep your name confidential at all times by coding your responses on transcription of the data. You will not be subjected to any physical or emotional harm. The researcher will use your responses for research purposes only. After the whole process of the research and transcribing of your responses, the recorded voices or video will be erased. I will report the outcomes with reasonable honesty without misinterpretation of your responses.
I got permission to conduct this research from the Divisional Education Officer - Central.
I would be grateful to you for your permission.
Yours faithfully
____________________
Deveena Wati Prasad
TPF: 66961
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