Source document: https://docs-lawep.s3.us-east-2.amazonaws.com/1697776239091.pdf (Fiji)
FIJI HIGHER EDUCATION COMMISSION “Your Guardian in Higher Education” A N N U A L R E P O R T AUGUST 2016 - JULY 2017 2 FHEC ANNUAL REPORT AUGUS T 2016 – JULY 2017 Acronyms 1 Australian Academic and Research Network Annual Business Plan Adapting to Climate Change and Sustainable Energy AARNet Proprietary Limited Asia Pacific Quality Network Asia Pacific Quality Register Australia Pacific Technical College Association of Southeast Asian Nations Bureau of Statistics Committee for the Accreditation of University Qualifications Competency-Based Assessment Competency-Based Training Climate Change Adaptation Chief Executive Officer Corporate Services External Evaluation and Review Executive Office External Quality Assurance AARNet ABP ACSE APL APQN APQR APTC ASEAN BOS CAUQ CBA CBT CCA CEO CS EER EO EQA EU PacTVET European Union Pacific Technical and Vocational Education and Training FAESP FCCI FCEF FEMIS FHEC FHEIP FINTEL FNU FQC FQF F&R GGP HEAB Higher Education Advisory Board Higher Education HE Higher Education Institution HEI Higher Education Strategy HES Human Resources HR Framework for Action on Energy Security in the Pacific Fiji Chamber of Commerce and Industry Fiji Commerce and Employers Federation Fiji Education Management Information System Fiji Higher Education Commission Fiji Higher Education Improvement Programme Fiji International Telecommunications Limited Fiji National University Fiji Qualifications Council Fiji Qualifications Framework Finance & Research Guidelines of Good Practices FHEC ANNUAL REPORT AUGUS T 2016 – JULY 2017 2 Internal Quality Assurance Industry Standards Advisory Committee Information Technology Klynveld Peat Marwick Goerdeler Monitoring and Evaluation Framework Montfort Boys’ Town Ministry of Employment, Productivity and Industrial Relations New Zealand Ministry of Foreign Affairs and Trade Ministry of Industry, Trade and Tourism Memoranda of Understanding Ministry of Education, Heritage and Arts National Employment Centre National Qualification National Qualification Development
 National Strategic Human Resource Plan New Zealand Qualifications Authority IQA ISAC IT KPMG M&E MBT MEPIR MFAT MITT MOU MEHA NEC NQ NQD NSHRP NZQA Pacific ACP Pacific Members of the African, Caribbean and Pacific Group of States Pacific Islands Framework Action on Climate Change PIFACC Pacific Qualifications Register PQR PS Professional Services PSC QA QS RPL RQ SE SPC SPF TAF TEC TES TCF TOPEX TVET UniFiji USP VTC WINTEC TWWoA Public Service Commission Quality Assurance Quality Standards Record of Prior Learning Regional Qualification Sustainable Energy The Pacific Community Strategic Performance Framework Telecommunications Authority of Fiji Tertiary Education Commission Tertiary Education Strategy Technical College of Fiji Top Executives Conference Technical and Vocational Education and Training University of Fiji University of the South Pacific Vivekananda Technical Centre Waikato Institute of Technology Te Whare Wānanga o Awanuiārangi FHEC ANNUAL REPORT AUGUS T 2016 – JULY 2017 Table of Contents 3 Acronyms Executive Summary Our Year in Numbers Vision Mission Values Message from the Chairperson Overview by the Director 1.
Background 1.1 Commission Members 1.2 Our People 1.3 Our Team 1.4 FHEC Committees 2.
Our Strategic Context 2.1 Higher Education Strategy (HES) 2017 – 2021 Priority 1: Improving Access and Equity Priority 2: Developing Linkages to Employment Priority 3: Strengthening the Higher Education System 3. Review of Progress August – December 2016 Priority 1.1: Deliver on the Government’s Strategic Priorities for Higher Education Outcome: Strengthening Partnerships to Ensure Relevant Higher Education Priority 2.1: Providing a Platform for Excellence 1 5 7 8 8 8 9 11 13 13 14 14 15 17 17 18 18 19 21 21 21 24 FHEC ANNUAL REPORT AUGUS T 2016 – JULY 2017 4 Outcome: Strengthening Partnerships to Ensure Relevant Higher Education Fiji Qualifications Framework Priority 3:1 Building Our Capacity Outcome: Investing in the Capabilities of Our Staff and Making Sure that Our Systems Are Fit for Purpose January – July 2017 Priority 1: Improving Access & Equity Priority 2: Developing Linkages to Employment Priority 3: Strengthening the Higher Education System 4.
Financial Statements 24 24 30 30 32 32 34 36 41 FHEC ANNUAL REPORT AUGUS T 2016 – JULY 2017 5 Executive Summary This Annual Report covers the progress of the financial year August 2016 – July 2017 of the Fiji Higher Education Commission (FHEC).

The report provides progress on the FHEC’s activities in the priority areas and financial performance towards supporting these ac- tivities.
The progress on achievements in this reporting period are split into two; (1) reporting on the original annual business plan; and (2) reporting on new priorities under the FHEC Strategy.

The priority areas from August to December 2016 were: 1.

Delivering on the Government’s strategic priorities for Higher Education (HE); 2.

Providing a platform for excellence; and 3.

Building our capacity.

The priority areas from January to July 2017 were: 1.

Improving access and equity; 2.


Developing linkages to employment; and 3.

Strengthening the higher education system.

Progress towards Outcomes and Achievements The FHEC has made progress towards achieving activities outlined in the Annual Business Plan (ABP) from August to December of 2016 and under the priority areas under the FHEC Strategy from January to July 2017.
This report focuses on evidence gathered over the reporting period, and the results are due to the persistent and combined efforts of all FHEC work since its inception.

Section 3 of this report reviews progress and achievements against indicators included in the ABP and the Higher Education Strategy (HES).
The following are major highlights for this reporting period: • 18 National Qualifications (NQs) developed; • Relationship established with the Association of Southeast Asian Nations (ASEAN) Secretariat; • Five Higher Education Institutions (HEIs) awarded recognition status; • Four HEIs newly registered; • Three HEIs re-registered; FHEC ANNUAL REPORT AUGUS T 2016 – JULY 2017 6 • Four programmes accredited on the Fiji Qualifications Framework (FQF); • The FQF successfully reviewed; • Information Technology (IT) Strategy developed; • Human Resources (HR) review completed; • Strategic Performance Framework (SPF) developed; • Five Memoranda of Understanding (MOU) signed; and • Government grants of FJD 79.6 million allocated to HEIs.
Financial Performance Section 4 of this report provides details of funds received and expenditure for this reporting period.

• The total funds available to the FHEC in this reporting year were FJD 2,251,373.

Total expenditure for the period amounts to FJD 2,236,733.
FHEC ANNUAL REPORT AUGUS T 2016 – JULY 2017 7 Our Year in Numbers 18 National Qualifications developed 5 Recognised Higher Education Institutions MOU ----------------- ----------------- ---------------- 4 Newly Registered Higher Education Institutions 5 Memoranda of Understanding signed 3 Re-registered Higher Education Institutions 79.6 Million FJD Government Grant Allocated to Higher Education Institutions FHEC ANNUAL REPORT AUGUS T 2016 – JULY 2017 8 Vision Building together an educated and globally competitive Fiji.
Mission To quality assure the delivery of higher education that meets the needs of our stakeholders.

Values In fulfilling its mission, the Commission is committed to acting in ways that are consistent with the values it places on: i.

Commitment to excellence in higher education and training; ii.

Commitment to exceptional services when aiding all our stakeholders; iii.

Integrity and transparency; iv.

Innovation and responsiveness for continued relevance; v. Lifelong learning for learners; and vi.
Commitment to our people and their contribution.

FHEC ANNUAL REPORT AUGUS T 2016 – JULY 2017 9 Message from the Chairperson Dr Milika Sobey The Fiji Higher Education Commission (FHEC) is in its seventh year of existence, and it is with immense pleasure that I present the Annual Report for the period August 2016 – July 2017.

The year saw some progressive changes for the Commission.

Firstly, there was a change in leadership at the Secretariat level whereby a new Director was appointed.
Mrs Linda Aumua replaced the inaugural Director, Mrs Salote Rabuka.

Mrs Aumua brings with her a wealth of knowledge, skills and experience, and I welcome her on board the FHEC Secretariat.

I also take this opportunity to sincerely thank Mrs Rabuka for her contributions towards the FHEC during her tenure and her leadership dur- ing the problematic inception stage of the organisation.

A significant activity undertaken during this period was the development of the Higher Education Strategy (HES).
The HES is anticipated to be the compass to provide direction on the development of the HE sector (post-secondary) in Fiji.

Another significant activity undertaken during the period in the review was the rolling out of the FJD 7 million Fiji High- er Education Improvement Programme (FHEIP), funded by the New Zealand Min- istry of Foreign Affairs and Trade (MFAT).
Under the FHEIP, a range of actions have been identified that are designed to deliver on the Government’s aspirations for the country’s HE system, and further develop the central role that the FHEC plays in the regulating, funding and monitoring of the system.

The programme will be delivered FHEC ANNUAL REPORT AUGUS T 2016 – JULY 2017 10 by 30 June 2021.

Six outputs have been defined that reflect the FHEC’s immediate priorities.
The six outputs are focused on: (1) strengthening the FQF; (2) supporting the FHEC to implement the HE monitoring framework to strengthen provider quality and sector performance; (3) enabling the rollout of new pedagogical approaches to HEIs to improve the performance of HE teachers, assessors and managers; (4) and (5) enhancing FHEC performance with the implementation of a strategic information technology plan and organisational devel- opment plan, respectively; and (6) MOUs in place between the FHEC and New Zea- land agencies and institutions to enable support of the production of outputs that meet the needs of HE in Fiji.
Furthermore, the FHEC reviewed its vision and mission statements to reflect better the work undertaken.

The Commission felt that the original vision and mission state- ments were very abstract and too ambi- tious.

As such, the new statements clearly define the objectives of the FHEC and the roles of the respective teams.

The FHEC has come a long way since its es- tablishment and continues to pave a clearer path to improve the quality of HE in Fiji.
The Commission is thankful to its stake- holders for their continued support and guidance.

I take this time to thank the Minister for Education, Honourable Dr Mahendra Red- dy, for his invaluable support to the FHEC and the Permanent Secretary, Mr Iowane Tiko, for his timely guidance to the FHEC when required.

I also thank the Commis- sioners for their time and effort in ensur- ing that the organisational governance was executed without disruptions.
Last, but not least, I wish to thank the Director and the staff members for their commitment to en- suring that objectives were achieved during the financial year.

FHEC ANNUAL REPORT AUGUS T 2016 – JULY 2017 11 Overview by the Director Ms Linda Aumua It is indeed a great honour for me to take up the position of Director, Fiji Higher Educa- tion Commission (FHEC).
I am privileged to take the organisation to greater heights after taking the reign from inaugural Di- rector, Mrs Salote Rabuka under whose leadership had progressed the FHEC Sec- retariat to its current standing.

While the role comes with its share of challenges, I am confident that I shall be able to make a significant difference during my term of appointment.
The report for the financial year August 2016 – July 2017 is the initial report com- piled following the Government’s adjust- ment of its fiscal year.

The FHEC has attuned well to the change in the Govern- ment’s directive and continued its opera- tions without any major discord.

Well into its seventh year of existence, the FHEC has realised that it would need some alignments, reviews and improvements in terms of governance and strategic develop- ment.
The FHEC is fortunate to have the FHEIP which will not only address criti- cal matters of the HE sector but will also review the FHEC’s internal processes and systems.

The financial year saw the initiation of many activities and projects under the FHEIP.

The FHEC realised that profession- al and expert guidance is vital in rolling out of the FHEIP activities; hence, it engaged local and overseas experts during this peri- od.
During the engagement, the Secretariat Staff were also urged to understudy these consultants as part of their professional ca- pacity development.

The work carried out under the FHEIP has engrossed the staff and allowed them to recognise the impor- tance of their work in elevating the HE sec- tor of our nation.
FHEC ANNUAL REPORT AUGUS T 2016 – JULY 2017 12 In progressing the FHEIP activities, new partnerships were formed to secure the support and provision of relevant parties, at both national and international level.

For the FHEC Secretariat, the year has been a challenging one; where the mandated roles were to be carried out simultaneously with the activities of the FHEIP.
I congratulate the staff members for their commitment and tireless effort, especially in taking own- ership of the assigned responsibilities.

We look forward to a more productive and progressive 2017-2018.

FHEC ANNUAL REPORT AUGUS T 2016 – JULY 2017 13 1.


Background The Education Act of Fiji (1978) did not cover HEIs; which lead to the Government establishing the Higher Education Advi- sory Board (HEAB) to make significant recommendations to the Minister for Edu- cation on aspects about HE which would assist in determining a suitable legislative framework for the sector.
The HEAB comprised a Chairperson and six members from various professional and educational backgrounds, who were re- sponsible for preparing and finalising the Higher Education Act 2008.

This encom- passed the establishment of the FHEC.

The Higher Education Act 2008 was gazetted on 14th October 2008; charged with qual- ity-assuring, regulating and facilitating the governance and the business of HE in Fiji.
The FHEC began its operations effective 1st January 2010 following the commence- ment of the Higher Education Act 2008.

The FHEC is a statutory body that reports directly to the Minister for Education, Her- itage and Arts (MEHA); and is responsible for regulating the establishment, recogni- tion, registration, operation and standard of HEIs.

These responsibilities are contained under the FHEC’s 11 mandated functions.
The Government of Fiji has recognised the importance of HE, highlighting the need to provide Quality Education for all students in Fiji as a key strategy.

The Government has implemented a wide range of changes to higher and post-secondary education over the past decade including the establishment of a central agency for regulation, quality assurance and funding the FHEC and ef- forts to improve the quality and availability of vocational education and training across the country.
HE is an area of compara- tive strength for Fiji among Pacific Island Countries.

The key reasons for this strength include its role as a regional educational hub with an integrated national quality as- surance system, strong community support for higher education, and a diverse provider sector.
1.1 Commission Members For the period August 2016 – July 2017, the Commission consisted of the following members: Dr Milika Sobey (Chairperson), Mr Savenaca Madanavosa, Dr John Fatiaki, Mr Arun Narsey, Mrs Emi Rabukawaqa, Mr Pratarp Singh, and Mr Vimlesh Chand.
FHEC ANNUAL REPORT AUGUS T 2016 – JULY 2017 14 Commission members (Standing L – R: Savenaca Madanavosa, Arun Narsey, Vimlesh Chand, Dr John Fatiaki, Pratarp Singh, Sitting L – R: Emi Rabukawaqa, Minister for Education, Arts and Heritage, Dr Mahen- dra Reddy, Dr Milika Sobey) 1.2 Our People Appointment of a New Director In December 2016, the FHEC bid farewell to its first and longest-serving Director, Mrs Salote Rabuka.
Ms Rabuka retired af- ter 43 years of extensive service in civil ser- vice and six years at the FHEC.

In January 2017, the FHEC officially welcomed its new Director, Mrs Linda Aumua.

Mrs Aumua, who has maternal links to Fiji, is passionate about HE and has about 30 years of work experience in the education sector.

She has previously worked in the New Zealand ed- ucation sector.

(L – R); Salote Rabuka, Dr Milika Sobey (Chairperson), Linda Aumua.
FHEC ANNUAL REPORT AUGUS T 2016 – JULY 2017 1.3 Our Team I.

Executive Office (EO) The FHEC’s Executive team provides strategic and op- erational leadership, which ensures the proper admin- istration and management of the overall functions and affairs of the FHEC by the governing legislation and policies.

The EO oversees strategic plan- ning and conferences, finance, human re- sources, registry, and communications.

II.
II.

Quality Assurance (QA) The Quality Assurance (QA) team is primarily re- sponsible for QA matters at the FHEC as an agency (in- ternal) and HEIs (external) in Fiji.

The QA team is re- sponsible for the recognition and the regis- tration of HEIs and monitoring of HEIs and compliance at all levels.

The QA process is an evidence-based approach that ensures goals are achieved and that policies and practices are reviewed promptly as part of overall continuous improvement and qual- ity enhancement.
The FHEC is a member of the Asia-Pacific Quality Network (APQN), and its internal practices are benchmarked to the International Network for Quality Assurance Agencies in Higher Education (INQAAHE) Guidelines of Good Practices (GGP) and APQN criteria.

III.
III.

Professional Services (PS) The Professional Ser- vices (PS) team is pri- marily responsible for the accreditation of HEI programmes, the development and im- plementation of NQs, conducting audits 15 and Competency-Based Training (CBT), (CBA) Competency-Based Assessment and moderation of national standards and qualifications, and the recognition of for- eign qualifications.

IV.
IV.

Finance and Research (F&R) The Finance and Re- search (F&R) team was set up for establishing and administering the Funding Model (FM) for the financing of HEIs in the HE sec- tor.

Underlying this broad function, was the need to establish a team to be the hub and facilitator of all HE data collection and analysis, including any other research deemed important to Fiji’s HE sector.
V. Corporate Services (CS) The Corporate Services (CS) team ensures that the Secretariat of the FHEC is adequately resourced, al- lowing operations to flow smoothly.

The CS team fa- cilitates the administrative operations that support other sections with their budget planning while the Information Technol- ogy (IT) unit within the CS assists with the management of data and the FHEC’s IT processes.

1.4 FHEC Committees scrutinised by this Committee.


The Com- mittee then later makes recommendations to the Commission for final approval.

In July 2016, new members were elected to the FHEC Recognition Committee to re- place members who had completed their terms.

The four members were appointed for a term of two years.

The newly elected members are: 1.

Mr Vikram Deo (Chairperson); 2.

Mr Apiame Cegumalua; 3.

Ms Makelesi Driu; and 4.

Mr Ned Taito.

II.


Registration Committee The FHEC Registration2 Committee is es- tablished in accordance with section 8 of the Higher Education Act 2008.

Applica- tions from HEIs for registration are as- sessed and scrutinised by this committee.

The Committee then later makes recom- mendations to the Commission for final approval.

Four new members were elected to the Committee, as the former members had completed their terms.
The four mem- bers have been appointed for a term of two years.

The newly elected members are: 1.

Ms Releshni Karan (Chairperson); 2.

Mr Jimione Raiwalui; 3.

Dr Neel Nitesh; and 4.

Mrs Evisake Kedrayate.

The members are eligible for reappoint- ment but may not serve for more than three consecutive terms.

I.

Recognition Committee III.

Review Committee The FHEC Recognition Committee is established by Section 8 of the Higher Education Promulgation 2008.
Applica- tions for recognition1 are assessed and The FHEC Review Committee was estab- lished according to Section 9 of the Higher Education Act 2008.

The primary role of the committee is to review HEIs for quality assurance.

1Recognition - a one-off process with 13 criteria and is the first step towards acquiring registration.

2Registration - status of a HEI accorded by the FHEC that meets the prescribed criteria and means the HEI is ‘fit for purpose’.

FHEC ANNUAL REPORT AUGUS T 2016 – JULY 2017 16 IV.


Industry Standards Advisory Committees (ISACs) and it was tasked with the responsibility for the approval and accreditation3 of new pro- grammes at Level 7 and above.

The engagement of industry stakeholders and appropriate HEIs to form the Industry Standards Advisory Committees (ISACs) help to support the FHEC in the develop- ment of National Qualifications.
The ISACs ensure that the qualifications developed and delivered by education providers meet the needs of industries.

Doing so will en- sure that Fijians acquire knowledge and skills which can be applied in the respec- tive work fields.

V. Committee for the Accredita- tion of University Qualifications (CAUQ) The Committee for the Accreditation of University Qualifications (CAUQ) is a fo- rum facilitated and supported in its estab- lishment and operations by the FHEC.
It comprises of the Vice-Chancellors of the University of the South Pacific (USP), the Fiji National University (FNU) and the Uni- versity of Fiji (UniFiji) and an independent Chairman, Dr John Harré of New Zealand.

The Universities are established by indi- vidual statutes, which to varying degree, empowers them to approve their qualifica- tions.
However, this authority accorded to Universities was deemed inconsistent with the statutory responsibilities of the FHEC with respect to approving qualifications.

For this reason, the Vice-Chancellors ne- gotiated a procedure with the FHEC fol- lowing which the CAUQ was established, Noted below are the members of the CAUQ: 1.

Dr John Harré – Independent Chairperson; 2.

Prof. Chandra Dulare – Acting Vice- Chancellor (UniFiji); 3.

Prof. Ian Rouse – Acting Vice- Chancellor (FNU); and 4.
Prof. Rajesh Chandra – Vice- Chancellor (USP).

VI.

Fiji Qualifications Council (FQC) The FQC was established to administer and maintain the functions relating to the FQF4, such that the FQF stands as a beacon and reference for socio-economic plan- ning.

The FQC is guided by the Higher Ed- ucation (Qualifications) Regulations 2010 and the Higher Education (Qualifications) (Amendment) 2013.
The Council is also responsible for accrediting qualifications at Levels 1 – 6 on the FQF and reviews such qualifications every five years to ensure currency and adherence to acceptable and relevant standards of teaching, learning and assessment.

The CAUQ complements the FQC in accrediting qualifications at Levels 7 – 10 on the FQF.

For the period 2016 August – 2017 July, the FQC did not meet; this is because there was no quorum.

Majority of the member’s terms had come to an end for this period.
3Accreditation of a qualification means the recognition that the standard of the programme of study and the way of delivering it, are appropriate to the award.

4The FQF provides a system for describing and classifying quality assured qualifications.

It provides for different learning pathways and promotes learner mobility, by clarifying how qualifications relate to each other within the national system.

Fiji Ministry of Strategic Planning, National Development and Statistics (2011).
National Strategic Human Resource Plan 2011 – 2015, Suva: Government of Fiji.

FHEC ANNUAL REPORT AUGUS T 2016 – JULY 2017 17 2.

Our Strategic Context 2.1 Higher Education Strategy (HES) 2017 – 2021 FHEC and HEIs in setting future directions for HE in support of Fiji’s sustainable devel- opment programme.

The development of the HES, previously called the Tertiary Education Strategy (TES), for the higher education sector start- ed in 2015.
The FHEC reports on the out- comes, measures and activities identified in the HES.

These are linked to the MEHA.

The HES provides strategic direction for the FHEC for the period 2017 – 2021.

Fiji uses the term Higher Education (HE) holistically to cover all post-school learn- ing opportunities.

This means all pro- grammes of study offered by all HEIs op- erating in Fiji.
The term, Higher Education Institution (HEI), is an inclusive one and incorporates all post-secondary provid- ers, ranging from TVET centres; colleges and institutes; and universities.

The higher education sector underpins national devel- opment through skills development and learning and is fundamental in stimulating more employment opportunities and ad- vancing the socio-economic development across all sectors.
As a strategic framework for the HE Sector, the HES sets the path to- wards the establishment of a coherent, vi- brant system that is well-placed to provide a platform for pan-sector, inclusive devel- opment of Fiji.

This strategy will assist the The HE system operates at ten levels of study as defined by the FQF.

Quality of provision is dependent on the capacity of the sector to deliver on national expecta- tions at each of these levels.
To this end, the sector must be strengthened to ensure that all prospective learners can identify and undertake quality HE programmes which provide the range of knowledge, skills and competencies required for access to good employment opportunities or to engage in rewarding self-employment.

Employers in the Fijian market must have confidence in the ability of the sector to produce appropriately qualified and skilled personnel for all levels of work in both the private and public sectors.
Ultimately, the whole sector will be assessed on its abil- ity to contribute to the development of an inclusive society that fosters diversity and social justice, a commitment to lifelong learning and the kind of knowledge-based society critical to nation-building.

Linkages to urban, rural, remote commu- nities and vulnerable groups will need to be forged to ensure the relevance of pro- gramme offerings and outcomes that meet diverse local needs and aspirations.
FHEC ANNUAL REPORT AUGUS T 2016 – JULY 2017 18 A Vision for Inclusive, Quality Higher Education in Fiji The core question for the development pro- cess of the HES was, Higher Education for what and whom in Fiji?

The HES prioritises quality HE that is relevant for sustainable future development in Fiji.

The HES comprises three key priorities, and two interwoven strategic themes for collec- tive focused attention by all stakeholders over the next four years.
Each places the learner at the heart of the system.

These priorities are designed to guarantee that all learners can access relevant, quality HE opportunities which will lead to worth- while employment, improved quality of life, and contribute to national development.

Priority 1: Improving Access and Equity The goal of HE in Fiji is to enable all Fiji- ans to realise their potential in contributing to a just, peaceful and sustainable nation.
Improving access to quality HE will con- tribute to both the economy and society.

Equity will be progressed by special provi- sion for disadvantaged groups and commu- nities, particularly in those areas of study and locations where the disparity is identi- fied.

These groups may include youth; early school leavers; the unemployed and under- employed; people living with disabilities and rural communities.
Accessibility to HE is restricted by any number of factors, such as lack of information about relevant pro- grammes of study available, financial con- straints, not meeting entry requirements, disadvantage posed by distance from HEIs or discriminatory policies against age or disability.
HEIs and other stakeholders will disseminate information regarding relevant programmes of study, bridging programmes, career pathways from these programmes of study, scholarships and loan schemes, and distance modes of learn- ing available to them.

HEIs will guarantee quality teaching and learning experiences and relevant and timely learning support to enable retention and successful completion of studies.
They will ensure inclusive poli- cies for equitable participation and make available data on how well they have sup- ported the recruitment, retention of disad- vantaged groups.

Priority 2: Developing Linkages to Employment The National Strategic Human Resource Plan (NSHRP) 2011– 20155 states that 20,000 school and HE leavers compete for around half that number of formal sector jobs.
In specialised areas, there are skills shortages; this suggests a mismatch of em- ployability skills overlaying a limited car- rying capacity by the Fiji labour market.

Strengthened collaboration between HE providers and employers will enable more programmes to be offered that provide authentic practical learning opportuni- ties that enhance work-readiness and the acquisition of soft skills deemed critical to secure gainful employment and create self- employment in Fiji.
National employer surveys will be acces- sible to HEIs and learners to create a bet- ter understanding of work-readiness re- quirements.

Up-to-date employment data, including supply and demand for various industries and professions, shortages and saturation points, will be made available.

FHEC ANNUAL REPORT AUGUS T 2016 – JULY 2017 19 This will assist potential learners make bet- ter-informed choices about higher educa- tion study options.
Specific attention is also needed to bridge the gender gap in equity in employment.

HEI-industry networks will be used to pro- mote gender equity.

terwoven strategic themes for action.

These are (1) establishing strategic partnerships both locally and internationally, and (2) the development of a culture of learning mind- set about HE in Fiji.
Establishing Strategic Partnerships Priority 3: Strengthening the Higher Education System Continuous improvement in the sector will require targeted resourcing to develop in- frastructure, support sustainable growth and to build staff capability both in teach- ing and learning and in educational leader- ship.

Other areas of focus under this priority will be to promote and continue the strength- ening of the FQF with the new Fiji National Research Council to support research in the HE sectors.
The availability of regular, reliable informa- tion on the performance of the HE sector is essential for sustained improvement.

Data on enrolment, retention and completion rates will be required of HEI providers, broken down by appropriate demograph- ics; this needs to be supplemented by data on employment outcomes.
Two Interwoven Strategic Theme Successful efforts towards these three pri- mary priorities of the HES rely on two in- HEIs will be expected to establish and en- gage meaningfully with other stakeholders and with the FHEC in order to ensure that they align with NQ requirements, deliver programmes that meet professional stand- ards and provide learners with transferable employability skills.
It is important too that HEIs engage with their wider communities, families and learners to create awareness about current pathways and opportunities in HE and to engage in consultation about HE needs and aspirations.

Developing a Culture of Learning Developing a culture of learning has two dimensions for the system.

The first is for organisations to become learning organi- sations themselves deliberately.

Globally, tertiary education is rapidly changing.


All organisations involved in HE must be con- tinually prepared to review how they add value to the system and be on a deliber- ate path of continuous improvement.

The second is the need for organisations within the system, and particularly HEIs, to foster a culture of learner-centeredness.

It is only by placing learners at the heart of the sys- tem, that this strategy will be achieved.
5Fiji Ministry of Strategic Planning, National Development and Statistics (2011).

National Strategic Human Resource Plan 2011 – 2015, Suva: Government of Fiji.
FHEC ANNUAL REPORT AUGUS T 2016 – JULY 2017 20 Fiji Higher Education Commission Performance Framework 2017 – 2021 Vision Building together an educated and globally competitive Fiji Mission To quality assure the delivery of higher education that meets the needs of our stakeholders Values Commitment to Excellence in Commitment to Excellence in higher education and training | higher education and training | Commitment to Exceptional Commitment to Exceptional Services when aiding all our Services when aiding all our stakeholders | Integrity and stakeholders | Integrity and Transparency Innovation and Transparency Innovation and Responsivenessfor continued Responsivenessfor continued relevance | Lifelong Learning relevance | Lifelong Learning for learners | Commitment to for learners | Commitment to their their Our Our contribution contribution People People and and for for KEY FHEC Desired Results The impact that FHEC is seeking to achieve Measures How will FHEC know it has achieved its desired result at the end of 2021 Priority Activities How will FHEC know it has achieved its desired result at the end of 2021 Government & Minister’s Priorities for the Higher Education Sector Our operating environment IMPROVING ACCESS AND EQUITY Seamless pathways through higher education Higher Education Institutions (HEIs) improve recruitment towards equity groups Increased number of students transitioning through the Higher Education system Increased number of group enrolments Develop access and equity data collection and analysis mechanisms Facilitate pathways to successful study Conduct advocacy and awareness to actively assist learners to make informed decisions Enhance Recognition of Prior Learning (RPL)/ Recognition of Current Competence (RCC) opportunities DEVELOPING LINKAGES TO EMPLOYMENT IN FIJI National/ Provider Qualiﬁcations (NQs) are developed with industry Provide opportunities to HEIs to engage and improve E-learning and Mobile Learning opportunities Establish equity group data collection mechanism (FEMIS) Increased
 number of National Qualiﬁcations being delivered Increased number of learners enrolled in National Qualiﬁcations Promote the uptake of National Qualiﬁcations Foster collaboration with HEIs and supporting Industry on Provider Qualiﬁcations Establish data collection mechanism for employment and workforce information and industry attitudes about graduates Register and Record National and Provider Qualiﬁcations Graduates meet industry needs Increased proportion of surveyed employers that report satisfaction with recent graduates Foster collaboration between FHEC and relevant stakeholders Programmes include entrepreneurship elements Increased number of NQs that include entrepreneurship elements Develop entrepreneurial skills HEIs actively engage with industry to promote employment of female graduates Promote gender equity in employment STRENGTHENING THE HIGHER EDUCATION SYSTEM All Higher Education Institutions have robust internal quality assurance systems HEIs report healthy surpluses, cash ﬂow and asset base at the end of each ﬁnancial year Increased number of HEIs delivering qualiﬁcations that are registered on the FQF Develop and Implement a HEI Monitoring and Evaluation Framework Support HEIs to build robust IQA systems Improved HEI performance (sustainable, ﬁnancially stable, better reputation, better decision making and increased research activity) Integrate HEI data into FEMIS Target Funding to support high quality relevant provision Strengthen FHECs internal systems Review the Technical & Vocational Education and Training (TVET)/Technology Employment Skills Training (TEST) sector HEIs are responsive to the Higher Education Strategy (HES) Improved risk rating for HEIs inside the Monitoring & Evaluation Framework HES priorities are reﬂected in HEI documents Provide opportunities for Leadership training Better qualiﬁed teachers/ assessors/ moderators Increased number of HEIs using the Teacher Competency Framework Number of teachers/ assessors/ moderators who
 have undertaken professional development Develop a Teacher Competency Framework, teacher qualiﬁcations and; training modules for teachers, assessors, and moderators Better student outcomes (including retention and completion) Increased retention and completion rates Increased teacher satisfaction reported by students Develop a Teacher Competency Framework, teacher qualiﬁcations and; training modules for teachers, assessors, and moderators The Fiji Qualiﬁcations Framework (FQF) is aligned with other qualiﬁcation frameworks Formal agreement between Fiji and international agencies Progress efforts towards alignment of FQF with other qualiﬁcations frameworks Develop partnerships with other International agencies FHEC ANNUAL REPORT AUGUS T 2016 – JULY 2017 21 3. Review of Progress We assess our performance against both operational and HE sector measures.
While we have direct influence over our opera- tional measures, we do not have much in- fluence over sector measures as there are a number of factors beyond our control.

We are committed to being a learning or- ganisation and continue to identify oppor- tunities for improvement.

We acknowledge that we have still a long way to go, and with our people and partnerships, we look for- ward to a higher education sector that is globally competitive.
August – December 2016 There was a crossover of strategies during this period, and as such, not all activities under the original Annual Business Plan (ABP) were covered.

This means that for the period August – December 2016, this report covers activities under the origi- nal ABP and for the period January – July 2017, this report covers activities under the new HES.

This section reviews evidence on the achievement of outcomes.
Priority 1: Deliver On The Government’s Strategic Priorities For Higher Education Outcome: Strengthening Partnerships To Ensure Relevant Higher Education National Qualifications From August 2016 to July 2017, 18 NQs were developed by four ISACs: Agriculture, Wet Trades, Sustainable Energy and Resil- ience.

Figure 1 on the next page shows the National Qualifications (NQs) approved under each of the Industry Standards Ad- visory Committees (ISACs) from August 2016 to July 2017.
FHEC ANNUAL REPORT AUGUS T 2016 – JULY 2017 22 Figure 1: National Qualifications approved under each ISAC Agriculture ISAC • NQ in Agriculture, Level 1 • NQ in Agriculture, Level 2 Wet Trades ISAC (this includes Block Laying, Plastering, Painting and Decorating) • National Certificate (NC) in Block Laying, Level 1 • NC in Block Laying, Level 2 • NC in Plastering, Level 1 • NC in Plastering, Level 2 • NC in Tiling, Level 1 • NC in Tiling, Level 2 • NC in Painting and Decoration, Level 1 • NC in Painting and Decoration, Level 2 Sustainable Energy ISAC • NC in Sustainable Energey, Level 1 • NC in Sustainable Energey, Level 2 • NC in Sustainable Energey, Level 3 • NC in Sustainable Energey, Level 4 Resilience (Climate Change Adaptation (CCA) and Disaster Risk Reduction (DRR)) ISAC • NC in Resilience (CCA and DRR), Level 1 • NC in Resilience (CCA and DRR), Level 2 • NC in Resilience (CCA and DRR), Level 3 • NC in Resilience (CCA and DRR), Level 4 FHEC ANNUAL REPORT AUGUS T 2016 – JULY 2017 23 Accredited Programmes From August 2016 to July 2017, a total of four programmes were accredited and registered on the FQF.
Table 1: Programmes accredited and registered on the FQF No.
Qualification Higher Education Institution FQF Level 1 2 3 4 Certificate in Fisheries Enforcement and Compliance The University of the South Pacific Certificate in Library/Information Studies The University of the South Pacific Certificate in Commercial Cookery The University of the South Pacific Diploma of Human Resources Management The University of the South Pacific 4 4 4 5 Review of Institutions From August 2016 to July 2017, the Review Committee conducted reviews of seven HEIs.
Figure 2: The FHEC Review Committee conducted reviews for seven institutions from August 2016 to July 2017 Centre for Appropriate Technology and Development The Style Gallery (Fiji) Institute of Hairdressing, Health and Beauty College of Theology and Evangelism Fiji 7 REGISTERED HEIs Montfort Boys’ Town Pacific Eye Institute South Pacific Academy of Beauty Therapy Pacific Regional Seminary FHEC ANNUAL REPORT AUGUS T 2016 – JULY 2017 24 August – December 2016 Priority 2.1 Providing a Platform for Excellence Outcome: Strengthening Partnerships To Ensure Relevant Higher Education Fiji Qualifications Framework Review the FQF A review of the FQF was undertaken in May 2017.
After extensive internal and ex- ternal consultations, a final report with 34 key recommendations was tabled and ap- proved by the Commission; a total of 20 recommendations have been implemented.

The implemented recommendations were in relation to the following: 1.

FHEC policy review; 2. Review strategic direction planning; 3.

Engagement with employers and community; 4.

ISAC study domains in level descriptors for sector competency maps; 5.

Revision of ISAC structure; 6.


FQC role expanded within the current legal framework; 7.

National competency standards; 8. Review of the National Apprenticeship scheme; 9.

Commission meets with TELS board for unnecessary delays; 10.

Schools to take the national qualifications; 11.

FHEC as custodian of FQF; 12.

Legacy qualifications phase out and replaced by national competency standards; 13.

New assessment and moderation systems; 14. International engagement plan; 15.

FQC reactivated; 16.


Request NQs from ASEAN; 17.

Accreditation process to apply at all levels; 18.

Ongoing data gathering; 19.

Strengthen research arm of the Commission; and 20.

CAUQ be discontinued.

The FQF review was highlighted as a ma- jor activity under the Fiji Higher Educa- tion Improvement Programme (FHEIP), funded by the New Zealand Ministry of Foreign Affairs and Trade (MFAT).
The FQF, which was launched on 24 February 2012, was found to be irrelevant to the cur- rent development for the higher education sector.

The 20 recommendations were im- plemented at different stages of progress, all in working towards efficiency and improv- ing systems and performance.

The recommendations are grounded in im- proving the key quality assurance processes of the FQF namely recognition, registra- tion, mandated review and programme ac- creditation.
All the other built-in systems with the FQF support these quality work which is monitored regularly.

FHEC ANNUAL REPORT AUGUS T 2016 – JULY 2017 Strengthening Partnerships To Ensure Relevant Higher Education 25 Populating the Fiji Qualifications Framework (FQF) New methods for accreditation of programmes onto FQF Populating the FQF is vital to enhance its effectiveness.

This activity was one of the major recommendations received by the FHEC after receiving the final review report in early 2017.
The FQF was reviewed after five years of existence.

The review report highlighted the need to expand the number of relevant qualifica- tions and standards on the FQF.

While urg- ing institutions, especially the universities, to have their qualifications registered on the FQF, the FHEC will be looking at ways to achieve this through the fast-tracking and populating of the FQF.
Upon populating the FQF, the FHEC is working towards promoting the mutual recognition of Fiji’s qualifications through Asia and the Pacific, particularly Malaysia and the Association of Southeast Asian Na- tions (ASEAN) to broaden employment opportunities for Fijians and to facilitate opportunities for business development.

Following the review, it was found that the FQF was sound in its conception and based on good international practice.
It was recommended that its potential contribu- tion to business, industry and community, planning and development should be more widely promoted.

In reviewing the FQF, considerations were focused on the efficiency of the procedures and systems underpinning the FQF, its ef- fectiveness in delivering for key stakehold- ers and on its connection to national priori- ties and how it can contribute to expediting the progress.
New methods of improving the accredi- tation and recording processes were pro- posed in the FQF review report.

Plans for improving the quality and speed of the ac- creditation of programmes onto FQF were consolidated and documented.

Similar programmes of study can be grouped by level or programme area and put through a rigorous assessment process for accredita- tion.

These new methods were trialled dur- ing a workshop.
The initial accreditation process carried a total of 47 criteria which, after consultations, has been reduced to 15 quality criteria for the three universities.

This process allows the three universities to record their programmes on the FQF.

Meanwhile, other HEIs (non-universities) must fulfil the 47 quality criteria in order for their programmes to be accredited on the FQF.

Develop National Qualifications One of the key recommendations from the FQF report was for the FHEC to develop more NQs by sector.
Two techniques were refined for adoption, which includes: par- tially outsourcing of development of NQs; and establishing a sector reference group.

Sector ISACs were established for tourism, retail, agriculture and security.

Follow- ing approval, the working ISAC developed the unit standards, which are the building blocks to the NQs.

The adoption of the no- tion of ‘no need to reinvent the wheel’ was adopted.
This process allowed the sector ISAC to decide on the skills needed for the sector before the working ISAC deliber- ated on the detailed competencies required for the relevant NQs at the required level.

The process of completing an NQ takes less than three months compared to the initial 18 months development time.
FHEC ANNUAL REPORT AUGUS T 2016 – JULY 2017 26 European Union Pacific Technical and Vocational Education and Training (EU PacTVET) cal expertise to respond to Climate Change Adaptation (CCA) and Sustainable Energy (SE) challenges.

The EU PacTVET project on Sustainable Energy and Climate Change Adaptation is the third component within the broader Adapting to Climate Change and Sustain- able Energy (ACSE) programme.
The pro- ject builds on the recognition that energy security and climate change are major is- sues that are currently hindering the social, environmental and economic development of the Pacific Members of the African, Car- ibbean and Pacific Group of States (Pacific ACP).
The significance of capacity building on sustainable energy and climate change to the sustainable development of the ACP is evident by the endorsement by the Forum Leaders on the Framework for Action on Energy Security in the Pacific (FAESP) and the Pacific Islands Framework Action on Climate Change (PIFACC).
Both frame- works have themes on capacity building, training and awareness with outcomes of: • Increased awareness and understanding of sustainable energy and climate change issues among communities and other stakeholders; • Strengthened capacity to monitor and assess the impacts of sustainable energy and climate change; and • Strengthened capacity to identify, design and implement effective, sustainable energy and climate change measures.
The general objective of the project is to enhance sustainable livelihood in the Pa- cific ACP.

Sustainable livelihoods are a high priority for Pacific ACP communities and governments.

The purpose of the project is to enhance and create the Pacific ACP’s regional and national capacity and techni- The FHEC was contracted by EU PacTVET to assist in the development of Regional Qualifications (RQs) in the areas of resil- ience and SE.
In addition to RQ develop- ment, the FHEC was also involved in the following additional activities: • Training of assessors in Resilience (CCA & DRR) and Sustainable Energy (SE) NQs and advocate HEIs in Fiji.

o A total of 30 regional assessors were trained and certified in Suva and Nadi.

• Create career pathways and develop a strategy for recognition of prior learning for the uptake of Resilience (CCA & DRR) and SE NQs.
o A policy on the Regional Recognition of Prior Learning (RPL) was developed and completed.

• Publication of manuals for the Resilience (CCA & DRR) and SE NQs, levels 1 – 4. o A total of eight RQs (Levels 1 – 4) were developed and published.

• A regional ISAC formed for both Regional Qualification (RQs) Resilience (CCA & DRR) and SE.

• One advocacy conducted which focused on existing Resilience and SE projects in Viti Levu.
Higher Education Sector Supporting the governance and perfor- mance of the higher education sector plac- es a greater emphasis on the outcomes ob- tained by HEIs in decision-making; this is in relation to: • Administering the HEI registration and recognition processes which includes streamlining and improving processes with reduced timelines; and FHEC ANNUAL REPORT AUGUS T 2016 – JULY 2017 27 • Removing the external registration committee and replacing this with an internal registration committee headed by the team leaders.
Undertake Institutional Review for the the renewal of HEI Registration Four members in the Review Committee were appointed and were tasked to develop a review criteria template in line with the 2009 Higher Education Regulations.

They were tasked to review the first seven HEIs that are due for review after the lapse of their registration.
As per the requirements in the Higher Education Act 2008, non- universities are registered for five years while the universities are registered for seven years before they are reviewed for re- registration.

Monitoring Framework Consultation As part of the MFAT-funded project, the FHEC will devise a comprehensive moni- toring framework in consultation with the HEI sector.
This framework will encom- pass a range of indicators including those defined as part of the FHEC’s strategy HES, and the requirements of QA processes.

De- veloping this monitoring framework will support the FHEC and the sector to move toward managing for outcomes and reduce the current demand for highly transaction- al and input-focused monitoring.
The required work in the development of a draft monitoring framework in consulta- tion with HEIs outlined an aggressive inter- nal monitoring system with selected qual- ity criteria and self-evaluation tools that are externally monitored regularly by an exter- nal quality system team to ensure compli- ance and standards are not compromised.
This work is similar to the work undertak- en by Deloitte Touche Tohmatsu Limited in 2015 when reviewing the Monitoring Framework of the New Zealand Qualifica- tions Authority (NZQA) and the Tertiary Education Commission (TEC) which fo- cused on rationalising and resource shar- ing.

This work also entails looking at devel- oping proper assessment outcomes for our External Quality Assurance (EQA) process- es of re-accreditation and re-registration.
Currently, the assessment criteria are based on inputs, which is relevant for those going through the process for the first time.

How- ever, when it comes for re-assessment, this should be done based on outputs and out- comes (how well the programme/HEI has performed since being initially assessed).

Additionally, the FHEC will provide rel- evant support to institutions to develop and improve the provision of quality education and training.
The elements of the External Evaluation Review and Compliance – will be reviewed and recommendations made to strengthen registered HEIs.

The framework will set the standards by which the HEIs must adhere to.

These are applied in the registration and review pro- cesses and following current review policy and timings.

The first round of consulta- tions has already taken place about the work on the development of the Monitor- ing & Evaluation (M&E) Framework for HEIs.
The consultation was done to gather the views and opinions of the HEIs in Fiji.

Simultaneously, this was done to create awareness of the initiative.

Activities undertaken include implement- ing the recommendations specific to this output from the review done by the Asia Pacific Quality Register (APQR) Council, a sub-committee under the Asia-Pacific Quality Network (APQN), of which FHEC is a full member.
One of the recommenda- FHEC ANNUAL REPORT AUGUS T 2016 – JULY 2017 28 tions was to rationalise and show a clear de- marcation between all our EQA processes.

As such, the FHEC is embarking on merg- ing all M&E processes into an over-arching, all-inclusive higher education monitoring framework.

This framework will encom- pass the work currently being done, at dif- ferent levels, by EQA, Compliance, Finance and Research and Professional Services.
This work is critical for the Commission in conducting quality checks of HEIs un- der a specific set of criteria.

This process will supplement and affirm the institutions Internal Quality Assurance (IQA) process whereby the FHEC, through the monitor- ing framework, will engage with an HEI’s QA team to uphold quality measures and comply with all necessary standards.

This framework is also aligned with the Quality Standards for Higher Education Institu- tions booklet prescribed by the FHEC for all HEIs.
Provide advice to the Minister for Education on funding allocations to HEIs The Cabinet Memorandum on funding for HEIs was developed, completed and sub- mitted to the Minister for Education, Her- itage and Arts (MEHA).

The templates for funding and programme costing were de- veloped and approved by the Commission and sent to the registered HEIs.

The master sheet has also been prepared for the fund- ing model template.

Of the 28 HEIs, only nine are currently funded by the govern- ment.
All registered HEIs may apply for government funding, and these applica- tions will be assessed based on a set of cri- teria prescribed by the FHEC.

Provide advice to the Ministry of Education and Ministry of Economy for the release of grants The FHEC’s request for funding, accom- panied by relevant data and statistics and a Cabinet submission, was approved by the government and has allowed for the disbursement of grants to the nine eligible HEIs.
The funding request for 2017-2018 has already started; this process is done an- nually through a Cabinet Memorandum which requires the endorsement of the Minister for MEHA and subsequent ap- proval of Cabinet.

External Evaluation Review & Strengthening of External Quality Assurance The FHEC undertook the review of two processes; the External Evaluation Review (EER); and Strengthening of EQA of HEIs.
The EER model has been adapted from a New Zealand model after a number of in- dustry visits between 2015-2016.

A policy on EER was developed with the training of EER evaluators, who were recruited from industry and institutions.

The new EER model was piloted at Fulton College, Vive- kananda Technical Centre (VTC), Servi- cePro International Tourism Institute, Spa Academy and the Centre for Appropriate Technology (CATD).
The EER objectives are set out specifi- cally on the intent of the policy which is the statement of confidence in the perfor- mance of the HEI in terms of its Self-Evalu- ation & External Evaluation and Review.

As outlined in the policy, it will relate to both recognised and registered HEIs.

The policy is explicitly detailed in terms of the compo- nents like High Trust High Accountability, Quality as a Dynamic Concept and Focus FHEC ANNUAL REPORT AUGUS T 2016 – JULY 2017 29 on outcomes.
All considerations provide an in-depth perspective that institutions need to think about.

an institution may undergo more than one EER while awaiting its next review.

The EER policy applies to all recognised and registered HEIs in Fiji, with the ex- ception that those institutions which have been subject to review by an external inter- national authority may be exempted from review by the FHEC, provided the criteria used are consistent with the provisions of this policy.
Due to critical components of EER like High Trust, High Accountability, Quality as a Dynamic Concept and Focus on out- comes, the EER evaluators are trained to provide this confidence to the HEIs when dealing with their internal evaluation of the EER, prior to the EER proper.

The EER policy has the statement of confidence in the performance of the HEI in terms of its Self-Evaluation & External Evaluation and Review.

Both recognised and registered in- stitutions will relate to the EER policy.
The EER was stalled for ten months await- ing the decision of the Commission be- tween the EER and the Mandated Review.

The EER was re-activated for three months in 2016-2017, and in doing so the FHEC’s QA team continued with the training of its members with selected HEIs in Fiji includ- ing Fulton College, Pivot Point Internation- al, College of Evangelism and Theology and the University of Fiji; this was important to consolidate what has been learnt in earlier training in the IQA aspect of the EER.
An institution is required by the EER process to first self-evaluate its performance based on its own QA policy before it is exter- nally reviewed by external reviewers who are trained and appointed by the FHEC.

It was than accepted that the EER will run alongside the mandated review to promote continuous improvement particularly in the period between two reviews.
As such, Link with other government agencies The FHEC has developed and strengthened links with a number of government and professional/licensing agencies, including: MEHA, Ministry of Strategic Planning, Na- tional Development and Statistics, Ministry of Industry, Trade and Tourism (MITT), Ministry for Employment, Productiv- ity and Industrial Relations (MEPIR), Na- tional Employment Centre (NEC), Public Service Commission (PSC), Office of the Attorney-General, Ministry of Defence and National Security, and Fiji Commerce and Employers Federation (FCEF).
These networking relations with govern- ment ministries and statutory bodies are critical in terms of high-level ministerial support, sector/strategic planning, legisla- tive advice, advocacy and accessing data/ statistics.

Apart from gaining support in terms of ISAC membership for National Qualifica- tions Development (NQD), the links with government agencies have been strength- ened through the following: 1.
Ministry of Defence and National Security – the FHEC is represented on the National Security Council and Board; 2.

Ministry of Employment, Productivity and Industrial relations (MEPIR) – the FHEC was actively involved in the national employment relations policy consultations and with the National Employment Centre for the provision of data on student dropout, employment, underemployment and unemployment; FHEC ANNUAL REPORT AUGUS T 2016 – JULY 2017 30 3.
Ministry of Strategic Planning, National Development and Statistics – on-going relations on the status of national workforce development with backup statistics on the labour movement and school dropouts; 4.

Fiji Commerce and Employers Federation (FCEF) – the FHEC is represented in all seven executive councils.
The result of these relationships with key stakeholders is evident during the FHEC- organised activities for the development of NQs – Sector and working ISACs, industry engagement and consultations, develop- ment of workforce development strategy, developing situational analysis reports, advocacy and marketing, government international roadshows, regional and meetings, radio and TV talkback shows, 2011 Tokyo Convention and stakeholders consultations.
Priority 3.1 Building Our Capacity Outcome: Investing in the Capabilities of Our Staff and Making Sure That Our Systems Are Fit for Purpose Review of Human Resources (HR) In January 2017, the FHEC engaged the services of KPMG to review its HR systems and processes.

A staff survey was used to gauge staff feedback.

Additionally, group work (focus sessions), reflections and indi- vidual interviews were other tools used to gauge staff feedback.
Focus Sessions (four in total) were conduct- ed to capture the experience and ideas of every employee.

A high point of these ses- sions was the positive feedback received on the FHEC’s new directorship and change in leadership style.

A key area for improve- ment is strengthening the HR function, in- cluding the performance management sys- tem which has not served the employees or the FHEC to its best.
The staff survey outlined the strengths and weaknesses of the FHEC HR systems in terms of services to its employee, relevancy compared to the similar workplace, policy engagement and applications.

A major activity outlined under the recommenda- tions made was to review the existing and develop new policies and procedures, re- spectively, for the FHEC.

In this reporting period, the FHEC developed 3 policies in- cluding HR Manual, Bonding Policy and Training Policy.
Capacity Building In March 2017, six FHEC staff members visited New Zealand under the FHEIP pro- ject.

The purpose of the visit was to meet with possible partners for the six outputs of the FHEIP.
The team visited the following agencies: • NZQA – the FHEC team met with the NZQA to learn and share best FHEC ANNUAL REPORT AUGUS T 2016 – JULY 2017 practice models in the development and implementation of qualification frameworks and QA processes, gain insight and understand the New Zealand education system and how the NZQA fits within the system and contributes towards the higher education sector.
The discussions also included how best the NZQA could provide expertise to assist the FHEC to evolve the FQF and strengthen its QA systems and processes – these also included the rollout of NQs, accelerating the accreditation process for Level 7 – 10 programmes, IT systems and the FHEC’s current needs.

• Coolbear Ltd. – the discussion centred around strategy and policy development.
• Wai kato Institute of Technolog y (WINTEC) – the FHEC team met with the institution to explore WINTEC’s capabilities to assist the FHEC to develop a competency framework for teaching staff in the delivery of TVET.

Additionally, the discussion focused on data collection from an end-user perspective and how the WINTEC collected data across varying platforms that was required by higher education regulators in New Zealand.
• Ako Aotearoa – similar to the meeting with WINTEC, the FHEC team discussed possible collaboration with the institution for the development of a competency framework for teaching staff in the delivery of TVET.

• Ter t ia r y Educat ion Com mission (TEC) – the visit to this institution focused on exploring TEC systems and processes, especially the TEC monitoring framework which measured institutional performance.
The discussion also focused on data collection mechanisms that could be used to improve the FHEC’s current systems.

31 • Pacific Island Education – the meeting explored possibilities of collaboration to identify strategies and approaches that ensure teaching and learning caters appropriately to the needs of the iTaukei and understand what opportunities exist to adapt pedagogical approaches that are appropriate for the needs of indigenous communities in the Fijian context.
• Te Whare Wānanga o Awanuiārangi (TWWoA) – the visit to TWWoA was similar to that of Pacific Island Education.

Additionally, the discussion focused on how the institution developed and delivered programmes to the Māori people.

Records Management In late 2016, the FHEC started with the data entry and cataloguing of its physical files.

This work carried into 2017 where the focus was on digitising files.
FHEC ANNUAL REPORT AUGUS T 2016 – JULY 2017 32 January - July 2017 Priority 1 Improving Access & Equity Fiji Education Management Information System (FEMIS) Building on from discussions initiated in 2016, the FHEC continued collaborative work with the MEHA on the Fiji Education Management Information System (FEMIS) and the integration of HE data.

As the na- tional student education database, FEMIS can track rates at which learners progress through education.
This integration pro- ject, in collaboration with HEIs, would enable the FHEC to have a complete over- view of the education sector and to be bet- ter equipped to provide the government with education research and policy advice.

Development of this work started in early 2017.


National Assessors certified as Competency-Based Assessors In early 2017, 35 nationally registered as- sessors were awarded certification in Cer- tificate in Workplace Attachments (Level 4) and later trained and certified as Com- petency-Based assessors for NQs in their respective areas of expertise.

Ms Linda Au- mua acknowledged the assessors in rising to the challenge and their determination in taking up the commitment.
“Your involve- ment as assessors will enhance the lives of the learners, empower them and that expe- rience will enrich you,” stated Ms Aumua.

The FHEC Director also thanked the Eu- ropean Union Pacific Technical and Vo- cational Education and Training (EU PacTVET) team for funding the project that enabled the training to take place.

The NQs that these assessors have been trained to assess are developed with the advice of experts from the various industries and measured against international standards.
Institutions delivering NQs include the Technical College of Fiji (TCF), Montfort Boys’ Town (MBT) and the Vivekananda Technical Centre (VTC).

It is anticipated that the TCF, VTC and the MBT will de- liver more NQs in the new future.
FHEC Director Linda Aumua and registered assessors The Rollout of New Pedagogical Approaches to Higher Education Institutions The FHEC commenced work to develop a framework that describes the competen- cies that teaching staff must have, including the relevant skills and knowledge required for the delivery of vocational education and training.
This competency framework includes teaching and learning relating to vuli-tara (hands-on), and traditional/in- digenous skills, culture (tovo vakavanua kei FHEC ANNUAL REPORT AUGUS T 2016 – JULY 2017 33 na cakacaka ni liga) and knowledge The FHEC has worked with the HEI sector and community leaders to design a compe- tency framework that will help to guide the planning of professional development ac- tivities.
Additionally, this work is also im- portant to build on work already support- ed, such as the initiative through the Pacific Islands Forum Secretariat to develop re- gional standards for teachers and princi- pals.

Developing a competency framework will assist HEIs with strategic HR planning, enhance confidence among employers and the community in the higher education system in Fiji, and help to ensure that the system is more responsive to the needs of stakeholders.
As part of this output, the FHEC has also worked with indigenous (Māori) organi- sations in New Zealand namely the TW- WoA and Ako Aotearoa with experience of working successfully with Māori learners to identify strategies and approaches that ensure teaching and learning caters appro- priately to the needs of iTaukei Fijians and specific minority communities in Fiji.
In addition to the development of the com- petency framework, the FHEC has also designed and developed a Certificate IV in Teaching of TVET, which is aligned to the competency framework.

This programme is specifically for the practising TVET teachers in schools to support staff practice, including improving the quality and con- sistency of teaching and assessment, use of more up-to-date learning modules, with the focus on outcomes for learners.
The cer- tificate programme has four key teaching/ learning modules, namely TVET Teaching in Fijian Contexts, ‘Coco framework’: The Relationships of Learning and Teaching, The Professional Practice of TVET Teach- ing and Assessing Learner Outcomes.
A modest and targeted professional devel- opment programme to support the HEI sector, realise the benefits of the implemen- tation of the new staff competency frame- work, align with FHEC’s current work to increase and strengthen the network of workplace assessors and contribute to the strengthening of the governance and man- agement of HEIs.
The FHEC is working with partners in the sector to design and implement a programme of professional development for teachers that provides access to expertise and opportunities for peer networking and support.

FHEC will also support HEIs to make the transition to managing for outcomes.

The new pedagogical approach (competen- cy framework and Certificate in Teaching of TVET) is expected to improve the qual- ity of teaching and learning by enhancing the competency of teachers, assessors and moderators.
The FHEC has completed phase one of the projects with the consult- ing partners to support the FHEC to de- sign and implement a teacher competency framework that includes new, culturally appropriate pedagogical approaches that better suit iTaukei and other learners.

This work consists of a professional develop- ment programme and new National Cer- tificate and Professional Diploma level qualifications on the FQF.

The final report was submitted for the ‘Coco’ Competency Framework for teaching staff.
Collaboration with AARNet The FHEC is mandated to develop or cause to be developed an academic broadband fa- cility for use by HEIs.

The Australian Aca- demic and Research Network (AARNet) is the only high-quality academic broadband facility in Fiji, and it is used by the Univer- sity of the South Pacific (USP).

The FHEC’s involvement with this project aimed to FHEC ANNUAL REPORT AUGUS T 2016 – JULY 2017 34 promote the expansion of AARNet to other HEIs through collaboration.
information AARNet Pty Ltd (APL), which operates AARNet, was formed by the Australian Vice-Chancellors’ Committee and provides unique communications technology capabilities to enable Austral- ian education and research institutions to collaborate as well as their international peer communities.
From 2010 to 2011, discussions had commenced, and corre- spondence had been exchanged between the USP, Ministry of Communication and the Telecommunications Authority of Fiji (TAF) about the opportunity to expand the facility to other HEIs.

Several factors had contributed to the discussions stalling; one of the main challenges being the high fi- nancial investment required to connect to AARNet.
In May 2017, the Finance and Research section began the compilation of AAR- Net related documents from the USP, the FNU and previous discussions at meetings of the Commission to determine the best approach to progress this project.

Later in June, the FHEC facilitated a meeting of representatives from the USP, the FNU, the UniFiji and the Fiji International Tel- ecommunications Limited (FINTEL) to propose a way forward for all parties.
The FNU was able negotiate access to AARNet, and through the Government Operating Grant allocation, was able to secure fund- ing to support this activity.

It is envisioned that once successfully implemented, AAR- Net will expand the technological and re- search information access for other HEIs across Fiji.
Priority 2 Developing Linkages To Employment Approval of National Qualifications in the Wet Trades skill areas The demand to develop wet trade NQs came from the construction industry after several industry consultations and meet- ings with several stakeholders.

The wet trades are specialised competency skills courses that are derived from a full carpen- try qualification and are generally lacking in the building and construction industry.

industry.
industry.

These NQs have been endorsed by the FQC, registered on the FQF as a Level 2 Certificate and are delivered by the TCF.

The four NQs approved in the Wet Trade are: • National Certificate in Tiling; • National Certificate in Block laying; • National Certificate in Painting Decoration; and • National Certificate in Plastering.

They are components of the building and carpentry trades courses which are avail- able at certificate Level 4 on the national qualification.
These wet trades were devel- oped by the ISAC comprising of industry institutions repre- representatives and sentatives from the building construction Approval of a Regional Qualifica- tion (RQ) A Pacific RQ in Sustainable Energy (SE) and Resilience (Climate Change Adap- tion (CCA) and Disaster Risk Reduction (DRR)) has been endorsed.
This endorse- FHEC ANNUAL REPORT AUGUS T 2016 – JULY 2017 ment took place when 15 countries from the South Pacific met in Nadi, Fiji from 16- 19 May 2016 for the EU PacTVET Confer- ence.

This work is part of the EU PacTVET Pro- ject, which is jointly implemented by the Pacific Community (SPC) and the USP.

The FHEC is the national agency taking the lead role in facilitating the develop- ment of these two RQs.
Discussions on the RQs included the development of Com- petency-Based Training and Assessment which is inclusive of learning and support resources to meet the training needs for ad- dressing CCA and SE at the national and regional level, and the appropriate methods of delivery these as well as assessing these mechanisms.
By having regionally accredited pro- grammes in Resilience (CCA and DRR) and SE, the standards of training will be raised for CCA and DRR, while subse- quently increasing the potential employ- ment opportunities of those who wish to 35 study abroad or migrate within the region.

The two RQs will be registered on the Pa- cific Qualifications Register (PQR) and Pa- cific countries when adopting the regional programmes, are expected to contextualise these to provide more relevant and suitable content.
The RQs are packed at Certificate Levels 1-4.

FHEC Staff facilitating the regional qualification programme.

From Left; Epeli Lesuma, Leba Halofaki, Viliame Rabici (consultant) and Akuila Savu Leadership Training in the TVET Sector Twenty participants have been awarded scholarships to study the Australian Certif- icate in Leadership and Training (Level 4) at the Australia Pacific Technical College.
This opportunity was finalised after the APTC, and the FHEC signed a Memoran- dum of Understanding (MoU) to under- take this project jointly.

The programme will allow the participants to gain specific skills and expertise as they transition into leadership and supervisory roles.

The FHEC Director, Mrs Linda Au- mua, stated that this partnership has been long overdue.

The two parties have come together in support of development of the TVET sector in Fiji.
APTC Chief Executive Officer (CEO), Ms Denise O’Brien, expressed that it was a great pleasure to sign its first MOU with the FHEC, especially in developing the TVET sector.

Ms O’Brien stressed that TVET is a needed, growing and vibrant sector that al- lows for the provision of skills for economic prosperity throughout Fiji.
FHEC ANNUAL REPORT AUGUS T 2016 – JULY 2017 36 Back row: from left to right; APTC Fiji Country Manager, Mr Jonathan Todd and FHEC FHEIP Pro- gramme Manager, Troy Irwin Front row: from left to right; Ms Marian Wilkin- son; APTC CEO, Ms Denise O’Brien; Director FHEC, Linda Aumua; and Monitoring & Evaluation Of- ficer, Eci Naisele.
Priority 3 Strengthening the Higher Education System FHEC Signed MoU With New Zea- land Institutions The FHEC signed an MOU for Coopera- tion with two established New Zealand in- stitutions: Ako Aotearoa and the Te Whare Wānanga o Awanuiārangi (TWWoA).

The parties entered into an MOU with the view of exploring opportunities to establish and promote collaborative activities that would enhance their mutual education goals.
The Ako Aotearoa’s New Zealand National Centre for Tertiary Teaching Excellence is an organisation that assists educators and organisations to enable the best possible outcomes for all learners.

Ako Aotearoa would assist in providing access to techni- cal assistance on the development of a com- petency framework for teaching staff, lead- ership and governance, and a programme of professional development.
The TWWoA’s contribution is through the defining of opportunities that exist to adapt pedagogical approaches that are appropri- ate for the needs of the different cultural communities and also look at other related appropriate policy interventions.

Both in- stitutions recognise and respect the diverse strengths and contributions that they each brought and looked forward to exploring, developing and evaluating proposals and initiatives to the benefit of each institution and the communities they serve.
The agreement is part of the FHEIP where the FHEC aims to coordinate the roll- ing out of new pedagogical approaches to HE: improving the quality of teaching and learning by enhancing the competency of teachers, assessors and moderators.
Back row; from left to right; Surava Elaisa (MFAT Development Programme Coordinator), Ms Evie O’Brien (Te Whare Wananga o Awanuiarangi), Troy Irwin (FHEC FHEIP Programme Manager), Rachel Wetere (Project Lead|CEO (‘Te Whare Wānanga o Awanuiarāngi), Mr Glenn MacKay (Ako Aotearoa).

FHEC ANNUAL REPORT AUGUS T 2016 – JULY 2017 37 Front row; from left to right; Professor Wiremu Doherty (CEO-Te Whare Wananga o Awanuiar- angi), FHEC Director Linda Aumua, Mr Stanley Frielick (Director, Ako Aotearoa).
MOU to Address Skills Gap in Fiji The FHEC and the Fiji Commerce & Em- ployers Federation (FCEF) have signed an MOU to address the issue of the skills gap in industries.

While the FCEF will identi- fy the needs of industries about skills de- mand, the FHEC will work to develop the related NQs.

“Two minds coming together is important so that there is no misalignment in the de- velopment of qualifications, especially in meeting the training needs of the nation”, explained FHEC Director, Mrs Linda Au- mua.
FCEF President, Mr Himen Chandra, said that the MOU was the result of the discussions held during the Top Execu- tives (TOPEX) Conference 2017 early in March on the topic of closing the skills gap in Fiji.

Mr Chandra was glad that they have established the beginning of a committed relationship were stakeholders are also ex- pected to contribute effectively to the bet- terment of the nation.
Higher Education Institution Collaboration The first HEI Collaboration was held on February 2017 and hosted by the Fiji Col- lege of Evangelism and Theology in Lau- toka.

Institutions have identified the need to share good practices.

The FHEC is sup- porting the concept to promote the build- ing of harmonious relationship amongst institutions and the sharing of good prac- tices for quality assurance purposes.
The collaboration is also a platform for the HEIs to create one voice in raising issues about HE in Fiji.

It is expected that there will be at least three times annually.

Dr Sereana Kubuabola of the USP facilitated the first HEI collaboration.

Recognised and Registered High- er Education Institutions In 2016-2017, the FHEC granted full reg- istration to four HEIs, three HEIs were re- registered, and five HEIs were recognised.

Table 3: Recognised and Registered Institu- tions for the period 2016 -2017.
Recognition South Pacific Aviation Training Institute Technical College of Fiji Northern Christian Training Centre Marist Training Centre – Tutu Unitech Global Pty (Fiji) Ltd Sitting (L-R): Director FHEC Ms Linda Aumua, President FCEF Mr Himen Chandra Re-registration Fiji National University Chevalier Training Institute Advance Aviation Training (Fiji) Ltd. FHEC ANNUAL REPORT AUGUS T 2016 – JULY 2017 38 IT Services and Consultations T/A APTECH FIJI Re-registration Pacific Regional Seminary Pacific Eye Institute Montfort Boys’ Town The total number of fully registered HEIs as at July 2017 was 32, nine were provisionally registered, obtained recognition.
26 HEIs and Funding of Higher Education Institutions HEIs play a pivotal role in national devel- opment; empowering learners through ed- ucation and training, to contribute towards the building of the economy by applying knowledge and skills gained in the class- room, to opportunities in the informal or formal sector.

Through its Funding Model, the FHEC can advise the government on funding allocations for eligible HEIs, in rec- ognition of the critical role these HEIs play.
The FHEC administers government grants and supports HEIs in delivering quality HE programmes that meet the needs of the economy.
Table 4: Funding Allocations to HEIs for August 2016 – July 2017 Higher Education Institution 2016/2017 Funding ($’000) Vivekananda Technical Centre Montfort Boys’ Town (Suva) 143 287 FHEC ANNUAL REPORT AUGUS T 2016 – JULY 2017 Montfort Technical In- stitute (Savusavu) 388 Corpus Christi Teachers’ College 140 Sangam Institute of Technology 250 University of Fiji 2,335 University of the South Pacific 30,217 Fiji National University 45,073 Fulton College Centre for Appropriate Technology and Devel- opment 50 736 Total $ 79,619 In 2016-2017, a total of FJD 79.6 million was allocated to ten (10) HEIs for opera- tional funding.
Figure 3: Government Funding for HEIs from 2014 – 2016/2017 80,794 79,739 79,619 70,585 ) 0 0 0 $ ( ’ s t n a r G .

t v o G 85,000 80,000 75,000 70,000 65,000 2014 2015 2016 2016/2017 (Source: Republic of Fiji Budget Estimates 2014 –2016/2017) Figure 3 shows the level of funding provided by the Government to HEIs since 2014.

39 The government grant supports HEIs in the areas of operations, institutional, teaching and learning, and research.
With the grant provided in 2016-2017, HEIs were able to invest in either enhancing the quality of programmes through the delivery of NQs or in the recruitment or retention of suit- ably qualified teaching staff.

Other invest- ments by HEIs included enhancement of students learning experience through the upgrading of library services or the refur- bishing of computers for the computer labs.

The FHEC will continue to work with HEIs towards building a robust HE system that will be globally competitive.
Fiji Higher Education Improve- ment Programme (FHEIP) The funding agreement between the FHEC and the New Zealand Ministry of Foreign Affairs and Trade (MFAT) was signed in 2016.

Implementation of activities did not commence until early 2017.
The pro- gramme focuses on six key areas, including: • Strengthening the Fiji Qualifications Framework – external review of the FQF to ensure that it is fit for purpose, conduct an internal review of options to reduce the proliferation of qualifications at all levels and identify ways to streamline their development.

• Implement a higher education monitoring framework – devise a comprehensive monitoring framework in consultation with the HEI sector.
This framework will encompass a range of indicators including those defined as part of the Higher Education Strategy (HES), the FHEC’s financial and other performance monitoring regime, and the requirements of quality assurance processes.

• FHEC rollout new pedagogical approaches to higher education institutions – develop a framework that describes the competencies that teaching staff must have including the relevant skills and knowledge required for the delivery of vocational education and training.
• FHEC implement Strategic IT Plan – work with a New Zealand-based partner with experience in strategic information technology project development to prepare a strategic information technology plan.

The FHEC has a range of flexible online information technology modules that support the organisation’s staff to deliver its functions.
• FHEC implement Organisationa l Development Plan – develop and implement an organisational development plan which includes a review of the current structure, policies and procedures; workforce planning; and learning and development needs.
• MOUs in place between FHEC and New Zealand Agencies and institutions- A priority for the FHEC is to build on relationships with key New Zealand agencies and institutions that have expressed an interest in supporting the development of the higher education sector in Fiji.

These institutional linkages will assist with the long-term sustainability of relationships and interventions.

Review of IT and Development of IT Strategy In early 2017, the FHEC undertook the review of its IT strategy.
The results of the review provide a high-level information systems strategy for the FHEC to ensure its operating model and information systems are user-friendly – both now and into the future.

FHEC ANNUAL REPORT AUGUS T 2016 – JULY 2017 40 The intent is to put in place information systems that make quality improvement and assurance activities: • As effective as possible, given the resources available.

• Easy to access and understand.

• Easier and less costly to engage/comply with.


FHEC ANNUAL REPORT AUGUS T 2016 – JULY 2017 41 4.
Financial Statements FHEC ANNUAL REPORT AUGUS T 2016 – JULY 2017 42 FHEC ANNUAL REPORT AUGUS T 2016 – JULY 2017 43 FHEC ANNUAL REPORT AUGUS T 2016 – JULY 2017 44 FHEC ANNUAL REPORT AUGUS T 2016 – JULY 2017 45 FHEC ANNUAL REPORT AUGUS T 2016 – JULY 2017 46 FHEC ANNUAL REPORT AUGUS T 2016 – JULY 2017 47 FHEC ANNUAL REPORT AUGUS T 2016 – JULY 2017 48 FHEC ANNUAL REPORT AUGUS T 2016 – JULY 2017 49 FHEC ANNUAL REPORT AUGUS T 2016 – JULY 2017 50 FHEC ANNUAL REPORT AUGUS T 2016 – JULY 2017 51 FHEC ANNUAL REPORT AUGUS T 2016 – JULY 2017 52 FHEC ANNUAL REPORT AUGUS T 2016 – JULY 2017 53 FHEC ANNUAL REPORT AUGUS T 2016 – JULY 2017 54 FHEC ANNUAL REPORT AUGUS T 2016 – JULY 2017 55 FHEC ANNUAL REPORT AUGUS T 2016 – JULY 2017 56 FHEC ANNUAL REPORT AUGUS T 2016 – JULY 2017 57 FHEC ANNUAL REPORT AUGUS T 2016 – JULY 2017 58 FHEC ANNUAL REPORT AUGUS T 2016 – JULY 2017 FIJI HIGHER EDUCATION COMMISSION FIJI HIGHER EDUCATION COMMISSION Level 1 | Fiji Red Cross Building | 22 Gorrie Street | Suva P.O Box 2583 Government Buildings | Suva Phone: (+679) 3100031 Mobile: (+679) 8358165 Website: www.fhec.org.fj Email: fhec@fhec.org.fj 60 Fiji Higher Education Commission Annual Report 2015