Source document: https://docs-lawep.s3.us-east-2.amazonaws.com/1697766721132.pdf (Fiji)
FIJI HIGHER EDUCATION COMMISSION Your Guardian in Higher Education ANNUAL REPORT 2 0 1 6 For the Year Ended 31 July Vision Building together an educated and glob- ally competitive Fiji.

Mission To quality assure the delivery of higher education that meets the needs of our stakeholders.

Philosophy The Commission’s pursuit of the above mission is guided by the belief that higher education is essential for social, economic, political and cultural progress.
Higher education also provides expanded opportunities for learners to realise their potential so they can become productive and competitive in the workplace, constructive in the community, creative in their endeavours and peaceable.
Values In fulfilling its mission, the Commission is committed to act in ways that are consistent with the value it places on: • Aligning with national and international imperatives in higher education; • Quality education and training to develop quality graduates; • Equity, access and relevance in higher education; • Critical thinking, creativity and free intellectual inquiry; • Lifelong learning; • Cooperation and partnerships with industry and professional bodies; and • Transparency, accountability and responsiveness.
Contents Acronyms Message from the Chairperson Overview by the Director Our Role Year in Review The Fiji Higher Education Commission Appointment of a new Chairperson New Commission Members Organisational Structure Our People FHEC Committees Our Strategic Context STRATEGIC OUTCOME 1 Facilitating Learner Participation Strengthening partnerships to ensure relevant higher education Developing the role of industry in setting standards and shaping qualifications Supporting stakeholder engagement Improving the learning environment and a continuous focus on outcomes STRATEGIC OUTCOME 2 Assuring the quality, relevance, consistency Supporting the governance and performance of the higher education sector Funding Allocations STRATEGIC OUTCOME 3 Investing in the capabilities of our own staff Forging sustainable relationships with local, regional and international partners so we can draw on their expertise Maintain and expand relationships locally and internationally FINANCIAL STATEMENT A n n u a l R e p o r t 2 0 1 6 1 Acronyms - Annual Business Plan - Asia-Pacific Quality Network - Competency-Based Assessment - Competency-Based Training - Climate Change Adaptation - Conference of Commonwealth Education Ministers - Comité International d’Esthétique et de Cosmétologie - Corporate Services - Disaster Risk Reduction - Executive Office - European Union Pacific Technical Vocational and Education Training - Fiji Education Management Information System - Fiji Higher Education Commission - Funding Model - Fiji National Provident Fund - Fiji National University - Fiji Qualifications Framework - Finance and Research - Guidelines of Good Practices - Higher Education - Higher Education Act - Higher Education Advisory Board - Higher Education Institutions - Higher Education Strategy - International Network for Quality Assurance Agencies in Higher Education - Internal Quality Assurance - International Union for Conservation of Nature -
 Industry Standard Advisory Committee - Information Technology - Labour Market Information - Montfort Boys’ Town - Ministry of Foreign Affairs, New Zealand - Ministry of Education, Heritage and Arts - Member of Parliament - National Qualification - National Qualification Development - National Qualification Implementation - National Training Productivity Centre - Open Educational Resources - Pacific Technical and Further Education, USP - Professional Services - Public Service Commission - Quality Assurance - Regional Qualification - Sustainable Energy - South Pacific Academy of Beauty and Spa Therapy - The Pacific Community - Technical College of Fiji - University of the South Pacific - Vivekananda Technical Centre ABP APQN CBA CBT CCA CCEM CIDESCO CS DRR EO EU PacTVET FEMIS FHEC FM FNPF FNU FQF F&R GGP HE HEA HEAB HEIs HES INQAAHE IQA IUCN ISAC IT LMI MBT MFAT MoEHA MP NQ NQD NQI NTPC OER Pacific TAFE PS PSC QA RQ SE SPABTH SPC TCF USP VTC Message from the Chairperson It is with great pleasure that I present this Annual Report that accounts for the first seven months of 2016.
In March 2016, I was appointed the Chairperson of the Commission.

It was a privilege to accept the offer, albeit a significant responsibility, knowing the great expectations and challenges of the role.

I acknowledge my predecessor, Dr Richard Wah, for his leadership, foresight and commitment that progressed the work and raised the profile of the Fiji Higher Education Commission (FHEC) to its current standing.
The FHEC Secretariat must be commended for the commitment to the betterment of Fiji’s Higher Education (HE) sector, especially when the HE sector has continued to grow while our budget allocations have remained stagnant for the past four years.

The FHEC has much to be grateful for in terms of foreign aid given by the New Zealand Government through its Ministry of Foreign Affairs and Trade (MFAT).
The FHEC secured a total of FJD$7 million to undertake activities to improve the quality and access to skills training and higher education in Fiji.

The grant has enabled linkages with other agencies, especially New Zealand-based entities, and improvements to our internal systems to match that of other quality assurance agencies abroad.
Another significant achievement was the successful hosting by the FHEC of two international conferences of two renowned international quality assurance agencies in Higher Education.

From 22 - 24 May, the FHEC hosted the 2016 Biennial Forum of the International Network for Quality Assurance Agencies in Higher Education (INQAAHE).

The Forum was opened by the President, His Excellency Major General (Retd.)

Jioji Konrote.
Jioji Konrote.

This was followed by the 2016 Conference and Annual General Meeting (AGM) of the Asia-Pacific Quality Network from 25-27 May.

The event was opened by the former Minister for Education, Heritage and Arts, Dr Mahendra Reddy.

The FHEC was recognised for its contribution as a national quality assurance agency and its work on the improvement of Fiji’s Higher Education system by being awarded the APQN Cooperation in Quality Assurance Award for the region.
The positive feedback from the participants was overwhelming.

Fiji stamped its mark as a key destination for internation- al conferences by the successful hosting of these two events.

Another highlight was the major role played by FHEC in the development of two key regional qualifications – Disaster Risk Reduction and Climate Change.
The FHEC was also chosen by the Commonwealth Tertiary Education Facility (CTEF) to host discussions with other Pacific Island Countries on researching a new funding model to ensure access and equity for Higher Education in the Pacific.

Within this period, I have come to learn and acknowledge the work of the FHEC Secretariat in advancing efforts to improve our Higher Education sector.

I look forward to furthering and supporting the vision and mission of the FHEC.
A n n u a A l R n e n p u o a r l t R 2 e 0 p 1 o 6 r / t 2 2 0 0 1 1 6 7 3 3 Overview by the Director The year 2016 welcomed a new Strategic Development Plan (SDP) for the Fiji Higher Education Commission (FHEC).

The 2016- 2020 SDP reflected the Fiji National Development Plan and progressed the initial work towards the Tertiary Education Strategy (TES 2016-2020).

Effective planning, collaboration and consultation ensured that the intended outcomes for the new SDP were well defined.
Meanwhile, adjustments had to be made to our operational plans later in the year when the Government changed its fiscal year from July – August due to the devastation caused by Severe Tropical Cyclone Winston and the subsequent recovery period.

Thus, this report focuses on the first seven months of 2016 only.

Being the 6th year of the Commission’s operation, it was found necessary to make amendments to several provisions of the Higher Education Act 2008.
These changes would address identified issues in regulating the operation of Higher Education Institutions (HEIs), including universities and the qualifications that they offer.

Review Committee.

Since several HEIs were nearing their expiration dates for registration, the Committee’s work to review such HEIs would ensure that these institutions and others to be reviewed were operating to full effect while simultaneously offering quality programmes and training.
In terms of the quality assurance of programmes in their delivery and assessments, the Commission worked closely with the Technical College of Fiji (TCF) to realise the Government’s initiative to enhance technical, vocational and lifelong skills training at all levels.

The TCF is the largest provider of National Qualifications (NQs).
The FHEC’s successful hosting of two international back-to-back conferences in May at the Natadola Resort has inherent benefits which would gradually be realised as Fiji benchmarks its practices in Higher Education against those of established quality assurance agencies around the world.

Overall, the FHEC has adjusted well to the change in the Government’s fiscal year and the challenges encountered in all facets of its operation during the period.
During the fiscal year, the Commission continued in its efforts to promote quality assurance, especially within HEIs and their internal systems and programmes.

A significant consequence was the establishment of the Salote Rabuka DIRECTOR Our Role 1.

To register and regulate higher education institutions according to provisions of the Act; 2.
To foster and safeguard the national interest, the interest of students and parents and also of local higher education providers; 3.

To establish national standards for different qualifications; 4.

To oversee the review process of higher education institutions; 5.

To provide assurances that programmes 6.

To promote the development of Fiji developed by institutions meet national standards; as a knowledge society; 7.
To allocate government funds marked for higher education annually for higher education institutions according to a transparent and well publicised criteria for allocation; 8.

To foster cooperation among higher education institutions and linkages between higher education institutions and industry; 9.

To maintain a database of higher education information; 10.

To develop or cause to be developed an academic broadband facility for use by higher education institutions; and 11.
To make recommendations to the Minister with respect to issues consistent with its functions including special projects.
A n n u a l R e p o r t 2 0 1 6 5 Year in Review January-July 2016 $70,584.776 disbursed to 10 HEIs in 2016 7 Programmes were accredited on the Fiji Qualifications Framework The Fiji Higher Education Commission The Education Act in Fiji (1978) did not cover the High- er Education Institutions (HEIs), and so the Govern- ment established the Higher Education Advisory Board (HEAB) to make significant recommendations to the Minister for Education on aspects pertaining to higher education, to determine a suitable legislative frame- work for the sector.
The HEAB comprised of a Chair- person and six members from various professional and educational backgrounds, who were responsible for preparing and finalising the Higher Education Act, in- cluding the establishment of the Fiji Higher Education Commission (FHEC).

The Higher Education Act 2008 was gazetted on 14th October 2008.

The FHEC began its operations on 1st January 2010 following the commencement of the Higher Education Act 2008.
The Commission is a statutory body that reports directly to the Minister for Education, Heritage and Arts (MoEHA); and is responsible for regulating the establishment, Recognition, Registration, operation and standard of higher education institutions.

These responsibilities are contained in the Commission’s 11 mandated functions.
Appointment of a new Chairperson On 21 March 2016, the Honourable Minister for Educa- tion, Heritage and Arts, Dr Mahendra Reddy, appointed a new Chairperson for the Fiji Higher Education Com- mission (FHEC).

Dr Milika Naqasima Sobey replaced Dr Richard Wah, whose term had expired in February 2016.
Dr Sobey served as an academic in the Faculty of Science at the University of the South Pacific (USP) for more than 20 years before joining the International Un- ion for Conservation of Nature (IUCN) as a consultant.

Dr Sobey’s appointment is for a term of three years.
1 HEI granted Recognition 3 HEIs granted Full Registration New Commission Members Organisational Structure In addition to the newly elected FHEC Chairperson, the Minister for Education, Heritage and Arts appoint- ed two new Commissioners - Mr Pratarp Singh and Mr Vimlesh Chand.

Mr Singh is the President of the South Pacific Engineers Association and is serving his second term as a Commissioner.
Mr Vimlesh Chand is currently the Director of the Curriculum Advisory Services at the Ministry of Education, Heritage and Arts.

He has a strong academic background and is well- versed with qualifications frameworks.
/ r e n a e l C e c ffi O t n a t s i s s A / r e v i r D l a r e n e G i n m d A T I / y r t n E a t a D t r o p p u S r e c ffi O T I / y r t n E a t a D t r o p p u S r e c ffi O i n m d A r e c ffi ffi O ] Q U A C [ l a n o i s s e f o r P r e c ffi O ] A [ l a n o i s s e f o r P r e c ffi O ] A [ l a n o i s s e f o r P r e c ffi O ] I Q N [ l a n o i s s e f o r P r e c ffi O ] I Q N [ e v i t u c e x E e c ffi O & ffi O r e d a e L m a e T t s y l a n A y c i l ] a t a D [ ] A Q I [ t s y l a n A t s y l a n A y c i l o P ] h c r a e s e R [ y t i l a u Q e c n a r u s s A ] A Q E [ t s y l a n A r e c ffi Dr Milika Sobey (Chairperson) Savenaca Madanavosa Dr John Fatiaki Arun Narsey n o i s s i m m o C r o t c e r i D r e c ffi O e m m a r g o r P y r t s i g e R y r a t e r c e S Emi Rabukawaqa Pratarp Singh Vimlesh Chand ] y t i v i t c u d o r P [ n o i t i n g o c e R n o i t a r t s i g e R r e c ffi O t n a t n u o c c A l a n o i s s e f o r P r e c ffi O ] D Q N [ e c n a i l p m o C r e c ffi ffi O ] D Q N [ ’ * Our People FHEC Committeeses Executive Office (EO) Professional Services (PS) The EO team provides
 strategic and operational leadership which ensures the proper administration and management of the functions and affairs of the Commission in accordance with the Commission’s governing legislation and policies.
The EO oversees strategic planning and conferences, finance, human resources, registry and communications.

The PS team is primarily responsible for the accredita- tion of HEIs programmes, the development and imple- mentation of national qualifications, conducting Audit/ Competency-Based Training (CBT) assessment/mod- eration of national standards and qualifications, the recognition of foreign qualifications and monitoring of HEIs and compliance at all levels.
Quality Assurance (QA) Finance and Research (F&R) The QA team is primarily responsible for quality assurance matters in FHEC as an agency (internal) and Higher Education Institutions (HEIs) (external) in Fiji.

The quality assurance process is an evidence- based approach that ensures goals are being achieved and that policies and practices are under on-going review as part of an overall continuous improvement and quality enhancement.
The FHEC is a member of the Asia-Pacific Quality Network (APQN) and the International Network for Quality Assurance Agencies in Higher Education (INQAAHE).

The FHEC meets the requirements of both of these quality assurance agencies to deliver as a regulating body.

The F&R team was setup to establish and administer the Funding Model (FM) for the financing of institu- tions in Fiji’s Higher Education (HE) sector.
Underlying this broad function was the need to establish a team to be the hub and facilitator of all higher educational data collection and analysis including any other research deemed important to Fiji’s HE sector.

Corporate Services (CS) The CS team facilitates the administrative operations and Information Technology (IT) across the FHEC, in- cluding developing our capabilities to manage HE data and the FHEC’s internal processes.
institutions for Recognition and Applications by Registration with the Commission are thoroughly assessed and scrutinised by the members of the Recognition and Registration Committees, respectively.

recommendations then make The Committees accordingly to the Commission.

Recognition Committee New members of the Fiji Higher Education Commis- sion (FHEC) Recognition Committee were appointed in July 2016 to replace members who had completed their terms.
The four members have been appointed for a term of two (2) years.

The newly elected members are: 1.

Vikram Deo (Chairperson); 2.

Apiame Cegumalua; 3.

Makelesi Driu; and 4.

Ned Taito.

The Recognition Committee is established in accord- ance with Section 8 of the Higher Education Act 2008.

Registration Committee New members of the FHEC Registration Committee were appointed in July 2016 to replace members who had completed their terms.

The four members have been appointed for a term of two years.
The newly elected members are: 1.

Releshni Karan (Chairperson); 2.

Jimione Raiwalui; 3.

Dr Neel Nitesh; and 4.

Evisake Kedrayate.

The members are eligible for reappointment but may not serve for more than three consecutive terms.

The Registration Committee is established in accord- ance with section 8 of the Higher Education Act 2008.
Industry Standards Advisory Committees (ISACs) The Industry Standards Advisory Committees (ISACs) support the FHEC’s commitment by engaging the in- dustry stakeholders and relevant institutions for the development of unit standards, workplace manuals, as- sessor guides and qualifications documents.

The ISACs ensure that the qualifications developed and delivered by education providers are aligned to the needs of the industries.
n o i s s i m m o C n o i t a c u d E r e h g i H i j i F 10 A n n u a l R e p o r t 2 0 1 6 11 Our Strategy Higher Education Strategy (HES) 2016 – 2020 The development of the Higher Education Strategy (HES) started in 2015 and continued into 2016.

The HES is to be the first comprehensive document to provide direction on the development of the post- secondary (tertiary) education sector in Fiji.
There have been extensive discussions with selected focus groups from various sections of the Fijian community such as providers, faith-based groups, civil society, industry, professional associations, licensing bodies, students, parents and government officials.

It is expected that each stakeholder would find itself re- flected in the broad priority areas and that they could develop and implement within their niche area.
It was important that the strategies were made known to the community at large so that all Fijians were fully aware of their joint and several responsibilities in the plan.

FHEC Strategic Plan 2016 – 2020 The Fiji Higher Education Commission (FHEC) en- sures that the Higher Education (HE) sector is deliver- ing on the Government’s priorities.

The Government of Fiji has set out its priorities for HE through the HES 2016 – 2020.
These priorities guide the work of the HEIs and under- pin the strategic direction of the FHEC.

The three (3) key priorities for higher education in Fiji are: 1.

Facilitating learner participation; 2.

Strengthening partnerships; and 3.

Improving outcomes.

The FHEC also contributes to the wider national goals for economic and socio-economic development set out in the National Development Plan and the Green Growth Framework.
• Enhancing the quality and relevance of HE – there needs to be greater use of the National Qualifications (NQs) and other qualifications registered on the Fiji Qualifications Framework (FQF) and stronger relationships between providers and stakeholders including employees and communities; and • Better learning environments – the HE system needs to deliver better outcomes overall by providing teaching, learning and assessment that is of a consistently high quality, culturally competent, and recognises the needs of individual students.
Improving the contribution that HE and training make to economic growth and socio-economic development requires the FHEC to change how it operates, and the way it works with the sector and key stakeholders.

To deliver these outcomes, the FHEC focused on: 1.


Delivering on the Government’s strategic priorities for higher education by: • Facilitating learner participation; • Strengthening partnerships to ensure relevant higher education; and • Improving the learning environment and a continuous focus on outcomes.

2.
2.

Providing a platform for excellence through: • Assuring the quality, relevance, consistency, portability and flexibility of education and training provision; • Supporting the governance and performance of the higher education sector; and • Making better use of information to improve outcomes.

3.

Building our own capability by: • Investing in the capabilities of our own staff, and ensuring that our systems are fit for purpose.
The FHEC’s Strategic Direction Higher Education Amendment Bill The FHEC’s strategic direction reflects the objectives that the Government has set for the nation’s develop- ment, the priorities set out in the HES and the oppor- tunities the FHEC sees to respond to the changing en- vironment.
The outcomes that the FHEC is seeking are: • Better results for learners – more attention needs to be paid to improving the experience of students who are transitioning from school to HE, and increasing the number of students who obtain qualifications; In its fifth year of operation, the FHEC found it necessary to amend a number of provisions in the Higher Education Act (HEA) 2008 to address certain issues that it had encountered in the process of regu- lating the operation of HEIs including universities, and the qualifications that they offer.
The Higher Education Amendment Bill was presented and discussed in a workshop for members of Parliament on 14 April.

The presentation was made by the FHEC Director, Salote Rabuka.

The Bill was drafted to broaden n o i s s i m m o C n o i t a c u d E r e h g i H i j i F 12 the definition of ‘Higher Education Institution’ to en- able all forms of training offered locally and sourced either locally or overseas to be subjected to the Com- mission’s regulatory requirements for quality assurance.
The Bill also addressed an editing issue relating to the avoidance of repetitions; doing so with care to ensure that there would be no detrimental effect to the entirety of the document.

The HEA 2008 commenced in January 2010 and has been the legal framework within which the FHEC has operated since its establishment in February 2010.

Mrs Salote Rabuka presenting the Bill at the MPs workshop.
Mrs Salote Rabuka [right] with MP Matai Akouala [standing left] A n n u a l R e p o r t 2 0 1 6 13 Strategic Outcome 1 Better results for learners Strategy Deliver on the Government’s strategic priorities for higher education Facilitating Learner Participation Fiji Education Management Information System (FEMIS) Significant investments are being made by students, communities and the Government to increase the number of people undertaking Higher Education (HE).
Anecdotal evidence shows that access to HE is increas- ing, many learners are not making the transition from secondary school to HE.

The FHEC is tasked with finding better ways to assist learners in preparing and engaging with HE.

Learn- ers need access to quality information to enable better choices of study in secondary school, to understand the requirements for entry into their chosen career, and to have confidence that employers will value their qualifi- cations.
The FHEC has been working with the Ministry of Education, Heritage and Arts (MoEHA) and Higher Education Institutions (HEIs) to track the rate at which learners progress from secondary school to HE.

As part of the tracking mechanism, a central repository for the HE sector is being created to capture selected HE data in the Fiji Education Management Information System (FEMIS).
The MoEHA’s FEMIS already has the capacity to hold data and information on students, tracked from prima- ry school to the end of high school/secondary school; linking up with the HEIs and the FHEC would form the impetus towards, ideally having a seamless information system on student(s) into and through HE.

This en- hanced capability would assist stakeholders in attaining a relatively better comprehensive view and command of the education sector.
The FHEC will continue to pro- gress this project to enable the collation of data across the sector.

Developing the role of industry in setting standards and shaping qualifications Industry Standards Advisory Committees (ISACs) For the period January – July 2016, the FHEC had a total of twenty-nine (29) ISACs.
There were three (3) additions to the ISACs during this period: • Climate Change and Adaptation (CCA); • Sustainable Energy (SE); and • Wet Trades (this includes; Brick Laying, Painting, Decoration, and Plastering).
Supporting stakeholder engagement Strengthening partnerships to ensure relevant higher education Participants at the European Union Pacific Technical Vocational and Education Training (EU PacTVET) Conference A key strength of our nation is our capacity to engage with stakeholders in a meaningful way because of our shared cultural traditions and the relatively small size of our community.
As part of its response to the outcome of ‘better results for learners’, the FHEC focused on two major activities: (1) Further develop the role of industry in setting standards and shaping qualifications; and (2) Support more effective stakeholder engagement by Higher Education Institutions (HEIs).
n o i s s i m m o C n o i t a c u d E r e h g i H i j i F 14 The Regional Industry Standards Advisory Committee (ISAC) meeting Two Pacific Regional Qualifications (RQs) in Sustainable Energy (SE) and Resilience (including Climate Change Adaptation) and Disaster Risk Reduction (DRR) were endorsed in 2016.
This endorsement occurred when 15 countries from the South Pacific met in Nadi, Fiji from 16 – 19 May 2016 for the European Union Pa- cific Technical Vocational and Education Training (EU PacTVET) Conference.

This work was part of the EU PacTVET project which is jointly implemented by The University of the South Pa- cific (USP) and the Secretariat of the Pacific Community (SPC).

The FHEC, being the national agency involved in developing these two qualifications, took a lead role in the discussion forum.
To do this, the FHEC convened a number of meetings with the local ISACs and one meet- ing of the Regional ISACs from the 16th to the 19th of May 2016.

The meeting was attended by over 100 par- ticipants over the four days comprising representation from various Climate Change, Energy and Education agencies from across the 15 Pacific –ACP countries as well as international resource persons from Australia and the United Kingdom.
The FHEC process to develop the competencies, skill sets and qualifications was undertaken over a period of six months.

The regional ISAC group in the forum was asked to review jobs and tasks identified and finalise based on regional needs.
The meeting supported the A n n u a l R e p o r t 2 0 1 6 15 Pacific Regional Federation for Resilience Profession- als as the regional industry association for resilience to achieve sustainable outcomes in skills development, education, training and employment for CCA and DRR to align closely with regional and national needs and priorities.
included the qualifications Discussions on the development of learning and support resources to meet the training needs for addressing CCA and SE at the national and regional level, and the appropriate methods of delivery of these services, as well as assessing these mechanisms.

Discussion at the European Union Pacific Technical Vocational and Education Training (EU PacTVET) Conference.
Improving the learning environment and a continuous focus on outcomes National Open Educational Resources (OER) policy approved Fiji’s National Policy on Open Educational Resources (OER) was approved in 2016 and signed by the Minister for Education, Her- itage and Arts (EHA) Hon.

Dr Mahendra Reddy.

The achievement is a milestone for the FHEC which facilitated the development of the national policy under the leadership of its Director, Salote Rabuka.
The FHEC has been promoting OER at the school and manage- ment levels.

The draft policy was developed in March 2015 and received encouraging remarks from three distinguished professionals whose comments are below: This Is A Proud Moment For Fiji.

You Are Establishing A Global Leadership Role In Returning To The Core Values Of Education Which Is To Share Knowledge Freely.

We Will Share Your Achievement With Countries Around The World So More Can Follow You Example.

Viva, Fiji, Viva!
Viva, Fiji, Viva!

Dr Wayne Macintosh Founding Director – OER I’m delighted to hear of the approved Fiji National OER Policy.

It’s a great step for Fiji which again leads the Pacific region and will serve as a global beacon.

The benefits will be enjoyed within one to two years and I’m proud to have made a humble UNESCO contribution starting all the way from the 2012 World OER Congress.

ABEL CAINE, UNESCO Prof. Asha Kanwar and President Commonwealth of (COL) CEO – Learning Warm tions On Achievement.
Congratula- This Major Through This One Document You Have Opened The Doors Of Qual- ity Education To Thousands Of Fijian Learners.

I’m Glad Col Was Part Of This Exciting Journey.

You Are Our Valued And Valuable Partners And We Will Continue To Provide Whatever Support We Can.
n o i s s i m m o C n o i t a c u d E r e h g i H i j i F 16 Strategic Outcome 2 Strategy Enhancing the Quality and Relevance for Higher Education Providing a platform for excellence Assuring quality, relevance and consistency Technical College of Fiji National Qualifications (TCF) champions The Technical College Fiji (TCF) was commended for championing the delivery of the National Qualifications (NQs) in 2016, given the relatively limited time and re- sources at its disposal to conduct its training.
More than 700 students of the TCF graduated in May 2016 after successfully completing their NQ pro- grammes in different trade areas.

The Fiji Higher Edu- cation Commission (FHEC) has been working closely with the TCF in the assessment by external assessors of the performance of students undertaking the NQ pro- grammes that are being taught at the three TCF cam- puses in Suva, Nadi and Labasa.
The NQs are developed by the Industry Standards Ad- visory Committees (ISACs) under the auspices of the FHEC to address the training needs of industry and other workplaces thereby contributing to the pool of skills and competencies of the nation.

Most of the NQs developed are in the trade areas espe- cially on construction and hospitality.

The rolling out of the NQs by the institutions is also a new shift in train- ing for Fiji because of its Competency-Based Training (CBT) model.
The FHEC has been training national assessors who would part of this training model.

NQs are registered on the Fiji Qualifications Framework and this guarantees its quality, credibility and marketability.

Apart from the TCF, other institutions offering the NQs include Montfort Boys’ Town (MBT) and Vivekananda Technical Centre (VTC) while the Fiji National Univer- sity and National Training Productivity Centre (NTPC) are also processing its uptake.

Cookery Students of the Technical College, Nadi Centre.
FHEC supports Defence Ministry’s programme The first ever security industry decree awareness con- sultation was carried out in the Western Division in early February last year.

This was spearheaded by the Ministry of Defence and supported by the Fiji National Provident Fund (FNPF), Ministry of Employment, Pro- ductivity and Industrial Relations and the FHEC.
The consultation provided the FHEC with the oppor- tunity to inform the security companies and stakehold- ers on the availability of a formal qualification within the industry.

The National Certificate in Basic Security Operations (Level 2) is being delivered by institutions.

The qualification was developed to provide formal training for security officers.

In addition, it provides recognition and leverage for Fijian security officers to serve in overseas missions.
A n n u a l R e p o r t 2 0 1 6 17 Stakeholders and facilitators of the Security Industry Decree Awareness Consultation after their session in Nadi.

Beauty school puts Fiji on the map Accredited programmes The South Pacific Academy of Beauty and Spa Therapy (SPABTH) was assessed by the Comité International d’Esthétique et de Cosmétologie (CIDESCO) and des- ignated as a CIDESCO school.

CIDESCO is the most renowned governing body for quality assurance of beauty and spa therapy training in the world.
As a CIDESCO school, the SPABTH joins other schools and colleges in over 40 countries across five continents which offer the internationally acclaimed CIDESCO standards and qualifications.

The SPABTH which is also registered under the FHEC has two of its programmes accredited on the Fiji Quali- fications Framework (FQF).

Quality is now a signifi- cant issue in Higher Education (HE) and this level of achievement has made the vision of Fiji being a premier higher education destination a reality.
Fiji is the first country to have a CIDESCO school in the Pacific.

From January to July 2016, the following programmes these programmes were accredited on the Fiji Qualifi- cations Framework (FQF).
PROGRAMME LEVEL Certificate in Commercial Cookery Certificate in Human Resources Certificate in Project Management Certificate in Information Technology Diploma in Information Technology Diploma in Office Management Diploma in Accounting 3 4 4 4 5 5 5 Supporting the governance and performance of the higher education sector 2016 Recognition of HEIs Full Registration From January to July 2016, the Commission approved only one application for Recognition.

The Q4 I.T.
The Q4 I.T.

Ser- vices and Consultation trading as APTECH Fiji was granted Recognition status on 18th March 2016.

The in- stitution delivers programmes in Information Systems and software engineering in Fiji.

2016 Registration of HEIs 1.

Caregivers Training Institute; 2.

Corpus Christi Teachers’ College; and 3.

The University of Fiji.

Provisional Registration 1.

Asia Pacific College.


Mandated Review From January to July 2016, three HEIs were granted full registration, whilst only one HEI was granted provi- sional registration: Work on the Mandated Review began in earnest in 2016 with the selection and approval of the Review Commit- tee.

The selected Review Committee members were as n o i s s i m m o C n o i t a c u d E r e h g i H i j i F 18 follows: 1.

Mr. Niumaia Tabunakawai; 2.

Mrs. Susan Tuisawau; 3.

Mr. Manik Chand; and 4.


Mrs. Leba Mataitini.

The Committee, with the help of the Quality Assurance Team, then set about establishing their own procedures and processes, including developing and finalising the Review Criteria (through the use of Key Evaluation Questions (KEQs)), which is based off the Registration Criteria, how the same would be assessed and the reporting mechanism to the Commission.
Unfortunately, Mr. Tabunakawai had to leave the Review Committee and was replaced by the Director of FHEC, Mrs. Linda Aumua.

The Review Committee has focused its efforts on the first six HEIs that had been registered by the FHEC.
Funding Allocations Annual Operating Grant from the Government to 10 Higher Education institutions (HEIs) in 2016 Table 1: The graph illustrates the approved funding allocation to the registered HEIs in 2016 Institution Percentage of Fijian EFTS Percentage of Non- Fijian EFTS Approved Funding Amount ($FJD) Fiji National University The University of the South Pacific The University of Fiji Centre for Appropriate Technol- ogy & Development Montfort Boys’ Town (Veisari) Montfort Technical Institute (Savusavu) Sangam Institute of Technology Corpus Christi Teachers’ College Vivekananda Technical Centre Fulton College Total 96.6% 50.7% 92.2% 100.0% 100.0% 100.0% 100.0% 97.2% 100.0% 56.2% 3.4% 49.3% 7.8% 0.0% 0.0% 0.0% 0.0% 2.8% 0.0% 43.8% $36,038,134.00 $30,217,468.00 $2,334,862.00 $736,009.00 $287,202.00 $387,615.00 $250,000.00 $140,092.00 $143,394.00 $50,000.00 $70,584,776.00 A n n u a l R e p o r t 2 0 1 6 19 Figure 1: The graph illustrates the trend for the total Annual Operating Grant for funded HEIs from 2014 - 2016.
Figure 3: The graph illustrates the trend for total Fijian and non-Fijian EFTS in funded HEIs from 2014 - 2015 TOTAL ANNUAL OPERATIONG GRANT FOR THE FUNDED HEIs FOR THE YEAR 2014 - 2016 ($FJD) 80,810,202 79,739,202 TOTAL EFTs 2014 - 2016 20,698 19,917 19,333 4,303 7,967 8,535 Annual Operating Grant ($FJD) 70,584,776 2014 2015 2016 Number of Fijian EFTS Enrolled in Funded HEIs Total Non Fijian EFTS Enrolled in Funded HEIs Source: FHEC Funding Model Data 2014 - 2016.
On average from 2014 – 2016, 74% of total EFTS were Fijian, while 26% were non-Fijian in funded HEIs.

Figure 4: The graph illustrates the graduation trend of the three Universities from 2014 - 2016.

GRADUATION TREND FOR THE THREE (3) UNIVERSITIES 8,084 7,919 2014 2015 Y E A R 7,642 2016 2014 2015 Y E A R 2016 Data Trends Trend analysis is the process of measuring empirical data over time to identify any consistent results or trends.
Trend analysis in the Higher Education (HE) context, helps to better understand the HE terrain in Fiji.

The data trends have been sourced from the funding model data, following the establishment of the funding model system in 2012.
The data set for the years 2014, 2015 and 2016 was based on data submitted by the funded Higher Education Institutions (HEIs) Figure 2: The graph illustrates the trend for Fijian Equivalent Full Time Students (EFTS) in the three Uni- versities as well as Fijian EFTS in other funded HEIs from 2014 - 2016.
TOTAL FIJIAN EQUIVALENT FULL TIME STUDENTS (EFTS) FOR THE THREE (3) UNIVERSITIES AND OTHER FUNDED HEIs FOR 2014 - 2016 18,849 18,710 17,977 1,849 2014 1,208 2015 Y E A R 1,356 2016 Total Fijian EFTS Enrolled in the Three (3) Universities Total Fijian EFTS Enrolled in Other Funded HEIs Source: FHEC Funding Model Data 2014 - 2016 On average from 2014 – 2016, 93% of Fijian EFTS were enrolled in universities while 7% were enrolled in other funded HEIs.
n o i s s i m m o C n o i t a c u d E r e h g i H i j i F 20 Strategic Outcome 3 Better learning environments Strategy Building our own capability Investing in the capabilities of our own staff Two staff members from the Fiji Higher Education Commission (FHEC) and one staff member from the Ministry of Education, Heritage and Arts (MoEHA) attended a two-week study programme in Wellington from 11th – 22nd April 2016.

The programme was organised by Careers New Zealand.
The two week programme was designed for those working in career counselling at all levels who have responsibility for developing policies around post- secondary education and training pathways into employment, as well as career counsellors and student support officers working with young people in Higher Education Institutions (HEIs), secondary schools and community groups to provide information and support on different career pathways.
The programme focused on careers theory knowledge and its applications and examined how resources being used could be further de- veloped.

The p r o g r a m m e high- also lighted the importance of Labour Mar- ket Informa- (LMI) tion and supporting young people to better ‘match’ their qualifications and interests to the labour market and tertiary education options in their country.
Attendees at the workshop shared best practice with their colleagues from around the Pacific region, as well as gained new skills, ideas and resources to take home and use in their own countries.

The Scholarships Unit (New Zealand High Commission, Fiji) worked on an initiative with Careers New Zealand to build the capacity of career counsellors and those working in education policy in the Pacific and Timor Leste.
A n n u a l R e p o r t 2 0 1 6 21 Forging sustainable relationships with local, regional and international partners so we can draw on their expertise Fiji Higher Education Improvement Programme (FHEIP) In supporting the Fiji Higher Education Commission (FHEC) to enhance the quality and relevance of Fiji’s Higher Education (HE) sector, the Ministry of Foreign Affairs and Trade (MFAT) New Zealand is providing a five-year grant of FJD $7 million.
The funding agreement was signed by the Minister for Education, Heritage and Arts (EHA), Hon.

Dr Mahendra Reddy and commenced in July 2016.

The grant, which is part of the New Zealand Aid Programme, is for the implementation of the Fiji Higher Education Improvement Programme 2016 – 2021.
The improvements will focus on: • Qualifications and standards development to meet industry needs; • Improving the quality of higher education delivery and assessment; • Supporting better use of technology through strategic planning and systems integration; • Enabling of institutional linkages and provision of technical expertise; and • Investing in the capability and systems of the FHEC.
While implementation is solely the role of the FHEC, the New Zealand High Commission in Suva, will on be- half of the MFAT provide support and close monitoring of progress throughout the implementation process.
Maintain and expand relationships locally and internationally FHEC successfully hosted 2 International conferences The Fiji Higher Education Commission (FHEC) re- ceived positive messages from participating countries after successfully hosting two back-to-back interna- tional conferences in May 2016.

The FHEC hosted the International Network of Quality Assurance Agencies in Higher Education (INQAAHE) Biennial Forum at the InterContinental Fiji Golf Resort & Spa, Natadola from 22 – 24 May 2016.
Taking a day break, the FHEC then hosted the Asia-Pacific Quality Network (APQN) Conference and Annual General Meeting from 25 – 27 May 2016.

Fiji President officially opens INQAAHE Forum The 2016 INQAAHE Biennial was officially opened by the President of Fiji, His Excellency, Major-General (Retired) Jioji Konrote.
Addressing about 140 delegates from around the world, President Konrote on behalf of the Government of Fiji, highlighted the importance of the conference and congratulated the INQAAHE Network President for advancing the cause of Higher Education (HE).

HE, including training, is central to economic and political development and involves a process of constant change.
n o i s s i m m o C n o i t a c u d E r e h g i H i j i F 22 22 [L-R] His Excellency, Major-General (Retired) Jioji Konrote, Dr Milika Sobey (FHEC Chairperson) and Dr Jagannath Patil (INQAAHE Outgoing President) President Konrote further commented that Fiji’s smallness in size does not discount it from the influences of the changes happening in higher education globally.

These changes are challenging countries to respond in ways that will bring about benefits rather than adversities.
The President stressed it was vital to learn from gatherings such as the INQAAHE Bienniel Forum researchers, experts and practitioners would share their views and experiences which were bound to go a long way in enhancing efforts to raise the quality of higher education and sustain quality assurance worldwide.

2016 International Network Of Quality Assurance Agencies In Higher Education (INQAAHE) Forum.
R J ork for Q E V L I S tw e N l a n o i t a n r e t n I 1 9 9 1 U B I L E E – I A s surance Agen a li t y u N Q A cie s i n H i g h e r A H E E d u c a tio n 2 0 1 6 Hosted by the Fiji Higher Education Commission on 22 – 24 May 2016 at the InterContinental Fiji Golf Resort & Spa, Natadola THEME: Quality Assurance in Higher Education in Challenging Times The INQAAHE also celebrated its silver jubilee.

REMARKS FROM THE INQAAHE PRESIDENTS “Fiji was the best host I have met for the INQAAHE forum.
Having their President to inaugurate the forum shows Fiji’s commitment”.

INQAAHE OUTGOING PRESIDENT - DR JA GANNATH PATIL “The hospitality of this country is overwhelming and the host and the organizing of this event is absolutely outstanding.

And world class.

Looking forward to come to Fiji”.

INQAAHE ACTING PRESIDENT - DR SUSANNA KARAKANYAN “I have never met such an incredible group.

I don’t think it’s about the palm trees and the beach, it had to do with the people”.
INQAAHE PAST PRESIDENT—DR CAROL BOBBY A n n u a l R e p o r t 2 0 1 6 23 FHEC wins APQN quality award Out of the five main 2016 Asia-Pacific Quality Awards, the Fiji Higher Education Commission did Fiji proud by winning the APQN Cooperation in Quality Assur- ance Award within the region.

The FHEC had already made its mark with APQN in 2015 for being the first agency to be registered on the APQN Register.
The APQN Awards night was held at the InterContinental Fiji Golf Resort & Spa during the 2016 APQN Conference and Annual General Meeting (AGM).

APQN outgoing President, Dr Jagannath Patil, explained that the APQN award was an initiative to mark decennial celebrations of the APQN.

While striving for inter- national standards and maintaining and establishing national criterions for quality assurance, quality itself deserves to be recognised and rewarded.
The awards granted to recipients aim to bridge the gap that exists in recognising even the smallest feat made by organisations irrespective of their size and reputation.

While noting that each agency operates within a different context and mandate, the awards was not a competition, instead comparisons were not absolute.

However, every effort is made to identify and distinguish extraordinary quality assurance contributions and good practices that have the potential of being adopted throughout the network.
Commonwealth study higher education funding A team from the Commonwealth Tertiary Education Facility (CTEF) conducted a three-day visit to study Fiji’s higher education model and its funding.

Starting with Fiji, the CTEF looked at higher education models in the Pacific and how these are financed.

Host- ed by the FHEC, the four-member CTEF team was led by Professor Abdul Razak Ahmad.
The CTEF was mandated by the Commonwealth Secretariat to carry out the work as this was requested by the Ministers for Education from the Pacific during the Conference of Commonwealth Education Ministers (CCEM) meeting where they specifically requested for the researching and finding of a new model ensuring access and equity for Higher Education (HE) in the Pacific.
(FHEC) held a The CTEF in collaboration with the Fiji Higher Education Commission focus group discussion which included higher education stakeholders to talk about the scenario of financing and funding of higher education institutions in Fiji.

The globalisation and advancement of HE and its underlying mechanisms requires a fresh perspective on the rele- vancy of HE systems to ensure improvement.
Although the CTEF may operate in a different part of the world, there exists commonalities between the CTEF and the FHEC, specifically equity and access in HE.

A research team comprising of representatives from the CTEF and stakeholders from a few Pacific Island nations would undertake a study of the effectiveness of HE financing models and eventually propose recommendations for reform to the Governments in the Pacific.

During their stay, the CTEF team held a meeting with the Hon.
Minister for Education, Heritage and Arts (EHA) Dr Mahendra Reddy and visited the three Fiji universities.

The team from the Commonwealth Tertiary Education Facility and the former FHEC Chairperson, Dr Richard Wah, met with the Minister for Education, Heritage and Arts, Dr Mahendra Reddy.
n o i s s i m m o C n o i t a c u d E r e h g i H i j i F 24 24 F I N A N C I A L S T A T E M E N T • Commissioner’s Report • Statement by Commissioners • Independent Auditor’s Report • Statement of Comprehensive Income • Statement of Changes in Equity • Statement of Financial Position • Statement of Cash Flows • Notes to the Financial Statements A n n u a l R e p o r t 2 0 1 6 25 n o i s s i m m o C n o i t a c u d E r e h g i H i j i F 26 A n n u a l R e p o r t 2 0 1 6 27 n o i s s i m m o C n o i t a c u d E r e h g i H i j i F 28 A n n u a l R e p o r t 2 0 1 6 29 n o i s s i m m o C n o i t a c u d E r e h g i H i j i F 30 A n n u a l R e p o r t 2 0 1 6 31 n o i s s i m m o C n o i t a c u d E r e h g i H i j i F 32 A n n u a l R e p o r t 2 0 1 6 33 n o i s s i m m o C n o i t a c u d E r e h g i H i j i F 34 A n n u a l R e p o r t 2 0 1 6 35 n o i s s i m m o C n o i t a c u d E r e h g i H i j i F 36 A n n u a l R e p o r t 2 0 1 6 37 n o i s s i m m o C n o i t a c u d E r e h g i H i j i F 38 A n n u a l R e p o r t 2 0 1 6 39 n o i s s i m m o C n o i t a c u d E r e h g i H i j i F 40 A n n u a l R e p o r t 2 0 1 6 41 n o i s s i m m o C n o i t a c u d E r e h g i H i j i F 42 FIJI HIGHER EDUCATION COMMISSION Fiji Higher Education Commission Level 1 Red Cross Building, 22 Gorrie Street, Suva P: (679) 310-0031, E: info(at)fhec.org.fj