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Perceptions of Trainee - Teachers and Teacher - Educators on

the Implementation of the Citizenship Education Program in Fiji

Primary and Secondary Schools

Dr Joseph Veramu

Curriculum Trainer / Project Manager

Fiji In School Citizenship Education Project

A joint research exercise of the Fiji In-School Citizenship Education Project, Fulton

Teachers College, Corpus Christ Teachers College, Fiji National University College of

Humanities and Education and USP’s School of Education.

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Introduction to the Research Project

As part of the institutionalization of Citizenship Education, the Citizenship Education (CE)

Project is working very closely with teacher training institutions throughout Fiji. These include

Fulton Teachers College, Corpus Christ Teachers College, Fiji National University (College of

Humanities and Education), and the University of the South Pacific‟s School of Education. The

collaboration includes research on trainee teachers and teacher trainers‟ perceptions of

citizenship education (CE), the pedagogy of CE and ways and means of institutionalizing CE into

teacher training institutions. The CE Project has already facilitated a national workshop and

conducted two outreaches each to all the training institutions. The CE Project is mindful of the

very important role played by teacher training institutions in the preparation of trainee teachers.

These trainees need to be imbued with good citizenship values and skills to be able to impart

knowledge and skills to the students they will teach when they enter the school system. The CE

project is thankful for the very warm reception displayed by all the teacher training institutions.

This has enabled the CE Project to achieve its Outcomes in a very short period of time.

Background

The Fiji In-School Citizenship Education Program is a curriculum perspective that is being

integrated into primary and secondary school subjects. Its integration is aimed at “developing

students who respect others, appreciate Fiji‟s multicultural heritage and are responsible, informed

and involved citizens of both Fiji and the world.” (MoE: 2007: p. 33) It is expected to improve

students (citizens‟) knowledge and understanding of the constitution and democratic processes.

Citizenship education is defined as learning that contributes to the individual‟s

understanding of the values and principles of democracy, human rights, civics and social

responsibility. Teachers are vital in molding the minds of the young generation to build a better

Fiji. They are guided by the Ministry of Education Vision of “Education for change, peace and

progress” They also affirm the Citizenship Education Vision of “Educating the Child (Individual)

to be Informed, Committed and be a Responsible Citizen.”

The current In-Schools Citizenship Education Project is a nationally executed project

based with the Curriculum Development Unit (CDU) at the Ministry of Education. The Project

document stipulated that the Project be managed by a Program Oversight Committee (POC) to

be chaired by the Hon. Speaker and that the Project would report to the POC bi-annually. In the

absence of the Speaker of the House of the Fiji Parliament, management arrangements of the

Project was revised. The revision also reflected the agreement by the Fiji Government towards

the overall management of all Fiji Governance Project (UNDP, 2007).

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Initial Project Document 2006

The Project was initially designed to facilitate the inclusion of human rights and civic

education topics in both the primary and secondary school curriculum and to support the teaching

of these topics widely and thoroughly through integration into assessed subjects. The Project was

expected to develop relevant civic education curricula, the production of these resources, and,

the pretesting, trialing, piloting and national implementation of these materials. It was initially

planned to run from 2007 to May 2010 (UNDP, 2006).

The Fiji In School Citizenship Education Project is part of the Fiji Good Governance

Program which has three components. The other components are the Fiji Parliamentary Capacity

Strengthening Project and the NICE Project for Fiji‟s multicultural communities (UNDP, 2006).

The Project‟s aim was to develop students, teachers and people‟s trust and confidence in

Fiji‟s governing system. This was through increasing people‟s human and civic rights and

responsibilities. By achieving these values, it was expected that there would be an orderly,

effective, peaceful and participatory environment for the deliberation and resolution of key

development and public policy issues. Citizenship Education inculcated knowledge of democratic

processes and their accessibility to learners and citizens of Fiji (UNDP, 2006).

Revised Document 2007

Given the political events of December 2007, the absence of parliament and a functioning

parliamentary secretariat, there was a review of the management and implementation

mechanisms. This was because the project document called for the Speaker of parliament to be

chairperson of the project Oversight Committee of which the Fiji In school Citizenship Education

project was a component. There was also an amendment to the UNDP Guidelines to enable the

Project to factor in project indicators risk logs and quality assurance logs.

Citizenship Education

Citizenship education is not about trying to fit everyone into the same mould, or creating

the 'model', or 'good', citizen. Citizenship education is about enabling students to make their own

decisions and take responsibility for their own lives and their communities. It is used to refer to

an educational activity – that is, to the process of helping learners learn how to become active,

informed and responsible citizens. The Fiji education system will provide young people with skills,

knowledge and values to enable them to engage in satisfying employment opportunities and/or

preparation to enter tertiary studies. It will ensure that all students have the opportunity to develop

essential knowledge, skills and attitudes to be socially responsible and productive citizens. The

education system will work towards fulfilling societal expectations for students to have firm

grounding in moral and spiritual and cultural values which will in turn help them to become good

citizens of Fiji.

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What does 'citizenship' mean in the education process?

An educational activity

Citizenship education is used to refer to an educational activity – that is, to the process of

helping learners learn how to become active, informed and responsible citizens. Citizenship in

this sense is also known as citizenship education or education for citizenship. It encompasses

all forms of education, from informal education in the home or through children/youth work to

more formal types of education provided in schools, colleges, universities, training institutions and

the workplace.

A legal and political status: In its simplest meaning, 'citizenship' is used to refer to the

status of being a citizen – that is, to being a member of a particular state. Citizenship in this sense

brings with it certain rights and responsibilities that are defined in law, such as the right to vote,

the responsibility to pay tax and so on. It is sometimes referred to as nationality, and is what is

meant when someone talks about 'applying for', 'getting', or being 'refused' citizenship.

Involvement in public life and affairs: The term 'citizenship' is also used to refer to

involvement in public life and affairs – that is, to the behaviour and actions of a citizen. It is

sometimes known as active citizenship. Citizenship in this sense is applied to a wide range of

activities – from voting in elections to taking an interest in politics and current affairs. It refers not

only to rights and responsibilities laid down in the law, but also to general forms of behaviour –

social and moral – which societies expect of their citizens.

Why teach citizenship education?

The principal justification for citizenship education derives from the nature of democracy.

Democracies need active, informed and responsible citizens – citizens who are willing and able to

take responsibility for themselves and their communities and contribute to the political process.

These capacities do not develop unaided. They have to be learned. While a certain amount of

citizenship may be picked up through ordinary experience in the home or at work, it can never in

itself be sufficient to equip citizens for the sort of active role required of them in today's complex

and diverse Fiji society.

If citizens are to become genuinely involved in public life and affairs, a more clearer

approach to citizenship education is required – this approach should be:

Inclusive: an entitlement for all learners regardless of their ability or background

Pervasive: not limited to schools, but an integral part of all learners

Lifelong: continuing throughout life.

How does it benefit students?

It helps them to develop self-confidence and successfully deal with significant life

changes and challenges such as, for example, bullying and discrimination.

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It gives them a voice: in the life of their schools, in their communities and in society at large.

It enables them to make a positive contribution, by developing the expertise and experience

needed to claim their rights and understand their responsibilities, and preparing them for the

challenges and opportunities of adult and working life.

Who else does it benefit?

Citizenship education also brings benefits for students, other educational organizations

and for Fiji‟s society at large. It helps to produce motivated and responsible learners, who relate

positively to each other, to staff and to the surrounding community. For Fiji‟s society, it helps to

create an active and responsible citizenry, willing to participate in the life of the nation and the

wider world and play its part in the democratic process.

What is the aim of citizenship education?

Wherever it occurs, citizenship education has the same basic aims and purposes. It is

education for citizenship – that is, education which aims to help learners learn how to become

active, informed and responsible citizens. More specifically, it aims to prepare them for life as

citizens of a democracy.

Democracies depend upon citizens who, among other things, are:

aware of their rights and responsibilities as citizens

informed about the social and political world

concerned about the welfare of others

articulate their opinions and arguments

capable of having an influence on the world

active in their communities

responsible in how they act as citizens.

What are its essential elements?

Citizenship education involves a wide range of different elements of learning, including:

knowledge and understanding: e.g. about topics such as laws and rules, the democratic

process, the media, human rights, diversity, money and the economy, sustainable development

and world as a global community; and about concepts, such as democracy, justice, equality,

freedom, authority and the rule of law;

skills and aptitudes: e.g. critical thinking, analyzing information, expressing opinions, taking

part in discussions and debates, negotiating, conflict resolution and participating in community

action;

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values and dispositions: e.g. respect for justice, democracy and the rule of law, openness,

tolerance, courage to defend a point of view, and a willingness to listen to, work with and stand up

for others.

The most effective form of learning in citizenship education is:

active: emphasizes learning by doing;

interactive: uses discussion and debate;

relevant: focuses on real-life issues facing young people and society;

critical: encourages young people to think for themselves;

collaborative: employs group work and co-operative learning;

participative: gives students a say in their own learning.

mentoring: experienced teachers helping young teachers

modelling: teachers as role models

reflecting: teachers as reflective practitioners

dialogue: encouraging dialogue between students, teachers and school managements.

Learning of this sort requires a certain kind of climate in which to flourish – an environment that is

non-threatening, in which young people can express their opinions freely and without

embarrassment and use their initiative without undue fear of failure. Such a climate takes time to

develop and is built up gradually.

Distinctive approach to learning

Citizenship learning develops through active involvement. Young people learn what it means to

be a citizen through discussions and debates in the classroom, and participation in the life of the

school or college and in the wider community. They are given opportunities both to develop their

learning and to put it into practice in 'real life' situations.

Reference: This article is based on the CPD handbook Making Sense of Citizenship. Citizenship Education: http://

www.citizenshipfoundation. org

The Citizenship Curriculum Framework is based on the following values and principles:

Ministry of Education Vision: “Education for change, peace and progress”

Citizenship Education Vision: “Educating the Child (Individual) to be Informed, Committed and

be a Responsible Citizen”

The major underlying themes for Citizenship Education are:

DEMOCRACY

PEACE AND JUSTICE

CULTURES AND BELIEFS

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SUSTAINABLE DEVELOPMENT

HUMAN RIGHTS AND RESPONSIBILITIES

The Ministry of Education Strategic Plan seeks to develop students through citizenship

education to respect others, appreciate Fiji‟s multicultural heritage, and be responsible, informed

and involved citizens of both Fiji and the world. Citizenship Education therefore cuts across the

curriculum and serves as a good basis for the educational values stated in the National

Curriculum Framework. These values deal with: Civic Pride; Compassion; Creativity; Cultural

Understanding; Empathy and Tolerance; Environmental Sustainability, Faith, Flexibility; Honesty;

Fairness; Respect for Truth and Justice; Human Rights; Dignity and Responsibility; Integrity;

Peace; Prosperity; Safety; and a Sense of Family and Community.

The MoE Strategic Development Plan 2009 – 2011 covers the following areas of relevance to

citizenship education:

Output 5: Students will have increased awareness of Nation Building, Culture and Values.

Education provides a platform for holistic development that helps students build a better

understanding of themselves and others in their community. It aids them to develop values that

enable them to live together and work together. Fiji‟s cultural and ethnic diversity poses a

challenge for the Government in providing an education system that will support and enhance

cultural identity, develop knowledge and skills and cross-cultural understanding for a peaceful

and prosperous nation.

Output 8: Increase participation in education for children and adults. As we are part of a global

community, we continue to be affected by new and rapid advancements in education and

development on the way our families, communities and society live and make a living. It is

important therefore that an ongoing education system is provided for children and adults to

enhance opportunities for the acquisition of relevant skills, knowledge and attitudes so that they

are able to make valuable contribution to the development of their society.

Mission Statement: “To provide a holistic, inclusive, responsive and empowering education

system that enables all children to realize their full potential, appreciate fully their inheritance,

take pride in their national and cultural identity and contribute fully to sustainable national

development”

The Fiji In School Forms 5 – 7 Citizenship Education Program is part of the Fiji Good

Governance Program which comprises the following components:

Component 1; Continued support to strengthen the Legislative and Oversight Functions of

the Fiji Parliament;

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Component 2: Developing and assisting in the implementation of a school-based

Citizenship Education Program;

Component 3: Developing and assisting in the implementation of a comprehensive, long-

term broad (community) based Citizenship Education Initiative. (NICE).

Benefits for Students

Democracies need active, informed and responsible citizens – in individuals who are willing and

able to take responsibility for themselves and their communities and contribute to the democratic

process. These capacities have to be learned.

Citizenship education benefits young people by: (a) helping them to develop self-confidence and

to successfully deal with significant life changes and challenges; (b) giving them a voice in the life

of their schools and communities; and, (c) enabling them to make a positive contribution, by

developing the expertise and experience needed to understand their rights and responsibilities,

and preparing them for the challenges and opportunities of life beyond the school. Citizenship

also brings benefits for schools as it helps to produce motivated and responsible learners, who

relate positively to each other, to staff and to the surrounding community. M Citizenship education

is education for citizenship – that is, education which aims to help students learn how to become

active, informed and responsible citizens. More specifically, it aims to prepare them for life as

citizens of a democracy.

Democracies depend upon students who, among other things, are:

(a) aware of their existing rights and responsibilities as citizens;

(b) informed about the economic, social and political world;

(c) concerned about the welfare of others;

(d) articulate their opinions and arguments;

(e) capable of having an influence on the world;

(f) active in their communities, and

(g) responsible in how they act as citizens.

Citizenship education involves a wide range of different elements of learning, including:

knowledge and understanding: e.g. about topics such as laws and rules, the democratic

process, the media, human rights, diversity, money and the economy, sustainable development

and the world as a global community; and about concepts, such as democracy, justice, equality,

freedom, authority and the rule of law;

skills and aptitudes: e.g. critical thinking, analysing information, expressing opinions, taking

part in discussions and debates, negotiating, conflict resolution and participating in community

action;

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values and dispositions: e.g. respect for justice, democracy and the rule of law, openness,

tolerance, courage to defend a point of view, and a willingness to listen to, work with and stand up

for others.

Inter-relationship of essential elements in citizenship education

This cube helps to explain the interrelationship between the essential elements in

citizenship education and the need to include all of them in a developmental way in every stage of

a young person‟s education. It is artificial to try to separate out the learning of skills from

knowledge, knowledge from values and so on. In practice, they are generally learned

simultaneously rather than in isolation. For example, in presenting and explaining the findings of a

survey in their classes, students will be building up their knowledge of local government and its

functions at the same time as honing their skills of presentation.

The most effective form of learning in citizenship education is:

(a) active: emphasizes learning by doing;

(b) interactive: uses discussions and debate;

(c) relevant: focuses on real-life issues facing young people and society;

(d) critical: encourages young people to think for themselves;

(e) collaborative: employs group work and co-operative learning;

(f) participative: gives young people a say in their own learning.

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Integration into Assessed Subjects:

The Citizenship Education Curricular is a principle/perspective that is integrated into

existing assessed subjects:.

These subjects include:

Science: Biology, Chemistry, Physics

Humanities: History; Geography; Accounting; Economics; Languages.

Technology: Agricultural Science; Adv Home Economics; Wood Technology; Engineering

Technology; Technical Drawing; Computer Studies; Office Technology; Vocational Education;

Textiles Technology; Food Science and Technology; Intro to Technology; Tech Drawing and

Design; Information Technology; Business Admin.

They are in principle able to share responsibility for delivering aspects of the citizenship

curriculum. They act as „carrier‟ subjects for citizenship education. This can help students to see

the wider significance of citizenship education and make the subject more of a whole-school

responsibility

Conceptual Framework of Citizenship Education

This approach makes integrated teaching the core of the citizenship curriculum, in three ways:

- It ensures the subject is visible and has a clear identity.

- It guarantees a minimum entitlement to all students.

- It acts as a central „spine‟ holding together and giving focus to the range of citizenship

activities that take place in a school – not only in the timetable, but also through the culture and

ethos of the school and its links with the wider community.

IMPROVING PRACTICE

1 Citizenship in other subjects

2 Citizenship in the ethos and culture of the school

3 Citizenship in the school‟s links with the wider community

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A rich and varied citizenship education program in the Fiji Education System

A rich and varied citizenship education program will mean integration into assessed high school;

subjects. A good Citizenship program will also include enrichment activities, allowing students to

develop particular interests, e.g., a social action group, a citizenship website, a school or linking

partnership. The important thing is to provide a broad and rich range of opportunities for

citizenship learning, both in and beyond the classroom.

There are opportunities to be found in almost every aspect of school life, for example:

The formal curriculum – by including citizenship as an integrated subjected;

Special events – by having whole year or school activities on a Citizenship theme, such as

Human Rights, Youth Crime or Global Citizenship – or for

Students‟ consultation;

Assemblies – by allowing students to make presentations on Citizenship issues, or inviting in

outside agencies and speakers;

School governance – by giving students a role in formal school decision-making;

Student voice – by giving students a say in aspects of school life that affect them;

Positions of responsibility – by giving students the chance to take charge of school activities, e.g.,

organizing events, or acting as peer counselors;

Social action projects – by giving students opportunities to take an active part in changing school

or community life, e.g., through local campaigns and or environmental projects;

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Teaching and learning – by involving students in peer assessment, or consultations about

homework, teaching methods and discipline;

Community involvement – by inviting the community into the school, local councilors or voluntary

agencies – or going out into the community.

A framework for citizenship education

Since we emphasize Citizenship Education as a holistic and integrated approach, all

characteristics of the learners must be tapped and developed.

Step One: Conceptual Level – Knowing and Understanding. Valuing does not exist in a

vacuum. It has to have a knowledge base from which values will be explored and discerned.

Knowing leads to Understanding. Concepts are made concrete for the learners so they can be

grasped more fully.

Step Two: Affective Level – Valuing: Knowing and understanding are not guarantees that

values would be internalized and integrated. They are eventually affirmed in the affective

dimension. In short, these concepts will flow through the three processes: chosen, prized and

acted upon. Since teaching and learning is conducted on a group level, the additional benefit of

this step is the appreciation, acceptance and respect of both one‟s own value system and those

of others.

Step Three: Active Level – Acting. The value concepts that are valued ultimately lead to action.

Whether the action is expressed in improved communication skills, better decision-making, non-

violent conflict resolution, etc., the value concepts find their way into our behaviours. The learners

are thereby challenged to see through the spontaneous flow of the concept and affective

dimension into behavioural manifestations. Sometimes, this is automatic. Other times, it involves

further skills enhancement in the particular area.

Although the steps presented follow a logical sequence, they are by no means

sequential.

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The National Curriculum Framework

To better understand how Citizenship Education is integrated into the curriculum, it is

appropriate to have some understanding of the National Curriculum Framework (NCF).The

Framework has 6 foundation areas of learning (FALD) for early childhood including Classes 1 and

2. It has 7 key learning areas (KLAs) for the primary (Classes 3-8) and secondary (Forms 3-7)

levels. Both the FALD and the KLAs are guided by earning outcomes which are statements about

what students should be able to understand, value and achieve based on the teaching and

learning they undergo in the school system. The outcomes are linked to formative assessment of

students‟ learning (MoE, 2007).

Citizenship education (CE) values that have been integrated include the inclusive curriculum

which takes account of the multicultural and multilingual context in which the education system

operates in Fiji. Other CE values, attitudes, knowledge and skills that children need to have after

12 to 14 years of formal education include the ability to communicate effectively; be able to deal

proactively with change; make wise decisions; be innovative and enterprising; learn how to learn,

be able to solve problems; investigate and research and realize the importance of lifelong

learning (MoE, 2007).

Citizenship Education is very closely aligned to the 2 guiding principles of social constructivism

and the 4 pillars of education which predicates the National Curriculum Framework, The first

principle sees learning as an active, social process with learners creating or recreating

knowledge, reshaping it and digesting it in ways that transform their worldviews (MoE, 2007). It

sees learning as taking place in real world surroundings; involving social negotiation and

mediation; encouraging independent and collaborative learners; emphasizing relevant content

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and skills for the learner; taking account of prior learning experience; developing formative

assessments and remedial teaching to deal with learning gaps; developing child centred learning;

providing multiple perspectives of teaching; having high expectations of all learners; developing

multigrade learning and facilitating a safe and supportive environment where learning takes place

(MoE, 2007).

The second principle is based on the four pillars of education. The first pillar learning to

know deals with students learning the various subjects in the curriculum. The second learning to

do teaches skills for productive pursuits. The third pillar leaning to live together deals with

multicultural understanding and harmonious interactions. The fourth pillar learning to be

encourages learners to develop their personalities, emphasizes social responsibility and

inculcating personal motivation self initiative (MoE, 2007).

Summary

Citizenship education is not about trying to fit every high school student into the same

mould, or creating the 'model', or 'good', citizen. It is about enabling students to make their own

decisions and to take responsibility for their own lives and in their communities.

What does 'citizenship' mean? The term 'citizenship' has several different meanings:

A legal and political status: In its simplest meaning, 'citizenship' is used to refer to the status

of being a citizen – that is, to being a member of a particular state. Citizenship in this sense

15

brings with it certain rights and responsibilities that are defined in law, such as the right to vote,

the responsibility to pay tax and so on. It is sometimes referred to as nationality, and is what is

meant when someone talks about 'applying for', 'getting', or being 'refused' citizenship.

Involvement in public life and affairs: The term 'citizenship' is also used to refer to involvement

in public life and affairs – that is, to the behaviour and actions of a citizen. It is sometimes known

as active citizenship. Citizenship in this sense is applied to a wide range of activities – from voting

in elections and standing for office to taking an interest in politics and current affairs. It refers not

only to rights and responsibilities laid down in the law, but also to general forms of behaviour–

social and moral – which societies expect of their citizens. What these rights, responsibilities and

forms of behaviour should be is an area of on-going public debate, with people holding a range of

views.

An educational activity: Finally, 'citizenship' is used to refer to an educational activity – that is,

to the process of helping students learn how to become active, informed and responsible citizens.

Citizenship in this sense is also known as citizenship education or education for citizenship. It

encompasses all forms of education, from informal education in the home or through students‟

volunteer work to more formal types of education provided in schools, colleges, universities,

training organizations and the workplace.

References - CPD handbook Making Sense of Citizenship. Citizenship Education: http:// www.citizenshipfoundation. org

- Citizenship Education: http:// www.citizenshipfoundation. org.uk/main/page. php?286 - Fiji Govt. (2009) Accessed from the web on March 30

th 2010:

http://www.fiji.gov.fj/index.php?option=com_content&view=article&id=148:acting-presidents-address-at-the-fiji-day-celebrations-2009&catid=50:speeches&Itemid=168

- MoE (2007) The Fiji Islands National Curriculum Framework: Ministry of Education, Suva. - Ministry of Education: Corporate Plan: 2005- 2008, Suva, Fiji. - Ministry of Education (2007) The Fiji Islands National Curriculum Framework, Suva. - Ministry of Education (2008) Strategic Plan: 2009- 2011: Suva, Fiji. - Ministry of Education (2009) Corporate Plan 2010 - Ministry of Education CEP: 3

rd Quarter Report, 2009.

- Ministry of Education (25/9/2009) In School Consultation: CEP, Suva. - UNDP (2009) Profiles of the United Nations in Fiji. Suva. - UNDP (2009) Understanding Democracy and how it works. NICE Project, Suva. - UNDP (2009) An international framework for education in democracy. NICE Project, Suva. - UNDP (2009) Constitutions, rule of law and democracy; NICE project, Suva.

- UNDP (2009) Democratic Good Governance. NICE Project. Suva. - UNDP (2008) United Nations Development Assistance Framework of the Pacific Region 2008-2012, Suva. - United Nations Development Program (8/2/2006) Citizenship Education Program: Component 2: Project Document: UNDP/MoE, Suva. - United Nations Development Program (2007circa) Revisions to Project Document: CEP Project 2: In-Schools Project. UNDP/MoE, Suva.