Source document: https://docs-lawep.s3.us-east-2.amazonaws.com/1697731869272.pdf (Fiji)
VISION Quality Education for Change, Peace and Progress MISSION To provide a holistic and empowering education system that enables all children to realise and appreciate fully their inheritance and potential contributing to peaceful and sustainable national development ROLES AND RESPONSIBILITIES The Ministry of Education is responsible for the design, implementation, monitoring and evaluation of educational legislations, policies and programmes in Fiji.
We provide the structures, human resources, budget and administrative and management support to ensure that the quality of service delivery is maintained at a high level.
We are specifically tasked to conduct and deliver education services to the following: • Pre-schools • Primary and Secondary • Special Schools for children with special needs and Vocational Schools • Students in the years of compulsory • schooling (Year 1 - Year 6) and those participating in Year 13 studies • Students in vocational education and training programmes Teaching personnel • • School management committees and controlling authorities VISION A National identity that celebrates and promotes Fiji’s cultural diversity and unique in all its forms.
MISSION • To facilitate and lead the cultural development of our people by: • Co-coordinating at the national level to direct and guide development in the Culture and Heritage Sector.

• Developing national policy and an over arching legislation framework.

• Preserving, promoting and developing Cultural Heritage in its movable, immovable, tangible and intangible forms.

• Supporting and developing cultural practices.

• Promoting creativity and participation in Cultural and Heritage activities.
• Developing and enhancing institutional linkages internally and externally.

• Developing cultural infrastructure.

ROLES AND RESPONSIBILITIES The primary role of the Department of Culture and Heritage is to coordinate activities in the cultural heritage sector.
In essence the department was established in 2000 with immediate priorities of formulating cultural policies, promoting cultural education, raising awareness and mobilizing participation in traditional custom and multiculturalism including support for creativity.
CONTENTS Message from the Minister ......................................................................................................................................................... Letter to the Minister……………………………………………………………………………..……………....................................................................
The Permanent Secretary’s Overview……………………………………………………………………............................................................ PART I: OVERVIEW Portfolio Structure……………………………………………………………....................................................................... Chapter 1: Chapter 2: Ministry’s Proﬁ le and Context………………………………………………………....................................................... Corporate Services Division PART II: REPORT ON PERFORMANCE Chapter 3: Deputy Secretary Corporate Services Overview…………………………………………………………………….................................. Finance Section……………………………………………………………………………………………….................................................................... Human Resource Management Unit……………………………………………………………................................................................ Post Processing Unit……………………………………………………………………………............................................................................... Human Relations…………………………………………………………………………………………….................................................................... Chapter 4: Primary and Secondary Division Deputy Secretary Primary and Secondary Overview…………………………………………………............................................ Primary Section……………………………………………………………………………………………….................................................................... Special Education……………………………………………………………………………………………...................................................................
Early Childhood Education……………………………………………………………………………………….......................................................
Secondary Section………………………………………………………………………....................................................................................... Asset Management Unit…………………………………………………………………………………................................................................. Fiji Teachers Registration Board………………………………………………………………....................................................................... Professional Division Chapter 5: Deputy Secretary Professional Overview………………………………………………………………….................................................. Curriculum Development Unit………………………………………………………………………................................................................ Technology & Employment Skills Training……………………………………………………............................................................
Examinations and Assessment Unit………………………………………………………………............................................................... National Substance Abuse Advisory Council…………………………………………………........................................................... Chapter 6: Chapter 7: Chapter 8: Chapter 9: Department of National Heritage, Culture and Arts………………………………..................................... Fiji Higher Education Commission……………………………......................................................................... Fiji National Commission for UNESCO…………………………………………….................................................. Access to Quality Education Program (AQEP)……………………………………........................................... PART III: APPENDICES Statistical Table…………………………………………………………………………………………................................................................................. Abbreviations and Acronym………………………………………………………………………………...................................................................
Independent Audit Report…………………………………………………………………………............................................................................ Organisational Structure……………………………………………………………………………............................................................................. MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 1 MESSAGE FROM THE MINISTER The Education System has seen major reforms unfolding to ensure that education is made available to all children in Fiji and made relevant to students aspirations.
This report entails the restructure within the education sector in 2013 as it steps up to deliver quality education.

The most important basic change is the inclusion in the constitution of provisions for education.

This makes education a constitutional right of all Fijians and makes it a legal responsibility of the state.

The content and structural changes within the education fraternity of the recent past have given the growing recognition by the state of the importance of Early Childhood Education.
The establishment of infant schools in strategically located areas makes the pursuit of education easier, more comfortable and convenient to both children and parents.

The launching of the New Fiji National Curriculum Framework establishes the inclusion of relevant and job related contents.

New subjects had to be introduced to intensify the introduction of computer education in both primary and secondary schools.
The launching of the One Laptop per Child programme and the opening of various school computer labs is testament to the fast growing digital dominance in Fiji.

The children of today have established themselves as digital natives with their exposure to the latest digital developments.

Another signiﬁ cant reform in the administration of education is the transfer of power to the Permanent Secretary and Minister responsible from the current authorities.
The Permanent Secretary of Education is now responsible to me for the efﬁ cient, effective and economical management of the ministry and has the authority to appoint, remove and institute disciplinary action against all staff of the Ministry of Education.

The Department of National Heritage, Culture and Arts have done us proud by carving Fiji’s name in the World Heritage Listing.

They have stepped up and have enumerated Fiji as one of the renowned heritage site in the world.
With all these reforms and feats in 2013, I am adamant that education has laid the best possible foundation for the future of this nation.

Because education is basically a preparation for life and life is a continually changing target, change and reform in education is and must be a continuous process reﬂ ecting life’s changing needs.
Sincerely, …........................... ...................................... .................................…………… …......................................…………… Ambassador Filipe Bole Ambassador Filipe Bole Minister of Education, National Heritage, Culture and Arts 2 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 MINISTRY OF EDUCATION QUALITY EDUCATION FOR CHANGE, PEACE AND PROGRESS Ambassador Filipe Bole The Minister for Education, National Heritage, Culture and Arts Senikau House SUVA.
Dear Sir Annual Report for 2013 I am pleased to present the Annual Report of the Ministry of Education, for the year ending 31st December 2013.

Sir, we acknowledge your leadership, guidance and direction throughout the year.

We look forward with much anticipation into the New Year and to continue to develop education for our children in accordance with Government’s mandates for the sector.
……………………………………………………………………………………………………………………………………… ………… …………………… DDDDDDDDDDDDDDDDDDrDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDD Brij Lal Dr. Brij Lal Permanent Secretary for Education, National Heritage, Culture and Arts.

June,2013.
June,2013.

MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 3 PERMANENT SECRETARY’S OVERVIEW The successful accomplishment of policies, initiatives and programs for the year 2013 has established a strong foundation which will augur well for the future of educating our children.
The Ministry with the theme “STEP UP” had been resilient subsequent to experiencing two devastating ﬂ oods and a cyclone and remained steadfast in harnessing its resources towards providing quality education for change, peace and progress.
New initiatives like the One Laptop Per Child, the distance learning, computer education and e – learning projects, together with the introduction of e – ticketing in schools were implemented to bridge the digital divide and making education accessible, affordable and equitable.

Further, the provision of initiatives like the transport assistance, fee free grant and free textbooks assist to alleviate the ﬁ nancial burden on the parents and enhancing the realization of our children’s dream.
The Ministry had mandated the revised Fiji National Curriculum Framework to adjust the curriculum in order to meet the relevant needs of the students, society and the job market.

With the aforesaid development, reforms and new initiatives, the Ministry of Education is well placed to face the challenges of the future in equipping and empowering our people with the relevant skills, knowledge and attitude.
……………………………………………………………………………………………………………………… ………… …………………… DDDDDDDDDDDDDrDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDD .

Brij Lal Dr. Brij Lal Permanent Secretary for Education, National Heritage, Culture and Arts.

June,2013.
June,2013.

4 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 PART I: OVERVIEW CHAPTER 1: PORTFOLIO STRUCTURE The Annual Report records all the programmes and activities of the Ministry for the year 2013 and also outlines the achievements of the various sections and departments under the responsibilities assigned to the Minister for Education, National Heritage, Culture and Arts.
In 2013, Ambassador Filipe Bole and Dr. Brij Lal continued as the Minister and Permanent Secretary for Education, National Heritage, Culture and Arts respectively.

The three Deputy Secretaries continued in their respective position in 2013; Mr. Apisalome Movono as the Deputy Secretary for Corporate Services, Mrs. Basundra Kumar as the Deputy Secretary for Secondary and Primary Education and Mrs. Kelera Taloga as the Deputy Secretary Professional.
The Ministerial portfolio administered by the Ministry, consists of: Leadership, Policy Advice & Strategic Development Pre-School Service Higher Education Commission Primary School Service Secondary School Service Special Education Service UNESCO National Commission Technical Vocational Education & Training Examination and Assessment Unit Asset Monitoring Unit Fiji Teachers Registration Board Careers Service National Substance Abuse Advisory Council Curriculum Advisory Service Legislation The Minister for Education, National Heritage, Culture and Arts is responsible for the following legislations: - - - - - - - - Cap.262 Cap.262A Cap.140A Cap.266 Cap.263 Cap.
265 No.40 of 1998 Cap.

264 • Education Act • Examination Act • FNU Decree (No.

39) 2009 • Substance Abuse Advisory Council Act • University of the South Paciﬁ c Act • Fiji Museum Act • National Trust of Fiji Act 1970 • National Trust of Fiji Amendment Act • Protection of Objects of Archaeological and Paleontological Interest Act • World Heritage Convention 1972 • • FTRB Promulgation 2008 • Higher Education Promulgation 2008 • Libraries-Deposit of Books Act (Cap.
109) • Higher Education Promulgation 2008 • Fiji Teachers Registration Promulgation 2009 • Fiji National University Decree 2009 Intangible Cultural Heritage Act 2003 Education Forum The Education Forum provides advice to the Minister for Education on the following: • Education Policies • Education Development and Planning • Educational issues The Permanent Secretary for Education is the ‘Chair’ of the Education Forum which meets three times annually.
Membership consists of those selected in accordance with the relevant provisions in the Education Act.

MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 5 To assist the Forum, the Divisional School Management Board (DSMB) comprising stakeholders that are not members of the Forum, meet at Divisional Level.

Their reports are tabled at the Forum by the respective Deputy Secretaries.

There were three Education Forum and Divisional School Management Board meetings in 2013.
The main issues discussed in these meetings were: • Financial Management in Schools; • National Curriculum Framework; • Infant Schools; • Status of TVET; • Roles of the Cultural Centers; • One Laptop Per Child; • Cyclone Evans Rehabilitation Work • Policies: Customers Service Policy Policy in School Zoning in Fiji Policy in School Excursions Research Policy FEMIS policy Research Policy Policy in Fiji Primary and Secondary Schools inspectorate System School Canteen Policy and Guidelines ECE Policy and Regulations 6 6 6 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 MINISTSTRYRY OOF F EDEDUCCATION, NATATIOIONAAL L HEHERIRITATAGEGE, , CUCULTLTURUURE E AANANA D DD ARARTSTSTSTSTSTTSTTSTSTSTS - AANNNNUAUAAU L L REEPOP RTRT 2 2010133 CHAPTER 2: MINISTRY’S PROFILE AND CONTEXT ROLES, OUTCOMES AND RESPONSIBILITIES Roles and Responsibilities The core function of the Ministry of Education is to ensure that all students from kindergarten to Year 13, including vocational education students, have access to quality education.
The Ministry is also focused in ensuring that the standards in education are met and maintained and that the human, physical and the ﬁ nancial resources allocated to education by the Government are appropriately directed and expended.

Educational services are delivered in partnership with school management committees and controlling authorities.

The Ministry of Education is responsible for the administration and management of education policies and delivery of educational services.
It provides the curriculum framework, policy guidelines and directions, together with qualiﬁ ed teaching personnel.

Another important role of the Ministry involves the provision of services to the Minister, Statutory Agencies, Cabinet and Government.

The Ministry also provides program support to educational institutions, manages the regulation and recognition of education and training providers and validates accreditation of program delivery.
Linkage with Government Priorities Linkage of RDSSED (the Roadmap for Democracy and Sustainable Socio-Economic Development 2009-2014) and Ministry’s Outputs Table 1: Linkage of Outputs with Government’s Target Outcomes (RDSEED 2009 – 2014) Key Pillars [PCCPP] Targeted Outcome [Goal/Policy Objective – RDSSED] Outcome Performance Indicators or Measures [Key Performance Indicators – RDSSED] Ministry’s Outputs Pillar 9: Making Fiji a Knowledge based Society Education and Training Educating the nation for Peace and Prosperity 1.
Pre-school enrolment in rural schools increase from 16% in 2006 to 46% in 2010 Output 2: Education and Training – Early Childhood Education Output 4: Education and Training – Secondary 2.

Net enrolment rates for secondary schools rise from 77% to 90% of the cohorts from class one by 2010.

3.

Disparities in passes in FSLC and FSFE are at least reduced from i.

28% to 15% between i-Taukei and non-i-Taukei, ii.

24% to 15% between rural and urban students, iii.

3% to 1% between male and female students.


4.

All schools to emphasise the study of various languages by 2012.

5.

Compulsory teaching and learning of Fijian language and culture in all schools by 2012.

6.

All schools to hold flag ceremonies at least once a week.

7.

Proportion of pupils who start class one language and culture in all schools by 2012.
Output 3: Education and Training – Primary MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 7 Table 1: Linkage of Outputs with Government’s Target Outcomes (RDSEED 2009 – 2014) Key Pillars [PCCPP] Targeted Outcome [Goal/Policy Objective – RDSSED] Education and Training Educating the nation for Peace and Prosperity Pillar 9: Making Fiji a Knowledge based Society Outcome Performance Indicators or Measures [Key Performance Indicators – RDSSED] 8.
All schools to hold flag ceremonies at least once a week.

9.

Proportion of students successfully completing technical vocational training (TVET) courses not less than 90% to meet current and future demand.

10.

In-service teacher training increased by 10% annually.

11.

All school names denoting racial affiliations removed by 2012.who reach class 5 to be not less than 95% [MDG].

12.

All schools to emphasise the study of various languages by 2012.

13.
13.

Compulsory teaching and learning of Fijian Ministry’s Outputs Output 6: Education and Training – Technology and Skills training Output 1: Portfolio, leadership, Policy advise and Secretariat Support Output 3: Education and Training – Primary Education Pillar 1: Ensuring Sustainable Democracy and Good and Just Governance Pillar 3: Ensuring Effective, Enlightened Leadership Pillar 8: Reducing Poverty to a Negligible Level by 2015 5.
The Accountability Framework Strengthened and transparent democratic and accountability institutions 1.

Increased public awareness of principles of good governance and raising expectations of performance by public officials.

Output 1: Portfolio Leadership Policy Advice and Secretariat Support 26.

Poverty Reduction Reducing poverty to a negligible level by 2015 1.

Access to education to all children by 2011.
Output 10: Education and Training – Higher education Commission Output 11 & 12: Education and Training – Library services Output 2: Education and Training – Early Childhood Education Output 3: Education and Training – Primary Output 4: Education and Training – Secondary Output 6: Education and Training – Technology and Skills training Output 11 & 12: Education and Training – Library services 8 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 Pillar 4: Enhanc- ing Public Sector Efficiency, Performance Effective- ness and Service Delivery Pillar 4: Enhanc- ing Public Sector Efficiency, Performance Effective- ness and Service Delivery Pillar 3: Ensuring Effective, Enlightened Leadership3 Pillar 2: Developing a Common National Identity and Building Social Cohesion Table 1: Linkage of Outputs with Government’s Target Outcomes (RDSEED 2009 – 2014) Key Pillars [PCCPP] Targeted Outcome [Goal/Policy Objective – RDSSED] 6.
Public Sector Reform Improved public sector efficiency, effectiveness and service delivery Outcome Performance Indicators or Measures [Key Performance Indicators – RDSSED] 1.

Service Wide implementation of the Service Excellence frameworks.

2.

Introduction and implementation of the Service Charter.

3.

Leadership development and training plan by end of 2010 Ministry’s Outputs Output 1: Portfolio Leadership Policy Advice and Secretariat Support Output 10: Higher Education Commission 6.
Public Sector Reform Improved public sector efficiency, effectiveness and service delivery 1.

Service Wide implementation of the Service Excellence frameworks.

2.

Introduction and implementation of the Service Charter.

3.

Leadership development and training plan by end of 2010 Output 1: Portfolio Leadership Policy Advice and Secretariat Support Output 10: Higher Education Commission 8.

Leadership Effective, enlightened and accountable Leadership 1.

Training for Leaders and Management budgeted for.


2.

Training of school managers and school heads on the new financial framework.

3.

Leadership models developed.

4.

Continuous public awareness.

5.

Training programmes developed and implemented.

25.

National Identity and Social Cohesion A peaceful, non-racial, inclusive and united society 1.

National anthem and flag ceremony on a weekly basis in schools by 2009.

2.

Two vernacular languages taught.

3.


Multi-cultural education in Fiji national Curriculum Framework.

4.

Fiji day celebrations annually Output 1: Portfolio Leadership Policy Advice and Secretariat Support Output 3-6: Education and Training.

Output 10: Higher Education Output 11 & 12: Education and Training – Library services Output 1: Portfolio Leadership Policy Advice and Secretariat Support Output 2-6: Education and Training.
MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 9 Table 1: Linkage of Outputs with Government’s Target Outcomes (RDSEED 2009 – 2014) Key Pillars [PCCPP] Targeted Outcome [Goal/Policy Objective – RDSSED] 29.

Education and Training Educating the Nation for Peace and Prosperity Ministry’s Outputs Output 10: Education and Training - Higher Education Outcome Performance Indicators or Measures [Key Performance Indicators – RDSSED] 1.
Recognition and Registration of Higher Education Institutions 2.

Accreditation and Registration of qualifications on the Fiji Qualifications Framework 3.

Recognition and Registration of Higher Education Institutions 4.

Accreditation and Registration of qualifications on the Fiji Qualifications Framework 31.

Gender Equality and Women in Development Achievement of gender equality and empowerment of women.

1.

Proportion of female principals, vice and assistant principals to be not less than 20% 2.
Increased proportion of women in leadership Output 1 Portfolio leadership, policy advice and secretariat support Output 3: Education and Training – Primary Output 4: Education and Training – Secondary Output 8: Preservation Of Natural And Cultural Heritage Output 9: Cultural Enhancement Programme.

35.

Culture & Heritage Protection and management of our Culture and Heritage for current and future generations.

1.

At least twenty new archaeological sites surveyed annually 2.
At least 20 new heritage sites included as visitor attractions 3.

At least 80% of resource owners meet standards for best practices in the marketing of cultural resources 4.
At least two heritage sites included in the world heritage listing Pillar 2: Developing a Common National Identity and Building Social Cohesion Pillar 8: Reducing Poverty to a Negligible Level by 2015 Pillar 9: Making Fiji a Knowledge based Society Pillar 3: Ensuring Effective, Enlightened Leadership Pillar 2: Developing a Common National Identity and Building Social Cohesion Pillar 9: Making Fiji a Knowledge based Society 10 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 Table 1: Linkage of Outputs with Government’s Target Outcomes (RDSEED 2009 – 2014) Key Pillars [PCCPP] Targeted Outcome [Goal/Policy Objective – RDSSED] 26.
Poverty Reduction Reducing poverty to a negligible level by 2015 Pillar 8: Reducing Poverty to a Negligible Level by 2015 Outcome Performance Indicators or Measures [Key Performance Indicators – RDSSED] 1.

Increase information literacy empowerment programme in community especially women 2.

Increase information literacy skills capacity in children 3.

Increase establishment of community libraries in remote rural areas Ministry’s Outputs Output 3.

Poverty Reduction 28.


Social Justice Equal Opportunities for all 1.

Enrolment in regular and special schools increased 2.

Trained special education teachers with diploma increased 3.
Pass rate in FSLC improved from 68% to 80% and in the FFSE from 77& to 85% by 2012 Output 4: Education and Training – Secondary Output 5: Education and Training – Special Education Output 11 & 12: Education and Training – Library services Outputs and Sub-outputs The Ministry of Education continues to emphasise the importance of the holistic approach to the child’s development so that every child ﬁ nds meaning, identity and purpose in life through connections to the community, to the natural world, and to humanitarian values such as compassion and peace.
The table below lists thirteen Outputs and their corresponding Sub-outputs that were identiﬁ ed in the 2013 Annual Corporate Plan: Table 2: Ministry of Education Output and Sub Outputs for 2013 OUTPUTS SUB OUTPUTS 1.

Portfolio Leadership, Policy Advice & Secretariat Support 1.1 Effectiveness of policies plans and legislations facilitated (ESSDP 7.1).
1.2 Capacity building and PD improved (ESSDP 4.11) 1.3 Workforce management and administration strengthened (ESSDP 4.2) 1.3 Workforce management and administration strengthened (ESSDP 4.2) 1.4 Compliance with Public Sector Reforms and Government Regulations.

(ESSDP 7.2) 1.5 Efficiency of coordination and communication at all levels improved (ESSDP 7.3) 1.6 Effectiveness of quality assurance and reporting process improved (ESSDP 7.4) 2.
Education and Training in Early Childhood Education 2.1 Access and retention to education at all levels improved (ESSDP 1.1).

2.2 Safety and care of students in schools improved (ESSDP 1.2).

2.3 Quality curriculum implemented (ESSDP 2.1).


2.4 School standards monitored for improvement (ESSDP 3.2) MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 11 OUTPUTS SUB OUTPUTS 3.1 Access and retention to education improved (ESSDP1.1) 3.2 Safety and care of students in schools improved (ESSDP1.3) 3.2 National and cultural Identity and Citizenship of all students in schools promoted 3.3 Responsiveness of curriculum to ESD initiatives to complement students learning 3.
Education and Training in (ESSDP2.1) Primary Education 3.4 Quality curriculum implemented (ESSDP 2.1) 3.5 Strengthen assessment for ,as and of learning to improve students’ competencies (ESSDP 2.2) 3.6 Responsiveness of schools to meet students’ needs improved (ESSDP 3.1) 3.7 School standards monitored for improvement (ESSDP 3.2) 3.8 Administration and management of grants (ESSDP 3.3) 3.9 Capacity Building and Professional Development Improved (ESSDP 4.1) 4.1 Access and retention to education at all levels improved (ESSDP 1.2) 4.2 Safety and care of all students in schools improved (ESSDP 1.2) 4.3 Responsiveness of curriculum to ESD initiatives to complement students learning (ESSDP 2.3) 4.
Education and Training in Secondary Education 4.4 Quality curriculum implemented (ESSDP 2.1) 4.5 Strengthening of assessment for, as and of learning to improve competencies (ESSDP 2.2) 4.6 Responsiveness of schools to meet students’ needs improved (ESSDP 3.1) 4.7 Schools standard monitored for improvement (ESSDP 3.2) 4.8 Administration and management of grants improved (ESSDP 3.3) 4.9 Capacity building and PD improved (ESSDP 4.1) 5.
Education and Training in Special Education 5.1 Access and retention to education at all level improved (ESSDP 1.1) 5.2 Safety and care of students in schools improved (ESSDP 1.2) 5.3 Quality curriculum implemented (ESDP 2.1) 5.4 Capacity building and impact of PD improved (ESSDP 4.1) 6.
Education and Training - Technical Vocational Education 6.1 Improved effective programs, curriculum technology and infrastructure for quality TVET delivery (ESDDP 5.4) 6.2 Strengthen the capacity and effectiveness of TEST (ESSDP 5.1) 6.3 Improved Human Resources development for TEST (ESDDP 5.3) 7.
Education support services with communities, donors, and key stakeholders 7.1 Community awareness training and support facilitated 7.2 Partnership with and harmonization of Donor support strengthened (ESDDP 6.2) 7.3 Partnership and network with other stakeholders strengthened (ESDDP 6.3) 8.
Safeguarding of Natural & Cultural Heritage 8.1 Developing and implementing national cultural policies and legislative frameworks to support the development of intangible and tangible heritage and cultural industries initiatives in such areas as heritage conservation, art, fashion, festivals and cultural tourism.

9.
9.

Development & Promotion of culture 9.1 Developing measures to protect the natural, tangible and intangible cultural heritage and increase resources for the development and strengthening of national and regional cultural initiatives.

9.2 Culture as a vector for economic development.
9.2 Access to and monitoring of cultural infrastructure 9.3 Cultural Education and Training 9.4 Public awareness and promotions 9.2 Access to and monitoring of cultural infrastructure 9.3 Cultural Education and Training 9.4 Public awareness and promotions 12 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 EDUCATION CONTEXT Population The estimated population of Fiji in 2013 was 861,374 while the estimated number of children between the age of 4 to 18 years was 241,620 (Source: Fiji Bureau of Statistics).
Of this number, 37,420 children were between the age of 4 and 5 years old (of preschool age), 125,864 children were of primary school age (between 6 - 13 years of age) and 78,336 were in the secondary school age group (between 14-18 years of age).
Graph 1: School age children proportion Commitment towards improving quality, access and retention The Government of Fiji in recognising the importance of having an educated society reafﬁ rms its commitment by adopting the Dakar Framework for Action, Education for All and therefore places lots of emphasis in ensuring effective and accelerated implementation of policies and targets to promote access to quality education and the achievement of EFA goals.
Through the Government's Strategic Development Plan, the Peoples Charter for Change Peace and Progress 2008 and the Roadmap for Democracy, Socio-Economic Development 2009-2014, the Ministry adopted its Vision in the new direction as “Quality Education for Change, Peace and Progress”.

In this direction, Fiji will continue to work towards building a knowledge based society.

Various initiatives and reforms were encouraged by the Government in order to leap forward in building a Better Fiji for All.
The Ministry of Education in ensuring that its Vision is realized, implemented various reforms and initiatives which are listed below: • The Establishment of the Higher Education Unit; • Establishment of the Fiji Teachers Registration Board; • The expansion of basic compulsory education to 12 years of schooling; • The removal of Year 6, 8 and 10 external examinations and the introduction of competency based assessment; • The provision of transport assistance; • The provision of free text books and localizing the contents; • Zoning policy for school intakes and enrolments; • The setting up of infant schools for year 1 to 3 students; • The increase in ECE salary grant and the formulation of a new ECE curriculum; • Upgrading of primary schools into secondary schools in rural areas; • Upgrading existing junior secondary schools into fully ﬂ edge secondary schools to also offer year 13; • Removal of the year 7 and 8 from secondary schools back to primary schools; • Mainstreaming of the vocational courses through the introduction of the Basic Employment Skills Training (BEST) program in secondary schools; • Reviewing the curriculum through the formulation of the Fiji National Curriculum Framework; MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 13 • Decentralization to improve quality services; • The provision of rural incentives for civil servants; • The development of the new Fiji Education Management Information System (FEMIS) so that it is user friendly and is easily accessible; Introduction of the External School Review Inspection visits to monitor the standards in schools; • The provision of capacity buildings for the Ministry’s staff; • • The introduction of e-learning; • • Improvement of quality of teachers through training incentives, capacity buildings and teacher registration; Improving and encouraging partnership with NGOs and Civil Society Organisations; SCHOOL GOVERNANCE Divisions and Districts There are 4 Education Divisions and 9 Education Districts.
Each Division is managed by a Divisional Education Ofﬁ cer (DEO), while each Education Districts is administered by a Principal Education Ofﬁ cer.

Figure 1: Map of Fiji showing the location of Education Ofﬁ ces DIVISION DISTRICTS Western 1.

Ba/Tavua 2.

Ra 3.

Lautoka/Yasawa 4.

Nadroga/Navosa Eastern 1.

Eastern Central 1.

Nausori 2.

Suva Northern 1.

Macuata/Bua 2.


Cakaudrove 14 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 Management of Schools Less than 2% of schools in Fiji are Government schools.

Majority of the schools are controlled by the communities and faith based organizations and the rest are privately run.

These private schools do not receive any ﬁ nancial assistance from the Government.
Government Schools There are 14 Government run schools comprising 12 Secondary and 2 Primary schools.

All government schools have a Board of Governors.

Members are appointed by the Permanent Secretary for Education, who also determines their powers, duties and functions.
The schools Board of Governors are expected to advise the Ministry of Education on: • The school vision and mission • The school strategic and corporate plan • The school curriculum • Stafﬁ ng requirements • The welfare of pupils and staff • The admission of pupils • The remission of fees • The development and maintenance of the school’s physical facilities and • The required educational resources Grant-aided Non-Government Schools All registered non-government schools are managed by properly constituted controlling authorities.
There are 727 Primary and 165 Secondary Schools which are managedby the committee or managed privately.
MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 MIMIMIMIIIIIIIIIINNNINININININININININIIIIIIIIIIISTSTSTSTSTSTSTTTTSTSTTTTTTTTTRYYYRYRRRYRYYRYYRYRYRYRYRYRYRY OOOOOOOO O O O O O OOFFFFFFFFFFFF F EDEDEDDDDDEDEDEDEDEE UCUCUCCCUCUCUCUCATATATATAATATATAATATAATATATATIOIOIOIIOIOIOIOIOIOIOIOION,N,N,NN,N,N,N,N,NN,N,N,N,N,, N N N N NATTIOOOOOOOOOOOOOOOOOOOOOOONANNN L HEEEEEEEEERIRRIITATATATATATATAATATATATATATAAAAAAAAAAAGGGGGGGGEGGGGGGGG , CULTURE AND D ARARARARARARARARARARARARARAARARARRRRRRTTTTTSTTTTTTTTTTTTTTTT - ANNUAL REREREREREERERERERR PPPPOPOPOPOPPOPOPORTRTRTTRTRTRTRTRTRTRTRTRTRTRTTTTTT 2013 15 15 151515151515151515151515151515151511155 PART II: SECTION’S REPORT CHAPTER 3: CORPORATE SERVICES DIVISON AN OVERVIEW – DEPUTY SECRETARY CORPORATE SERVICES The Corporate Services division of the Ministry under the supervision of the Deputy Secretary Corporate Services (DSCS) looks after the management of human and ﬁ nancial resources.
The various units in the division led by the Director Corporate Services, Mr. Suliasi Turagabeci play very important supportive roles in ensuring the efﬁ cacy of the overall operations of the Ministry.

It facilitates the planning, budgeting, training and capacity building, research, promotions and transfers, monitoring and evaluation, policies (formulation, review and advice) and the other administrative support for the Ministry.
Together with other sections, the Corporate Services Division also takes the lead role in the production of the Ministry’s Strategic Plan, the Annual Corporate Plan Business Plan, Succession Plan and Competency Framework, Strategic Workforce Plan and the Annual Report.

Preparations for the proposed Annual Budget is always an intensive exercise because we have to consider the many initiatives and programs that the Ministry hopes to implement in the different sections together with the operational costs.
This year, the Ministry continued with the implementation of some afﬁ rmative programs like the One Laptop per Child, Bus Fare Assistance, mainstreaming of Vocational Studies and upgrading of Educationally Disadvantaged schools to name a few.

As such, the challenge is always on the Accounts Section to ensure that there is maintenance of accurate ﬁ nancial records and compliance to strict ﬁ nancial regulations and instructions of the government.
With a large workforce and the changing paradigms of human resources management and issues, there is a constant need for planning and training.

The consistency and range of training effected has enabled the Ministry to increase growth in capacity building of its workforce.

This has led to the ability of the Ministry to implement initiatives and innovations across its systems.
We ensure that the agencies like the Department of National Heritage, Culture & Arts, National Substance Abuse Advisory Council and the Fiji Teachers’ Registration Board are provided their relevant services in order to maximize their full potential with regards to their deliverables.

One of the main accomplishments of the Ministry this year is the running of its very own Fiji Education Management Information System (FEMIS).
With the kind assistance of the Australian government’s Access to Quality Education Program (AQEP), we have managed to train schools and ofﬁ cers on the use of the FEMIS database and how it can lead to reliable data implementation and providing credible statistics for decision making processes in the Ministry.
The work of the Human Relations Unit and Post Processing Unit ensures that the Ministry receives timely and effective personnel and administrative services to facilitate the implementation of its deliverables and initiatives.

The Corporate Services also looks into utilizing its Research Unit to conduct much needed research to provide insights and data with regards to determining the impact of the Ministry’s initiatives and also assist in deﬁ ning the way forward in some of its projects and policies.
Education is fundamental in building a better and prosperous Fiji.

With its goal in making Fiji a knowledge-based society, the Ministry of Education therefore has seen to the implementation of some major reforms in the education system and processes during the year.

The Corporate Services Section will continue to provide the relevant administrative and ﬁ nancial support to ensure the realization of the Ministry’s vision, mission and goals.
16 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 FINANCE SECTION Roles and Responsibilities The Finance Section is responsible for: • Allocating approved funding in Budget Estimates to all Vote Controllers, monitor and control expenditure in compliance with Financial Regulations and procedures • Ensuring availability of cash ﬂ ow to meet the Ministry’s ﬁ nancial commitments in accordance with the 2013 Budget Estimates.
• Ensuring all payments of accounts owing, grants (Salary, tuition and building), Salaries and wages on a timely basis.

• Reducing overpayments through prompt cessation of salaries due to retirements, resignations, terminations, deemed resignations, excessive leave and study leave without pay.

• Carrying out reconciliations (Drawings, IDC and Trust Accounts) to ensure all expenditures are recorded against a budgetary allocation reﬂ ecting a true status of the Ministry’s expenditure.
• Providing accurate monthly ﬁ nancial reports to the Senior Staff for accurate decision making and assess the performance of projects against the budgetary allocations.

• Assisting and coordinate the preparation of the Ministry’s Budget from submissions from all sections and compiling these submissions as Ministry’s Budget within Budget Envelope to the Ministry of Finance after consultations with the Ministry’s Budget Committee.
• Preparing responses to Audit (Internal/ External) and Public Accounts Committee (PAC) queries.

• Ensuring effective internal control measures are in place in all areas to reduce likely fraudulent activities and safe guard government assets.

Ministry of Education budget for 2013 The Government Budget for Education in 2013 amounted to $268,490,100.This was 11.5% of the National Budget.

The 2013 budget showed an increase of 0.88% from the budget allocation in 2012.
Graph 2: Government expenditure on Education and Higher Education Institutions Table 3: Education Expenditure (excluding FNU, UF & USP) Year 2011 2012 2013 Recurrent Expenditure ($000) Capital Expenditure ($000) Value Added Tax ($000) Total Expenditure ($000) 249,966 267,476 260,947.8 966 1,172 5,550.7 1,318 1,614 1,991.6 $ 252,250 $ 270,262 $ 268,490.1 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 17 Achievements Compliance with Government Rules and Regulations A major improvement of compliance to Government policies, procedures, rules and regulations by government schools and sections of the Ministry after awareness workshops were held for Principals and Bursars as well as section heads.
Strict adherence has positively impacted on the reduction of audit queries.

Budget Preparation- 2013 The section is also required to assist, coordinate and compile the 2013 Budget submissions.

After its compilation internal consultations were held with senior management to determine items that should be included in our ﬁ nal submission to the Ministry of Finance according to the envelope size provided.
Consultations with the ofﬁ cials from Budget Unit assisted in ﬁ nalizing our requests of increases to old items and new items.

All items ranked A1 were approved and those ranked A2 required more information and justiﬁ cation whilst items ranked B and C were not considered.

The section continues to monitor and control overall expenditure and highlighted irregularities and non-compliance to section heads.
Wages/Salaries The Ministry has successfully paid all salaries, wages and allowances to all its established staff and government wage earners and has been vigilant in ensuring that all salaries were ceased on time for teachers who have resigned, retired and gone on study leave without pay in order to control overpayments of salaries.

Reconciliation of Ledgers After the closing of Accounts on the 31st of December, 2013, reconciliations and adjustments were done for all ledger, trust and revolving accounts.
Allocations with unutilized balances were vired to other allocations to clear outstanding balances.

Agency Financial Statements- 2013 All reconciliations with the necessary adjustments were updated in the system which was within the timeframe required by the Ministry of Finance.

This was then forwarded to the Ofﬁ ce of the Auditor- General for the ﬁ nal audit.
Bus Fare Assistance Scheme This program has a budget of $11m and still proves to be a huge and challenging task even after ﬁ ve years since implementation.

This is mostly due to resources constraints and lack of controls.

An audit on the scheme was carried out by the Internal Audit of the Ministry of Finance which highlighted issues pertaining to lack of internal controls and monitoring at the at Head Quarters, District Ofﬁ ces and at the Schools which leads to abuse.
This led to the establishment of the Bus Fare Evaluation and Monitoring Taskforce Team to attend to queries and put in place internal control mechanisms to avoid the abuse of the scheme.

The total amount of $16.1m was expended by the end of 2013 where an additional sum of $5.2m was sourced internally.

Finance Manual The Ministry reviewed and ﬁ nalized its Finance Manual as stipulated by Ministry of Finance in 2013.
This has been printed and distributed to all heads of Sections and Units, Government Schools and District Ofﬁ ces including all clerks and bursars.

The manual is to be used as a guideline when managing the allocations of their respective Sections and Units, Government Schools and District Ofﬁ ces.
18 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 HUMAN RESOURCE MANAGEMENT (HRM) UNIT Roles and Responsibilities The Human Resource Management [HRM] is currently under the Corporate Services section of the Ministry and the functions performed by the unit reﬂ ects the roles and responsibilities of the following sub-units.
HUMAN RESOURCE MANAGEMENT UNIT POLICY RESEARCH PLANNING STATISTICS PROFESSIONAL DEVELOPMENT INFORMATION TECHNOLOGY The roles, responsibilities and achievement of the respective sub - units under HRM in 2013 are provided below: PLANNING The Planning sub-unit comprises a Senior Education Ofﬁ cer who is responsible for coordinating the development, monitoring and evaluation of the MoE’s plans and required reports.
Achievement • Development of 2014 Annual Corporate Plan and Annual Business Plan through consultation sessions with Section Heads, teachers and stakeholders • Coordination and development of MOE monthly progress reports of the ACP to ascertain the level of achievement of the deliverables as outlined in the planning documents • Compilation of Quarterly reports to the SFCCO regarding the achievement against the ACP and facilitation of SFCCO veriﬁ cation visits • Continual review of the 2012-2014 ESSDP • Acting as desk ofﬁ cer in compilation of responses to queries for information for other governmental agencies and NGOs.
POLICY The Policy sub-unit has a Senior Education Ofﬁ cer whose primary role is to coordinate the development and review of the MoE policies together with facilitating related policy awareness and consultation through workshops.

The SEO Policy also monitors the implementation of the approved policies.
Achievements • The review and endorsement of the following existing policies were carried out in 2013; Policy on Customer Services at the Ministry of Education Ofﬁ ces and in Fiji Schools Policy on Study/Training Leave Policy on Professional Development Policy on Early Childhood Education Policy on Effective Implementation of Inclusive Education in Fiji and Rotuma Policy on Policies of the Ministry of Education • The Policy on National Management of HIV & AIDS at MoE Fiji Schools was a new one endorsed in 2013 and has been implemented at MoE.
• The implementation of the Child Protection Policy (CPP) went well in that 103 teachers from different schools trained on the policy and more than 350 school-based CPPs were received.

• Apart from the formulation of new policies and the review of the existing policies, various Standard Operating Procedures and guidelines of operation were also developed and reviewed.
• The following existing policies were also taken for consultation at various forums: MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 19 Policy in school Excursions Policy on school Zoning in Fiji Schools Standard Monitoring and Inspection Policy Policy on Research Policy on Fiji Education Management Information System The Policy sub-unit is thankful to UNICEF for the tremendous support in ﬁ nancing the consultation and awareness on the CPP.
On the same note, other stakeholders are also acknowledged for their collaborative support to the MoE.
RESEARCH This is a sub-unit of the Human Resource Management Unit responsible for the following deliverables: • Process research approvals for local/overseas researchers intending to conduct research in Fiji • Process requests for ofﬁ cial MoE information and data • Co-ordinate and execute research on important areas of need as approved by the Senior Management of the MoE • Attend to complaints from Government Services Centre(GSC) regarding MoE deliverables • Review of the Research Policy • Liaise with USP and FNU in regards to the establishment of the Fiji National Research Council • Establishment of a Research Mini-Library of the MoE Achievements • A total of 42 research permits were processed and approved • Developing of the Ministry’s Service Level Agreement for 2013 • Completion of the Ministry’s Research Policy Review process • Four Section Research conducted • Conducting the research on the “Status of the Distance Learning Centre” • Developing the database for all available research reports in the Research Mini- Library • The purchasing of a Compactor for the Research Mini- Library • Widening of the scope of the Research deliverables in the 2014 ACP and ABP STATISTICS The Statistics sub-unit consists of a Senior Education Ofﬁ cer and an Education Ofﬁ cer.
The data which is the basis for all statistical analysis is stored in the Fiji Education Management Information System (FEMIS).

This is an elaborate database on schools, students, teachers and facilities.

The database provides most of the information for planning, research and reporting.

The reports generated from FEMIS provide adequate, accurate and timely information to our international partners such as UNESCO and other agencies.
Achievements • The Unit produced the Ministry‘s Annual Report 2012 which was tabled in the July Cabinet meeting; • Coordinating the monitoring of the data entry from the schools and the education district ofﬁ ces; • Monitor data entry and verify data entered in the FEMIS database; • Attended to data requests from MoE and other Government ministries, NGOs and donor agencies, UNESCO, local and overseas researchers; • Assisted in the training on the use of the FEMIS database to MoE ofﬁ cers at Headquarters and the districts.
INFORMATION TECHNOLOGY The IT sub-unit consists of a System Analyst, an Assistant Programmer and a Computer Operator.

The sub-unit is responsible for two databases - Fiji Education Staff Appointment (FESA) and the Fiji Education Management Information System (FEMIS).

Enhancements to these databases have enabled the Ministry to improve the quality of its systems and processes.
20 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 Achievements • Developed the new FEMIS database.

• Conducted FEMIS training for all schools • Continued support for management of shared drives • Provide user support on MoE systems • Provide support for Distance Learning Studio • Enhancement of the workﬂ ow steps in appointment.

• Enhancement to School Details Module – new allowances (married/single) were included to eligible schools.
Audit was built for school details module.

• Provided report of FESA update of teachers by Districts • IT audit conducted on FESA appointment modules by Auditor General’s ofﬁ ce.
PROFESSIONAL DEVELOPMENT UNIT (PDU) Overview The core roles and responsibilities of the Professional Development Unit underpins the importance of education & training across all sections of the Ministry including schools and institutions so that efﬁ cient, effective and timely delivery of teaching and learning is fundamental to embracing quality education.

Roles & Responsibilities • Timely completion of the Permanent Secretary’s Core Deliverables.
• Coordinating professional development activities across the Ministry • Management and monitoring of study leave for both local and overseas courses • Management and monitoring of local and overseas training through PSC and other agencies • Leadership and Management training for current school leaders • Future Leaders training for identiﬁ ed potential school leaders • Conduct in-house training for the Ministry ofﬁ cers in identiﬁ ed areas of need; • Coordinate public service exams for administrative, professional ofﬁ cers and teachers.
• Selection of the PSC Scholarship recipients forthe Fiji National University’s Teacher-Training for primary and secondary and ECE teachers.

• Selection of the UWC scholarship recipient Highlights & Achievements Permanent Secretary’s Core Deliverables The coordination and completion of the PSE’s core deliverables continue to remain a critical component of the Unit.
The following documents were completed at the end of last year: • Training Plan • Training Needs Survey • Succession Plan • NTPC Levy Professional Development Activities In 2013, there were 1035 workshops registered and recorded by PDU compared to the 1010 registered in 2012.
Table 4: Summary of PD activities registered with PDU in 2013 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 21 Table 4: Summary of PD activities registered with PDU in 2013 PD Focus No of Workshops % of Total Registered Assessment Teaching Administration School Planning Financial Management Leadership Policy Total 235 220 205 157 135 75 8 1035 23% 21% 20% 15% 13% 7% 1% 100 All PD activities that are funded by MoE are registered ﬁ rst by the PDU before funds are released.
This will enable PDU to coordinate and monitor the training and prevent clashes of workshops within one district.

Professional developments (PD) conducted and funded by schools or clusters, line ministries and NGOs are registered at the completion of the workshop.
However the following documents are to be submitted ﬁ rst for full registration: PDU – A, Attendance form or PDU-B, Workshop Statistics or PDU-C, Evaluation form or PDU-D, a brief report, workshop materials and Training Needs Analysis (TNA) form.

In - Service Training A total of 104 teachers/professional ofﬁ cers and administration staff received in-service training.
There were 57who were granted approval by the Permanent Secretary for Education to pursue theirprogrammes through Study Leave with Pay (SLWP).

There were 47ofﬁ cers who were granted Study Leave without Pay (SLWOP).These programmes included pursuing certiﬁ cates, degrees, Masters or PhD.

Sponsors AusAID Chinese Govt ITaukei Affairs Board JICA KOICA Private PSC Ministry of Finance Japanese Govt.

Govt.
Govt.

of Netherlands NZAID Total 1 5 1 6 3 1 17 Table 5: Summary of in-service training for 2013 Primary Secondary Technical Administration SLWP SLWOP 5 1 8 2 SLWOP SLWP SLWOP SLWOP SLWP 1 1 3 4 3 8 3 3 10 2 2 4 5 SLWP 3 1 7 1 6 2 1 1 16 22 17 7 14 11 0 Total 4 3 26 2 1 46 12 7 1 1 1 104 22 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 More teachers, professional ofﬁ cers and administration staff applied for the In-service Training.
The study leave with salary was more attractive in comparison to the study leave without salary.

However due to insufﬁ cient funds, ﬁ rst priority was given to those who had only one or two semesters to complete their ﬁ rst degree and which was an also a priority need of the Ministry.
Conferences, Seminars and Training Workshops These ofﬁ cers attended conferences, seminars and training workshops which were held locally and abroad with the funding assistance provided for by government, development partners and/or agencies.

1.

Mrs. Ledua Waqailiti attended Understandingfor a Culture ofPeace in Seoul, the Education in International Korea.

IST recipient Vueti May proudly displays his certificate after graduating from the University of Korea with Masters in International Development.

2.
2.

Mr. Nilesh Prasad attended the KOICA Fellowship on Competency Building Workshop for Elementary Education Experts from the 04 – 24/04/13 in Korea.

3.

An invitation was sent to the Ministry of Youth & Sports to attend the 5th International Conference of Ministers and Senior Ofﬁ cial responsible for Sports from the 28 – 30/05/13 in Berlin, Germany.

4.

Mrs. Jokapeci Kurabui attended the Education Staff Development Program on Global ECE from the 15 – 16/04/13 in Australia.

Funded by AUSAID.

5.


Mrs. Elena Seninawanawa attended the Asia Paciﬁ c Globe Regional Meeting from the 2 – 4/05/13 in Kathmandu, Nepalborne byGlobal Programme Ofﬁ ce.

6.

Mr. Tevita Logavatu attended the Website Development Training Workshop from 17 – 18/05/13 in Solomon Islands.

7.

Mr. Muneshwar Prasad attended the Seminar on Vocational Education for Principals of Developing Countries from the 23/05 – 12/06/13 in China.

Funded by the Government of China.

8.


Mrs. Rina Chand attended the Regional Program on TVET for Sustainable & InclusiveDevelopment from the 27/05 – 01/06/13 in Chandigarth, India.

Funded by Colombo Plan Staff College (CPSC).

9.

Mr. Peni Cavuilagi, Mr. Sipiriano Nemani, MrPeceliVocea and Mr Robin Yarrow attended the 37th Session of World Heritage Committee from the 16 – 27/06/13 in Cambodia.

10.
10.

Mr. Lorima Voravora attended the International Conference for the 60th Anniversary of ASPNetfrom the 07 – 09/06/13 in Korea.

11.

Mr. Vilitati Togavou and Mr Tevita Logavatu attended the LINUX Workshop on the 29/06/13 at ICT, USP.

12.

Mr. Samuela Taukawe, Mr. John Peckham, Mr. Jiuta Tigarea and Ms. Josephine Gade attended the Indonesia Art & Culture trainingfrom the 07/06 – 19/09/13 in Indonesia.

13.
13.

Ms. Amelia Marawa Naupoto attended the Diffusion of SelfSustaining Training on Mathematics Education in Primary and Secondary School inPaciﬁ c IslandStates from the 22/05 – 06/07/13 in Japan.

Funded by JICA.

14.

Mrs. Basundra Kumar attended theEmpowerment of Women for a Culture of Peace & Non-Violence from the 13– 15/06/13 at the Novotel, Nadi.

Funded by UNESCO Ofﬁ ce of the Paciﬁ c States.

15.

Mrs. Kelera Taloga attended the End of TACKLE Project Workshop from the 02 –03/07/13 in Brussels.
Funded by ILO.

16.

Mr. Harry Smith attended the Colombo Plan Staff College (CPSC) for Technical Education in Asia/Paciﬁ c from the 15 – 19/07/13 in Philippines.

17.

Mr. Tomasi Naborisi attended the TVET Programme for Principals and Leaders from the 12 – 16/08/13 in Singapore.

18.

Mr Sakiusa Katawai and Elia Nakoro were nominated to attend the Preservation and Restoration of Wooden Structures from the 03/09 – 03/10/13 in Japan.

Funded by ACCU 19.
Funded by ACCU 19.

Mrs. Kelera Talogaattended the Leadership Training Workshop for Senior Ofﬁ cials from the 16–29/09/13 in Shanghai, China.

Funded by the People‘s Republic of China.

20.

Mrs. Reshika Kumarattended the Workshop on Emerging Postharvest Technologies for Fruits & Vegetables from the 23–27/09/13 in Indonesia.Funded by the Asian Productivity Organization.

MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 23 21.
Mr. Tomasi Raiyawa attended the Asia-Paciﬁ c Regional Policy Forum on Early Childhood Education & Development (ECED) from the 10– 12/09/13 in Seoul, Korea.

Funded by UNICEF and UNESCO.

22.

Mr. Shailendra Singh attended the Improving Teaching Methods for Science and Maths in Primary Education from the 02/10 – 16/11/13 in Japan.

23.
23.

Mrs. Deepa Chand and Mr. Nemani Dianimoto attended the TOT: Professional Programmefor Secondary Science & Mathematics Education Policy in Malaysia from the 7/10 – 1/11/13; Funded by SEAMOE RECSAM in Malaysia.

24.

Mr. Samisoni Mateyawa was nominated to attend the Youth Forum- Looking beyond Disaster Workshop from the 07 – 10/10/13 in Indonesia 25.

Mr. Rajesh Krishna attended the 4th Asia-Paciﬁ c Leadership Academy for School Principals in Korea from the 15– 23/10/13.
Funded by UNESCO’s Asia Paciﬁ c Centre for Education for International Understanding.

(APCEIU).

26.

Mr. Josua Naisele attended the Lifestyle Related Disease Training from the 21/10 – 24/11/13 in Japan.

Funded by JICA.

27.

Mr. Amini Tudrau of Ministry of Youth and Sports attended the 8th UNESCO Youth Forum at the UNESCO HQ, France fromthe 29 – 31/10/13.

Funded by UNESCO.

28.


Mrs. Anareta Bolaivuna and Mrs. Irene Chandra attended the Improvement of Training Course of Teachers from the 14/10 – 11/11/13 in Japan.

29.

Mr. Raj Ishwar Chand and Mrs.Makelesi Driu attended the Seminar on Technical and Vocational Macro-policy of Developing Countries from 15/10 – 04/11/13 in China.

30.

Mr Asish Karan attended the Improving Teaching Methods for Science & Maths to Primary Education from the 22/10 – 16/11/13 in Japan.

Funded by JICA.

31.


Mr. Aminisitai Dakuna, Mr. Aten Lal, Mr. Epeli Dranivasa, Mrs. Litiana Natadra, Mrs. Nanise Vuiyasawa and Ms. Sarote Rigamoto attended the Education, Science and Mathematics in Basic Education from the 5 – 26/11/13 in Japan.

Funded by JICA.

32.

Mr. Jim Bentley attendedthe UNESCO Memory of the World (MOW) Training Workshop for Asia/Paciﬁ c from 26 – 29/11/13 in Cambodia.

33.

Mr. Amani Cirikisuva attended the 37thGeneral Conferencefor UNESCOfrom the 06 – 30/11/13 in France.

34.
34.

Mr. Apisalome Movono and Mr. Metuisela Gauna attended the Regional Technical Workshop on the Education for All (EFA) 2015 Review in Thailand from the 20– 22/11/13.

Funded by UNESCO and APRBE.

35.

Mr. Marika Baleca and Mrs. Lanieta Veibatiki attended the Workshop on the Canoe is the People from 03 – 06/12/13 in Cook Islands.

Funded by UNESCO.

36.


Ms. Alumeci Tuisawau attended the Gifts Korea Collaborative Regional Program on Green Growth and the Technical Vocational Education Training from the 12 – 23/12/2013 in Incheon, South Korea.

Funded by MoE.
Funded by MoE.

United World College (UWC) Inayah Kawthar Ali, formerly a Year 13 student of Kamil Muslim College, Ba was selected by the Ministry of Education and subsequently awarded a full UWC scholarship to attend Lester B.Pearson College in Canada for 2 years from 18/8/13 – 30/5/15 to pursue an International Baccalaureate (IB) Diploma.

She also received a partial scholarship from the Fijian Government.
Similarly, Dylan Siliusi Kava, formerly a Year 13 student of Xavier College, Ba has recently graduated with his IB Diploma from UWC Atlantic College, Wales.

He was also awarded a 2-year scholarship from 19/8/12 – 30/5/14.

Inayah Ali demonstrates her taekwondo skills to Mrs. Reama Pareti during the UWC interview Both students had 300+ marks in English plus best 3 subjects in the Fiji School Leaving Certiﬁ cate Exam (FSLCE) and recorded the highest ratings during their interviews.
The UWC National Committee completed its 2013 Annual Report and was submitted to its International Ofﬁ ce in the UK.

24 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 Group photo of one of the UWC interview sessions at the Lautoka Education office The Leadership & Management Programme This year PDU registered oneLeadership and Management programme for the Ministry: The Future Leaders Phase I programmefocuses on identiﬁ ed potential school leaders.
A total of 4 leadership workshops were conducted for the Future Leaders.
The following table provides data for this programme: Future Leaders Programme Graph 3: Future leader’s attendance data for 2013 50 40 30 20 10 We estern Nort thern ntral Cen uva Su Cent Nauso Easte tral ori& ern Ed ucationDivsio ons Males Females In - House Workshop In 2013, 10 training workshops were conducted for MoE ofﬁ cers on Induction; Terms and Conditions of Employment, OHS, HIV Aids in the workplace and First Aid, Customer Service; Fire Wardens; Service Excellence Award, FEMIS and FESA.
A total of 145 ofﬁ cers participated in these workshops.

Service Examinations In 2013, a total of 134 ofﬁ cers sat for the Service Examinations; H1, H2, S, U & E with a pass rate of 55%.

The examinations was held in May and August respectively at the 3 divisions; Labasa, Lautoka and Suva.
Table 6: Service Examination Results summary for 2013 Service exam type H1 H2 U S E Total March December Total Sat 35 8 4 5 5 57 Passed 9 3 1 2 2 17 (30%) Total Sat 54 Passed 23 2 4 0 60 1 2 0 26(43%) Challenges Funding Due to lack of funding, the Leadership and Management Programme for Current Leaders were temporarily suspended.

These has detered the monitoring and evaluation process of Phase IV of this programme.
More teachers and administrative ofﬁ cers applied for the In-service Training awards but their applications were unsuccessful due to lack of funding.

MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 25 FNU Teacher-Training Scholarship The FNU Teacher -training scholarship applications for 2014 were processed by the Unit.Senior ofﬁ cers from various sections made up the core of the FNU Steering Committee.
Relevant documents were formulated like the selection criteria, undertaking, FNU Selection Policy, interview questions & grading and other logistics.

At the end of last year, a total of 2,095 applications were received.

They included the following categories: • 830 Primary • 1193 Secondary • 72 ECE The cut-off mark was 250 and above in the FSFE and /or tertiary qualiﬁ cations.
The Way Forward PD Management, Recognition and Accreditation The PDU is introducing a system to track all course/workshops that will enable the MoE to deliver a calendar of activities to assist planning by the sections that carry out training.

All training within the Ministry that contributes to the professional development of its staff will be recorded and credited to the ofﬁ cer for future post processing.
Quality Assurance Processes There is a need to put place a Monitoring and Evaluation (M&E) Framework that will ensure that all training within the Ministry are bench-marked against an international standards to ensure quality deliverance that will address the deﬁ ciencies in training at all levels and produce a productive workforce which is dynamic, innovative, competitive , responsive and customer-driven.
In-service Training Budget The PDU is currently writing a cabinet paper requesting an increase in the IST budget from $700,000 to $1million.

This will accommodate more requests from teachers and administrative ofﬁ cers; and maintain a more professional and competent labour force within the MoE.
EXECUTIVE SUPPORT UNIT Roles and Responsibilities The Executive Support Unit (ESU) is expected to provide effective, efﬁ cient and timely support services to both ofﬁ ces of the Minister and the Permanent Secretary for Education.

ESU is a Unit within the Corporate Services, the Principal Education Ofﬁ cer is the head of the unit who reports directly to Director Corporate Services.
Its major functions in 2013 were to: • Provide Executive Support to the Minister and Permanent Secretary; • Manage and coordinate the Media; • Publication of the Ministry’s Education Gazette • Communication, Marketing and Promoting the Ministries policies, regulations, procedures, initiatives and achievements; • Update and monitor the Ministry’s Website • Coordinate Counseling workshops for the ministry, schools and attend to counseling issues 26 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 Achievements Executive Support • The Unit assists the Minister and the Permanent Secretary in providing briefs, reports, speeches, magazine messages and accompanying them on school visits and tours.
Preparation of media interviews, vetting of speeches, research issues related to the needs of the ofﬁ ce of the Minister and Permanent Secretary and being the secretariat to the Minister’s meeting with Senior Staff are also part of ESU’s responsibilities.
• Speeches written and vetted – 106 • School Visits – 320 Media • Media releases – 240 • Talk – Back Show – 32 • FBC Domo ni Vuli Programme ( Sunday Broadcasts) – 52 I vakasala mai na tabana ni vuli (weekdays morning programme) - 90 • • Advertisement of MoE’s initiative for the television and Led Advertising MoE Website • The revamped MoE Website was launched at the Pearl Resort by the Minister for Education on 13th November, 2013.
Communication, Publication and Promotion • 39 Portraits of the President, His Excellency Ratu Epeli Nailatikau, the Prime Minister, Commodore Voreqe Bainimarama and the Minister for Education, Ambassador Filipe Bole were distributed to the Education Ofﬁ ces in the four Divisions, nine districts and the ofﬁ ces of Fiji Higher Education Commission (FHEC), Fiji Teachers Registration Authority (FTRA), and the National Substance Abuse Advisory Council (NSAAC).
• 24 Display and Pull - up Banners, 3600 MoE Custom Printed ﬂ ags and 400 Business Cards for Senior Staff were printed and distributed.

• Termly Education Gazette were published and distributed freely to schools.

• 7 ﬂ oor/section directories were put up in the various houses in the education village • A MoE brochure was printed and distributed to education divisions and districts.
• 1500 MoE Monthly Calendars were printed and distributed freely to schools • The Unit also assist and coordinates the MOENHCA Government Service Centre Display, Fiji Day Celebration Exhibition at Albert Park, Nadarivatu Roadshow, Rewa Day Exhibition and Duavata Community Awareness at Valelevu Grounds Counselling • Basic Counselling Skills and consultation workshops were conducted for teachers whereby ESU and NSAAC facilitated the workshops.
• Counselling workshops were conducted for Teachers at QVS, DAV Girls, Nausori and Suva School principals.

• There was a presentation on Counselling at the Fiji Head Teachers Conference at Viseisei in Vuda.

• A presentation on counselling at the Methodist Youth Fellowship Annual Camp at Davuilevu on 3rd December, 2013.

• A one week Basic Counselling Workshop was conducted at Nadave for the teachers in the Central Division.
MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 27 POST PROCESSING UNIT (PPU) Roles and Responsibilities The unit is responsible for the timely and accurate processing of all advertised vacancies to ensure vacancies are ﬁ lled as soon as possible from the date of advertisement.

Also to ensure that the most meritorious candidate is promoted and highest level of ethical values and procedures are adopted whilst processing any vacancy.
Each vacancy is tabled through the two different Boards); namely the Ministry’s Staff Board (MSB) and the Commission Delegate Meeting (CDM).

The Ministry Staff Board makes recommendations while the CDM makes the decision on any vacancy based on the staff board recommendations or where feels appropriate.

Achievements The Unit processed 407 of the 463 pending advertised vacancies at the end of 2013.
Table 7 shows the total number of promotions, new appointments and withdrawals/ re-advertisements for Non- Teaching, Primary and Secondary vacancies: Table 7: Summary of vacancies processed as at December – 2013 Quarters Promotions Withdrawals Re-Advertisements Rescindment / Withdrawn Total First quarter Second quarter Third quarter Fourth quarter Total 78 106 89 79 352 Primary Vacancies Secondary Vacancies Non-Teaching Vacancies 6 0 1 5 12 7 10 1 5 23 17 12 12 2 43 101 118 102 86 407 165 202 40 There were six Ministry Staff Board meetings and eight Commission Delegate Meetings convened during the year.
Of the 463 advertised vacancies pending, 407 were ﬁ nalised.

Of these: • 352 were promotions • 43 were withdrawn and re-advertised and • 12 were new appointments.

Table 8: Total Applications Received/Processed Units No.

of vacancies No.

of applications Primary Secondary Non-Teaching Total Applications 195 220 61 476 10,665 7,705 1,513 19,883 28 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 Table 9: Summary of Acknowledgement and Regrets Quarters Acknowledgement ( No.
of Folders Actioned) Dispatched (No.

of Envelopes addressed) Regrets (No.

of Folders Actioned) Dispatched (No.
of Envelopes addressed) First Second Third Fourth Total 21 0 0 42 53 166 0 0 3290 3,456 136 121 139 69 465 7181 4373 5788 3113 20,455 Table 10: Total Applications Received/Processed Months Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov DEC Total % Customers Ratings Excellent Good Satisfactory Did not Comment Graph 4: Promotion Salaries Upgraded: HUMAN RELATIONS Roles and Responsibilities The Human Relations is responsible for the timely processing of appointments (temporary, contract, conﬁ rmation and acting), transfers, resignations, retirements, management of the Ministry’s establishment of vacancies, preparation and submission of vacancies of advertisement and person to post (P2P) reports.
The primary role of the section is to provide necessary support services to various sections of the Ministry in respect of appointments, transfers, leaves and records management.
MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 29 Achievements The achievements of 2013 are reﬂ ected in the table attached Graph 5: Appointments for 2013 Table 11: Summaries of other Activities of the HR Section Activities Primary Secondary Non-Teaching Total Approved Establishment 4159 4471 1,494 10,124 Allowances Acting Allowances Executive Teacher Transfer Salary Up-grade Rural Allowance Salary Release Advertisement 1,033 767 254 26 1,993 890 521 893 178 366 2007 36 209 63 12 2,132 521 1,723 432 392 4,000 48 RECORD MANAGEMENT UNIT Roles and Responsibilities The Records and Management Unit is responsible for the management, recording and distribution of all incoming and the dispatching of all outgoing mails and proper ﬁ ling and storage of ﬁ les in the Ministry of Education.
The unit is also responsible of making regular awareness on the changing leave conditions so that all employees are well versed with the leave conditions and comply accordingly.
Achievements The achievements for 2013 are reﬂ ected in the table attached 30 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 Graph 6: Type and number of leave taken in the year ETHICS AND DISCIPLINARY UNIT Roles and Responsibilities The role of the unit is to ensure that all disciplinary cases received are processed efﬁ ciently and effectively within the guidelines set out in the PSC human resource manual on disciplinary procedure.
The Unit also • Prepares cases for the Ministry’s Disciplinary Staff Board (DSB) • Representing the Ministry as the prosecutor of disciplinary cases that are called by the Public Service Tribunal.
Graph 7: Number of court cases for 2013 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 31 Table 12: Reported noncompliance cases for 2013 - Nausori Suva Cakaudrove Macuata/Bua Lau/Kadavu/Lomaiviti Nadroga/Navosa Lautoka/Yasawa Ba/Tavua Rakiraki Total 3 7 1 1 1 5 6 2 2 1 1 1 1 19 14 32 32 323232323232323232323232 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 MIMIMIMIMIMIMIMIMIMIIMMININININININININIINIIIIISTSTSTSTSTSTSTSTSTSTSTSTTTRYRYRYRYRYRYYRYYYYYY O O O O O O O O O O OOF F F F F F F F F F F F EDEDEDEDEDEDEDEDEDEDEDDE UCUCUCUCUCUCUCUCUCUCUCUCU ATATATATATATATTATATATATAATIOIOIOIOIOOIOIOOIOIOIOIOON,N,N,N,N,N,N,N,N,N,N,NN, N N N N N N N N N NN NNATATATATATATATATTAATATTTIOIOIOIOIOIOIOIOIOIOIOI NANANANANANANANANANANN LLL L L L L HEHEHEHEHEHEHEHEHEHEHEHHEERIRIRIRIRIRIRIR TATATATATATAATATAGEGGGGGGGG , CUCUCC LTTTTLTLTLTTTURURURURURURURURURE EEEEEEEEEEE AAAAAAANAAAAA D ARTSS -- ANNNNUAUAUAUAAUAUAAUAAAAAAAL REPORTRTRTTRTRTRTRTRTRTRTRTT 2 2 222 22 2 20133 CHAPTER 4: PRIMARY AND SECONDARY DIVISON AN OVERVIEW FROM THE OFFICE OF THE DEPUTY SECRETARY PRIMARY, SECONDARY, AMU & FTRB.
The Ofﬁ ce of the Deputy Secretary Primary, Secondary, Asset Monitoring Unit and the Fiji Teachers Registration Board (DSPS) is to oversee the overall performance of all schools in Fiji.

The position demands an advisory role to the Permanent Secretary and the Minister for Education on policy matters and all other issues pertaining to Education in Fiji.
Education deals with many important stakeholders and partners in Fiji such as school managements, teacher unions, parents, non-government organisations and the civil societies.

The DSPS ofﬁ ce is continually dialogues with the stakeholders to ensure that education in Fiji remains a priority need.

The 2013 academic year had posed this ofﬁ ce with a number of challenges and confronts.

There have been a number of reforms implemented and the results were to be achieved.
With 735 Primary Schools, 17 special education schools, over 800 ECE centres and 178 Secondary schools, the task was a mammoth one.

I wish to applaud the Directors who performed remarkably well under my supervision.

Our sections desired goals and targets set were accomplished skilfully under their leadership.

The Director of Primary Education Mr. Tomasi Raiwaya had to put in his tireless efforts in ensuring that the OLPC (One Laptop per Child) programme got on its way.
The Minister for Education Honourable Filipe Bole launched the programme at Navesi Primary school in Lami and 2 other schools namely Draiba Primary and Nabua Sanatan School.

These three schools were named as the pilot schools for the project.

Moreover, the 2013 academic year saw 13 more Primary schools open up their labs for the OLPC.

Furthermore, Primary section in 2013 was also able to reciprocate all the ECE teachers for their hard work and the long awaited reward.
The cabinet endorsed the request of our Ministry to formalise the ECE teachers’ pay and majority of the teachers qualiﬁ ed to receive two thirds of their salary directly into their bank accounts.

The Special and Inclusive Education was piloted in ﬁ ve primary schools namely Tavua District, Ratu Latianara Primary, South Taveuni Primary, Adi Maopa Primary and Arya Samaj Primary School.

Sixty four children with special needs have now access to education.
Seventy (70) teachers received Inclusive education training, while 20 teachers received sign language and braille training.

The Secondary section under the leadership of Mr. Jai Narayan achieved the accomplishment of EDA schools in very remote areas.

5 secondary schools opened their doors in 2012 with Ratu Lalabalavu Secondary in Malolo Islands and St Francis College in Navunibitu in Ra in privileging the disadvantaged in 2014.
All the Secondary schools in Fiji are now offering the BEST programmes (Basic Employment Skills Training) with 105 Secondary schools having access to their websites.

There are now 20 e-Learning centres established in Secondary schools in Fiji.

A good number of improvement targeted schools have shown high performance, shadowing off the stigma of the under-performing status.

The main focus is now the target to improve quality passes in all secondary schools in Fiji.
The Director of Asset Monitoring Unit Mr. Saimoni Waibuta has worked around the clock after the effects of Cyclones and ﬂ oods that were experienced last year.

He strived with his team competently and worked very hard to enable processes so that no teaching time was lost because of the reconstruction and rehabilitation works.
Major renovation works were carried out in all the 12 government secondary schools and 3 infant schools were constructed with many schools receiving assistance for water tanks and renovations.

MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 33 Mr. Albert Soderberg the Principal Education Ofﬁ cer for FTRB did a mammoth task in doing ground work and devising the cabinet papers for the divestment.
Cabinet approval was obtained and FTRB was declared as an autonomous body in 2013.

The status report on registered teachers in Fiji is as follows: • 3512 new LATT, Provisional and Fully Registered teachers registered with FTRB • 7 new Teacher Educators registered • $158,352.84 collected from all registration centers.
My section is extremely delighted with all the achievements we have been able to make for the year 2013 and I wholeheartedly thank the respective Directors for their concerted efforts and continuous perseverance to achieve the outcomes.
34 34 33333334 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 MINISTSTTTTRYRY OOF F EDEDDDUCUCUCUCUCUUUUUUU ATATIOON,N,N N NATATIOIONANAAAALLLL HEEHEHEHERIRIRIRIRIRIRIIRIRIRIRIITATATATATATATATATATATATAGEGEGEGEGEGEGEGEGEGG ,, CUCUCULLTLTLTURURU E ANANANNNDDD D D DDD ARARARRARARARARARARARTSTSTSTSTSTSTSTSTSTSTSTS - AA A ANNNNNNUAUAUAUAL L L L L L RERR POPOPOPOOPOOOOOOORTRTRTRTRTRTRTRTRTRTRTRT 222 2 2 222 22 22010111111110133333333 PRIMARY EDUCATION Roles and Responsibilities The Primary Section is responsible for coordinating and facilitating quality delivery of teaching and learning and the administration of primary education in Fiji.
The speciﬁ c functions include the following: Provision of Primary School Teachers • Status and Forecast of teacher wastage, recruitment on Temporary, Temporary Relieving [Maternity Relieving] and Contract Conditions; • Provision of appropriate staff to all Primary schools and Special Schools; • Provision of pre-service teacher training; • Conﬁ rmation of Primary and Special Education teachers; • Assist the PPU in advertising and processing of Head Teacher and Assistant Head Teacher positions; • Recruitment and appointment of teacher graduates; • Provision and implementation of OLPC program in schools; • Establishment and stafﬁ ng of infant and new primary schools Administration of Primary Education Identifying schools for upgrading and downgrading; • Liaise with school managements on appointment of school heads; • Liaise with funding agencies for school Improvement and Monitoring; • • Advertising vacant positions and ﬁ lling the vacant posts through normal processing procedures; • Upgrading of boarding schools; • Review capacity of teacher inputs; • Providing advice in improving the quality of teachers; • Ensuring that schools are OHS compliance and is aware of Health issues; • Liaison with the Curriculum Section on the teaching of the curriculum in primary schools; • School outreach program; • • Implementation of new policies and initiatives; Implementation of Conversational Languages in schools; Administration of Grants and Funds available • Tuition Fee Free Grants-Free education; • Pre-school Salary Grants; • Pre-school Capital Projects; • Language Teacher Grants; • Executive Teacher Allowance; • Per capita boarding grants; • Work with AMU on building grants; • School Improvement projects; • Transport Assistance Scheme Implementation and Transport subsidy grants (boat & engine).
Provision of advisory services • Professional advice to school Heads about school organization • School visitation (school inspectorate visits) • General disciplinary matters • Curriculum and assessment • School plan, ﬁ nance management and OHS issues • Secretariat to the Education Forum and DSMB Meetings.
MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 35 Achievements Enrolment There were 135056 students enrolled in the registered 729 primary and 17 special schools around the country.

Graph 8a: Primary NER Graph 8b: Primary GER The ﬁ gure above shows an increase in both the Net Enrolment Rate and the Gross enrolment rate.
This is an indication of an improved coverage for students attending primary schools due to the many initiatives implemented over the years to ensure accessibility and retention for our students attending primary school.

Grants 726 schools were paid tuition fee grants.

• 562 Primary schools received transport fare assistance and 69,405 Primary school students beneﬁ ted.
• All registered 121 boarding primary schools were paid the per capita grant for the food assistance Table 13: Summary of Grants Distributions Type of grant Tuition Fee Free Per Capita Grant Reserve Teachers Grant Language Teachers Grant Corpus Christi Teachers College Transfers Amount $7,278,385.12 $228,899.80 $19,702.54 $283,364.09 $80,000.00 $320,259.71 Purpose Primary Tuition Free Grant Provide Assistance to Boarding Schools Reserve teachers’ salary grants Salary grant for language teachers Operational Costa as per MOU between MOE and Catholic Church Transfers on Promotions, new graduates postings and transfers Professional Development/Workshops • More than 96% of school heads attended the workshops conducted for the year from all the education districts.
• District staff participated in ESRI (External School Review Inspectorate) workshops, FESA, and data cleaning trainings organized by the MOE, ITC, AMU and PSC.

• A three day workshop was organized from 6th to 8th May, 2013, a two day workshop was organized from 17th to 18th October and a one day workshop was organized for the Institute of Education Ofﬁ cers.

100% attendance was attained.


• Future Leaders Workshop, Financial Management on Free Education and Leadership Management workshops were also conducted in all the four Education Divisions.

School Visitation • District staff visited all schools in their respective Districts under the Inspectorate Policy [ESRI].

The visits also include the monitoring and evaluation on school improvement projects with AMU and baseline survey for AQEP assistance in 2014.
36 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 • The District staff also visited schools for investigations and also accompanied the Minister of Education, PSE and MoE senior staff on school visits.

• Primary Section made 25 School Visits and 2 rounds of District Education Ofﬁ ce visits.

School Stafﬁ ng • The Primary staffs remained at 5038 for 2013.
• 253 LTC graduates, 30 CCTC, 7 Fulton and 142 primary education diploma graduates teaching at secondary schools for 2011 were absorbed as primary school teachers to ﬁ ll the vacant positions in primary schools around the country.

• Approval was given for those teachers that reach 55 years old within the year for re-engagement until the end of the year if they wish to continue teaching.

• Executive teacher positions remained at 493.


• All district education ofﬁ ce remained fully staffed throughout the year.

• 100% of our teachers have been registered under the FTRB.

Policies, Awareness and Other Activities • Early Childhood Education and the Inclusive Policies were reviewed last year.

• 3 new infant schools were opened for classes 1-3 in 2013 besides 2 new primary schools.

• The transport assistance continued for 2013.


The new e-ticketing mode was trialed in 2013 with the assistance from LTA and Transtel.

• Divisional School Management Board (DSMB) and Education Forum met once a term to discuss issues, new policies and initiatives.

In total 15 DSMB’S and 3 Education Forum meetings have been completed.

• Schools continued to celebrate Worlds Children’s Day, Education Day, Fiji Day and the World Food Day at Divisional, Districts and in their schools.
• Schools were encouraged to participate in taking extra curricula activities like Scouting, Guides, Red Cross, and St. Johns.

• LANA continued to be conducted throughout the country and results released to schools.

Awareness training on Classroom Based Assessment (CBA), School Based Assessment and Internal Assessments were carried out in all Districts.

• CBA’s and CAT’s were conducted in all Primary schools with the assistance of the Curriculum Advisory Services Unit.
• Conversational Language is now implemented in many schools and is expected to be completely taught nationally by the end of 2014.

• OLPC Phase 1 to 3 have been implemented as summarised below: Table 14: Summary of the OLPC implementation in schools Phase 1(Pilot) 2 3 Total No.

of Schools 3 16 45 64 No.
of Teachers Trained 33 57 87 177 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 37 Challenges • Obtaining RIE funds from the Ministry of Finance for OLPC and ECE • Timelines for Submission of Returns from schools and District Education Ofﬁ cers is usually delayed • Transportation of Primary ofﬁ cers and District Education Ofﬁ cers is limited to the budget • Limited Budgets for District Education Ofﬁ cers • District Education Ofﬁ cers are heavily delegated with Investigations and unplanned visits by MOE Sections • District Budget has been centrally operated Way Forward • Proper planning and waiver of Tenders Process • More reminders, encouragement and better human resourcing and equipping of Districts • District ofﬁ ce to be fully given the control of their budget due to decentralization.
• Better planning by Sections SPECIAL EDUCATION Roles and Responsibilities • Advise the Ministry on Special and Inclusive Education matters; • Coordinate and monitor special education activities in special schools; • Responsible for the development, implementation and evaluation of special and inclusive education policy, curriculum and plans • Allocate available resources to special and mainstream schools for implementation of special/inclusive education Services and the achievement of successful educational outcomes for students with special needs.
• Consult with donor agencies, special and mainstream schools on matters related to implementation, enhancement and evaluation of special and inclusive education services • Provide monthly, quarterly and annual reports to the Ministry on activities and progress of special/inclusive education services.

• Promote awareness and implementation of special and inclusive education in the community at large The Special Education Unit comes under the Primary Section of the Ministry of Education.
There are 15 special schools that cater for primary school students and two (2) vocational training centres speciﬁ cally for young adults with disabilities.

The core function of the Special Education Unit is to advise, coordinate, implement, monitor and evaluate activities which promote and enhance the development and empowerment of special and inclusive education in the country.
The Special Education Unit works collaboratively with the nine education district ofﬁ cers in ensuring the effective implementation of inclusive education policy and support for students with special needs in both the special and the mainstream schools.

Inclusive Education Policy The purpose of this policy is to provide a framework that will ensure and strengthen access to quality education for all students with special needs in Fiji.
The 2013 academic year saw the continuation of piloting inclusive education in ﬁ ve mainstream schools.

They are Tavua District, Ratu Latianara Primary, Adi Maopa Primary, Taveuni South Primary and Arya Samaj Primary School.

A total of 64 students with special needs were enrolled into these schools.

Supports to these students have been made possible by the Access to Quality Education Program (AQEP).
Further groundwork for inclusion took place alongside the program and it is envisaged that the awareness training in school communities is a priority.

The Hon.

Minister for Education, Ambassador Filipe Bole endorsed the reviewed policy for the next three years.
38 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 Scholarship Scheme for Special Needs Students (SSSNS) The PSC scholarship is a Government initiative with the aim to provide special training for the disadvantaged students in Tertiary institutions.

Twenty students from the Fiji Vocational Technical Training Centre, Marist Champagnant Institute, Suva Special, Lautoka Special and Sunshine Special School were very fortunate to be assisted through the scholarship.
Increase access to education The number of students with special needs enrolled in special schools has to some degree dropped compared to the previous years.

There has been an increase in the number of students who were successfully integrated into the mainstream schools, inclusive programs as well as ﬁ nding employment.
Table 15: 2013 Classiﬁ cation of Students by Disability Types in Special Schools Schools Hilton EIC Hilton Special Fiji School for the Blind Suva Special Gospel School for the Deaf Nausori Special Sigatoka Special Nadi Special School Lautoka Special Sunshine Special Ba Special School Ra Special School Labasa Special Savusavu Special Levuka Special Fiji Vocational Training Centre Veilomani Rehabilitation Marist Champagnat Gospel High School Total l l o R 54 73 48 126 45 42 42 120 58 134 59 30 107 46 35 45 50 21 19 1154 l a c i s y h P 34 48 - - - 3 5 15 9 2 22 1 2 6 20 4 - 171 h c e e p S 45 1 - - - 3 4 12 39 3 30 1 6 4 26 2 19 195 g n i r a e H 1 21 - - 45 2 3 12 4 - 15 2 3 2 5 1 19 135 n o i s i V 1 2 48 - - 2 2 2 4 1 3 - 4 1 2 - - 72 l a u t c e l l e t n I 13 2 - 89 - 22 15 4 2 21 91 31 24 27 45 15 - 401 e l p i t l u M 15 - 14 - 6 4 - 2 12 41 - 8 5 30 4 - 141 c i t s i t u A 9 - - 9 - 5 7 10 10 2 2 2 1 - - - - 57 e v i t c a r e p y H - 2 - 7 - 4 3 - 5 4 1 2 2 - - - - 30 n w o D e m o r d n y s s r e h t O 11 - - 13 - 8 5 3 3 4 3 3 1 - - - - 54 - 25 96 10 2 1 - 5 139 Note1 Access to secondary education for children with visual impairment was boosted with the addition of two Braille support staff and a mainstream integration ofﬁ cer to strengthen the staff team at Fiji School for the Blind.
A total of 23 students with visual impairment are now attending secondary schools around the country.

Stafﬁ ng The special schools are staffed by primary trained teachers.

However as they teach and interact with the students on a daily basis, their conﬁ dence and competence increases and this is supported by ongoing professional development workshops and training organized by the Special Education Unit.

All these teachers are civil servants and are paid by government.
Local teacher aides are recruited to assist teachers in the classrooms and they are paid by the school managements.

Overseas volunteers play a vital role in special schools as they provide specialist services such as speech therapy, occupational therapy and physiotherapy to the students at no costs.

A total of 66 international volunteers provided voluntary services in our special schools in 2013.
1Students additional needs in other prevalent disability areas are also indicated thus may affect the total ﬁ gure for some schools.
MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 39 Table 16: Special Education teacher summary Categories Civil Servants Local Teacher Aides Australian Youth Ambassadors (AYAD) Australian Volunteers International (AVI) Japan International Corporation Agency (JICA) Peace Corp (America) Latitude Global Volunteering Project Abroad (Short Term Volunteering) Total 91 40 7 3 1 0 1 5 Grants/Funding All special schools receive the following grants in 2013.
A total of $550,000 was allocated to the special education unit for distribution to the 15 special schools and 2 vocational training centres for students with special needs.

• Each school received an average of $20,000 - $25,000 as Special Education Grant to assist with the operational costs of the school and to support programs for the students in the school • Boarding Grants: Four special schools offer boarding facilities and therefore receive boarding grants.
These are Hilton Special School, Fiji School for the Blind, Gospel School for the Deaf, and Lautoka Special School • School Development/Improvement Grants: A total of $550,000 was paid out to all the special schools.

This grant is speciﬁ cally for the improvement of school facilities and buildings.

• Salary Grants : $30,000.00 was given to Gospel High School and Marist Champagnant Institute to pay for four deaf interpreters.
These deaf interpreters provided sign language to the deaf students attending the two schools $20,000.00 was given to the Fiji School for the Blind for the salary of two Braille support staff who work with the secondary integration department.

Professional Development Three professional workshops were conducted by the Special Education Unit in 2013.

A total of 125 special education teachers/ educational support staff and teacher aides went through the training workshops.
Three Special Education Teachers were awarded scholarships for training in Australia under the AusAID Program Japan.

One teacher was trained under the Japan International Corporation (JICA) Braille Production & Braille Support Summary No.

of Students assisted No.

of Textbooks brailled No.

of Schools Assisted No.


of Teachers Trained 26 20 13 10 Sports The milestone achievement of Fiji’s lone Gold Medalist and Special Athlete Iliesa Delana was an inspiration to all special schools, as it proved that anyone can achieve regardless of their disability.

The Western Council of Special Educators (WESTCOSE) organized a two-day sporting event for the special schools in the western division on November 1st -2nd 2013.
The event was sponsored by McDonalds Fiji Ltd. FSETA organized the 40 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 National Games for Special & Inclusive Athletes which was a ﬁ rst time event for the schools.
Sports not only enhance student’s physical abilities but also improve their social skills and build their self- conﬁ dence Awareness and Advocacy: International Day for the Disabled, 03rd December The Special Education Unit held its Awareness and Awards Night at the NZPTC Complex in Nadi.

Special Needs Educators were awarded for their achievements throughout the year.

The event made it to the local dailies and a Facebook page for networking was launched.
Acknowledgement Special Ed received the Best Employee of the Year Award for Primary Section in 2013.

Thus, the Unit wishes to accord it’s sincere gratitude and high accolades to all supporting departments within the MOE, other government ministries, non-government organizations, and all stakeholders for their unfailing support and commitment that had enabled the Unit to successfully carry out its functions in the 2013 academic year.
It is envisaged that with the same support and commitment, Special Education will move to greater heights in years to come.

EARLY CHILDHOOD EDUCATION SERVICE Overview The Early Childhood Education [ECE] section aligns itself to and supports the ministry’s mission of providing the total learning and holistic development and needs of the child, namely, social, emotional, physical, spiritual, language and cognitive.

In addition, ECE supports the health, nutrition, safety and protection of the young child.
This holistic approach will ensure optimum learning development and equips the child with the necessary knowledge and skills for later schooling and lifelong learning.

Roles and Responsibilities The ECE section is responsible for coordinating early childhood and pre-school activities which promote the development and improvement of the quality and delivery of ECE services in the country.
The speciﬁ c functions carried out during the year were: • Providing professional and administrative assistance to pre-school teachers through visits to ECE centres • Providing advisory services to ECE management committees • Conducting community awareness programs • Facilitating ECE centre establishments and registrations • Facilitating the arrangement and disbursement of furniture, learning resources and equipment to ECE centres • Facilitating the disbursement of salary grants to ECE teachers.
2013 Highlights & Accomplishments As compared to past years, the budgetary provision for ECE increased by $2.5m Table 17: ECE Budgetary Allocation Salary Grant for Teachers 1,050,000.00 1,050,000.00 1,300,000.00 3,300,000.00 Equipment Grant 100,000.00 100,000.00 100,000.00 100,000.00 Building Grant 100,000.00 100,000.00 100,000.00 150,000.00 Total 1,250,000.00 1,250,000.00 1,550,000.00 3,550,000.00 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 41 Major activities carried out in the ECE section in 2013 were: Building Grant (Allocation $150,000) A total of 22 existing ECE centres received assistance through this grant for either upgrading purposes or for the building of new classrooms.
Processing and disbursement of grants and monitoring site visits to the projects were conducted by the Asset Monitoring Unit.

Furniture, Learning Resources and Equipment (Allocation $100,000) A total of 17 centres were supplied with furniture [tables, chairs, cabinet, and bookshelf] and 30 more were fortunate to have received books and learning resources.

The section has yet to complete the distribution of outdoor play equipment to 9 kindergarten centres.
The following centres per district were recipients of the furniture, books and learning resources.

Table 18: No.

of ECE Centers assisted by Districts District Eastern Ra Macuata Lautoka/Nadi Nausori Suva Total No.

of centres assisted per district 10 3 1 1 13 2 30 Salary Grant (Allocation $3.3m) There was a marked increase in the allocation of salary grant for 2013, compared to the past 3 years.
Table 19: Summary of ECE Budget over the years Year 2010 2011 2012 2013 Salary Grant $1,050,000 $1,050,000 $1,300,000 $3,300,000 There was also an increase in the number of teachers applying for salary grants over the years.

Salary grants were processed and disbursed to 930 teachers and this was given out on a termly basis for the ﬁ rst two terms before the change to monthly payments in Term 3.

The ECE section embarked on the new mode of payment in Term 3 for the October to November grants.
There were a total of 564 teachers who were included in the monthly payroll.

These teachers had their salary grants deposited into their individual bank accounts.

The table below categorise the grant given to an ECE teachers based on their qualiﬁ cations for 2013 Table 20: ECE teacher’s salary categories Category 1 2 3 Total assisted No.

of teachers 251 358 321 930 Qualification LTC/USP/FNU (Advanced cert.

or BED ECE) USP/APTC/MLTC – (Cert.

& Dip.)


Basic training/No training Amount $5,330 /annum $3,280/annum $2,460/annum 42 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 ECE Policy Review The ECE Policy was reviewed and approved by the Minister and the Permanent Secretary.
Special emphasis was given to equal enrolment opportunities for children with special needs, the curriculum framework guidelines [Na Noda Mataniciva] and its components that are essential for an effective child-centred curriculum for young children, and the teachers’ terms of employment and conditions for service.

Establishment/Registration of New Centres 29 Kindergartens were given approval for establishment and 17 awarded registration status this year.
Established Registered Total School Site 21 12 Stand Alone 8 5 Total 29 17 46 Participation in School Activities The section participated in major ECE activities during the year.

Several of these included: • Participating in the Paciﬁ c Regional Council for Early Childhood Care and Education; • Presentations on ECE and its roles and responsibilities to Save the Children Fiji, APTC Children’s Services Program students, etc.
; • Workshops for teachers and Management of Stand Alone Kindergartens; • Director Primary, Mr. Tomasi Raiyawa attending the Asia-Paciﬁ c Regional Policy Forum on ECCE to Seoul, Republic of Korea; • SEO ECE, Ms. Jokapeci Kurabui attending an AUSAID-funded forum on Early Childhood Care and Education to Australia in April; • Participating in the celebration of Preschool/ECE Week; • Liaising with other ministries and organizations for workshops and trainings for ECE teachers.
for example, the Ministry of Health’s Dental Team under Dr. Joan and Mr. Vinod on Oral Hygiene; Ms. Naina Kau from the Colgate Palmolive’s ‘Bright Smiles Bright Futures Program; Pastor Mark Roche and Mr. E Toutou from the Homes of Hope on Commercial Sexual Exploitation of Children; the Nasinu Early Childhood Association on the Jolly Phonics Workshop for teachers and the Fiji Kindy Project Team; • Being part of the week-long Hibiscus Festival ‘Kindy at the Park’ UNICEF –funded project.
The project was organized and facilitated by the Little Ones Learning Centres bringing together children from diverse cultural and economic backgrounds and learning environments under one roof; • Facilitating the distribution of ECE Kits provided by UNICEF to 16 disadvantaged kindergarten centres; • Meetings and discussions with donors [AQEP/UNICEF] on issues pertaining to ECE particularly in terms of training, support materials and educational resources.
MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 43 Challenges and Way Forward Activities Challenges Way Forward Processing salary grants o Incomplete MOUs and MOAs submitted for salary grant applications.

o Delays in submission of MOU and MOA o Managements’ refusal to sign documents, hence non-payment of salary grants.

o Teachers being transferred to other schools after signing contracts.
o Quite a lot of teachers not registered or not renewing licenses with TRB o Management not honoring Contracts and not paying teachers’ salaries.

o An SOP in place for processing salary grants o Workshops for management and teachers on processes involved and on agreements signed.

o Teachers, management and district offices to adhere to due dates for submissions to minimize holdups and delays of salary grants.
o All salary grants to be disbursed through payroll and manual processing of grants to be discouraged.

Visits to Kindergartens o Centres not complying with MoE standards and buildings and requirements not OHS compliant – no taps, toilets far from ECE rooms, broken and non-maintenance of outdoor equipment, etc.

o Management to follow minimum standards in WASH facilities and comply with MoE building standards and requirements and OHS regulations.
Responding to Issues o Teacher qualifications o Late grants o No teachers’ quarters o Schools disputes o Teacher pupil ratio o Teachers’ misconduct o Managements’ refusal to sign/holding on to MOA o Re employment of retired primary school teachers in ECE centres.
o Close liaison and discussions with district education officers on issues received o Non-employment of retired primary school teachers as from 2014 o Non-employment of non-certified/qualified ECE teachers from 2015 except for K centres in remote and semi-remote areas.
SECONDARY EDUCATION Overview This section of the Ministry consists of a Director (DSE), a Principal Education Ofﬁ cer (PEOS), 2 Education Ofﬁ cers (EO1 & 2), an Assistant Accounts Ofﬁ cer (AA0), a Clerical Ofﬁ cer (CO) and a Web Based Learning Development Ofﬁ cer, who is in charge of the establishments of secondary schools’ websites.

Roles and responsibilities The role of the section is to provide optimal stafﬁ ng resources for secondary schools and promote a committed and competent workforce.
The speciﬁ c functions of this Section include the following: • Liaise with School Managements on the appointment of school principals.
• Facilitates the appointment of teachers in secondary schools; • Ensures and monitors that stafﬁ ng establishments are within the required speciﬁ cations; • Reviews related regulations pertaining to the administration of stafﬁ ng in secondary schools; • Ensures that tuition fee and per capita grants are distributed fairly and equitably to schools; • Facilitates the distribution of remission of hostel fees to boarding schools; • Coordinates with relevant sections on issues related to the provision of quality education to children.
• Monitors service delivery in secondary schools through the various District Ofﬁ ces.

44 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 2013 Highlights & Accomplishments Student Enrolment A total of 67631 were enrolled at Secondary Schools around the country for 2013.

This is a decrease of decrease of about 1.17% of the total number of students enrolled for 2012.

The NER also shows a decline while the GER increases as in the graph 9a and 9b respectively.
The decline in the Secondary enrolment and the NER is attributed to the removal of the year 7 and 8 from Secondary schools into Primary Schools.

The Secondary GER continues to increase due to the initiatives of the Ministry to ensure accessibility and retention.

Graph 9a: Secondary NER Graph 9b: Secondary GER Achievements • Submission of Schools’ Audited Accounts resulting in 151 out of 157 aided schools submitting their Audited Financial Reports.
• Two schools, namely Nuku Secondary and Beqa Yanuca had F.S.L.C., for the ﬁ rst time.

• 3 schools offer Form 7 for the ﬁ rst time resulting in 155 out of the 169 government and non-government aided • secondary schools offering F7 education.

Initial stages of construction for Saint Francis College in Ra and Ratu Lalabalavu Secondary school in Mamanuca began, in preparation for opening in 2014.

• Secondary schools around the country were visited by the Minister and the PSE.
• Distribution of Tuition done using the Differential Resourcing Model [DRM].

• Submission of Audited Account and Minutes of AGM a prerequisite for the release of Terms 2 & 3 Grants.

• All Year 7 and Year 8 have been reverted to Primary Schools.

Zoning data gathered to ensure absorption of Year 8 students into Year 9.

• E-ticketing continued in schools.

• Decentralization leading to greater decision making powers to the Districts.

• 207 posts were processed for promotions at all levels.
• An additional 62 Schools introduced the BEST program into its curriculum bringing the total number of schools mainstreaming the program to 124.

• 134 posts of the 166 new posts approved have been utilized to staff the newly established schools, the newly approved Form 7 schools and TVET and Vocational commitments.
MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 45 • Secondary Schools Websites established for 91 secondary schools bringing the total of 107 Schools linked to the Secondary Section Website.

• 39 Secondary Schools were assisted through the Duke of Edinburgh Award Programme for income generating projects.
• The continued implementation of Conversational Vernacular in all Secondary Schools • Networking with International Agencies such as JICA and Peace Corps in service delivery.

• Continued implementation of Money Smart Program in schools.

Transfer Allowance The Districts ensured that transfers that were carried out in 2013 adequately staffed the secondary schools in the country.

A total of $297 080 was paid out as transfer allowances and travelling expenses in 2013.
The table below shows the breakdown: Table 21: Transfer allowance and travelling expenses summary Type of School Government Schools Non-Govt.

Junior Secondary School Non-Govt.

Secondary Schools Total Transfer Allowance & Travelling Expenses[$] 50 080 13 000 234 000 297 080 Challenges: Inability to contact some schools due to lack of communication resources.
• • The inability to effectively connect with school network through Internet and other digital devices due to remote locations, accessibility to electrical power sources and Internet Suppliers.

• Uneven teacher / student ratio in schools is a great challenge to teaching/learning in our classrooms.
Way Forward: • The continuation of websites development for all secondary schools whose websites have not been done to ensure consistency in utilizing school website resources through regular revisiting and monitoring.

• Continuous awareness and teacher training to ensure teacher competency.

• Continuous visits to schools that fall under the IPSP banner to help in improving their academic results.

• An overall improvement in service delivery as per the requirements of the Ministry’s SEA team.
ASSETS AND MONITORING UNIT Roles & Responsibilities The Unit is responsible for ensuring better management and monitoring of capital projects, Establishment, Registration and Recognition of schools and make certain quality improvements of performance in schools, through Standard Monitoring and Inspection support, monitoring and evaluations of school plans and capacity building of school management and teachers on Education in Emergencies/Safer Schools and Financial Management Education for a responsive and effective organisation of schools.
The newly established Disaster Management Unit works closely with relevant government 46 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 Ministries and Donor agencies to proactively address and manage disaster issues as well as to mitigate adversities affecting schools during and after disasters or emergencies.

It also ensures effective coordination of the Ministry’s Emergency Operation Centres during emergencies.
ASSETS/DEVELOPMENT Roles & Responsibilities The Asset Section is responsible for the continuous improvement strategies of all the schools, such as primary, ECE, Special Education schools and secondary schools through the provision of ﬁ nance to assist in the improvement of physical facilities and equipment, especially in the learning environment of the child, in order that the national goals of education are fulﬁ lled for children to receive quality education through the support provided by the Ministry.
Table 22: Summary of the Maintenance work on Government Schools School Adi Cakobau School Queen Victoria School Ratu Kadavulevu School Nasinu Secondary School Levuka Public School Bucalevu Secondary School Vunisea Secondary School Laucala Bay Secondary School Labasa College Suva Vocational Delainamasi Government School Total Amount($) 49,640.00 38,000.00 24,400.00 3,900.00 2,095.89 6,664.60 49,600.00 17,435.67 38,160.00 49,500.00 48,500.00 49,670.03 11,304.00 38,000.00 47,158.00 3,000.00 49,650.00 526,678.19 Scope Status Form 7 hostel maintenance Principal & Office Room Sewer line Freezer & Cooler Rewa Hostel Electrical Works Hostel Electrical Works Kitchen/Storeroom Security Lights Electrical Works Desks & Chairs School Hall Block 182 & 183 Hostel & A/Block Switch Board repair Classrooms renovation Boys Hostel(A & B) Landscaping Works Classrooms/Ablution 100% complete 100% complete 100 % complete Cooler complete.
Freezer still incomplete 100% complete 100% complete 100 % complete Defer for 2014 100% complete 100% complete 100% complete 100% complete 100% complete 100% complete 100% complete 100% complete 100% complete Major maintenance works on Tender Listed are the four Government Schools approved tender works plus one waiver of tender works School RKS SGS Sila Central NSS Tendered Works • School Hall • Hostel Ablution Block maintenance • Ablution Block & General maintenance • Vocational & Technical Block renovation • Fencing School Compound • Classroom Building maintenance works Amount($) 195,000.00 Status Near completion 83,601.10 247,571.00 In progress 100% complete 285,527.69 In progress.
Completed 1x2 Bldg.
100% complete LPS • 1x Girls Hostel (Waiver of tender)- 388,764.51 Ofﬁ ce Maintenance Works School Senikau House SBU - Exam Exam Office Total Scope Ground Floor upgrading Office upgrading 2 x 20ft container G/Floor & Roof renovation Amount($) 33,000.00 49,500.00 9,545.00 48,885.00 $140,930.00 Status 100% complete 100% complete 100% complete 100 % complete MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 47 LPS New Boys Hostel • 1x Boys Hostel (Waiver of tender) Allocation Balance 388,754.51 570,046.00 181,281.49 RIE Approved.
Site yet to be confirmed ACS New Ablution & Extension New Ablution Block( Waiver of tender) Extension of existing ablution block Total Allocation Balance 71,590.00 41,205.00 $112,795.00 170,823.00 58,028.00 100% Complete by EZI Construction Company MWTPU – 100% Complete Curriculum Development (Compulsory Education) South Taveuni Secondary • 1x Science Laboratory Allocation Balance 198,000 300,000 102,000 100% Complete Schools on Heritage Sites ($200,000) Heritage Site Schools with Phase 3 & 4 works.
This is a Government initiative to renovate very old colonial buildings on heritage sites: School St. John’s College Marist Convent School Delana Methodist Primary Total Project School Church Main School Building Teachers Quarters Cost $89,685.00 $48,469.68 $61,845.12 $200,000.00 Contractor Scaff Works Scaff Works Scaff Works Progress On going On going On going Construction of Infant Schools ($1,380,000) School Navotua Infant School Ratu Peni Neumi Memorial Infant School Nailou Infant School Education District Lautoka /Yasawa Macuata/Bua Cost $536,742.95 $436,810.00 Cakaudrove $355,000.00 Status Completed.
Opened by PSE on the 30th October Completed.

Opened on 24th October by Honorable Minister of Education GTB approved.

RIE approved in progress Total Allocation Balance $1,328,552.95 $1,380,000.00 $51,447.05 ECE Building Grant Assistance ECE 22 Centres Works Facilities Upgrading Monitoring Total Cost $148,000.00 $2,000.00 $150,000.00 Status 22 ECE Centres assisted.
48 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 Government Schools - Capital Works Tender Works Nasinu Secondary School Improvement of the sheltered walkway and classroom renovations Ratu Kadavulevu School • • Renovation of the School hall and Ablution block Sila Central College • Improvement to the school main gate Suva Grammar School • Renovation of the Ablution block and the TVET block Levuka Public School • New Girls Hostel and renovation of the School hall Adi Cakobau School • New Ablution block Vunisea Secondary School • Dormitory and ablution block renovations BucalevuSeceondary School • Classroom renovations Delainamasi Government School • Renovation of the classroom blocks St. Johns College (Schools Heritage Sites Projects) • School church infrastructures renovation CONSTRUCTION OF NEW INFANT SCHOOLS (Completed) NAVOTU INFANT SCHOOL (Nacula,Yasawa) Dorm & A/Block RATU PENI INFANT SCHOOL (Nakawakawa, Bua) MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 MIMIMIMIMIMIIININININININININININIINISTSTSTSTSTSTSTSTTSTTSTRYRYRYRYRYRRYRYRYRYRYRYYY OOOOO OOOF FFFFFFFFF EDEDEDEDEDEDEDEDDEEDEDUCUCUCUCCUCCUCUCCUCU ATATATATATATTATATATATIIIIIIOIIIII N, NNNNNATAAAAAAAAA IONAAAAAAAAAL LLLLLLLLLL HEEEEEEEEEEEERIRIRIRIIRIRIRIRIRIRIRITTATTTTATTTATTAT GEGGEGEGEGEGEGEGEGEGEGEG , CUCUCUCUCUCUCUCUCUCUCUCULTLTLTLTLTLLTLTLTLTLTURUUUUUUUUUUU E ANAAAAAAAAA D ARARAARARARRARARAARRRTSTSTSTSTSTSTSTSTSTSS - ANNUAL REPORT 201111133333333 49 49 494449494499494949 STANDARDS MONITORING UNIT Roles and Responsibilities The Standards Monitoring Unit is responsible for ensuring standards in schools through sound and vigorous self- assessment, planning, external inspection visit, reviewing and reporting.
Also part to their core roles entails building capacity for teachers, school management and the community on Education in Emergencies/Safer Schools and prudent Financial Management measures.

Detailed below are the achievements of the Standards and Monitoring Unit in 2013 and the signiﬁ cant progress against the main priorities set out in our Annual Business Plan 2013.

Planning Workshop The activity focus area one is centered on Assessment, Monitoring & Reporting of School Plans.
With the introduction of the new Planning approach to all schools and alignment to the Ministry’s Annual Corporate Plan, the need to ensure consistency becomes the core emphasis.

A total of 263 School Heads & 29 District Education ofﬁ cers were trained on how to assess, monitor & report on the achievements against their School Plans.
Table 23: Summary of the Planning Workshop conducted in the Districts Participants Data Districts Cakaudrove Ra Nausori Ba/Tavua Macuata/ Bua Suva Eastern Nadroga/Navosa Lautoka/Yasawa Total School Heads Sec Prim 11 33 4 6 11 10 11 10 8 21 5 10 5 38 14 56 2 8 71 192 Districts 4 3 4 3 4 5 2 3 1 29 Plan Implementation Report Schools have been advised to send their monthly implementation reports to their respective District Ofﬁ ces for the update of the Ministry’s achievements both at the Business and Corporate level.
Consultation of the Standard Monitoring and Inspection Policy & Templates While noting the signiﬁ cant progress made through the SSMI visit, the Monitoring Unit also wishes to ensue critical improvement to further enhance this activity.

With the quest to respond to the changing need and make sound changes to the SSMI policy consultation was conducted in all the nine Education districts.
Essentially, the workshops intend to build awareness on the amendment in the policy and also gather important feedback to ensure a directed, outcome based and quality assured process.

The workshops also seek improvement on the revised SSMI templates in preparation for 2014.
50 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 ECE School Planning and Safer School Training In response to the pressing issue of safety for our children and Safer schools, ECE teachers and managements were enlightened on the safety standards and measures in the event of a disaster.

Selected teachers and managements from Stand Alone centres were part of this training and for most, it was unique being their ﬁ rst experience of a MoE conducted workshop.
The training also introduced planning modules to help align ECE schools to the Ministry’s plan.
Important thematic areas covered were: • Safer schools 2012 program • Design of school based EEPs • Safer school preparedness • Design of the schools’ Strategic, Annual Plan and Individual Teachers Work plans Table 24: Summary of Training conducted for Districts Districts Male Participants Female Participants Total of Participants Cakaudrove Ra Nausori BA/ Tavua Macuata/ Bua Suva Nadorga/ Navosa Lautoka/ Yasawa TOTAL 4 7 6 6 4 4 5 2 38 14 17 17 17 20 31 22 29 167 18 24 23 23 24 35 27 31 205 Planning is very important Manage we need an EEP Impact of disaster on education… FACILITATING GROUP DISCUSSION GROUP PRESENTATION Textbook assistance The Australian Aid through AQEP assisted Primary schools with textbooks as part of its rehabilitation programme after TC Evans Table 25: Summary of the AQEP funded textbook assistance 2013 Districts Ra Ba/Tavua Schools Assisted Vatukacevaceva Primary School Nabau District School Rakiraki District School Votua Catholic Primary Nalotawa District School Raviravi Sangam Total Per District 3 3 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 51 Table 25: Summary of the AQEP funded textbook assistance 2013 (cont'd) Districts Schools Assisted Total Per District Valebasoga Public Korotolutolu Primary Nadi District Yadua Island Sch Galoa Island School Naivaka Primary Dama District School Namamanuca Primary School Mana SDA Malolo District School Vatulele District School Gurukul Primary Namara Village School Gandhi Bhawan Primary Tavarau Parimary Yaqeta Village School Naviti District School Ratu Meli Memorial Ratu Naivalu Memorial Ratu Namasi Memorial Gaunavou Primary Bouwaqa Primary Ratu Saimoni Seru Memorial School Ratu Apenisa Memorial School Nasomolevu Catholic School Macuata/ Bua Nadroga/Navosa Lautoka/Yasawa Total 8 4 14 32 Tuition Free Education Financial Management Awareness for School Heads and Management MoE in collaboration with the Prime Minister’s ofﬁ ce and the Ministry of Finance organized a series of workshops for school heads and management to tidy up and ensure clarity on all related issues with Free Education and also introduced manageable approaches to ensure proper observance of all ﬁ nancial procedures in schools.
The workshop was organized and administered simultaneously in all the nine education districts through different clusters.

Most centers recorded more than 90% attendance which is notable.
Table 26: Summary of FEG Workshop conducted District Lautoka/Yasawa Ba/Tavua Ra Macuata/ Bua Cakaudrove Nausori Suva Eastern Nadroga/Navosa Total Number of Clusters 4 3 2 4 3 6 6 2 4 34 Status Completed Completed Completed Completed Completed Completed Completed Completed Completed 52 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 Table 27: Summary of participants that attended the FEG workshop conducted District Lautoka/ Yasawa Ba/ Tavua Ra Macuata/ Bua Cakaudrove Nausori Suva Eastern Nadroga/ Navosa Total Secondary Rep [P/VP] 21 14 7 24 13 26 35 13 11 164 Primary Rep [HT/AHT] 75 60 40 89 63 99 78 100 57 661 Management Rep [Manager/Treasurer/Secretary] 126 86 66 120 105 91 126 92 82 894 Total Participants 222 160 113 233 181 216 239 205 150 1719 Challenges There were important areas that have stalled the Section’s progress and remain a critical concern: • The tender process has slowed some of our Capital Projects • Certain lease issues still await conﬁ rmation from the I-Taukei Land Trust Board in concurrence with the Lands Department on the fees variation • The decrease in the ESRI allocation impinged on the school monitoring effort by the District Education ofﬁ ces • The notion of manpower remains an issue as the Section has to grapple with the limited personnel in order to meet all the dispensed deliverable Way Forward • For some unique instances, application for waiver of tender was adopted as it is the feasible option to enable timely completion of the project.
• Enhanced networking with the relevant agencies • Better understanding of the importance of ESRI as it remains the main platform used to gauge teacher’s performance, the delivery of the curriculum and development in the physical environment, leadership & management and community & partnership.

FIJI TEACHERS REGISTRATION BOARD The FTRB is in its ﬁ nal year of implementation before preparing itself for its ﬁ rst phase to become Fiji’s ﬁ rst National Teachers Registration Authority.
The promulgation which was promulgated by His Excellency the President with its subsidiary regulation approved by the Cabinet in 2009 will have now to be amended.

The Secretariat Services are currently in its ﬁ nal phase to ﬁ nally submit the legal document to the Solicitor General’s Ofﬁ ce and Cabinet for approval, the document will now be known as the Fiji Teachers Registration Authority Amendment Decree 2014.
Roles and Responsibilities The main function of the FTRB is to: • Register qualiﬁ ed teachers to teach in Kindergarten, Primary and Secondary schools in Fiji.

• Register qualiﬁ ed teacher educators in training institution to intending kindergarten, primary and secondary teachers.

• Register training institutions who intends to allow teacher trainer practice in schools.
• Work with employing authorities, training institutions and other relevant social partners regarding the standards of courses offered should be acceptable for the purpose of teacher registration and advise the Minister.

• Undertake relevant review and recent project for the purpose of teacher registration in Fiji.
MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 53 Achievement Strategic Activities Legislation Cabinet has approved the drafting of the Fiji’s National Teachers Registration Amendment Decree 2014.

 Draft Fiji’s National Teachers Registration Amendment Decree 2014 completed, submitted to Solicitor General’s ofﬁ ce for comments and consultation with social partners completed.
Operational Activities Administration • FTRB ofﬁ ce now fully functional with staff and resources.

• By 30th November 2013, a total of 3,512 new teachers and 7 teacher educators were registered.

• FTRB collected a total revenue of $158,352.84.
Table 28: Revenue Collection Update Table 29: Registration Summary Collection Centres HQ Nausori Rakiraki Ba/Tavua Lautoka Nadroga Savusavu Labasa Vunisea Secondary Levuka Public Exams Bucalevu Secondary Natabua High Labasa College Total Amount ($) 101,316.34 1,640.00 2,315.00 5,310.00 22,061.00 7,073.00 3,250.00 11,485.00 ------ 415.00 75.00 1,267.50 2,085.00 60.00 158,352.84 Collection Centres Primary Secondary Teacher Educators Teacher Administrators ECE Volunteer Religious Language Culture Trainers Coach PEMAC Teacher Aides Vocational/Technical Special Education Attachee Helper Total Registration Type Provisional 400 621 2 4 - - - - - 1 - - - 20 2 - - 1050 Full 619 498 5 8 - - - - - - - - - 7 2 - - 1139 LATT - - - - 966 5 19 33 1 2 1 - 15 9 12 - 5 1068 54 54 5454 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 MIMININISTSTRYRY O OF F EDEDUCUCCCCUCCCCCCCCCCATATATATATATATATATATATAATAA IOIOIOIOIOOIOIOIOIOIOIOIOIONNNNNNNNNNNNN,N, NNNNNNNNNNNN N NAAATATATATATATATATATATIOIOIOIONANANANAL L L L HEHEEHEH RIRIRITATATATAAAGEGEGEG , , CUCUCULTLTLTLTTTTTUUUURURE ANAND D ARARTSTS - - A ANNNNUAUAL L REREPOPOPPP RTT 222222010101110101013333333333 CHAPTER 5: PROFESSIONAL DIVISION AN OVERVIEW – DEPUTY SECRETARY PROFESSIONAL The ofﬁ ce of the Deputy Secretary Education Professional (DSP) overseas the management and provision of professional education services by the Ministry of Education.
These services are delivered by the Curriculum Development Unit (CDU), Technology and Employment Skills Training Unit (TEST) and Examinations & Assessment Unit (EAU).

Included also in the DSP’s ambit of work is the services provided by the National Substance Abuse Advisory Council (NSAAC) which is responsible for examining and addressing problems arising out of drug and substance abuse in Fiji.
A signiﬁ cant development to improve the professional education services for schools in 2013 was the successful review of the National Curriculum Framework and the syllabus which are in response to changes in the expectations of students, society and the job market.

This progressive curriculum is intended to help develop Fiji into a knowledge based society.
To support teaching and learning a number of primary and secondary textbooks were printed and distributed freely to schools, an initiative to ensure all schools are resourced with the same quality resources and help reduce education costs to parents and guardians.
Another signiﬁ cant undertaking in 2013 was the national implementation of Financial Education from Year 1 to Year 12 which is focusing on learning directed towards ﬁ nancial competency a life skills necessary for living in the twenty ﬁ rst century.

Building capacity of teachers is a continuous education service provided by our professional sections to the schools.
Thus a number of trainings coupled with school advisory visits were organized to empower and prepare teachers and stakeholders of the changes and new approaches in curriculum, teaching, learning and assessment.

The Examination and Assessment Unit as in the past years were responsible for the proper conduct of the 2013 national external examinations and assessments in accordance to Ministry’s policies and international best practice procedures.
Apart from the advocacy and training of student leaders and teachers on HIV/AIDS, substance abuse and violence against women and girls, NSAAC successfully conducted a public consultation of the 7th draft of the Volatile Substance Abuse Decree which is a legal framework currently drafted to address issues and curb the use of volatile substances by students.
The review of the National Curriculum Framework charts a new direction for education providers not only to meet the educational needs of students but help the Ministry of Education, National Heritage and Culture & Arts realize its vision of Quality Education for Change, Peace and Progress.
MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 55 CURRICULUM ADVISORY SERVICES (CAS) / TECHNOLOGY, EMPLOYMENT SKILLS & TRAINING (TEST) Overview The CAS/TEST section comprises of the following units: 1.

Primary Curriculum 2.

Secondary Curriculum 3.

Technology, Employment Skills & Training 4.

Careers 5.

School Broadcasting Unit 6.


Education Resource Centre The CAS/TEST section was instrumental in the review of the National Curriculum Framework which is a great milestone for the Ministry.

In addition, another milestone is the revision of the syllabi to align to the NCF and the development of its resources which is its main core function.
This has created history whereby there’s a paradigm shift towards learning and teaching and the focus is on the learner and ultimately to make Fiji a knowledgeable society.
PRIMARY CURRICULUM Key Functions The speciﬁ c functions carried out by the CDU (Primary Sections) • Design, develop, and review the primary syllabuses • Plan and conduct in-service training of primary school teachers on new content and teaching & learning pedagogies • Provision of professional advices to teachers through school visitations • Development of teaching and learning resources • Development of the Common Assessment Tasks • Moderation of the Class 8 Common Assessment Tasks • Monitoring of Classes 1-8 CBAs • Design and review Internal Assessment guidelines and relevant materials Other roles and responsibilities are: • The formulation of its Annual Business Plan in alignment to the Unit’s Business Plan • Develop section Annual Work Plan • Prepare Monthly and Annual Reports • Conduct of research on teaching and learning resources and teaching pedagogies • Plan and design ESD initiatives such Conversational Language Programmes, CE, HPS, FinEd, Fire Safety, Environment Education, etc.
• Conduct professional development to primary teachers through training and workshops • Conduct community awareness to stakeholders through school based sessions • Analyze data and prepare reports on workshops, school visits, surveys and other related activities carried out by the ofﬁ cers.

• Conduct induction for new ofﬁ cers • Preparation of Acquittal detailed reports on the visits taken.
• Attend to the administrative needs of primary schools • Attend to correspondence that needs immediate attention 56 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 Achievements Curriculum • Revised and trialed the National Curriculum Framework in 554 primary schools • Developed, printed and trialed in all 554 schools the Thematic Curriculum Guideline for Years 1 & 2 • Developed, printed and trialed 24 subject syllabuses for Years 3 - 4 in 112 schools • Developed 45 relevant teacher support materials to support the National Curriculum Framework and revised syllabi • Conducted Curriculum review meetings and consultations to Head Teachers Principals and Stakeholders, • Reviewed and vetted textbooks through curriculum workgroups, reference groups and Curriculum Council • Submitted for printing at ERC newly developed resource materials • Submitted textbooks prepared by local writers for MoE Approval • Conducted Environmental Awareness to selected schools • Conducted workshops for 36 teachers on HPS • Conducted survey on Financial Education in all primary schools; and also attended to Professional Development sessions required by schools and FTA Clusters • Trained 150 teachers on lesson Study Model [103 Maths, 50 Social Studies] • Visited and evaluated Citizenship Education in 310 Primary schools Internal assessment • Developed Primary School Assessment Guide • Reviewed the Learning Records for Students.
• Dispatched to schools Learning Records for Students – Year 1-8 • • • Extrapolated and sent the National moderated marks to schools.
• Conducted Monitoring and Evaluation CBAs through survey questionnaires In-serviced Classes 1-2 teachers in the Northern, Western and Central Division Involved 641 moderators in the District moderation of Year 8 CATs for 646 schools Conversational Language Programme • Conducted surveys on the implementation of the programme • Conducted workshops for Class 6 teachers • Recorded and dubbed Advance Level lessons on CDs • Re-dubbed more copies of Beginner’s Level lessons • Advance Level manuals and printed Advocacy and Awareness • The ofﬁ cers facilitated NCF Awareness sessions organised by schools • The Advisors prepared bookmarks for their respective subjects for Career Expositions • The Advisors participated in the MOE Display Hibiscus Week Display, 2013.
• Advisors assisted the Career Ofﬁ cers in school-based career talks MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 57 COURSES/ MEETINGS Local and Overseas: Course/Meeting Study on Education Improvement of Training Course of Teacher, Literacy and Numeracy Assessment(LANA) PSC H Exams Leadership & Management Water And Sanitation Hygiene (WASH) WELLNESS Financial Management –Fee Free Education Officer attended I. Chand Venue Japan Duration 14/10 – 11/11 SEO Eng.
& SEO Maths EAU 4 – 8/11/13 SEO Health Marela Marela FTA 28/10-1/11/13 25/11/13 30/10/13 Ministry of Health Marela 2-3/10/13;29/11 2/12/13 SECONDARY CURRICULUM Achievements • Developed 17 IWP, 2013 Business Plan for secondary section • Revised the PD for 6 new posts and the 7 posts which were upgraded from EO to SEO • Reviewed and developed • Reviewed and developed 13 syllabi for Year 9,3 syllabi for Year 11 • National Implementation of FinEd in all secondary schools.
• • • School Improvement Workshop was conducted for targeted schools using the underperforming data from Integrated Climate Change in selected subjects.

In-service Workshop for FinED.

EAU.

• National Implementation of Fin Ed in all secondary schools.

• A one day District /National Moderation Workshop for all Form 4 CATs for all subject areas.

• Under Performing School Visits • Developed the National Curriculum and Assessment Module for future Leaders.
• Engaged the retirees to monitor and evaluate the implementation of Fin ED in sec schools through UNDP funding.

• Veriﬁ ed the CBA, extrapolated the Internal Assessment (CAT) marks, reported to schools and submitted a copy to EAU for each subject.

Improved the facilities and provided the equipment’s needed by the ofﬁ cers such as Lap Tops, external drives, • Received the BEST Section SEA for MOE/BEST ADMINISTRATOR/BEST EMPLOYEE • multimedia, workstations, notice boards.
• Upgrading of EOs to SEOs • • Restoration of posts of SEO(CHEM)/SEO(GEO)/SEO(ACC)/SEO • Conducted 3 Workgroup meetings for each of the subjects at Year 9 and Year 11.

• Development and printing of the following syllabi, textbooks and student learning records.
Integration of Careers in year 9 syllabi 58 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 Subject English Maths Basic Science Social Science Commercial Studies Family Life Education Vosa Vakaviti Hindi Urdu Rotuman Language Physical Education Art and Craft Music Economics History Physics Careers Syllabus Year 9 & 10 Year 9 & 10 Year 9 & 10 Year 9 & 10 Year 9 & 10 Year 9 & 10 Year 9 & 10 Year 9 & 10 Year 9 & 10 Year 9 & 10 Year 9 & 10 Year 9 & 10 Year 9 & 10 Year 11 Year 11 Year 11 Years 1-13 Title of Textbook The Morning Activity Book Form 3 Mathematics Science book 1 for Lower Secondary Rediscovering Society Year Commercial Studies Text Book: A Smart Approach for students.
HOPE: Teachers Resource Book NanumaLesu 3 ,Nanuma Lesu 4 Hindi Text Book Urdu Text Book FARAO 1 Teachers Guide Elements of Design – Colour Year 11 Economics Text Book Year 11 History Text Book Year 11 Physics Text Book Careers Information Book Student Learning Record Year 9 & 10 Year 9 & 10 Year 9 & 10 Year 9 & 10 Year 9 & 10 Year 9 & 10 Year 9 & 10 Year 9 & 10 Year 9 & 10 Year 9 & 10 Year 9 & 10 Year 9 & 10 Year 9 & 10 Year 11 Table 30: Overseas Workshops, trainings and meetings attended by ofﬁ cers: Workshop/seminar/meeting Mathematics Improvement Workshop (Lesson Study ) Training of Trainers Globe Meeting Officer attended SEO(Maths) Venue/country Lelean Memorial School Duration 1 Day SEO (Maths) SEO(Chemistry) Marela House India 1 Day Analysis of data collected from extrapolated marks.
Analysis of the data collected this year showed a slight increase in the number of students enrolled for each of the subjects.

The total number of students taking the compulsory subjects varies and teachers are requested to verify the number.
Table 31 : Number of Schools and Students per subject (Form 4) Subject English Maths Basic Science Social Science Commercial Studies Vosa Vakaviti Hindi Rotuman Urdu Family Life Education Agricultural Science Home Economics Basic Technology Office Technology No of schools 165 165 165 155 165 99 59 2 9 162 121 150 123 51 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 59 Table 32 : Number of Schools and Students per subject (Form 4) Subject English Vosa Vakaviti Urdu Hindi Applied Technology Technical Drawing and Design Office Technology Computer Studies Agriculture Science Home Economics Introduction to Technology No.
of schools F6 165 68 8 31 121 142 22 130 153 135 NA F7 153 na na na na na na 122 128 112 134 Total no.
of students F6 13748 882 35 155 1429 2384 278 3034 1448 na F7 7017 na na na na na na 1710 1076 720 1019 TECHNOLOGY AND EMPLOYMENT SKILLS TRAINING (TEST) Roles and responsibilities The Technology and Employment Skills Training Section (TEST) is directly responsible to the Director TEST in carrying out the following functions: Planning and Policy • Assist the Ministry of Education in the formulation of its Strategic, Corporate and Business Plans, in alignment to the Fiji Government national strategic directions and priorities.
• Develop long and short term plans for the future development of TEST in alignment to the Ministry of Education vision and priorities.

• Assist the Ministry of Education in the preparation of cabinet papers and reports.

• Plan and prepare budget submissions for funding TEST programmes and initiatives for the enhancement of education and training for students taking TEST programmes.
• Liaise with other NGO’s and government departments in promoting partnership in the development of technological knowledge, skills, values and attitude for students in schools.

• Conduct research and survey for new initiatives related to the general development of TEST.

Management of TEST Stafﬁ ng • Appoint and post new TEST teachers under the current stafﬁ ng establishment policy and transfer serving teachers between schools, as they may request, in line with the Ministry ‘s procedures and guidelines.
• Assist in the merit analysis of staff applying for vacant TEST posts.

Management of Curriculum Services • Assist in the design, development, review and implementation of the Fiji National Curriculum Framework and related documents.

• Assist in the design, development, review, implementation, testing and monitoring of TEST curriculum.

Provision of Advisory and Advocacy Services • Conduct visits to schools for advisory, outreach and TEST promotion.
• Plan and conduct/participate in professional development for TEST staff at HQ.

• Conduct induction and professional development for TEST teachers through training and workshops • Assist teachers acquire further training to upgrade qualiﬁ cations and skills.
• Prepare materials and participate in advocacy programmes 60 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 Management of Assessment a) School Based • Review assessments for schools • Verify Year 9 Class Based Assessment • Moderate Years 10, 11, 12 & 13 Internal Assessment [projects and tasks] raw marks b) External Examinations • Extrapolate and forward assessment marks for students sitting external examinations • Selection of examiners, preparation of examination blueprints, moderation and review of external examination papers • Selection of markers and attend marker’s meetings.
Monitoring of TEST Centers • Visit TEST centers for feasibility studies, monitoring of programmes and for counseling of teachers • Assess school needs based on Termly Department Reports submitted from each school Management of funds and resources • Conduct market research, analyse quotations, purchase and issue of equipment, tools and other teaching and learning resources to schools.

• Management and distribution of in-centre grants to vocational centers and preparation of acquittal detail reports.
Administration • Attend to the general administrative needs of the ministry particularly on matters relating to the development of TEST programmes.

Achievements/New initiatives Mainstreaming of vocational courses was introduced in 124 secondary schools • In 2013, the Basic Employment Skills Training programmes were implemented for the second year, building on from its introduction in 2012.

• A total of 15 206 students took part in the programme which was offered to a total of 124 schools.
• 112 schools offered various programmes depending on resources available while 12 schools chose to send students to attend BEST programmes offered by FNU/ NTPC.

Table 33: Summary of BEST courses offered in 2013.

Form No.
Form No.

of Schools 5 6 Totals 66 schools Modules 1,2 &3 46 schools Modules 4,5 &6 112 schools Number of students/Program / B n g i s e D / C e c n e i c S / A h c e T / O B A K l a t o T 1752 202 1005 2533 565 1468 1388 603 9516 447 96 624 899 54 189 290 247 2846 2199 298 1629 3432 619 1657 1678 850 12362 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 61 Table 34: Courses offered by FNU/NTPC Form No.
of Schools Totals 12 schools Modules 1,2 &3 12 schools Modules 4,5 & 6 12 267 188 138 17 166 161 107 21 n o C r i A & n o i t a r e g i r f e R 63 78 n o i t a c i r b a F & g n i d l e W 43 50 g n i l i T & g n i y a L k c o l B 6 19 n o i t c u r t s n o C e r u t i n r u F 27 18 g n i b m u l P 51 60 & g n i k a B l a t o T 34 134 235 24 363 1590 42 107 161 32 232 1254 433 349 245 38 141 93 25 111 45 76 241 396 56 595 2844 FIJI NATIONAL CURRICULUM FRAMEWORK (FNCF) All ofﬁ cers of the TEST section were involved in the formulation of the FNCF document.
In the formulation process, all curriculums were reviewed and aligned to the FNCF.

Curriculum revised/developed • Kindergarten, Classes 1 to 8 and Forms 3 to 7 were aligned and are now referred to as Years K to 13.9 (Preschool is Year K, Primary Years 1 to 8 and Secondary Years 9 to 13) • Prescriptions were reviewed and written in Syllabi Format.
• Student Learning Records were developed • Text books were developed for Year 9 subjects and two Vocational courses • Form Four Common Assessment Tasks (CATs) were reviewed.
• Modules were written for two Vocational Courses Subject Area Agricultural Science Industrial Arts Home Economics Office Technology Computer Science Automotive Engineering Catering and Tailoring Carpentry and Joinery Total Prescription to Syllabi 2/2 2/2 2/2 2/2 2/2 N/A N/A N/A 10/10 Student Learning Records 1/1 1/1 1/1 1/1 1/1 N/A N/A N/A 5/5 Text Books Form 4 CAT 2/2 2/2 2/2 2/2 2/2 N/A N/A N/A 10/10 1/1 1/1 1/1 1/1 N/A N/A N/A N/A 4/4 BEST Modules 3/3 3/3 6/6 All documents were presented to the curriculum Council and endorsed for printing.
Examinations and assessment • The Examiner’s Report for the 2012 Fiji School Leaving Certiﬁ cate and Fiji Seventh Form Certiﬁ cate Examinations were vetted by the respective SEOs for their respective TEST subjects before the Examination and Assessment Unit (EAU) dispatched copies to schools.

• The panel of examiners for the 2012 National Examinations were selected and submitted to the EAU.
The respective subject advisors attended a workshop which was conducted by the Examinations and Assessment Unit for both chief Examiners and subject advisors.

• The TEST advisors prepared the respective Examination Blueprints, worked with the examiners in the moderation of the papers and attended the review meetings of the Examination Papers for the FSLC and FSFCE.

The advisors also attended the markers’ meetings, to verify the marking schemes to be used for each examination.
62 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 Veriﬁ cation and moderation of CBA and CAT • The Veriﬁ cation and Moderation workshop for Internal Assessment was held from 4th September to the 3rd October, 2013.

Form 3 Class Based Assessment {CBA} Tasks were veriﬁ ed while Moderation was conducted for Forms 4, 5, 6 and 7 Common Assessment Tasks (CATs).
Table 35: Summary of the Veriﬁ cation and moderation of CBA and CAT workshop conducted Division Central West East North Total No.

of Schools In The Area 72 53 13 38 176 % Schools Attended 100 100 100 100 100 • The marks were processed (extrapolated), and the Form 4 processed marks were sent to schools for their Annual Reports while the Form 6 & 7 processed marks were forwarded to the MOE Examination Unit for further processing.
Tools and equipment The table below summarises the number of Secondary and Vocational schools that were assisted with TVET tools and equipment: Table 36: Number of Secondary and Vocational schools assisted with TVET tools and equipment: Subject Area Agricultural Science Industrial Arts Home Economics Catering and Tailoring Carpentry and Joinery Office Technology Automotive Engineering Computer Science Total No.

of Primary 27 Amount ($) 19341.18 No.


of Secondary 48 41 21 Amount ($) 60568.91 51 156.89 38 191.00 No.

of Vocational 2 Amount ($) 4999.24 11 6 9 2 7 54 000.00 77 000.00 56 675.80 Total schools 77 41 21 6 9 13 7 Total Amount ($) 84 909.33 51 156.89 38 191.00 54 000.00 77 000.00 56 675.80 27 19341.18 121 149916.80 26 192675.04 174 361933.02 School Visits A total of 33 school visits were conducted for advisory, feasibility studies and counseling purposes.

The table below summarises visits carried out.
Table 37: Summaries of the Visits conducted Subject Agricultural Science Industrial Arts Home Economics Computer Studies Office Technology Catering and Tailoring Carpentry and Joinery Automotive Engineering Advisory 0 16 18 Number of schools visited Feasibility Study 3 2 8 2 2 7 Counseling Total 1 0 0 4 2 3 3 0 0 5 20 33 8 2 3 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 63 Training Workshops Conducted Workshops were conducted to up-skill TVET teachers and ofﬁ cers in speciﬁ c areas.
A total of 64 participants attended 7 workshops Table 38a: TVET Workshop conducted Officer/participants Name of Seminar Country 29 participants CPSC M. Prasad 29 Participants CPSC Mrs. R. Chand H. Smith M. Driu Mr. R. Chand Ms. Alumeci Tuisawau Web based Teaching and Learning Systems in TVET Seminar on Vocational Educations for Principals of Developing Countries Championship Leaders Development program on TVET Skills for Poverty Alleviation TVET for Sustainable & Inclusive Development Strengthening the Culture of Entrepreneurship in TVET Micro-Policies in TVET Fiji Fiji Fiji India Thailand China Green Growth and the TVET Response, GIFT, Incheon Korea Dates 8 to 12/4 23/05 to 12/06 2 to 6/12 27/05 to 1/06 15 to 19/7 15/10 to 4/11 11 – 20th Dec Table 38b: Summary of TVET workshop conducted for teachers Officer/ participants Name of Workshop 32 teachers M. Driu 30 teachers A. Pene / R. Chand 50 teachers A Pene / R Chand 38 participants H. Smith 29 teachers S. Raile / V. Togavou 19 teachers M. Namosimalua / R. Chand 64 teachers S. Rokolekai Up-skilling of Agricultural Science Teachers on Apiculture Curriculum Implementation and Teaching Pedagogies; Auto Cad Training Application of Metalworking Joints and Joining Techniques [Soldering and Brazing] Know About Business Training for Trainers Workshop PC Maintenance, Repair and Networking Workshop Basic Maintenance of Sewing Machines and operating of Industrial Sewing Machines and Over lockers Up-skilling Workshop on Practical Requirements in Internal Assessment: Home Economics.
Central 20-24th Aug 11 -12th April 29th April 29th April 19-22nd Aug 19-22nd Aug 20-22 May Division / Dates Western Northern 3-6th Dec Eastern 18-19th April 29th April 18-19th April 29th April 26- 29th Aug 19-22nd Aug 8-10th April 15-17th April Advocacy and Awareness • National Awareness workshop for teachers on the Fiji National Curriculum Framework was conducted for stakeholders throughout Fiji • Hibiscus Festival – 17th to 24th August at Albert Park, manning of a TVET booth to disseminate information • Agriculture Show – 3rd to 7th September - TVET booth disseminating information and organizing of various vocational schools to display projects • Ministerial Expo • Queen Victoria School Careers Expo 64 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 Links with other tertiary institutions • Regular consultations with the Fiji National University (FNU) in regards to the development of their Teacher Training programmes – Diploma in Education & Bachelor of Education (TVET) • University of the South Paciﬁ c (USP) in regards to the review of the Form 6 & 7 Computer Education curriculum and also in the development/review of the Bachelor of Education programme for Industrial Arts and Home Economics teachers.
• Australia Paciﬁ c Technical College (APTC) in the provision of training opportunities and upgrading the qualiﬁ cations of vocational teachers in the areas of Cookery, Carpentry and Automotive Engineering.

• Fiji Higher Education Commission – Involvement of TVET ofﬁ cers and teachers as members of various committees that develop standards for the different trades’ areas that would eventually become national standards and qualiﬁ cations.
A female student practicing how to adjust the gas welding flame during the BEST programme Dudley school girl learning to bake PC Maintenance workshop - Teachers re-assembling computer components.

CAREERS UNIT Activities The Careers Unit of the Ministry, in 2013 had to prioritise developing and improving the career resources for both the Primary and Secondary schools.
It also assisted and organised the rural and remote expositions as part of its community awareness program on the available opportunities for employment as well as strengthening its partnerships with the stakeholders.
The exercise was a joint effort by the Careers Section together with the Eastern, Ra and Nausori Education Ofﬁ ce, the Commissioner Eastern Ofﬁ ce, Roko Tui Lau, Roko Tui Lomaiviti and the Fiji Police Force in ensuring students in these areas are able to acquire the relevant information on the career opportunities available.
The following Government Ministries and Private Institutions were part of the exposition team: • Ofﬁ ce of the Prime Minister- SFCCO • Ministry of Justice- Registry of Births Deaths & Marriages Unit and Elections Ofﬁ ce iTaukei Affairs Scholarship Japanese Embassy- Education Unit • Public Service Commission /Multi Ethnic Scholarship • • • Ministry of Defense- Fiji Military Forces and Fiji Police Force • Ministry of Youth and Sports • Ministry of Labour- National Employment Centre • University of the South Paciﬁ c • Fiji National University • University of Fiji MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 65 • Servicepro International Tourism & Hospitality institute • Papas Tutoring • Ministry of Local Government-Town Planning Department • Ministry of Finance- FIRCA • Ministry of Agriculture • Ministry of Forestry and Fisheries Other community - based exhibitions the Unit participated in were the Agricultural Show, Hibiscus Expo, the MoE’s exhibition and Fiji Day.
Targets The Careers Section had following targets for 2013: • Developing ﬁ ve careers resources for Primary Level, • Developing four careers resources for Secondary Level • Organising twelve careers activities including careers expositions.

A career workshop was conducted for teachers from the 26th to the 28th of February .The participants revised and developed career banners, posters, games and brochures during the workshop.
A Career Teachers Curriculum working group was formed during the workshop whose role is to assist the Unit in revising and formulating the careers curriculum.

UWC nominee The Unit also assisted the PDU in organising and conducting the student interview to select the UWC candidate to attend Lester B Pearson College in Canada.

The successful candidate, Ms. Inayak Ali of Kamil College Ba, was sponsored by the overseas UWC host school and the Fiji Government through PSC.
She was selected based on her academic performance as well as her knowledge and skills in Taekwondo.

She will undertake a two year Diploma in International Baccalaureates Studies in either the United Kingdom at the Atlantic College or in Canada at Lester Pearson College.

Career Talks To assist students in choosing the appropriate subjects combinations to take in school, a Careers talk was organised and conducted for Class 8 and Year 10 students.
The facilitation of the programmes include power point presentations, dissemination of printed materials including the “student package for successful career” to assist the students in making the right choices.

Community Awareness Programmes The programme involves letting the Parents aware and understand the importance of the various subjects that their children are taking in school and the role that they play in ensuring that their child succeeds later in life.
Challenges The Unit experienced the following challenges during its awareness programmes: • Many parents spend less time with their children to discuss the progress of their school work including the career path of their child; • Parents selecting subject combinations for their children to meet their own expectations that does not go together with the child’s subject choices , the child’s ambitions later in life and his/her abilities • Students do not have study timetables and do not have proper study spaces at home; • Children lack the direction and the drive to take ownership of their future and often rely on parents to collect information and negotiate their future for them; • Parents do not even know what subjects their children study; • Parents still treat vocational programmes with less importance.
66 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 Way Forward • Mainstreaming Careers education all subjects at all levels of primary and secondary education • Use Student Package strategy in 2014 and beyond as it will assists students in: having a clear pathway towards obtaining scholarships, attending higher education institutions and be able to ﬁ nd employment instilling discipline upon themselves to be able to succeed • More awareness campaigns to be conducted throughout involving other Government departments and relevant stakeholders • To include workshop allocation in the Career budget • Increase the number of Ofﬁ cers participating in any career expo SCHOOL BROADCASTING UNIT Role and Function The Schools Broadcast Unit reinforces, supplement and complement the teaching and learning process in the classroom by closely relating and sequencing the programmes to the curriculum prescription.
The total production of programmes is done at the unit’s studio and CD’s are sent to Fiji Broadcasting station for transmission.

• To research, produce and present educational radio programmes for students and teachers.

• To provide audio visual resources.

• To prepare and make available teachers guide on broadcast lessons.

• To make school visits to monitor transmission of programmes and obtain feedbacks from teachers and students.
• To network with government, non-government, regional and international organizations for the production of resources.

Vision: Resource Audio Visual Aid Mission: Supplement curriculum with educational audio visual program and resources to enhance educational development of students and teachers.

Achievements • Aired 560 programs (473 long term pre- recorded) (87 short term weekly recorded) • Evaluated and monitored the aired program- Internal 560 programs.
• Evaluated 678 survey forms • Recorded 31 inserts and interviews • Visited 63 schools to observe aired program.

• Hibiscus Expo • Lautoka Agriculture Show • QVS • Government Service Centre • Facilitate dubbing of resource material CDs and DVDs upon request from stakeholders.

(Headquarters CDU and schools) • 997 CD’s and DVD’s dubbed and dispatched to schools on request.

EDUCATION RESOURCE CENTRE Overview This is the Report of the Education Resource Centre for 2013.
The report will highlight the activities that this unit undertook in 2013.

MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 67 The Education Resource Centers’ activity is twofold, one is the printing of Education Resources and secondly it is the packing and dispatching of these resources to Secondary and Primary Schools throughout Fiji.
This is a very demanding task and it was another year which was full of challenges because of the demands to meet deadlines because of the printing of Primary School Learning Records and also the dispatching of the Primary Schools Text Books to 50 Primary schools identiﬁ ed by AQEP.

Unfortunately we were not able to adhere to the given deadlines because of various reasons which were beyond our control.

However, we were able to complete the given tasks without much disruption.
As we all know that last year was the dawn of a new era in the education system in Fiji and that was the review of the National Curriculum Framework and likewise the changing of the Prescription to Syllabi.

ERC was really appreciative of the fact that we were part of the process in the printing of both the documents for consultation work.
Role and Responsibilities The role of the Resource Centre is to coordinate, develop and strengthen the overall process of timely printing and delivery of all educational materials as needed by CDU and the Ministry of Education as a whole for the purpose of improving and promoting quality education for students and teachers in Fiji.

Achievements Highlighted below are the achievements of the Unit for 2013: • Process requests received from CDU for Primary and Secondary School for teaching Resources.
Prepare stores issue voucher, check and dispatch to schools concerned through mail, self-collection at Centre.

 Updates manual tally cards Teaching resources received from CDU for school distribution Book Name Early Child Education & Special Book Biology For All No.
of copies received 2,000 990 Primary School Learning Records The following are primary school learning records received from the printing room for 2013 for the month of January and February Learning Records Classes Quantity To Print 19,000 19,000 19,000 17,000 17,000 17,000 15,000 15,000 Quantity Received 19,000 19,000 10,000 17,000 10,000 10,000 500 - Balance - - 9,000 - 7,000 7,000 14,500 15,000 The dispatch for year 1 and 2 has been completed and is based on the school roll.
The learning record dispatch for Year 3 has been done except for the schools in the following Districts: Nausori, Suva and Nadroga/Navosa.

The dispatch for Year 4, 5 and 6 is ongoing.

Eight distributors were engaged to provide service for the last quarter as per the list cost provided.
68 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 Service Provided Name Janty Kanvan Deoji’s Food Ware S.N.P.Ltd Kasabias Ltd Copier Marketing Ltd Suva Bookshop Klear Water Chemical Rajendra Mani Total Total Quarterly Cost ($) 26,337.70 1,895.10 86.90 2,602.90 7,202.00 1,226.00 945.00 345.00 40,639.70 Reason for the service Provide papers and printing materials for printing teaching resources.
OHS Safety requirement for workers (Boots and Dust Coats) OHS Safety Requirements Purchase of tools and mutton cloth for printing machines Purchase of riso ink, master roll from Riso copy printer.

Purchase of cello tape for packing.

Purchase of cleaning agents Service of printing machine.

Teaching awaiting CDU approval and school lists for distribution resources Resource ECE Education Biology For All No.
of copies 2000 990 Secondary School Learning Records Dispatching ongoing as per requests received from schools Teaching resources for ﬁ fty schools funded by AQEP Dispatching to all the 50 schools complete with the required no of copies sent: Education Districts Ra Suva Lautoka/Yasawa Macuata/Bua Cakaudrove Nausori Eastern No.
of Schools 19 10 1 9 5 1 1 Supply of teaching resources for cyclone Evans affected schools funded by AQEP Orders placed with service provided Suva Book Shop: Island Bookshop: $32,000.00 $93,000.00 Request for reprint from printing from printing section Art/craft prescription for classes 6 &8 Music 6,7,8 Math’s class 1 – 8 Copies 1,500 1,500 copies Science Kits Sigatoka, Lautoka/Yawasa and Ba/Tavua received 5 science kits each while Nausori Education districts received 9.
The total cost of packaging and posting of these kits amounted to $35,839.62 EXAMINATIONS AND ASSESSMENT UNIT Roles and Responsibilities The Examinations and Assessment Unit (EAU) is responsible for the administration of the national Literacy and Numeracy Assessment (LANA) program in Classes 4, 6 and 8 by ensuring the construction of quality test items, compilation of the test scripts, printing and dispatch of test scripts and answer keys, provision of clear test administration procedures and generating reports for all primary schools and key stakeholders.
MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 69 The Unit also facilitates the proper conduct in the general administration, results processing, certiﬁ cation and reporting of all the external national examinations.

This involves coordinating all the examination processes involved and functions while ensuring compliance with the Ministry’s policies, security regulations and to international best practice procedures.
Achievements LANA and Literacy and Numeracy Strategies (LANS) Workshop A total of 597/729 schools (82%) participated in the LANA/LANS Workshop 2013.

A total of 615 teachers attended the workshop.

There was a slight drop in the attendance of teachers last year.

Initially, at the end of the workshop it was only 555 schools that attended the workshop.
However, another session of workshop in late October and early November had to be conducted whereby another 42 schools and 45 teachers attended, which contributed to the above ﬁ gure.

The aim and objectives of the workshop were as follows: Workshop Aim: To inform and train teachers on the administration of LANA to help improve its implementation and empower teachers with remedial strategies through the LANS program.
Workshop Outcomes: By the end of the workshop participants will: • Understand the new direction on assessment • Use LANA as a diagnostic tool of assessment for learning • Acquire skills on remedial strategies for remedial intervention at individual and school levels • Know their roles as monitors and leaders in improving the effectiveness of LANA • Be able to become trainers of how to administer LANA in their own schools The table below summarises the two day LANA / LANS Workshop 2013.
Table 39: Summary of the LANA/LANS Workshop conducted Date 18/03-19/03 18/03 – 19/03 20/03 - 21/03 20/03 - 21/03 25/03- 26/03 25/03-26/03 27/03 -28/03 27/03 -28/03 02/04- 05/04 04/04-05/04 09/04-10/04 15/04 – 16/04 18/04-19/04 22/04 – 23/04 22/04-23/04 24/04 -25/04 24/04-25/04 13/05-14/05 20/05-21/05 23/05-24/05 29/10-30/10 31/10-01/11 Venue Koroinubu House - Ba DISMAC Conference Rm - Ba Penang Sangam School - Rakiraki Ra Muslim Primary Sch - Rakiraki Nadi College – Lautoka/Yasawa Natabua High School – Lautoka/Yasawa Sigatoka Special School – Nadroga/Navosa Sigatoka Methodist Pri Sch-Nadroga/Navosa EAU Conference Rm - Suva Rampur Primary School - Suva Malha’a – Rotuma (Eastern) Vunimono Hall – Nausori LDS Hall - Taveuni Conference Rm - Labasa Scouts Hall - Labasa PA’s Conference Rm - Savusavu Yaroi Hall – Savusavu Vunimono Hall - Nausori Adi Maopa Primary School – Vanuabalavu Korovou Hotel FTU Hall - Suva MoF Level 2 -Nausori Total Number of Schools 64 38 31 59 66 59 24 4 46 17 98 50 47 10 31 28 19 671 Schools Attended 21 38 20 10 27 40 17 43 38 20 4 28 17 50 40 28 22 42 8 32 22 20 597 Participants Attended 21 38 20 10 28 43 16 46 39 23 8 32 21 50 40 28 25 42 8 32 23 22 615 70 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 LANA Item Writing Workshop The LANA Item Writing Workshop is scheduled on an annual basis as part of the EAU work plan to ensure that new items are prepared for the LANA Trials.
This will also ensure that the Item Bank for both Literacy and Numeracy will continue to be replenished to avoid over testing certain items.

The 2013 LANA Item Writing Workshop was held on 6th and 7th August at Laucala Bay Secondary School Hall.

Due to ﬁ nancial constraints it was decided to invite teachers from selected schools in Suva District only, and the workshop to last for 2 days.

Out of the 20 schools that were invited, only 12 schools attended.
Head Teachers of respective schools were informed through phone if they could send a teacher for item writing.

Then all schools were sent a formal written invitation through post.

Schools were also sent invitation through email and fax except for those that did not have any email/fax.

Majority of the schools that did not attend had other commitments such as Term 2 Examinations, excursions and other workshops, which resulted in shortage of staff in their schools.
Outcome of the Workshop At the end of the workshop all items were collected and a stock take was done.

Graph 10: Total items written at the workshop.

LANA Trials 16th October, 2013 The LANA Trial Test was conducted on 16th October, 2013.

The purpose of the trial was to determine whether the questions were appropriate/suitable for the level being assessed and also to determine whether they are good or bad items.

After analysis of the good items are usually used in the LANA test the following year.
Eleven schools in the Suva district participated in the LANA Trial Test 2013.

The table below shows the total number of the candidates that sat for the LANA Trial Tests in the different schools.
MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 71 Table 40: Number of candidates that sat for the LANA trials in different schools Schools Yat Sen Primary School The Learning Centre St. Annes Primary School Suva Primary School Suva Methodist School Dudley Intermediate School Draiba Primary School Nabua Primary School Lami Primary School Pundit Vishnu Deo Memorial School Tacirua Primary School Total Version 1 Version 2 Class 4 74 16 41 37 232 - 33 57 58 65 30 643 321 322 Class 6 74 15 39 29 223 - 51 46 67 52 47 643 321 322 Class 8 70 11 43 37 - 212 39 55 53 31 37 588 294 294 A summary of the total number of items trialed in Literacy and Numeracy for 2013 is given below: Literacy Numeracy 315 317 Total Items Trialled 632 LANA Enrolment LANA reports were dispatched to schools that participated in the assessment on 23rd November 2013.
Reports sent to schools include - Individual Results Report, Item Analysis Report and the Student Class Report.

External Examinations The External Examinations administered in 2013 were the Fiji School Leaving Certiﬁ cate Examination and the Fiji Seventh Form Examinations.

Examination Statistics Graph 11: FSLCE, Year, No.

Sat and No.

Pass from 2006 – 2013 72 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 Graph 12: FSLC percentage pass Graph 13: FSFCE, Year, No.
Sat and No.

Pass from 2006 – 2013 Graph 14: Percentage FSFCE Pass MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 73 Supervisors’ Workshop and Training The objective of the workshop was to educate Chief Supervisors on the important role they play in conducting National Examinations to ensure that the conﬁ dentiality and integrity of our National Examinations is upheld and enhanced.
In summary, the workshops were conducted in the 8 Education Districts in a time of six weeks before the Fiji Seventh Form Certiﬁ cate Examination.

Four ofﬁ cers from the Examinations unit were involved in these workshops.

A total of 193 Chief Supervisors attended the workshops facilitated by the Examination and Assessment Unit ofﬁ cials with Suva recording the highest.

The table below details the statistics for the workshops carried out.
Supervisor’s workshop participants District Venue Facilitators Nadroga/Navosa Macuata Savusavu Ra Nausori Nadi Lautoka Ba/Tavua Suva Sigatoka Methodist Primary School Labasa Education Office PA’s Conference Room Ra Education office Nausori Education Office Nadi Special Education Lautoka Central College Education Office EAU conference Room EO RSD, F6-Ex Cord EO RSD, F6-Ex Cord EO RSD, F6-Ex Cord EO RSD, F6-Ex Cord EO RSD, LANA Cord EO RSD, F6-Ex Cord EO RSD, F6-Ex Cord EO RSD, F6-Ex Cord PEO, EO RSD, 2 Ex Cord No.
of Supervisors attended 19 29 14 10 14 19 20 25 43 The Bua Education ofﬁ ce and the Divisional Educations ofﬁ cer Northern are acknowledged for conducting the Chief Supervisors workshop in Bua and Taveuni respectively on behalf of the Examination and Assessment Unit Security Additional security for the examinations and assessment papers continued to be provided by the Fiji Police Force during the printing at the Government Printers (4/5 Ofﬁ cers), storage at the Exams Ofﬁ ce (3 ofﬁ cers) and the packing and despatch to various examination centres.
South Paciﬁ c Board of Educational Assessment (SPBEA) The following assistances were provided by SPBEA during the year: • 13th – 14th March 2013–Examiners Workshop: 65 Examiners and 20 EAU/CDU & TVET Ofﬁ cers attended.

• On-going technical assistance was provided on our current ATLAS software on some enhancement required and also during the processing of results.
74 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 NATIONAL SUBSTANCE ABUSE ADVISORY COUNCIL Overview The National Substance Abuse Advisory Council of Fiji was established on the ﬁ rst of March, 1999, after the passing of the National Substance Abuse Advisory Council Act (1998).
This statutory body was established under the Ministry of Education to collaborate with government ministries and Non-Government Organizations, in order to identify, examine and address problems arising out of drug and substance abuse.
Council Members and Committees The National Substance Abuse Advisory Council comprises representatives from the following organizations; • Ministry of Education • Ministry of Health • Ministry of Finance • Ministry of Regional Development • Fiji Council of Social Services • Fiji Council of Churches NSAAC Staff with their new Orange Uniform to show their support on the Elimination of Violence against Girls and Women that is commemorated on the 25th of every month known as Orange Day The Chairperson of the Council is the Permanent Secretary for Education.
There are two Committees of the Council, the Technical Committee and the Advisory Committee.

Both have their speciﬁ c role in providing professional and technical advice to the Council.
Roles and Responsibilities The National Substance Abuse Advisory Council was established to carry out the following functions: Policy Functions To: • make recommendations to the Government, Ministries, departments, authorities in the ﬁ elds of health, education, social welfare, and industry, and any other public or private body, association, or person; regarding any matters referring to research dissemination of information and conduct of education programmes relating to liquor and other substances mentioned in paragraph 8(1)(a)-(c) and 8(2) (a)-(c) of the Substance Abuse Advisory Council Act • deliberate and report to the Attorney-General upon any matter relating to the law governing the sale and consumption of liquor and substances or any proposed change thereto, or to the use or misuse of liquor and to the penalties relating to the use or abuse of the illegal substances, as may be referred to the Council by the Attorney-General.
Service Delivery Functions To: • encourage, promote, sponsor and cooperate research into: • the use and abuse of liquor and substances in Fiji MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 75 Shade Out, Tie Down & Boot Out Drugs at the Nalovo Sangam School • public attitudes in Fiji towards the use of liquor and substances in Fiji • problems associated with or consequent upon the misuse of liquor and abuse of substances in Fiji • means of minimizing the harmful effects of liquor and substance abuse • encourage, promote, sponsor and cooperate in the dissemination to the public or to any class of persons, of information relating to any problem that is or may be associated with or consequent upon the abuse of drugs and substances • device, promote, sponsor, conduct and to encourage and cooperate in the preparation and conduct of educational programmes for the public or for any class of persons (including persons attending schools or other educational institutions, and persons who may, for any reason, be at special risk in respect of drugs and substance abuse problems) designed to discourage the abuse of liquor and substances • encourage and promote the treatment, care and rehabilitation of person’s adversely affected by the abuse of liquor and substances whether by themselves or others • encourage, promote, sponsor and co-operate in the preparation, publication, and dissemination to interested bodies, associations and persons of research papers, theses and other reports relating to any matter with which the Council is concerned; • obtain, monitor, analyse, collate, and disseminate to the interested bodies, associations or persons in Fiji information from overseas relating to any matter with which the Council is concerned; • encourage, promote, sponsor, and co-operate in the preparation and publication of a bibliography of literature relating to any matter with which the Council is concerned • make grants from its Substance Abuse Account to a body or association Drugs Free Naqali District School approved by the Council, to engage in any activity in any ﬁ eld with which the Council is concerned; • charge reasonable fees for any material published by it or made available by it to the public.
• promote and develop HIV AIDS education and awareness with the Ministry of Education.

Regulatory Function To: • make recommendations to the Minister or any other person as the Council thinks ﬁ t with respect to the advertising of liquor, whether generally or through any particular media, and the need to regulate or in any way restrict any such advertising; • make regulations to carry into effect the provisions of the Substance Abuse Advisory Council ACT 1998.
Monitoring/Compliance Functions The Council may require a Government Ministry, department, statutory body, commercial organisation or other non- governmental organisation to supply statistics and data necessary to enable it to prepare a report and recommend action.
In 2013 the Secretariat achieved the following under the key output areas; Legislation and Policy • Approval given by the Minister for Education for the implementation of the Policy in National Management of HIV & AIDS at the Ministry of Education Fiji Schools in order safeguard the lives of children through ensuring effective prevention of the HIV & AIDS and the appropriate care, treatment of students and school personnel living with HIV & AIDS.
It is to also ensure the provision of a systematic and consistent information and educational material on HIV & AIDS 76 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 throughout the educational system.

The Policy was publicized in the 3rd Term Education Gazette and also printed for distribution to all schools.

• Conducted Public Consultation for the Draft Volatile Substance Abuse Control Decree from 1st of August to 23rd September throughout various centres (22).
The purpose of the decree is to provide a legal framework for the prevention of volatile substance abuse and protection of persons, particularly children, from harm resulting from volatile substance abuse.

• NSAAC is currently developing a Policy on the Installation of Any Mobile Telecommunication Facilities on or near schools in order to safeguard the lives of children from any potential health risk caused by the radiation emanating from mobile phone transmitting masts.
Education and Training NSAAC also conducted training and education awareness to the school and community in order to educate and create awareness on issues such as teenage pregnancy, drugs and substances abuse, violence against girls and women.

In 2013, NSAAC staffs conducted the following: • Four (4) Training of Trainers for Teachers on Drugs, Substance Abuse, HIV & AIDS, elimination of child abuse and violence against girls in the Eastern Division and counseling skills.
The trained teachers are required to train other teachers, as well as create awareness to the students in schools.

training to a total of 91Trainers of which 70 were teachers in 54 schools (6 Secondary & 48 Primary Schools), 3 School Management 10 Community Leaders and 9 Stakeholders • • 4 Peer Education Trainings were conducted in the Eastern Division.

A Total of 95 Peer Educators were trained in 7 schools.
The peer educators were trained to develop and conduct an ongoing series of presentations to the students in their own schools and communities on the key health-related issues confronting them and the employment of a variety of strategies to engage their peers and encourage healthy behaviours and attitudes.

• 100 Quick Response Presentations (QRP) were conducted to raise awareness on issues that are affecting the lives of children in schools and in communities.
A total of 28 QRP in primary schools, 27 in secondary schools and 45 in the communities were conducted.

• On the 23rd of August, NSAAC was able to complete the ﬁ rst ever training on Basic Counselling for teachers and counselors in the Central Division.

The training was held in Nadave from the 19th to the 23rd of August and a total of 41 teachers and counselors from the 13 Secondary Schools and 28 Primary Schools successfully completed it.
Graph 15: Percentage TOT summaries Graph 16: Number of teachers and students trained by NSAAC Graph 17: QRP by Communities Secondary Schools 28% Community 45% Primary Schools 28% Research NSAAC analyzed the report from the Fiji Educatin Management Information System and used the result for presentation, awareness and recommendation to the Ministry of Education for training, policy implementation and research.
MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 77 Graph 18: Summary of Basic Counselling Training Primary 68% Secondary 32% Radio Advertisement 36% TV 9% Newspaper/Ad Articles 12% Community Radio Broadcasts 43% Vanuabalavu TOT & Peer Education Production Of and Dissemination of Drugs & HIV AIDS, Child Abuse IEC Materials and Media Coverage NSAAC also utilizes the power of IEC materials and Media Coverage in the dissemination of valuable information in order to educate children and youth regarding issues that prevents them from achieving their goals.
To protect the children from the above issues, NSAAC conducted the following; • Disseminating more than 10,000 IEC materials to various organizations, schools communities and to the public.

• NSAAC conducted a total of 5 public awareness programmes in the Navosa Road Show, Hibiscus Career Expo, Ra Careers Expo, QVS Careers Expo and Nadarivatu Roadshow • A total of 146 Community Radio Broadcasts, 122 Radio Advertisement, 32 TV and 39 Newspaper Advertisement/ Articles were conducted.
• A total of 400 copies of NSAAC News were Distributed to the schools and other organizations.

Overseas Trainings & Meetings There were three NSAAC ofﬁ cers that represented the Ministry of Education in overseas meetings and trainings.

Mr. Josua Naisele, Senior Advisor Health attended the training on Life Style Related Disease which was held in Japan and sponsored by JICA from the 25th of October to the 25th of November.
Ms. Katherine Devi attended an Asia-Paciﬁ c Roundtable Meeting on School-related Gender-based Violence.

this was sponsored by UNESCO and was held in Bangkok from the 11th to the 13th of November.

Mr. Laisenia Raloka, Senior Advisor HIV was also in Bangkok to facilitate a Y-Peer Training from the 11th – 17th November.
International Day Against Drug Abuse and Illicit Trafﬁ cking (IDADAIT) This report serves to fully inform the Ministry of Education, Head Teachers and School Principals on the school responses based on the 2013 International Day Against Drug Abuse and Illicit Trafﬁ cking which was held from June 24 – June 28, 2013.

Schools were informed of the campaign via the NSAAC Circular 1/12 dated 12th February 2013 and the Education Gazette Term One 2013.
Due to the increase in Sexual Offences in the country this year, the 2013 local theme was similar to that of 2012: English version: KEEP ME SAFE FROM ABUSE TO SHINE = THE BEST.

I Taukei version: NA KA TALEI DUADUA= MEU TAQOMAKI, MEU CINA SERAU.

Hindi version: ATTYACHAR SE MUJE MUKT RAKHIYE SURAKSHIT RAHEKAR SALAMAAT JIWAN PAAY.
78 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 Sports and Drugs don’t mix at the Saraswati Primary School, Nausori A total of 258 Primary Schools and 138 Secondary Schools had their evaluation forms analyzed.

The graph below summarises the analysis of the evaluation forms and reports received from schools around the country: Graph 20: Summary of the no.
of schools with drug offences From the total number of Schools that have had their Evaluation Forms and Reports analyzed a total 221 Primary Schools and 72 Secondary Schools did not record any drug offence since the beginning of the 2013 School year.

On the other hand a total of 11 Primary Schools and 60 Secondary Schools had cases of Drugs, Substance and Teenage Pregnancy.

“Shade Out Drugs” at the Uciwai Sangam Primary School in Nadi Graph 21: Summary of the no.
of schools with drug offences A total of 179 Drug Cases were reported from all schools inclusive of four pregnancy cases.

Of these ,19 were cases reported from Primary Schools whilst the remaining 160 were from the Secondary Schools.

MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 79 Graph 22: No.

of Schools that commemorated the 2013 IDADAIT The graph shows the number of schools per Education District that commemorated IDADAIT.
The percentage is the ratio between the Reports/ Evaluation forms received by the total number of schools per Education District.

Summary reports of the IDADAIT activities from schools around the country Involvement of the Labour Ofﬁ cers, Social Welfare, Fiji Women Crisis Centre and the Ministry of Heal Ofﬁ cials during the week.

Ofﬁ cers talk about the consequences and the effects of drugs to the life of a person.
Students participated in organised marches as part of the awareness in saying no to drugs and substance abuse.

Schools observing the days through activities like songs and designing ﬂ ags and a banners in sending out our stand in ending violence against children, drug abuse and substance abuse.
Involvement of Police Ofﬁ cers who presented on drug related topics and its effects Students took part in drama, speech and drawings related to the effects of drug and substance abuse Blue and red Ribbons displayed in front of the doors.

Drug Vision, Mission and Anti-Drug Pledge created for the school We organized a march to protest against drugs.
Students prepared banners and placards relevant to the theme and the use of ﬂ oats processions during the organised march organised by several schools in Tavua The involvement of the communities in the week long celebrations Students wear headbands and sunglasses to reﬂ ect the shading out of drugs, create posters on the theme and march through town The inclusion of the drug free mural painting on the wall of the buildings with the drug free sign to promote drug free environments.
Class based activity on the “Banning of Tobacco in Childrens’ Daily Living” - classes came out with their own presentation on how they should refrain from the making of tobacco in their communities e.g.

collecting of pandanus leaves for suki, buying tobacco and getting burning woods and husks for drying suki Head Teachers enlightened the children of the danger of drugs especially yaqona, smoking, marijuana and snifﬁ ng glue.

Schools were declared drug free zones.
Face paintings, short speeches and poems in both the English and ITaukei language Organized a Book Markers Competition, a Jabber Drama competition and organized morning talk throughout the week Classes given topics to talk about (Class 1 & 2 - Child Abuse, Class 3 & 4, Drug Abuse, Class 5 & 6 Violence, Class 7 & 8 HIV/AIDS & Teenage Pregnancy) Dramas and poster competitions The display by the Police Drug Unit followed by sports session for each class Students wearing blue t-shirts to mark World NO Drugs Day 80 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 Inclusion of the ECE students in making Hi5 Signs at our School Programme The presence of the NSAAC representatives The involvement of sports personnel like overseas based rugby player Mr. Timoci Matanavou who talked on the advantages of being drug free in rugby The involvement of 30 Ofﬁ cers from the Fiji Police K9 and Drug Unit who visited schools to create awareness as well the display by the police dogs Students created a “Hands off Drugs Tree” with blue and red handprints of students committee to being drug free (A real BAKA tree was used), A school banner which read “KAMIL - DRUG FREE ENVIRONMENT” The creation of a banner with the national theme, as well as the school theme “Band Together Against Drugs and Child Abuse Student’s participation in the “Amazing Race Against Drugs” was organized where students were divided into groups and there were 8 pit stops - which had no drugs activities.
Students had to compete before being handed their next clue.

Students really enjoyed the Amazing Race as it was something different from previous year’s activities.
There were also prizes for the winning teams School on mufti with color theme Red & Blue and organised sports competition titled “ an Play Sports Instead of Drugs” Launching of the schools Child Protection Policy Graph 23: Summary of Primary schools that have signed a drug free certiﬁ cate It is evident that quite a number of schools in the Primary Division have not signed the DFS certiﬁ cate.

This is the same case for secondary schools as indicated in the graph below.
Graph 24: Summary of secondary schools that have signed a drug free certiﬁ cate MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 81 Graph 25: No.

of schools that have a drug committee coordinators The Graph above shows the number of schools per Education District that have Drug Committee Coordinator.

Graph 26: No.

of primary schools currently promoting drug free environment Graph 27: No.
of secondary schools currently promoting drug free environment 82 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 It is very encouraging to note that a good number of schools are promoting the school’s No Drug Policy.

Other activities conducted by schools to address the Drug Free School Program, HIV & AIDS, Elimination of Child Abuse and the Elimination of Violence Against Girls and Women.
The Red Sea of St Johns Primary School, Wailoku Moral Value Education conducted by teachers as well as a Guest speaker from the Fiji Red Cross to talk on drugs, HIV/AIDS and EVAW.

Posters and articles on drugs posted on school noticeboards.
The school invited the Red Cross and ofﬁ cials from the Ba Health Center Guest speakers from Health Centers – Reproductive Health [HIV AIDS], Invited Youth Volunteers from Australia and USA to address students on Drug Abuse and Child Abuse Schools having drug related theme every week and inclusion of Friday counseling sessions for half an hour on a weekly basis in schools.

Visitation and HIV Awareness talk delivered by His Excellency the President Ratu Epeli Nailatikau.
School organised gender meetings to address the issue of drugs and violence.

Guest speakers were invited from time to time to talk and create awareness on HIV/AIDS Holding an HIV Virgil Night followed by presentations of the Crime Prevention committee.

Awareness programs conducted by the Human Rights Commission.
Inclusion of drugs related topics in Family Life Classes Oratory competition organized by Save the Children Fund on the Topic (i) Elimination of Child Abuse, (ii) STI’s Student Leaders led workshops/ Activities “Be Clean School Dance”.
Essay competition for the elimination of Child Abuse and EVAGW organised by Westpac A nine day seminar organized for all Marist Schools on Child Protection and gender Violence Newsletters on the effects of drugs and child abuse published and distributed Celebration at the Bulabula Sanatan Dharam School Graph 28: No of teachers in primary schools trained by NSAAC on drugs and substance abuse, elimination of child abuse and elimination of violence against girls and women.
MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 83 Graph 29: No.

of teachers and Peer educators in the Secondary division trained by NSAAC on drugs and substance abuse, elimination of child abuse and elimination of violence against women The two graphs indicate that many schools do not have any teacher(s) or student(s) that are Peer Educators.
Graph 30: Primary schools that conducted community based programmes to reduce incidents of drugs and substance abuse, HIV/AIDS, child abuse and elimination of violence against women Graph 31: No of teachers in primary schools trained by NSAAC on drugs and substance abuse, elimination of child abuse and elimination of violence against girls and women.
84 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 School teachers and Administrators are commended for reaching out to the Community and creating awareness on the issues relating to drugs, HIV/AIDS as well child abuse.

More work though needs to be done to fully prepare and equip the students.
Graph 32: IEC Yellow Booklet ratings Graph 33: Supplement Booklet ratings 7% 8% 50% 35% Excellent Very Good Good Fair No Response From the 8% of the schools with no response, they may either have sent in their reports but not the evaluation forms or they have sent in their evaluation forms but may have misplaced the Booklet.
Graph 34: Activity Booklet ratings Graph 35: DVD ratings Recommendations bbbbbbbbbbbbbbbbbbbbbrrararararattttteteteddddddddd ononon aa a NSAAC to conduct Awareness Program in schools and to be celebrated on a large scale.

sssssse, NSAAC to train teachers in all schools on Drugs & Substance Abuse, HIV/AIDS, & EVAGW to minimize drug offences.

DVD movies to show the impact of drugs on an individual.
The provision of more IEC materials distributed A NSAAC open day at the district level to ensure that schools have access to the information that they normally shared.

Incentives to be given to schools to acknowledge their contributions towards the elimination of drugs and child abuse NSAAC to provide a program for the IDADAIT day, guest speakers, ﬁ nancial assistance as well as a live TV program for the e nation More counselors to be trained Increased awareness in the media and the dailies.
Inclusion of drug and substance abuse awareness in the syllabus for all class levels Monthly Newsletter on activities related to the IDADAIT programmes in schools The 2013 IDADAIT programme was a success.

Schools took ownership of the program by conducting their own awareness programs to the communities on the effects of drugs and substance abuse, HIV & AIDS, child abuse, violence against girls and women.
MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 85 There is however a need to improve the responses in terms of the feedback from the schools on the effectiveness of the IDADAIT programs.

The limited number of NSAAC staff remains a challenge in the work that we do, however, we are conﬁ dent that with the new restructure, there should be more degree of autonomy and efﬁ ciency in terms of decision making and the administering of the Act.
Annual Excellence Award Having a Service Excellence Award for the staff of NSAAC is a way of recognizing, motivating and rewarding staff’s performance which will in turn, support and encourage the staff to improve their performance.

2013 is the third year since the inception of the Director NSAAC Excellence Award.

There were 5 trophies at stake in the following categories.

1.

Exemplary 2.

Health and Punctuality 3.

Loyalty/ Character 4.

Quality and Impact 5.
Most Progressive Table 41: Director NSAAC Excellence Award 2013 recipients Award Winner Health And Punctuality Loyal Employee Most Progressive Employee Media And Communication Quality And Impact Employee Exemplary Employee Josua Naisele Sheik Haidar, Simon Cheer, Katherine Devi Vinaisi Tualau, Miliana Nalu, Sheik Haidar Sikeli Qounadovu Josua Naisele, Laisenia Raloka, Miliana Nalu Josua Naisele, Laisenia Raloka, Miliana Nalu Conclusion NSAAC continued with its training and awareness programme of training in schools and the communities.
The QRP programme continued, as we visited many schools and community groups.

Our main focus for the QRP programme was the Eastern Education Division as they reported the third highest in drugs and substance abuse from the 2011 SIMS.

The training now also includes the Basic Counseling for schools in the Suva and Nausori Education District.

This is all part of trying to improve teacher’s skills in dealing with indiscipline issues in schools.
The Peer Education Training programme will further be expanded next year through the inclusion of the primary school students.

NSAAC being a statutory body under the MoE is in the process of divesting.

The new organization structure should further enhance the department’s emphasis in trying to achieve its roles and responsibilities as outlined in the NSAAC Act of 1998.

The IDADAIT programme this year was celebrated in most schools around the country.
This is important as teachers need to continue to raise awareness in their schools of the dangers of substances abuse.

NSAAC managed to further strengthen its relationships with media organizations as there was a noted high number of media coverage in the Television, Radio and the dailies.

Lastly, NSAAC was also a recipient of the MoE internal SEA awards.

This was the result of the hard work, perseverance and teamwork amongst the staff.
86 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 CHAPTER 6: DEPARTMENT OF NATIONAL HERITAGE, CULTURE AND ARTS THE DEPARTMENT IN PERSPECTIVE The Department of National Heritage Culture and Arts formerly known as Culture and Heritage was established in 2000 to spearhead coordination of the culture sector in Fiji.
It is the premier government institution responsible for policy and legislative responses necessary to preserve (conserve) protect and promote Fiji’s cultural diversity and unique heritages.

The Department in its humble beginning began with two staff, increased to three and now has emerged in the new millennium with a total of 17 employees.
The increase is indicative of the: (a) Enormous work that the Department is involved in as far as linking global agendas to grassroots cultural initiatives so that the livelihood of Fiji’s populace is enhanced; (b) The demand to ﬁ nd alternative well-being and livelihood industries to cater for increasing unemployment ﬁ gures in the country – the cultural industries serves as a force to reckon with in as far as economic growth is concerned; (c) Increasing international recognition and appreciation of the rich heritages that Fiji has such as the recent world heritage listing of the Historical Port Town of Levuka as one of the unique heritage features of humanity!
(d) Global pressures, unusual natural calamities and occurrences, societal problems and others have been on the rise.

Scientists, academia and researchers have resorted to indigenous or traditional knowledge systems to address climatic challenges we face including the decrease in world’s food resources, sea level rises amongst others.

Hence local and traditional measures are needed to solve global problems.
(e) New areas of work that the culture sector in Fiji has dwell into in response to continuing global trends.

These include cultural statistics, cultural education, safeguarding intangible cultural heritage, development of the cultural industries etc.
The Department also deals with community based organisations, national, regional and international stakeholders from non-governmental organisation, statutory bodies (Fiji Museum, Fiji Arts Council, National Trust of Fiji, 6 Multi-Cultural Centres), Regional bodies (PIFS, PIMA, USP, SPC etc.)

and international organisations (UNESCO,UN, UNDP, MINISTRY OF CULTURE - CHINA, INDONESIAN CULTURE EXCHANGE SCHOLARSHIP UNIT, ICHCAP, CRRIHAP).
The Department has four units that contribute to its implementation of core deliverables in 2013: (a) Policy, Project and Convention; (b) Grants Administrations, Cultural Industries and Cultural Statistics; (c) Planning, Training, Culture and Education; and (d) Management and Finance.

The achievements and challenges of each of the thematic areas above will be highlighted in the sections that follow.
Governance & Advisories As the overarching culture agency in the country, the Director and the Principal Policy and Conventions Ofﬁ cer serve as ex-ofﬁ cio members or full members of the following Boards, Councils, Committees.

Some organizing Secretariats involve the participation of other Senior Staff of the Department proper.

International 1.
International 1.

UNESCO ICH Category 2 Centre – ICHCAP (Republic of Korea) Governing Board Member (with Minister Approval) [Principal Policy & Conventions Ofﬁ cer) MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 87 Regional 1.

Paciﬁ c Heritage Hub (PHH)- USP Steering Committee Member (Director) 2.

USP School of Social Science Advisory Committee Member (Principal Policy & Conventions Ofﬁ cer) 3.
Secretariat of the Paciﬁ c Community (SPC) Council of Paciﬁ c Arts Member (Director) 4.

Melanesian Spearhead Group (MSG) Subcommittee on Culture & Arts, Chairperson (Director) National 1.

Fiji Arts Council Board Ex-ofﬁ cio Member (Director) 2.

Fiji Museum Board of Trustees Ex-ofﬁ cio Member (Director) 3.

National Trust of Fiji Council Ex-ofﬁ cio Member (Director( 4.

Fiji National Commission for UNESCO (NATCOM) Culture & Heritage Focal Point (Director/Principal Policy & Conventions Ofﬁ cer) 5.
Fiji National World Heritage Committee Secretariat (Principal Policy & Conventions Ofﬁ cer/SPOL) 6.

Levuka World Heritage Interagency Committee Member (Director) Secretariat (SPOL) Ministerial and Departmental Secretariats 1.

Minister for Education, National Heritage, Culture & Arts Forum Member (Director) 2.

Permanent Secretary & Senior Management Meeting Member (Director) 3.

Department Cultural Grants Committee Chairperson (Director), Member (PPCO), Secretary (SCEO) 4.
Fiji Culture and Education Interagency Committee (Director, SCEO, A/SCDO) 5.

Minister for Culture China State Visit Steering Committee (PPCO, SCEO, A/SCDO) 6.

UNESCO Category 2 Centre ICHCAP (Republic of Korea) Director General State Visit Organising Committee (PPCO, SCEO, A/SCDO, A/CDO, EO) 7.

National Consultation on the 2005 UNESCO Convention for the Protection and Promotion of Cultural Diversity Secretariat (Director, SCEO) 8.
5th Paciﬁ c World Heritage Workshop for State Parties to the 1972 World Heritage Convention Secretariat (PPCO, SCEO, SPOL, A/SCDO) Technical and Professional Advisories The Department coordinated and participated in the following forums in 2013: Technical & Professional Advisory Cultural Grants Committee Levuka Interagency Task Force Culture and Education Steering Committee Interagency Consultative Group on Cultural Statistics Purpose The committee was established to look into the vetting, approval and disbursement of the “Cultural Grants” funds available with the Department which is allocated on an annual basis by Government.
An initiative of the Department to look into the implementation of the Levuka Management Plan which is part of activities on the facilitation of the nomination of Levuka as a UNESCO World Heritage Site.

The focus is on the maintenance and upgrade of infrastructure in accordance with heritage plans.
Committee established by the Department to look at national preparations for the Festival of Pacific Arts in Solomon Islands A forum established to strengthen link between the Department, Bureau of Statistics, and SPC to progress works on cultural statistics in Fiji Number Of Sitting 7 Meetings 5 Inter-agency meetings 10 consultative committee meetings 5 Meetings with FIBOS 88 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 Technical & Professional Advisory District Schools Management Board Agencies Board/ Council/ Committee Meetings Pacific Heritage Hub World Heritage School of Social Science Advisory Committee MSG Subcommittee on Culture & Arts Purpose Northern DSMB Central Eastern DSMB Eastern DSMB Western DSMB Fiji Arts Council Board Meeting Fiji Museum Board of Trustees Meeting National Trust of Fiji Council Meeting Ba Multi-Cultural Centre Committee Meetings Labasa Multi-Cultural Centre Committee Meetings Nadi Multi-Cultural Centre Committee Meetings Nausori Multi-Cultural Centre Committee Meetings Savusavu Multi-Cultural Centre Committee Meetings Suva Multi-Cultural Centre Committee Meetings Steering Committee Meeting Fiji National World Heritage Committee Meeting The School of Social Science is based at USP and an Advisory Committee was set up to assist in the enhancement of the schools programmes at USP.
Director was Chair of the Sub-committee and met regularly to discuss matters pertinent to culture and heritage issues of MSG nations.

Make recommendations to MSG Leaders Forum for endorsement.
Number Of Sitting 12 meetings 6 sittings 5 sittings 2 sittings 1 8 NIL 2 5 1 2 1 1 Meeting in 2013 2 The Policy, Conventions and Projects Unit looks after protection protocols, policies to enhance visibility of culture sector, community empowerment enhanced through the implementation of the 1972 UNESCO World Heritage Convention and the 2003 UNESCO Convention for the Safeguarding of ICH and the incorporation of cultural heritage matters in national, regional and international development plans and agendas.
Project 1: The Historical Port Town of Levuka – UNESCO World Heritage 2013 Project Team Advisors: Project Team Members: Mr. Peni Cavuilagi Mr. Sipiriano Nemani Mrs. Anaseini Kalougata Mr. Aca Baleiwai Ms. Vaciseva Kuli Director Principal Policy & Conventions Officer Senior Project Officer (Levuka) Heritage Advisor World Heritage Database Officer A project of the Department of National Heritage, Culture & Arts since 2006, and the initiative took more than 20 years to materialise.
At the announcement during the 37th World Heritage Committee Meeting in Phnom Penh, Cambodia, the Fiji Delegation Head - His Excellency Ambassador Peceli Vocea - was emotional at the inclusion of Levuka in the prestigious list of sites for humanity and expressed Fiji’s commitment to see through that Levuka maintains this unique status.
The Fiji Delegation included, the Chairperson of the National Trust of Fiji, former Ambassador - Dr. Robin Yarrow, former Ambassador and Special Administrator for Nausori and Levuka Municipalities – Ratu Naipolioni Masirewa, Director, National Heritage, Culture & Arts – Mr. Peni Cavuilagi, the Manager Paciﬁ c Heritage Hub – Ms. Meretui Ratunabuabua, and Principal Policy, Conventions Ofﬁ cer – Mr. Sipiriano Nemani.
MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 89 Soon after the announcement, the Director hosted the 4 Chiefs of Ovalau (Tui Wailevu, Ratu mai Bureta, Roko Takala and Tui Levuka) to a Forum conveying to them the successful inscription of Levuka as a World Heritage Site.

This is an obligation that the Director has made certain in his capacity to facilitate the important role the vanua has in terms of the inscription.
The Department is currently working towards the State Celebration to commemorate the inscription of Levuka.

This will materialise in 2014.
In line with the inscription, the World Heritage Committee requested the following measures put in place for Levuka prior to the 2015 World Heritage Meeting: (a) Fiji Heritage Decree promulgated; (b) medium term plan for conservation set in place; (c) archaeological sites inventoried in the Levuka Heritage Register; (d) keeping maximum building height to current building levels, heritage impact assessment integrated into tourism development plans in the nominated and buffer zone properties; and (e) ﬁ nalise Levuka Town Planning Scheme.
A Levuka Way Forward Roadmap has been developed as a result incorporating issues raised by ICOMOS, World Heritage Committee and the Levuka Management Plan for implementation by key stakeholders regarding the Town of Levuka.

The Levuka Interagency Committee made up of government and statutory representatives, chaired by the Commissioner Eastern Division – Lt. Col. Netani Rika.

The committee sat 5 times in 2013.
Some key activities pertinent to maintaining the Outstanding Universal Value (OUV) of Levuka that have been completed included the foregoing: Levuka/ Ovalau Heritage Register Activity Levuka Way Forward Roadmap Plan Levuka Heritage Park Plans Lomaiviti Provincial Bure Plans Fire Hydrants Installed DNHCA Levuka Office Plans Review of Levuka Town Planning Scheme Levuka World Heritage Commemoration Plaque Plans Levuka Fire Protection Committee established Responsibility Elizabeth Niumataiwalu Vaciseva Kuli Sipiriano Nemani Anaseini Kalougata Aca Baleiwai Viliame Sekiseki Aca Baleiwai Aca Baleiwai Aca Baleiwai Masilina Hawea Anaseini Kalougata Anaseini Kalougata Aca Baleiwai Aca Baleiwai Installation of Concrete Slabs to cover Drainage ways in Town Aca Baleiwai Levuka World Heritage Information Panel Plans Priority Projects Catalogue Book –draft Elizabeth Niumataiwalu Vaciseva Kuli Anaseini Kalougata Vaciseva Kuli Partners National Trust of Fiji Fiji Museum Commissioner Eastern Division Levuka Town Council National Trust of Fiji Levuka Town Council Suva City Council Landscaper Lomaiviti Provincial Council National Fire Authority Department of Town & Country Planning Levuka Town Council National Fire Authority Water Authority of Fiji Levuka Town Council National Roads Authority Levuka Town Council National Trust of Fiji 90 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 Activity Responsibility Partners Levuka Town Council Infrastructure Building Plans completed: *Levuka Town Public Toilet *Upgrade Nasau Park Pavilion *Upgrade Levuka Town Market *Upgrade Bowling Club Lawn *Residential – successful issue of grants – house plans developed.
Survey Levuka Building Wiring Assessment of Heritage Schools supported through MOE grants Revision of Promotional Materials for Levuka Listing.

Completion and submission of Final ICOMOS questions regarding the nomination of Levuka.
Aca Baleiwai Levuka Town Council Independent Contractors Aca Baleiwai Aca Baleiwai Anaseini Kalougata Vaciseva Kuli Sipiriano Nemani FEA and the National Fire Authority Levuka Town Council MOE-AMU Dr. Anita Smith (Advisor) Project 2: ICHCAP (Korea) Manuscript on Traditional Wisdom of the Paciﬁ c Project Team Advisors: Mr. Sipiriano Nemani Principal Policy & Conventions Officer Project Team Advisors: Mr. Simione Tuimalega Mrs. Kula Saro Mr. Eroni Waqairagata Community Development Officer Executive Officer (Multi-cultural Centres) NHCA-ICHCAP Project Assistant The Department received funding in 2013 to commence work on the production of a publication regarding Traditional wisdom or Traditional Knowledge of the indigenous people of Fiji.
The purpose of funding was to promote the intangible cultural heritage of the itaukei and to showcase the uniqueness of diverse cultural elements that the indigenous community possesses.

The funding was received from ICHCAP – a UNESCO category 2 Centre responsible for promoting the 2003 UNESCO Convention for the intangible cultural heritage in the Asia-Paciﬁ c Region.
An Editor who has published widely was recruited and a total of 5 writers from different background writing on different topics which include: • The rising and scooping of the Balolo (sea worms) in Vuna, Taveuni.

• The skills and migration of the Lemaki Clan from Samoa to the Lau Group.

• Articulating the intricacies of the Tako-Lavo relationship between inner Viti Levu tribes of Fiji.

• The epistemology of indigenous governance and vanua management: Verata as case study.
• Demarcating the valenivanua as a cultural space envisaging conﬂ ict management and social cohesion in the itaukei setting – the case of Malomalo in Nadroga.

It is envisaged that the manuscript will be published as an international book on traditional wisdom and the Department will take time to translate these in the vosa-vakaviti so that our schools may have access to these research as well.

This will materialise in 2014.


Convention 1: implementing the 1972 UNESCO world heritage convention Team Leader: Mr. Sipiriano Nemani Principal Policy & Conventions Officer Support: Mrs. Anaseini Kalougata Mrs. Alumita Romanu Ms. Vaciseva Kuli Senior Project Officer_Levuka TRT (Unit Assistant) World Heritage Database Operator Fiji ratiﬁ ed the 1972 UNESCO World Heritage Convention in 1990.
As a state party it is obligated to implement measures that will enhance the visibility of the convention in the communities and at the national level.

The Department is currently the national focal point in as far as implementing the 1972 Convention is concerned.

Some of the implementation measures it had pursued in 2013 include the following: MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 91 Measure 37th World Heritage Committee Meeting in Phnom Penh, Cambodia.
Annual Convention Periodical Payment to UNESCO World Heritage in the Sea Publication Series Draft Fiji Heritage Decree Finalisation of Inscription work on Levuka Historical Port Town National World Heritage Committee Meeting Culture Sector Capacity Building 5th Pacific World Heritage Workshop, Suva Fiji.

International Assistance Explanation Facilitated the travel of the Fiji Delegation to the World Heritage Meeting to bid for Levuka’s inscription as a world heritage site.
Processing of obligatory payment by state party to the WH Secretariat in Paris – FJ$500 Sipiriano Nemani and Anaseini Kalougata wrote a Chapter in the “World Heritage in the Sea – Pacific” UNESCO Publication articulating work on the nomination of Levuka as a World Heritage Site.

An implementation measure of the Convention is to see through that appropriate protection mechanisms are put in place.

The draft decree is in its final stages and will be submitted to cabinet soon.
It looks at the overall bigger picture of heritage management at the national level and implementing the world heritage convention.

An implementation measures involves preparatory work towards inscription of a site from a state party.

The unit assisted greatly in the facilitation of final queries from ICOMOS who were accessing Fiji’s nomination.

This was successfully pursued resulting in Levuka’s inscription.
The Committee chaired by the Permanent Secretary for Education, National Heritage, Culture & Arts looks at world heritage matters at the national level.

It decides on pertinent matters relevant to the various clauses of the convention.

The Department is Secretariat to the committee – the committee sat 5 times this year.

The unit assisted in the travel of Mrs. Elizabeth Niumataiwalu of National Trust of Fiji for training on nominating heritage sites for world heritage sites in Hiroshima, Japan.
The Department hosted the Pacific Island nations who have ratified the 1972 World Heritage Convention at USP in November 2013.

The workshop which at the outset tries to be practical as possible resulted in the development of a resolution that will set the basis for the revision of the Pacific World Heritage Action Plan and provide direction to Pacific Island states that have yet to prepare nominations.
Secured US$30,000 from world heritage Centre for the implementation of the 5th Pacific World Heritage Workshop Convention 2: Implementing the 2003 Intangible Cultural Heritage Convention Team Leader: Mr. Sipiriano Nemani Principal Policy & Conventions Officer Support: Mr. Simione Tuimalega Mrs. Alumita Romanu Mr. Eroni Waqairagata Community Development Officer TRT Assistant ICH Assistant Fiji ratiﬁ ed the 2003 UNESCO convention for the Safeguarding of the Intangible Cultural Heritage in 2010.
The Department currently serves as the national secretariat seeing through the implementation of the Convention at the national level.

Some of the activities the unit has achieved in 2013 inculcate the following: Measure Establishment of ICH Unit in Department UNESCO ICH Intergovernmental Committee Meeting.
Annual Convention Periodical Payment to UNESCO Pacific Mapping of the Intangible Cultural Heritage Toolkit Manuscript on Traditional Wisdom of Fiji/Pacific Explanation Based on cabinet decision set in 2009, the Department was mandated to set-up a secretariat to implement the convention at the national level.

In this light, an ICH unit has been established by the Director to see through this decision is facilitated.
To ensure Fiji’s representation at this prestigious Forum held in Azerbaijan in December 2013, the unit assisted in the preparation of Acting Director Joe Mainavukea of Ministry of iTaukei Affairs to attend the meeting.

Processing of obligatory payment by state party to the ICH Secretariat in Paris – US$90 Sipiriano Nemani published a toolkit for Pacific island countries in terms of mapping the intangible cultural heritage in their communities.
The Publication was commissioned and published by SPC (Nabua).

In collaboration with ICHCAP, the Department is working with ICH writers to develop a manuscript on Traditional Wisdom of Fiji.

92 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 Measure Drafting of National Framework for the implementation of the 2003 Convention for ICH Preparatory Submission of ‘Cultural Mapping Programme” as a Best Practice Methodology under the Convention Lists.
International Cooperation and Assistance Culture Sector Capacity Building International Assistance Explanation An implementation measure of the Convention is to see through that appropriate policy mechanisms are put in place by the state party.

In May 2013, a working group was put together by the Director to map the national framework for ICH in Fiji.

The draft is currently being finalised before distribution to stakeholders for comments.
The Ministry of iTaukei Affairs had been working with the Department in preparing the submission for inscription under the Convention for ICH Best Practice Methodology List of the “Cultural Mapping of the iTaukei”.

The submission awaits further work to be pursued by the Ministry of iTaukei Affairs before it is submitted to UNESCO.

The unit spearheaded the official state visit of the Director General for ICHCAP (Korea) Dr. Samuel Lee to Fiji.
This was an auspicious occasion strengthening ICH ties between Fiji and the UNESCO Category 2 Centre for ICH in Fiji.

The visit was followed by the appointment of Mr. Sipiriano Nemani as an Honorary Board Member for ICHCAP (Korea).

The Minister for Education endorsed the latter’s appointment.
Mr. Sipiriano Nemani attended a Sub-Regional on ICH Networking organised by ICHCAP Korea in Vanuatu Ms. Kelera Adikakua of the Ministry of iTaukei Affairs was sent on a 6 month international work attachment and professional development in the field of ICH documentation with ICHCAP (Korea).
Secured funding from ICHCAP for Publication Project – US$5,000 Convention 3: Ratiﬁ cation of 2005 Cultural Diversity Convention Convention Advisors: Mr. Peni Cavuilagi Mr. Sipiriano Nemani Implementing Unit Members Mrs. Maraia Vakasilimiratu Mr. Meli Tokaibai Ms. Alumita Romanu Ms. Sereana Tadrau Ms. Ulamila Liku Director Principal Policy Conventions Officer Senior Cultural Enterprises Officer Cultural Statistics Officer TRT [Policy Assistant] CO (Cultural Statistics) Cultural Industries Assistant Fiji has yet to ratify the 2005 UNESCO Convention on the Protection and Promotion of Diversity of Cultural Expressions.
The Convention deals with diverse cultural expressions of cultural groups in societies transmitted and expressed through ‘different modes of artistic creation, production, dissemination, distribution and enjoyment, whatever means and technologies used.’ (UNESCO 2005 Convention).
In relation to the convention, Government through the Department had had implemented the following activities in 2013: Measure National consultation on the 2005 Convention for Diversity of Cultural Expressions Drafting of National Cultural Policy for Fiji Drafting of Cultural Industries Strategy for Fiji Drafting of Cultural Statistics Framework for Fiji Culture in Sustainable Development Explanation With UNESCO’s kind assistance, the Department spearheaded national consultation on the need to ratify the 2005 UNESCO Convention.
Mrs. Maraia Vakasilimiratu (SCEO) is working towards the facilitation of this process.

An implementation measure of the Convention, the Department is working towards the development of a National Cultural Policy for Fiji.

Similarly, cultural industries form a greater part of the Convention.

The Department through its Cultural Industries Unit is working towards the development of this strategy.
Furthermore, the newly established Statistics Unit of the Department is working towards the development of a framing for the collection of cultural data to facilitate proper decision making for policy makers and government.
The Permanent Secretary for iTaukei Affairs (Mr. Kaunisela), Principal Policy Officer [Mr. Nemani], Senior Cultural Enterprises Officer [Mrs. Vakasilimiratu] and Fiji Policy Consultant [Dr. Frances Vakauta] presented Fiji’s report at the Preparatory SIDS (Samoa) Meeting 2014 on Culture and Sustainable Development (Nadi, 2013) resulting in the adoption of a Thematic Brief for the inclusion of culture in the SIDS 2014 Agenda.

Publication developed to this effect.


MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 93 Measure Explanation International Cooperation International Assistance The Minister for Culture-China made an official state visit to Fiji resulting in the signing of a Bilateral Culture Agreement between the Chinese Minister and Fiji’s Minister for Education, National Heritage, Culture & Arts.
*Secured US$8,000 from UNESCO for implementation of National Consultation on the 2005 Convention for Cultural Diversity in Fiji.

*Secured US$10,000 from SPC on the development of a National Cultural Policy for Fiji.

*Partnership with SPC, PIFS and 2 other Pacific Island Nations securing EURO$500,000 for cultural industries development projects in Fiji and 2 other Pacific Nations.
Policies, Guidelines and Strategies Developed for the Culture Sector Policy Advisor Mr. Peni Cavuilagi Director Implementing unit Members Mr. Sipiriano Nemani Mrs. Alumita Romanu Principal Policy Officer TRT [Policy Assistant] The development of policies, strategies and plans are pivotal in setting the direction for the culture sector, the Department and its implementing agencies.
This also includes the immersion of culture in national, regional and international development plans, conventions and treaties.
Progress in this area inculcates the following: Policy/Strategy Explanation Cultural Enhancement Guidelines Review of Levuka World Heritage Nomination Dossier Review of Levuka Management Plan National Cultural Policy for Fiji National Framework for the implementation of the 2003 Convention on ICH in Fiji National Culture & Education Strategy Regional Cultural Strategy (SPC) Preparatory SIDS (Samoa) Meeting 2014 SIDE-MEETING on Culture and Sustainable Development (Nadi, 2013) National Youth Policy Bilateral Agreement on Culture between Fiji and China Embassy of France – Levuka Listing Congratulatory Message and assistance offer.
Levuka Town’s Scheme Statement Levuka Way Forward Roadmap Fiji Heritage Issues captured in Regional Plans District Education Board Advisories Continued work on Skeleton and framework for guideline – 30% 100% completed.

100% completed.

10% completed.

Policy consultant recruited to conduct consultations and policy writing 50% completed.

Working Group established to draft framing.

30% completed.

Incorporating culture in national school curriculum and lessons.
Steering Committee established with MOE to facilitate work in this regard.

100% submission of overall culture sector activities to SPC.

Fiji culture priorities and achievements resulting in adoption of a Thematic Brief for the inclusion of culture in the SIDS 2014 Agenda.

Incorporation of Heritage issues in National Youth Policy.

MOA signed – 100%.

China donating RMB 300,000 worth of cultural equipment to Fiji.

Areas of assistance to be articulated to the Embassy.
Inclusion of Heritage Impact Assessment in Town’s Scheme.

Department of Town & Country Planning to incorporate ICOMOS recommendations in revised Levuka Plan.

Successfully incorporation of ICOMOS Recommendations, World Heritage Committee Resolutions, and Levuka Management Plan into matrix.

Pacific World Heritage Meeting Resolutions capturing Fiji Heritage issues and directions for review of Pacific Regional Action Plan regarding world Heritage.
Incorporation of cultural issues in the DSMB Agenda – Multicultural Centres, Fiji Museum and culture & education etc.
Legislative Frameworks and Protection Mechanisms Developed Legislative Advisor Mr. Peni Cavuilagi Director Implementing unit Members Mr. Sipiriano Nemani Mrs. Alumita Romanu Principal Policy Officer TRT [Policy Assistant] 94 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 The Department carries out this function with the assistance of the Attorney General’s (AG) Ofﬁ ce including the Solicitor General’s Ofﬁ ce to ensure that the protection mechanisms are comprehensive, has little or no loop holes and minimal duplication or overriding jurisdictional areas.
In 2013, the following activities transpired: Legislation/Protocols Status Draft Fiji Heritage Decree 2005 UNESCO Convention for the Protection and Promotion of Diversity of Cultural Expressions (SCEO spearheading) MOU on Chinese Cultural Centre to be established in Fiji AG’s Office finalizing the Decree before promulgation.

Ratification comments sort from key stakeholder Ministries including AG’s Office.

MOE Legal opinion sort Fiji Embassy & China Ministry of Culture in discussion regarding the Centre.
GRANTS, CULTURAL INDUSTRIES AND CULTURAL STATISTICS UNIT The unit has important functions for the Department as it explores the correlation between culture and economics.

It also enhances use of culture as a vector for economic sustainability and development.
This inculcates the concept of culture underpinning the participation of women in the development of the country, the involvement of youths as agents of cultural revitalization and continuity, and also using culture as a tool for income-generation for most contributing to national poverty alleviation.
Grants Disbursement Desk Officer for FAC/FM/NTF Desk Officer for MCCs Cultural Grants Secretariat Mrs. Maraia Vakasilimiratu Mrs. Kula Baleikasavu Mrs. Maraia Vakasilimiratu Mr. Simione Tuimalega Senior Cultural Enterprises Officer Executive Officer (MCC) Senior Cultural Enterprises Officer Cultural Development Officer (AO) Grants disbursed by the Department are in two forms: (a) Annual Grants disbursed to cultural agencies that come under the Department – Fiji Arts Council, Fiji Museum, National Trust of Fiji and the 6 Multi-Cultural Centres.
Sometimes, in addition to the above, Department also disburse funds to these institutions to support the implementation of their individual projects; (b) Through the Cultural Grants Assistance, the Department funds the implementation of cultural projects and initiatives at the community and national level.

Agency Grants The Department is responsible for the disbursement of grants to 3 agencies, including the 6 Multi-cultural Centres in 2013.
Each quarter, agencies have to submit a quarterly achievement report, quarterly acquittals and ﬁ nancial statement and, a ﬁ nancial forecast for the forthcoming quarter.

This determines the disbursement of funds to each agency.
Table 42: Departments grant for 2013 Grants Fiji Arts Council Fiji Museum National Trust of Fiji 6 Multi-Cultural Centres Annual allocation AIA and mapping Fiji Heritage Foundation Environmental Education Centre (SSNDP) Momi Gun Site $250,000 $278,400 $20,000 Total $250,000 $298,400 $250,000 $52,000 $388,965 $3,400 $694,365 $161,500 $161,500 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 95 Boards/ Councils Members Sitting Allowances MOA with Agencies – To activate the effective disbursement of funds to Agencies, their respective Chairpersons signed MOAs with the Minister for Education at the beginning of 2013.
A total of 8 Memorandum of Agreements (MOAs) were signed between Government and our agency Boards and Committees.

The Minister and Permanent Secretary for Education signed on behalf of Government while the respective chairpersons signed on behalf of their councils, board and committees Agency Signatory No.
of Moas Fiji Arts Council Board Fiji Museum Board of Trustees National Trust of Fiji Council Ba Cultural Centre Committee Labasa Cultural Centre Committee Nadi Cultural Centre Committee Nausori Cultural Centre Committee Savusavu Cultural Centre Committee Suva Cultural Centre Committee Chairperson Chairperson Chairperson Chairperson Chairperson Chairperson Chairperson Chairperson Chairperson 1 1 2 1 1 1 1 1 1 Sitting Allowances – The Chairpersons and Members of the Fiji Arts Council Board, Fiji Museum Board and National Trust of Fiji Council receive sitting allowances as approved by the former Higher Salaries Commission.
Boards/Councils have to submit “action oriented” Board Meeting Minutes (signed by chairperson) to ensure remuneration.

The MCC Committee Chairpersons and Members are voluntary members hence do not receive any sitting allowances.

Agency Total Meetings Sitting Allowance Fiji Arts Council Board Fiji Museum Board of Trustees National Trust of Fiji Council Total Meetings 6 5 2 13 100% disbursement of allowance to members.

100% disbursement of allowance to chairperson only.
Rest ex-officio 100% disbursement of allowance to board mbs.

Minutes of meetings submitted by all council/ Boards to Department.

Renewal and new appointments of Boards , Councils and Committee Members – Desk Ofﬁ cers review annually membership of Boards, Council and Committee Chairpersons and Members depending on their tenure of appointment.
In 2013, the appointments for the following council, committee members and board were renewed: • Fiji Arts Council Board • Fiji Museum Board of Trustees • National Trust of Fiji Council • Ba Cultural Centre Committee • Labasa Cultural Centre Committee • Nadi Cultural Centre Committee • Nausori Cultural Centre Committee • Savusavu Cultural Centre Committee • Suva Cultural Centre Committee Cultural Grants The Department has an allotment of $100,000 used to fund community and national cultural projects that belong to either of the following categories: Program 1 - Community Cultural Development; Program 2: Dance/Meke; Program 3: Literature Language; Program 4: Music; Program5: Performing Arts Touring; Program 6 - Visual Arts and Craft; and Program 7: Capital Infrastructures.
96 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 Cultural Grants Committee – It is the prerogative of the CGC to deliberate and debate on the viability of projects to be supported under the Cultural Grants Scheme.

The decision and approval vests with the Committee.
In 2013 members of the Committee include: Mr. Peni Cavuilagi , Director, National Heritage, Culture & Arts as (Chairperson) Mr. Opeta Alefaio , Director, National Archives of Fiji (Member 1) Mr. Amani Cirikisuva, Secretary General to the National Commission for UNESCO [MOE] (Member 2) Mr. Joketani Mainavukea , A/Director, Institute of iTaukei Language and Culture (Member 3) Mr. Sipiriano Nemani, Principal Policy and Convention Ofﬁ cer (Member 4) Mrs. Maraia Vakasilimiratu , Senior Cultural Enterprises Ofﬁ cer (Secretary) Committee Sitting: No.
Date Of Meeting Comments 01/2013 02/2012 03/2012 27/03/2013 13/06/2013 19/09/2013 Agenda 1 for meeting disbursed.

Agenda 2 for meeting disbursed.

Agenda 3 for meeting disbursed.

Table 43: Projects Supported in 2013 Name Of Project Project Applicants Community Cultural Development Matuku in Nakorotubu Ra -iTaukei Bure revitalisation workshop Stone Bowl - iTaukei Bure Building Workshop Sanasana Handicraft Dev.
Wksp S Gusurubu Handicraft Development Workshop UNESCO 2005 Convention Consult Malomalo iTaukei Bure revitalisation workshop Rewa Provincial Youth Council Symposium 2013 FIPRA Copyright Workshop Caqalai iTaukei revitalisation wksp Mr. Malakai Savuru Mr. Narisia Tuinamo Fiji Arts Council Gusurubu Women’s Association DNHCA Mr. Eku Ratumainaceva Rewa Provincial Youth Council FIPRA Mr. Viliame Koyamaibole Dance/Meke Lomaiviti Provincial Council Arts Competition Lomaiviti Provincial Council Literature & History Fiji Museum AIA Fiji Museum Music Iri -Buli Kei Nasawa (Recording) Mr. Jale Cagica Performing Arts Touring Children’s Festival Turkey Tour Boomerang Festival Tour Visual Art & Craft Pacific Voices Exhibition Fiji Fashion Week Ltd-Emerging Designers Sponsorship Kula Film Awards - Film Fiji Suva Primary School Festival FAC- Macuata Satellite Workshop MaketiPles Exhibition Capital Infrastructure Ministry of Education Rako Pacifica Mr. Josua Toganivalu Fiji Fashion Wk Ltd Film Fiji Suva Primary Sch Assoc.
Fiji Arts Council Alivereti Malai Saiweke Capital Project Mr. Sevanaia Lewanvanua MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 97 Graph 36: Cultural Grants Analysis: 18% 44% Percentage distribution of funds amongst the 7 CGC programs the Community Cultural Development program which recorded the highest with 44%.
This was followed by the Literature and History program with 20% of funds disbursed, followed by Visual Arts and Craft Program which recorded 18% and Capital Infrastructure Program at 9.2% of the total Cultural Grants funds disbursed.

Music Program and the Dance and Meke Program recorded 1% and 0.9% respectively.

Program 1 Program 2 Program 3 Program 4 Program 5 Program 6 Program 7 6.90% 0.90% 20% 1% In summary the communities at the grass root level tremendously.
In terms of the Music program there has been 1 group funded for iTaukei Music recording as the other applicant’s preferred programmed music which the Cultural Grant Funding does not encourage.

The second highest program that the grant was allotted to was the Literature and History Program which recorded a 20% of the total grant.

This however was only provided to the Fiji Museum.


It would be opportune if researchers and other applicants who could document Fiji’s rich culture and heritage can be encouraged to access funds under the Cultural Grants program.

Although the actual funds that are disbursed will be determined by the availability of funds, the Community Development Unit and the Road show team need to market the availability of funding for programs that have low % grant approval by the CGC.
the Department has assisted Table 44: Cultural Grants Acquittals and Reporting No: Name Of Project Project Applicants Community Cultural Development Matuku in Nakorotubu Ra -iTaukei Bure revitalisation workshop Stone Bowl - iTaukei Bure Building Workshop Sanasana Handicraft Development Workshop Sanasana Gusurubu Handicraft Development Workshop UNESCO 2005 Convention workshop Malomalo iTaukei Bure revitalisation workshop Rewa Provincial Youth Council Symposium 2013 FIPRA Copyright Workshop Caqalai iTaukei revitalisation workshop Mr. Malakai Savuru Mr. Narisia Tuinamo Fiji Arts Council Gusurubu Women’s Association DNHCA Mr. Eku Ratumainaceva Rewa Provincial Youth Council FIPRA Mr. Viliama Koyamaibole Dance/Meke 10 Lomaiviti Provincial Council Arts Competition Lomaiviti Provincial Council 11 Fiji Museum AIA 12 Iri -Buli Kei Nasawa (Recording) Children’s Festival Turkey Tour Boomerang Festival Tour Literature & History Music Performing Arts Touring Visual Art & Craft Fiji Museum Mr. Jale Cagica Ministry of Education Rako Pacifica Fiji Fashion Week Ltd-Emerging Designers Sponsorship Kula Film Awards - Film Fiji Suva Primary School Festival FAC- Macuata Satellite Workshop MaketiPles Exhibition Fiji Fashion Wk Ltd Film Fiji Suva Primary Schools Association Fiji Arts Council Mr. Aliveriti Malai Capital Infrastructure Saiweke Capital Project Mr. Sevanaia Lewanvanua 98 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 Cultural Industries The Community Development Unit of the Department is tasked with liaising with grant recipient is tasked with liaising with grant recipients in terms of collecting required reports.
Team Leader Support Mrs. Maraia Vakasilimiratu Ms. Ulamila Liku Senior Cultural Enterprises Officer Cultural Industries Assistant The cultural Industries Unit are currently working towards the Drafting a National Cultural Industries Strategy for the Culture Sector in Fiji.

The Unit has been active with the Fiji Arts Council in the registration of competent crafts people under the Fijian crafted banner with the Ministry of Trade and Commerce.
The successful implementation of the National Consultation on the 2005 UNESCO 2005 Convention for the Protection and Promotion of Diversity of Cultural Expressions is the highlight of the unit’s activity in 2013.

Key stakeholders to be members of the Working Group to facilitate the development of the National Strategy on Cultural Industries were identiﬁ ed through the Forum.
Archaeological assessment and Mapping of Traditional Heritage Sites The Department of National Heritage allocates as a separate special grant to the Fiji Museum $20,000 to help its archaeologists carry out the colossal amount of requests that have been pending over the years relating to the mapping and archaeological assessment of traditional sites.
Culture and Heritage Spaces Developed The Department continued to fund heritage infrastructure in order to safeguard some of the cultural skills, areas of heritage sanctity, traditional infrastructure that can serve as other means for community sustainability including knowledge transmission avenues for the younger generation.
The following heritage infrastructures were the focus of the Cultural Development Unit: • Burebasaga Bure building • Nabagata Bure Building • Lawaki Bure Building • Naevuevu Bure Building • Nawaikama Capital Project – Hot Spring buffer Government in 2013 funded the extension of the Sigatoka Sand Dunes Environmental Education Centre totalling ($388,965).

This complemented an initial funding released in 2012 to assist the Sigatoka Sand Dunes rebuilt its ofﬁ ce which was destroyed through arson.
MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 99 Cultural Statistics Cultural Statistics is a relatively new phenomenon.

In Fiji, stakeholders collect cultural statistics but not in a coordinated manner, unknowingly seeing the relevance.
Unit Advisor Mrs. Maraia Vakasilimiratu Senior Cultural Enterprises Officer Support Mr. Meli Tokaibai Ms. Sereana Tadrau Cultural Statistics Officer (AO) CO (Cultural Statistics) The biggest achievement of the unit is its establishment with speciﬁ c functions accorded.

Similarly ofﬁ cers were assigned, particularly the appointment of an Administrative Ofﬁ cer (Project) focusing on cultural statistics and a Clerical Ofﬁ cer assigned to assist the latter in the implementation of unit activities.
Other Achievements of the Unit for 2013 includes: Activity Regional consultation on the Cultural Statistics Framing (SPC-DNHCA) Towards a Cultural Statistics Framework (CSF) for Fiji.

Government Funding Working Group Cultural Infrastructure Handbook Artists Directory MSG Alternative Well-Being Indicators Particulars SPC together with the Department organised a national stakeholder consultation on cultural statistics framing in Fiji.
Participants shared the type and level of data gathering institutions have pursued and all resolved for the establishment of a technical working group to ensure sharing of data and information and working towards domain.

*Skeleton of CSF presented to Working Group *Completion of desk top studies for the CSF; *Formulation of conceptual draft National CSF; *Data collection from flagship agencies on heritage sites visitation, craft sales and exhibitions attendance, museum visitors and AIA conducted etc.
Government provided $60,000 in the Department’s annual budget to facilitate work on cultural statistics.

The Department and Bureau of Statistics continue to meet to discuss way forward for Cultural statistics in Fiji.

Concept Paper for the CIH has been developed and currently being utilised.

Questionnaire also developed and currently piloted.

Concept Paper for AD developed.

Advertisement placed in papers for response.

Artist’s questionnaire template distributed.


Concept piloted by MSG in member countries.

Fiji is piloting the initiative.

Unit has developed a Fiji well-being questionnaire.

Questionnaire translated into iTaukei language.

Awaiting Bureau of Statistics to carry out training for Enumerators to pilot the initiative in Fiji.
CULTURE & EDUCATION, PLANNING, AND TRAINING UNIT The unit is an essential component in setting long term strategies and goals for the Department proper and the culture sector in general (planning); its responsibility also encompasses training, culture and education which is a pivotal aspect of capacity building and knowledge enhancement for position holders as well as the promotion and safeguarding of culture and heritage at the school level.
100 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 Culture & Education Focus Unit Advisor Mr. Peni Cavuilagi Director Support Mr. Vereniki Nalio Ms. Rosalia Muavesi Acting Senior Cultural Development Officer CO (Planning and Training) A core initiative that which the Minister has requested priority in terms of implementation because of the linkages created between Culture and Heritage and activities of the Ministry of Education, the Department is pursuing this initiative through a Steering committee established comprising Department and CAS/TVET Ofﬁ cers.
Table 45: Major Achievements of the unit in 2013 Activity Particulars Achievement Status National Culture And Education Strategy Caramaka Workshops – Art & Craft Workshops for PEMAC Teachers Strategy maps out the link between cultural elements and activities and how these can be facilitated as part of school activities.

There were four genre of arts introduced in that meeting.

Pottery, Weaving, Magimagi Plaiting, Masi Designs.


Culture and Education Steering Committee Meetings Suva Primary Schools Cultural Festivals The Committee was chaired by Director (NHCA) and Director (CAS/TEST) to discuss issues pertinent to Culture and Education.
Meetings were held with CAS and TEST Advisors whereby Culture and Education Issues were discussed The Director National Heritage Culture and Arts officiated the opening ceremony where 23 primary schools from Suva – Nausori corridor participated in a 1 day festival including a private school (The Learning Centre) which presented their meke, drama, art and craft at the National Gymnasium in November 2013.

Suva Primary School Cultural Association Audit.


EO Art and AO (CS) assessed 23 out of the 25 schools to be part of the Suva Craft Exhibition Draft National Culture and Education framing compiled in 2013 There were about 50 PEMAC Teachers that participates in the training.

Teachers from the Western and Northern schools enjoyed a weeklong workshop on those 4 genre of Heritage Crafts.

Proposed Curriculum Mapping Program to be implemented in 2014.
The Survey of 486/804 schools showed the need to have established cultural programmes in schools for the betterment of the children.

These 23 schools were successfully assessed using a standard template prepared by the DNHCA and EO (Art & Craft) to ensure the creativity, originality and readiness of students’ art and craft work are captured well.
Planning for the Culture Sector Team Leader Mr. Vereniki Nalio Acting Senior Cultural Development Officer Support Ms. Rosalia Muavesi CO (Planning and Training) The unit is also responsible for the development and implementation of planning programmes for the Department and the culture sector so that our activities are aligned to overall government strategies, plans and activities.
MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 101 Table 46: Some major deliverables of the unit in 2013 Activity Particulars Submission of 2013 Monthly Reports Submission of SFCCO Quarterly Reports & Evidence Draft ACP 2014 Submission (NHCA input) Draft BP 2014 Submission (NHCA input) Department Planning Exercises Position Descriptions reviewed 2013 IWP Reviewed 2013 Service Excellence Activities Community Service Activities undertaken by Department Staff with MOE Standard Operating Procedures Developed/ Reviewed 12 reports 100 % completed and submitted 4 SFCCO reports and 100% Completed 100% Completed 100% Completed 100% Completed 100% Completed 100% Completed 3 NHCA Meetings 2 Mock MOE SEA Review 1 Pearl Hotel Writing Workshop 1 Community Visit Contribution (Old Peoples Home) 10 SOP reviewed in a re-designed template Capacity Building, Awareness and Communications Desk Officer for Training Mr. Vereniki Nalio Acting Senior Cultural Development Officer Desk Officer for Awareness Mr. Simione Tuimalega Cultural Development Officer (AO) Training, Awareness Support Ms. Rosalia Muavesi CO (Planning & Training) A skilled and well capacitated workforce will ensure effective and efﬁ cient implementation of activities in the sector.
The Department organises capacity building sessions and also identify those that it can send personnel in the sector to attend and participate.
Some of the trainings and capacity building sessions pursued in 2013 include the following: Name Institution Course / Conference Course / Conference Kelera Adikakua Elizabeth Niumataiwalu Sagale Buadromo Mereia Luvunakoro PEMAC TEACHERS PEMAC TEACHERS PEMAC TEACHERS Maraia Vakasilimiratu Mrs. Anaseini Kalougata Ministry of ITaukei Affairs National Trust of Fiji Fiji Museum Fiji Museum Western Secondary Schools Northern Secondary Schools Western Secondary Schools Department of National Heritage Culture and Arts UNESCO Camera and Photography Skills World Heritage Management Preservation of Tapa Materials Preservation of Tapa Materials Revival of Heritage Craft Revival of Heritage Craft Revival of Heritage Craft Diplomacy Induction Course Korea Hiroshima, Japan Smithsonian Institute , USA Smithsonian Institute , USA Lautoka Fiji Labasa, Fiji Savusavu, Fiji Suva Fiji Pacific World Heritage Workshop Suva, Fiji The Department also participated and sometimes organises awareness sessions, including exhibitions, curatorial shows to enhance visibility of culture sector activities: Name Organised By Type Officer Attended Suva Grammar Cultural Week 2013 Suva Grammar School Rewa Youth Day 2013 Rewa Youth Group Public Service Commission Public Service Commission Day 2013 Exhibition Cultural Show Cultural Exhibition Cultural Exhibitions Mr. Sipiriano Nemani was the Chief Guest at opening Ms. Rosa Muavesi and Mrs. Alumita Romanu exhibited at the Rewa Day.
Simione Tuimalega was a guest speaker at the Rewa Youth Day Celebration Rosa Muavesi and Ulamila Liku present an exhibition at the Government Service Centre.

102 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 MANAGEMENT AND FINANCE UNIT The unit is the parent arm of the Department responsible for stafﬁ ng, overall management and efﬁ cient and prudent use of allocations for the Department provided for in the annual budgetary provisions for the sector.
Unit Advisor Mr. Peni Cavuilagi Director Support Mrs. Kula Baleikasavu Mrs. Laisa Vuto Mr. Fereti Sosefo Executive Officer (AF) CO (Registry) Driver Ministerial and Cabinet Papers The Unit prepared 1 Annual Budget draft Cabinet Papers and 2 Mminister’s Papers for 2013.
Department Stafﬁ ng Table 47: Summary of staff movements, new appointments and review of appointment Name Position Remarks Mr. Peni Cavuilagi Mr. Sipiriano Nemani Mr. Vereniki Nalio Mr. Aca Baleiwai Mrs. Anaseini Kalougata Mr. Meli Tokaibai Mr. Eroni Waqairagata Mrs. Ulamila Liku Mrs. Alumita Raomanu Director Acting Principal Policy & Conventions Officer Acting Senior Cultural Development Officer Heritage Advisor Senior Project Officer Levuka Administrative Officer Trainee Trainee TRCO New Contract Issued Acting Appointment extended Acting Appointment extended Project appointment extended Project appointment extended New project Assistant New Project Assistant New Project Assistant New Policy Assistant MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 MIMIMIMIMIMIMIMIMININININININIIISSTSTTTSTTSTSTRYRYRYRYRYRYRYRYRY O O OOOO OFF F FF F F EEDEDEDE UCUCUCCATATATATATATTTATATA IOIOIOIOIOIOIOIOIOIOONN,N NN NATATTTIOIOIOOOOIOI NANANANANANANANANANANAL L L L L LL HEHEHEHHEHEHEEHERIRIRITATATATATATAGEGEGEEE,,, CCUCCUCUCUCULLTLTLTLTLTURURURURURRRRE E EE E E ANANANANANANANANAANANANDDD D D DDD ARARARARARARARARAAAAARTSTSTSTSTSTSTS - --- - A AAAAA AAA AANNNNNNNNNNNNNNNNNNNNNNNUAUAUAUAUAUAUAAAAAAUAL LLLL REREREREEEEEERR POPOPOPOPOPOPPPPOP RTRTRTRTRTRTTRTRTRTTRTRTRT 2 2 22 2 2222220010101010101010101010133333333333 103 103 10101010101010101010103333333 CHAPTER 7: FIJI HIGHER EDUCATION COMMISSION Overview Being the second year in the implementation of the Commission’s current four-year Strategic Development Plan, 2013 was particularly challenging as the Commission strived to make signiﬁ cant progress in fulﬁ lling its obligations under the ﬁ ve major outcomes of the Plan.
This was in the achievement of set targets under each strategic output in the Commission’s 2013 Annual Business Plan.

With an operating budget of $800,000, the Commission and its three committees namely the Fiji Qualiﬁ cations Council, Recognition Committee and Registration Committee together with several Industry Standards Advisory Committees (ISACs) and a 19-member secretariat made notable advances in a number of key development areas.
These included the ﬁ nalization of the approach to be used in the implementation of a new funding system for higher education institutions and the establishment of a Committee for the Accreditation of University Qualiﬁ cations (CAUQ).

Roles and Responsibilities The Commission’s responsibilities are consistent with its mandated functions under section 7 of the Higher Education Promulgation 2008.
These include: • • register and regulate higher education institutions according to the provisions of the Promulgation; foster and safeguard the national interest, the interests of students and parents, and also of local higher education providers; (iii)Establish national standards for different qualiﬁ cations; • • oversee review process of higher education institutions; • provide assurances that the programmes developed by the institutions meet national standards; • promote the development of Fiji as a knowledge based society; • allocate government funds marked for higher education annually to higher education institutions according to a • transparent and well-publicized criteria for allocation; foster cooperation among higher education institutions and linkages between higher education institutions and industry; • maintain a database of higher education information; • develop or cause to be developed an academic broadband facility for use by higher education institutions; • and make recommendations to the Minister with respect to issues consistent with its functions including special projects.
2013 Highlights and Accomplishments • 9 HEI2 registered including the USP and 2 HEIs recognized FNU’s and UoF’s registration process in progress • 2 HEIs ordered to close due to illegal operation • Attended to complaints received and issues raised by students, parents and institutions • 5 new National Qualiﬁ cations developed in Bus Driving, Tour Guide, Beauty and Spa Therapy, Mining and Security • National Qualiﬁ cations initial uptake by Vivekananda Technical Centre and Montfort Boys Town • First provider qualiﬁ cation3 registered on the Fiji Qualiﬁ cations Framework • Competency Based Training (CBT) format implemented for National Qualiﬁ cations 104 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 • Trial of Quality Assurance (QA) and EER (External Evaluation and Review ) with registered institutions • Launch of the Committee for the Accreditation of University Qualiﬁ cations (CAUQ) by Minister for Education • Approval by the Cabinet of the implementation of the new funding system for higher education institutions in 2014 • Participation in regional and national forums to promote higher education and position FHEC suitably in relation to other sectors of the economy to enhance its contribution to sustainable development • Address issues with expansion of broadband facility at the USP in progress • Participation in regional and international QA network conferences namely APQN4 and INQAAHE5 • Approval by Government of an increase in operating grant for the Commission and similarly for the funding of higher education institutions Challenges • Limited funding leading to limited human and physical resources • Need for HR capacity building in areas of QA and managing the new funding system • The need to strengthen areas like compliance, QA, ICT, accreditation of programmes and the evaluation of foreign qualiﬁ cations through training and proper stafﬁ ng and facilities • Maintenance of the currency of the legislations governing the operation of the Commission Way Forward Apart from addressing its challenges, the Commission will focus its attention on: the implementation of its Quality Assurance Framework the piloting of national qualiﬁ cations the completion of the ﬁ rst round of registration of institutions the accreditation of programmes for registration on the Fiji Qualiﬁ cations Framework the implementation of the new funding model for higher education institutions and the processes of the new Committee for the Accreditation of University • • • • • • • Qualiﬁ cations (CAUQ).
2Higher Education Institutions 3Certificate Level 3 in Applied Community and Development Studies of the Community Education Training Centre of the Secretariat of the Pacific Community 4Asia Pacific Quality Network 5International Network of Quality Assurance Agencies in Higher Education MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 MIMIMMM NINININININININIIISTSTSTSTSTSTSTSTSTRRYRYRY O OOOOFFF F EEDEDEDEDEDEDEEDDUCUCUCUCUCUCUCUCUCATATATATATATIOIOIOIOIOIONN,N,N, NN N NATATATATATTIOIOIOIOIOIOONANANANANANANANAAL LL L HHHHHHEHEHEH RIRR TAAATAAAAAAGGGEE, CULTLTTTTTTTTTTURURRRRRREE E ANAND D AARARARTSTSTSTSSSSSS - A ANNNNUAUALL REPOPORTRTT 2222001011111333333 105 105 101101010105555 CHAPTER 8: FIJI NATIONAL COMMISSION FOR UNESCO Overview The Fiji National Commission for UNESCO is chaired by the Minister of Education, Ambassador Filipe Bole and its Deputy Chair is the Permanent Secretary for Education, Dr. Brij Lal.
Its Secretary General is Mr. Amani Cirikisuva.

There are 17 members comprising of professionals who provide advisory roles on education, culture, social sciences, natural sciences, communication and information.

Roles & Responsibilities The Secretariat of the Fiji National Commission for UNESCO continued to function as a Focal Point within the Ministry of Education.
Its roles include: • ensure proper co-ordination and consultation between the Commission and other line ministries, institutions, agencies, NGOs and civil societies follow up to ensure the execution of UNESCO programmes and maintain proper records of the same facilitate UNESCO-funded projects and programmes • • • organize in-country workshops/meetings with line ministries, institutions, agencies, NGOs and civil societies • maintain proper records • ensure the efﬁ cient day-to-day running of the ofﬁ ce Highlights UNESCO funded Trainings & Courses A total of 20 participants attended the UNESCO-funded training workshops and seminars.
They represented different ministries and departments.

These included: • Mr. Apisalome Movono Deputy Secretary, Corporate Services attended the 13th Regional Meeting of National EFA Coordinators from 26th to 27th February and the Post 2015 Development Agenda Regional Thematic Consultation in the Asia-Paciﬁ c from 28th to 1st of March held in Bangkok, Thailand funded by UNESCO & Ministry.
• Mrs. Kelera Taloga, Deputy Secretary, Professional attended the Sub-Regional Seminars for Asia-Paciﬁ c National Commissions in Honiara, Solomon from 14th to 18th May, 2013; funded by Ministry.
• Mrs. Kelera Taloga and Mr. Amani Cirikisuva attended the Sub-Regional Seminar for Asia-Paciﬁ c National Commission for UNESCO from 14th to 18th May held in Honiara, Solomon Islands • Mr. Tevita Logavatu attended the workshop on Website Development from the 16th – 17th may, 2013 held in Honiara Solomon Islands sponsored by the Korean National Commission for UNESCO.
• Mr. Eci Naisele of the Fiji Higher Education Commission attended the 12th Session of Regional Convention on Recognition of Qualiﬁ cations from the 22nd – 23rd May, 2013 in Bangkok, • Fiji was invited to attend the 5th International Conference of Ministers & senior Ofﬁ cials Responsible for Sports & Physical Education (MINEPS) from the 28th – 30th May, 2013 in Berlin, Germany.
• Mrs. Basundra Kumar, Deputy Secretary, Primary & Secondary Education attended the Empowerment of Women for a Culture of Peace & Non-Violence from 13th to 15th June, 2013 at the Novotel, Nadi – funded by UNESCO.
• Mr. Peni Cavuilagi, Mr. Sipiriano Nemani of the Department of Culture & Heritage, Mr. Peceli Vocea, Fiji’s Ambassador to the European Union and Mr. Robin Yarrow , Fiji’s former Ambassador, attended the 37th Session of the World Heritage Committee Meeting (for non-members) from the 16th – 27th June, 2013 in Phenon Penh, Cambodia.
• Mrs. Ledua Waqailiti of Lecturer, School of Education, USP attended the 13th Asia=Paciﬁ c Training Workshop on Education for International Understanding from the 8th – 17th July, 2013 in Seoul, Korea.

It was organized by Asia-Paciﬁ c Centre for Education in International Understanding (APCEIU) in Seoul, Korea.
• Dr. Brij Lal, Permanent Secretary for Education, National Heritage, Culture & Arts attended the Paciﬁ c Heads of Education Systems meeting from the 23rd – 24th October, 2013 in Nuku a’ lofa, Tonga.

• Mr. Lorima Voravora attended the International Forum on the 60th Anniversary for ASP Network from the 7 - 9th September, 2013 in Seoul, Korea.

All costs borne by UNESCO and the Ministry of Education.
106 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 • Mr. Tomasi Raiyawa attended the Asia-Paciﬁ c Regional Policy Forum on ECCE from the 10th - 12th September, 2013 in Seoul, Korea.

All costs fully borne by UNICEF and UNESCO.


• Mr. Sakiusa Katawai of the Fiji Museum was nominated to attend the attended the Training Course on Preservation and Restoration of Wooden Structures from 3rd September to 3rd October; held in Japan • Mr. Samisoni Mateyawa, Youth Ofﬁ cer of the Ministry of Youth & Sports was nominated to attend the UNESCO Youth Forum Looking Beyond Disaster from the 7th – 11th October, 2013 in Padang, Indonesia.
• Mr. Rajesh Krishna attended the 4th Asia-Paciﬁ c Leadership Academy for Schools Principals in Korea from 15/10/13 – 23/10/13; funded by APCEIU (UNESCO).

• Mr. Amini Tudrau of Ministry of Youth and Sports attended the 8th UNESCO Youth Forum in UNESCO HQ in Paris, France from 20/10/13 – 21/10/13; funded by UNESCO.

• Mr. Apisalome Movono and Mr. Metuisela Gauna attended the Regional Technical Workshop on the EFA 2015 Review in Thailand from 20/11/13 – 22/11/13; funded by UNESCO and APRBE.
• Mr. Peceli Vocea, Fiji’s Ambassador to the European Union and Mr. Amani Cirikisuva, Secretary General of the Fiji National Commission for UNESCO attended the 37th General Conference for UNESCO from the 5th – 20th November, 2013 in Paris, France.

• Mr. Jim Bentley attended the Memory of the World (MOW) Training Workshop in Cambodia in November last year.
• Mrs. Lanieta Veibataki and Mr. Marika Baleca attended the Training Workshop on the Canoe is the People from the 3rd – 6th December, 2013 in Cook Islands funded by UNESCO.

World Higher Education Database (WHED) This was completed by Fiji Higher Education Commission (FHEC) and sent to UNESCO before its due date on 31/3/14.The database requires FHEC to complete the following: • A pre-prepared questionnaire with the data that is currently held on higher education systems in Fiji.
• A list of credentials and their deﬁ nition as entered in the current database.

• A list of recognized accredited university-level higher education institutions.

Annual Survey on Education Statistics This was completed and sent to UNESCO’s Institute of Statistics on 29th April, 2013.

Fiji was also invited to conduct the Cultural Labour Force Statistics Survey Development: Metadata Questionnaire.
Its correspondence was sent to the Government Statistician at the Bureau of Statistics for compilation before 7th March, 2013.

National Education for All 2015 Review Several meetings were held last year by the Steering Committee to compile the Fiji’s National EFA 2015 Review.

Its main aim was to assess the progress made towards achieving EFA since 2000 and the extent to which countries have kept their commitments.
It also should spell out the major challenges faced by each country in developing the post-2015 agenda.

It is hoped that the review process will help countries accelerate the EFA actions in the last ‘Big Push’ to 2015.

More speciﬁ cally, the report was and will be based on the following: • Status of the EFA progress which clearly states where the country stand vis-a’ – vis the EFA goals.

• Best practices on accelerating EFA progress at country level.
• • Identiﬁ cation of key areas for the future within the framework of the post-2015 Agenda.

Identiﬁ cation of bottlenecks, prioritized actions and feasible interventions.

The National Coordinator for EFA and Deputy Secretary Corporate Services, Mr. Apisalome Movono, SEO Statistics/IT Mr. Metuisela Gauna and the UNESCO Natcom ofﬁ ce assisted in the compilation of the relevant data.

The ﬁ nal report is due with UNESCO on 30th April, 2014.
An international conference will be held in 2015 to establish the post-2015 global education agenda.

MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 107 Global Citizenship Survey This was completed by the Ministry’s Curriculum Advisory Services and sent to UNESCO’s Asia Paciﬁ c Centre for Education for International Understanding (APCEIU), Korea on 7th August, 2013.
Education for Sustainable Development Survey (ESDS) This was completed by stakeholders and sent to UNESCO last year.

Climate Change & the Law Workshop This was conducted by UNESCO & its partners on 5th August, 29013 in Suva.

Relevant stakeholders were invited to attend.

Learning to Live Together Fiji was invited by UNESCO Bangkok to submit photos, drawings and paintings which portray “Learning to Live Together”.

The invitation was for youths of 15 – 36 years of age.
The Ministry of Youth & Sports and all schools were notiﬁ ed.

Associated Schools Project Network (ASP Net) Fiji’s National Coordinator, Mr. Lorima Voravora conducted awareness workshops on the revitalization of the ASP Net in 14 schools in the Western division.

Plans are in place to include other schools.


Women Empowerment: A Culture of Peace & Non-Violence Workshop The Permanent Secretary for Education, Dr. Brij Lal ofﬁ cially opened the Women Empowerment: A Culture of Peace & Non- Violence Training workshop on 12 December, 2013 at the Hexagon Hotel, Nadi.

The participants comprised of teachers and students.

The main objective of the 2-day training workshop was to address gender inequality and violence against women & children.

The workshop focused on: 1.


Representation and Participation of Women in Decision-Making Formal Sector Employment and Livelihood Elimination of Violence Against Women Women in Decision Making Access to Basic Services Women and the Law 2.

Gender, Intangible Cultural Heritage and Violence Against Women & Children 3.
Situation Analysis Of Violence Against Women And Children In Fiji Restriction Order Yellow Ribbon Project Advocating to Parents Duavata Approach The need to work together 4.
Combating Violence Against Women through the Law Procedures in Reporting to Police Domestic Violence Restraining Orders – its purpose and powers Police No-Drop Policy Court procedures Family Court Orders – its purpose and procedures of obtaining one.

5.

Drugs & Violence in Schools 6.


Capacity Building in Women through Sustainable Development and Peace 108 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 Outcome of the Workshop The workshop is a stride by UNESCO in collaboration with the Ministry of Education to conceive policies that will address the issue of gender inequality at national level.
• the culture of peace and non-violence is a commitment to peace building and mediation; • • • to conﬂ ict prevention and resolution; to peace education and education for non-violence; and tolerance, acceptance, mutual respect, intercultural and interfaith dialogue and reconciliation.
SPARCK Project An initiative of the UNESCO Ofﬁ ce for the Paciﬁ c States in Apia , the University of Melbourne and the Apidae Development Innovations based in Australia, the Sharing Perceptions of Adaptation, Resilience and Climate Knowledge (SPARCK), a Survey on Climate Change in the Paciﬁ c was conducted in Fiji in May, 2013 using the mobile network.

The Fiji National Commission for UNESCO facilitated this survey.
A total of 15 senior science teachers from the greater Suva area attended its training workshop held at the UNDP in Suva.

Suva Education the Ofﬁ ce provided its support.

Its purpose was allow more opportunities for the participants to better understand the gaps in climate change knowledge which in turn will inform capacity building activities to create community – level synergies.
Ultimately is outcome was to increase climate literacy and resilience in the Paciﬁ c. The project was similarly carried out in Samoa and Vanuatu.

Report of the UNESCO’s Chair for Teacher Education and Culture Professor Konai HeluThaman, UNESCO’s Chair for Teacher Education and Culture based at the University of the South Paciﬁ c (USP) presented her Annual Report to the Fiji National Commission for UNESCO detailing her activities undertaken in 2013.
These included: • Providing teaching to undergraduates, post graduates • Post-graduate research supervision • Thesis examination • Research work • Presenting Papers at international and regional conferences • Membership of professional organization Paciﬁ c Heritage Hub Report The Paciﬁ c Heritage Hub (“PHH”) was launched in Suva, Fiji in February 2013 following a decision made by Paciﬁ c Island states at the 4th Paciﬁ c World Heritage Workshop held in Apia, Samoa in September 2011.
PHH was funded for the ﬁ rst 18 months of its establishment by the Australian Government Department of Environment and is hosted at the University of the South Paciﬁ c, Oceania Centre for Arts, Culture and Paciﬁ c Studies, Suva, Fiji.
PHH is a regional facility with the mandate for knowledge management, capacity building and partnership establishment among Paciﬁ c Island governments, institutions, organizations and indigenous communities, and contributes to the promotion and implementation of the World Heritage Convention in the Paciﬁ c region.
Two capacity building workshops funded by the Australian Government have been hosted by the PHH with partners Fiji Government, USP and Secretariat of the Paciﬁ c Community namely the 5th UNESCO Paciﬁ c World Heritage workshop held 27th - 30th November 2013 organised to examine the progress on its activities following two PHH Steering Committee meetings.
The Steering comprises representative’s state parties from Australia, Fiji, Palau, Solomon Islands, ICOMOS, IUCN, SPC, SPREP, UNESCO and USP and advisors from PIMA, ICOMOS Pasiﬁ ka IUCN Oceania.

This was followed by 1st Paciﬁ c Regional Training held for Paciﬁ c Heritage Management Plan development at SPC, Suva in February 2014.

And subsequently participation in a Micronesia workshop for Management plan development in held in Yap, Federated States of Micronesia from 14th to 19th April 2014.
A Sustainable Heritage Tourism framework workshop was also held in Palau funded by UNESCO Small Island Developing states program from 11th to 13 March towards developing a training module on Heritage Tourism.
MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 109 The PHH and partners are now developing a training module on Paciﬁ c Heritage plan development based on the two activities for use at future capacity building activities in the Paciﬁ c and with plans for an online web based course for the Paciﬁ c through the University of the South Paciﬁ c. Year Province Total number of villages mapped 2004 2005 2005 2006 2007-2009 2008-2009 2010 2011 2011-2012 2012-2013 2013-2014 Piloted 2 villages: i. Coloisuva (Naitasiri) ii.
Nakavu (Namosi) Namosi Serua Rewa Tailevu Lomaiviti Ra Bua Naitasiri Macuata Cakaudrove 26 villages 24 villages 54 villages 139/141 villages 72/73 villages 93 villages 54 villages 86 villages 105 villages 105 villages The PHH is looking towards its future development as a proposed UNESCO Category II centre for the Paciﬁ c in the short to medium term once sustainable funding for the PHH is secured.
Cultural Mapping Project: 2004 - 2010 Table 48: Summary of the training workshop on Revitalizing of Traditional Artifacts 2010 2011 2012 2013 2014 1st workshop on Tuli Kuro Vakaviti at Qelekuro, Namena, Tailevu Date: (24- 26 February, 2010) 1st Workshop on “ Tali Ibe Somovolavola” at Vagadaci, Ovalau, Lomaiviti.

Date: (29 – 30 June, 2011) 1st Workshop on Tuli Kuro Vakaviti at Malake, Rakiraki, Ra.
Date: (27 – 29 March, 2012) 1ST Workshop: “Lagavucu” Venue: Nawaidina Date: 28-30/05/13 2nd Workshop on “Tali Ibe Batiwa” at Mataveikai, Tokaimalo, Ra.

Date: ( 12 –15 October, 2010) 2nd Workshop on “Tali Ibe Vakadraunidamanu” at Vunisea, Tokaimalo, Ra.

Date: (27 -29 September, 2011) 2nd Workshop on Tali Ibe Sasa at Nativi, Tokaimalo, Ra.

(11-13/09/12) 3rd Workshop on “Tali Wame” in Savu,Vugalei, Tailevu.
Date:( 23 July – 27 August 2010 1st Workshop: -Preliminary visit to Natewa on : Tali iri ni Natewa” Venue: Vusasivo Date: 15-17 April, 2014 2nd workshop: Preliminary visit to Serua on “Ibe Draudrekwa”.

Venue: Navutulevu Date: 17 April, 2014 Work plan on Revitalization of Traditional Artifacts 1st workshop will be conducted on the “Iri ni Natewa” in May, 2014 at Natewa.

2nd workshop will be conducted on the “Ibe draudrekwa” in June, 2014 at Navutulevu village, Serua.
Veriﬁ cation Visits Year Province Villages 2013-2014 2014 Namosi Serua 26 villages 24 villages 110 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 Fiji Hibiscus Festival Fiji National Commission for UNESCO co-sponsored students 700 bookmarks in all subject areas & 700 book labels worth $3,100.

UNESCO & Fiji National Commission logos were factored into these labels and distributed to students and teachers during the Hibiscus Festival.
The Fiji Natcom also co-sponsored a Ministry of Education banner and returned fares and meals for CDU Ofﬁ cers & TVET students from Ballantine Memorial School (BMS), Monfort Boys, Ratu Kadavulevu School (RKS) and Suva Vocational Centre during the festival.

National Heritage and Culture & Arts PROJECT 1: THE HISTORICAL PORT TOWN OF LEVUKA – UNESCO WORLD HERITAGE 2013 A project of the Department of National Heritage, Culture & Arts since 2006, the initiative took more than 20 years to materialise.
At the announcement during the 37th World Heritage Committee Meeting in Phnom Penh, Cambodia, the Fiji Delegation Head - His Excellency Ambassador Peceli Vocea - was emotional at the inclusion of Levuka in the prestigious list of sites for humanity and expressed Fiji’s commitment to see through that Levuka maintains this unique status.
The Fiji Delegation included, the Chairperson of the National Trust of Fiji, former Ambassador - Dr. Robin Yarrow, former Ambassador and Special Administrator for Nausori and Levuka Municipalities – Ratu Naipolioni Masirewa, Director, National Heritage, Culture & Arts – Mr. Peni Cavuilagi, the Manager Paciﬁ c Heritage Hub – Ms. Meretui Ratunabuabua, and Principal Policy, Conventions Ofﬁ cer – Mr. Sipiriano Nemani.
Soon after the announcement, the Director hosted the 4 Chiefs of Ovalau (Tui Wailevu, Ratu mai Bureta, Roko Takala and Tui Levuka) to a Forum conveying to them the successful inscription of Levuka as a World Heritage Site.

This is an obligation that the Director has made certain in his capacity to facilitate the important role the vanua has in terms of the inscription.

The Department is currently working towards the State Celebration to commemorate the inscription of Levuka.
This will materialise in 2014.
In line with the inscription, the World Heritage Committee requested the following measures put in place for Levuka prior to the 2015 World Heritage Meeting: (a) Fiji Heritage Decree promulgated; (b) medium term plan for conservation set in place; (c) archaeological sites inventoried in the Levuka Heritage Register; (d) keeping maximum building height to current building levels, heritage impact assessment integrated into tourism development plans in the nominated and buffer zone properties; and (e) ﬁ nalise Levuka Town Planning Scheme.
A Levuka Way Forward Roadmap has been developed as a result incorporating issues raised by ICOMOS, World Heritage Committee and the Levuka Management Plan for implementation by key stakeholders regarding the Town of Levuka.

The Levuka Interagency Committee made up of government and statutory representatives, chaired by the Commissioner Eastern Division – Lt. Col. Netani Rika.

The committee sat 5 times in 2013.


PROJECT 2: ICHCAP (KOREA) MANUSCRIPT ON TRADITIONAL WISDOM OF THE PACIFIC The Department received funding in 2013 to commence work on the production of a publication regarding Traditional wisdom or Traditional Knowledge of the indigenous people of Fiji.

The purpose of funding was to promote the intangible cultural heritage of the itaukei and to showcase the uniqueness of diverse cultural elements that the indigenous community possesses.
The funding was received from ICHCAP – a UNESCO category 2 Centre responsible for promoting the 2003 UNESCO Convention for the intangible cultural heritage in the Asia-Paciﬁ c Region.

An Editor who has published widely was recruited and a total of 5 writers from different background writing on different topics which include: • The rising and scooping of the Balolo (sea worms) in Vuna, Taveuni.

• The skills and migration of the Lemaki Clan from Samoa to the Lau Group.
• Articulating the intricacies of the Tako-Lavo relationship between inner Viti Levu tribes of Fiji.

• The epistemology of indigenous governance and vanua management: Verata as case study.

• Demarcating the valenivanua as a cultural space envisaging conﬂ ict management and social cohesion in the itaukei setting – the case of Malomalo in Nadroga.
MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 111 It is envisaged that the manuscript will be published as an international book on traditional wisdom and the Department will take time to translate these in the vosa-vakaviti so that our schools may have access to these research as well.

This will materialise in 2014.


2005 Convention on Diversity of Protection and Promotion of Diversity of Cultural Expressions National Consultation on the UNESCO 2005 Convention of the Protection and Promotion of the Diversity of Cultural Expressions: from the 28th – 29th May, 2013 in Suva.
The Minister for Education, National Heritage, Culture & Arts, Ambassador Mr. Filipe Bole with resource persons and participants after the ofﬁ cial opening With the theme “Cultural Diversity-Impetus For A Dynamic And Sustainable Development”, the Ministry of Education’s Department of National Heritage, Culture and Arts and UNESCO Apia conducted a two day National Consultation on the UNESCO 2005 Convention on the Protection and Promotion of the Diversity of the Cultural Expressions from the 29-30th May 2013.
The overall objective of the workshop was to enlighten participants of the UNESCO 2005 Convention; funding opportunity under the International Fund for Cultural Diversity and to learn from other participants in the Culture and Heritage Sector.
The Honorable Minister for Education, National Heritage Culture and Arts in his opening speech to the 40 participants from Fiji stated that that there is a strong recognition that culture is a vector for development and that it needs to be taken seriously as a potential contributor to our economy.

He also highlighted the importance of the link between culture and education and its role in enhancing our identity and creativity.
He stated that there needed to be a consolidated effort to ensure that opportunities are capitalized and not missed through a lack of accessibility or effective information sharing.
To complement the sentiments raised by the Minister, speakers at the national consultation consisted of the UNESCO Programme Specialist for Culture Expert Dr. Akatsuki Takahasi and UNESCO 2005 Convention Technical Expert Ms. Helene George and the General Secretary International Federation of Coalitions for Cultural Diversity (IFCCD) Mr. Charles Vallerand.

Other speakers included govt and NGOs At the end of the workshop, the participants were able to: i.
Understand the UNESCO 2005 Convention on the Protection and Promotion of the Diversity of Cultural Expressions; ii.

Share their knowledge on how their respective organisations are protecting and promoting diversity of cultural expressions and identify the various challengers experienced and offer 112 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 solutions or probable solutions to these challengers; iii.
Familiarise themselves with the International Fund for Cultural Diversity application; and iv.

Move that Fiji to ratify the UNESCO 2005 Convention.

Currently, the Department is working towards ratifying the UNESCO 2005 Convention.

Cultural Grants Committee The Fiji National Commission for UNESCO through its Secretary General continues its membership to the Cultural Grants Committee (CGC).

The grants targets community– based projects.


It is facilitated by the Department of National Heritage, Culture & Arts.

The objectives of the grants are to: • Revive traditional artifacts and music as a means of sustaining the community’s livelihood.

• Elevate the artistic and creative talents of participants at national events such as the Fiji Fashion Week, Film industry, Tadra Kahani etc.
MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 MIMIMIMIMIMININININININ STS RYY O O O OOOOFF EDEDEDEDEDEDEDEDEDEDEDEDEDDDDDUCUUUUUUUUUUU ATATTTTTTIOIOIOIOIOIOIOIOIOIOIOIOIOIOIOIOIOIOON,N,N,N,N,NN,N N NN N N NNN N N N N N NNN NNNATATATATATATATATATATATATATATATATATATA IOIOIOIOIOIOI NNNNANNN L HEHEHEEEEEHERIRIRIRIRIIIITATATATATATAATATAGEGEGEGEGG , , CCUUUUUUUUUULLLLLTLTLLL UURURURURURURRE E E EE E E ANAANANANNNANA D AARARARRRRRRTTTTTTSTST - -- AAAAAAAAAA AANNNNNNNNNNNNNNNNNNNNUUUUUUAUAUUUUU L L REREEEEEEPOPOPOPOPOOOPORTRTRTRTRTRTR 2 2 22 22 222222010101010101010133333333 113 113 1111111111111 3 CHAPTER 9: ACCESS TO QUALITY EDUCATION PROGRAM (AQEP) Background The Access to Quality Education Program (AQEP) commenced in mid-August 2011.
It consists of a package of bilateral assistance worth up to A$50 million to the Fiji education sector over ﬁ ve years.

AQEP is funded by the Australian Government through the Department of Foreign Affairs and Trade (DFAT) and implemented by GRM International.

Program Goal and Objectives The goal of AQEP is to work with the MoE and other education service providers to improve the ability of children from very poor communities, including those with a disability, to access a quality school education.
The purpose of the Program is to work with the MoE and other key stakeholders to implement activity through three related components: • Component 1: reducing ﬁ nancial and other barriers to accessing a quality school education.
This involves mitigating the effects of political instability and the global recession on the most vulnerable children; • Component 2: investing in school infrastructure in the poorest communities to ensure that facilities are adequate and safe and contribute to improved student learning outcomes; and • Component 3: conducting targeted research and analysis on the systemic challenges to achieving improved education outcomes in Fiji.
This activity will involve a range of short-term, demand-driven technical assistance and the provision of ﬂ exible and outcome-driven support to MoE priorities.
Achievement of Program objectives will support six of the seven Education Outcomes identiﬁ ed in the MoE’s 2012-2014 Education Sector Strategic Development Plan, namely: a) All students, especially those in kindergartens, disadvantaged and those with special needs will have equitable access to an improving and inclusive education that contributes to the alleviation of poverty.
b) All children, especially those in kindergartens, disadvantaged students and those with special needs will acquire knowledge, develop lifelong skills, religious values and good citizenship through a relevant, responsive and innovative curriculum.

c) The welfare of students is promoted and protected through school improvement that builds character and brings about social cohesion in an environment that is clean and secure.
d) A productive workforce that reﬂ ects gender and equality, who are appropriately qualiﬁ ed, competent and committed to deliver quality education services with integrity and transparency.

e) Strengthened partnerships with communities, stakeholders and donors to ensure that education programs f) are responsive and sustainable.

Improved delivery of education services at all levels through reforms in internal processes and systems and the Public Sector.
Program Outcomes Anticipated Program outcomes under each Component include: (a) Component 1 outcomes: (i) Improved school access, retention and completion rates for the most economically disadvantaged children in targeted communities, including children with disabilities.
This outcome will support Fiji gains and contributions to achieve Millennium Development Goal 2 by 2015; and (ii) Strengthened school based management in target schools to plan and deliver programs to support attendance, retention and opportunities for quality teaching and learning.
(b) Component 2 outcomes: (i) Upgraded and/or well-maintained school facilities in poor areas; (ii) Improved water supply and sanitation in these schools to protect the health and well-being of school children; and 114 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 (iii) Improved physical infrastructure to increase access for students with disabilities in mainstream schools.
(c) Component 3 outcomes: (i) Promotion of evidence-based planning as a result of systematic research contributing to knowledge management; (ii) Improved curriculum, databases and assessment within the MoE and support to other strategic priorities that emerge during the life of the program; (iii) Increased quality of teaching and student learning through support to MoE’s efforts to improve education quality; and (iv) Increased capacity within MoE to assess student learning outcomes.
Principles Underpinning Program Implementation There are six principles which guide program implementation.
These principles underpin the interventions to support children from the poorest families, including those with a disability, to attend schools more regularly; and at the same time to strengthen the poorest schools with knowledge and skills to enable them to (a) provide effective long-term social protection measures for the most deserving primary-aged children (b) provide qualitative improvements at school and classroom levels.

The principles include: 1.


Recognition that rural and urban poverty are experienced differently by disadvantaged children and their parents/guardians and development of a school targeting methodology that is sensitive to these differences.

2.
2.

Fair and transparent decision-making involving the Australian Aid Program, MoE and Ministry of Rural and Maritime Development and the development of school lists utilising data from a range of sources including the 2008/09 Household Income and Expenditure Survey, the 2007 Census, the poverty mapping report (World Bank, 2011) and relevant research ﬁ ndings from AQEP (including squatter and informal settlement data, small-scale case studies, rapid school assessment surveys) and other relevant studies.

3.
3.

A focus on children in the formative years including children with special needs and high levels of disadvantage: primary schools, early childhood education (ECE) centres attached to primary schools and primary schools with boarding facilities.

Children with disabilities in mainstream schools are a key focus.
Primary aged children who are out-of-school, including those with a disability, are also targeted in addition to children with chronic truancy – those children who are absent for 10% or more of the academic year.

4.
Adopting a holistic ‘total package’ multi-pronged approach for maximum impact by: providing assistance through grants for school-based management that can assist poor children directly and that can be used by schools to plan qualitative improvements to teaching and learning; renovating buildings and improving water supply and sanitation in eligible schools; provision of quality teaching and learning resources and materials for all selected schools; and capacity development and ongoing training activities for School Management Committees (SMCs), Head Teachers, teachers and support staff.
5.

Providing support for school based management will develop the capacity of schools to determine for themselves the most effective use of the block grants in line with annual plans that address not just qualitative school improvements but also poverty constraints facing families and households that fall within a school’s catchment area.

6.

Sustainability of interventions will be addressed through AQEP’s support for forward planning with SMCs.
The Program will have ongoing discussions with relevant stakeholders and school communities to identify possible modalities that can contribute to improved sustainability of Program activities.

2013 Highlights and Achievements Tables 49 and 50 provide a summary of the scope of AQEP activities and outputs from January to June and from July to December 2013.
MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 115 Table 49: Summary of AQEP activities and outputs 1 January – 30 June 2013 ACTIVITIES OUTPUTS Access and Quality Training – Planning Access And Quality Activity Design and Finance Component 1: Social Protection Training Modules and training materials developed • 4 training session (3 days Suva, Labasa, Ra, Lau) completed • 205 people in 50 Schools trained (36% Female) consisting of: o 50 Head Teachers (28% Female) o 50 School Managers (4% Female) o 49 School Treasurers (22% Female) o 44 Female School leaders6 o 12 Teachers (3% Female) • Training Modules and training Materials developed • 6 training session (3 days 2x Suva, Labasa,, Taveuni, 2 x Ra) completed • 45 Schools trained • 211 people trained consisting of: o 50 Head Teachers (32% Female) o 50 School Managers (4% Female) o 50 School Treasurer (24% Female) o 51 Female School Leaders o 11 Teachers (27% female) 50 school communities participating in the access and quality planning process • Mentoring visits • 50 schools Resource Maps developed • 2 new Mothers’ Clubs formed • Surveys of out of School children underway in over 70 communities • No cost activities commenced in 50 schools • 50 school visits (1/2day session each with 2 SCC and 1 DEO) completed 2086 Participants • Cycle 1 Access and Quality Grants calculated for Cohort A • Development of concept for Education Outreach Centres • MoE Consultation Workshop • Appointment of Social Protection Counterpart at MoE • Development and printing of acquittal files for schools • Special Needs Identification Form • Provision of disability equipment to 5 Disability Inclusive Demonstration schools • Inclusive Education Teacher Aides Workshop • Increased enrolment in 5 disability inclusive demonstration schools • In-house Professional Development on Disabilities • Vision screening in 5 disability inclusive demonstration schools (41% Female) mentored • Data collected and verified • Partner identified • Proposal and budget developed • 22 Ministry of Education officials (3 Female) consulted • 8 plans for addressing access and quality developed • 12 Coordination Meetings • Mentoring strategy for LANA developed • Acquittal System and forms developed • 100 acquittal files printed for distribution to schools • System developed • AQEP staff trained Component 1: Disability Inclusion • Each school has two Braille machines, Braille paper, a desktop computer installed with JAWS Software, white canes and sign language dictionaries in preparation for inclusion of special needs students.
• 5 Teacher Aides trained • 30 students with special needs (20 Males; 10 Females) newly enrolled by June • Two Teacher Aides in each inclusive education demonstration schools recruited • Once-a-month professional development sessions conducted for teachers in all the 5 Disability Inclusive schools on Disability Topics • 1,788 students screened for vision • 254 students (14%) have trachoma (145 Males; 109 Females) • 38 students have low vision (23 Males; 15 Females) 6The female school leaders are community members who are active in the school.
These women were targeted for training as a way to address the gender imbalance in school management.

The women selected are the leaders of the Mothers Club, or in the case of schools that do not have a Mothers Club, they are women from the community who are already actively involved in the school.
116 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 ACTIVITIES OUTPUTS Component 1: Disability Inclusion (cont'd) • Community consultation program on disability inclusion • 10 Community awareness programs conducted in catchment areas of the five Disability Inclusive Demonstration schools by teachers • Community consultations with the School Management Committees and parents conducted Component 2: Infrastructure • Hygiene Training and Monitoring • Development and printing of school maintenance manual • Significant preparatory work with FTA to develop the work plan and budget completed • Draft school maintenance manual completed • Total 4,925 students (2,334 girls and 2,591 boys) have improved learning environments • Year 2 Infrastructure component implemented and school learning environments improved in 19 primary schools through improvements to: • 188 new/repaired classrooms (3.2% of national total) • 14 library buildings • 7 kitchen and dining facilities • 23 teachers’ offices/staff rooms • 13 early childhood rooms/buildings • 38 teacher housing units • 7 generators • 25 school toilet blocks (3.53% of national total) • 2 staff toilet blocks • 18 water tanks • 8 water harvesting systems installation • 4 new septic tanks • 2 water pumps • Ramps and special toilets in two (2) schools Component 3: Research and Quality Improvement • FEMIS development • 28,794 students registered nationally which is approximately 15% of the entire student • School Planning, Financial Management and Safer Schools Workshop for Heads of Schools • Literacy and Numeracy Strategy Workshops • Revised Social Protection Response to emergency • Social Protection Emergency Grants for TC Evan primary and secondary school population.
• 238 school heads including 171 Head Teachers and 67 Principals trained (79% Men; 21% women.

• 570 participants from 547 primary schools trained (60% Men; 40% Women).
Emergency Response • Manual and guidelines developed • 25 schools trained • Acquittal packages delivered to 25 schools • 25 schools assisted • 3,949 children beneficiaries: 1,887 Girls 2,062 Boys (This included 38 students with a disability (16 Girls, 22 Boys) • 191 Teachers (95 Women; 96 Men) Number of children supplied with: • School Uniform 2,521 (47% Girls) • Food 2,496 (48% Girls) • School Kits 3,344 (47% Girls) MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 117 ACTIVITIES OUTPUTS Emergency Response (cont'd) • Completion of infrastructure assistance to 17 schools affected by TC Evan • These improvements have benefited a total of 3,484 students: 1,794 Girls and 1,690 Boys • Beneficiary school learning environment have been improved through improvement to: • 37 classrooms • 15 teacher’s quarters • 7 ECE rooms • 4 teachers’ offices • 1 school hall • 2 boarding halls • 6 toilet blocks • 10 water tanks • 1 water pump • 2 library rooms • Provision of school furniture for 1 school in Ba Table 50: Summary of AQEP Activities and Outputs 1 July – 31 December 2013 ACTIVITIES OUTPUTS Social protection implementing in 50 Cohort A schools in 7 clusters Access Activities Quality Activities Cycle 1 Access and Quality Grants distributed to 50 Cohort A schools Out of Schools Children reintegrated back at school Mentoring visits Education Outreach Centre established and running Component 1: Social Protection 10,744 student beneficiaries from Kindergarten to Class 8 50 schools implementing 104 activities in Term 3 to improve access for disadvantaged children 50 schools designed and implemented 93 activities in Term 3 to improve student learning outcomes F$562,022 distributed in grants to primary schools in disadvantaged areas 85 out of 136 (47% Girls) out-of-school children re-enrolled in AQEP schools 50 school visits (half a day session each with 2 School Community Coordinators (SCCs) and 1 District Education Officer) completed 2,086 participants (41% Female) mentored Homework Centre established and open 6 days per week (during the school term) Tutor and Community Facilitator hired 65 students attending regularly Women’s Club volunteering at centre 4 Cluster activities • 87 (98% Female) teachers trained in Synthetic Phonics (19 schools in Ra and 8 schools in Cluster activities Labasa Boarding school improvement Revision of Finance Procedures District Resource Centre • 230 students, 15 School Management Committee (SMC) members and 11 teachers in 5 AQEP schools participated in a Spell Well competition in Lau • 2 pilot schools selected • Partnership established with Ministry of Agriculture • F$26,250 disbursed to 2 pilot schools • Manual revised based on lessons learnt in Term 3 • 1 District Resource Centre established in Ra with 5 computers and related office equipment.
Component 1: Disability Inclusion Inclusive Education 3-day Follow Up Training Increased enrolment in 5 Inclusive Education Demonstration Schools 65 teachers, 10 teacher aides, 5 Early Childhood Education (ECE) teachers, 4 Principal Education Officers (Ba/Tavua, Cakaudrove, Eastern and Suva), and Senior Education Officer– Special/Inclusive Education trained.
6 newly enrolled students with disability (totaling 36 over the year: 24 Male; 12 Female) 118 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 ACTIVITIES OUTPUTS Rapid Assessment of Disability data collectors training Early Childhood Development and Education strategy development Disability Caravan consultation meeting Hygiene Training and Monitoring Technical working group on school maintenance manual Implementation of school infrastructure planning workshop for 20 Cohort A schools Procurement of contractor for 20 Cohort A schools Implementation of school improvement work in 20 Cohort A schools Fiji Education Management Information System (FEMIS) development Intervention workshop for measuring educational interventions to enhance learning outcomes Component 1: Disability Inclusion (cont'd) 30 fieldworkers received five-day training in data collection in workshops conducted in 3 locations; including 5 Community Rehabilitation Assistants, 3 Ministry of Health peer educators, 5 village health nurses, 3 persons with disability, 8 community workers (volunteers) and 5 teachers Draft strategy for inclusive early childhood development and education completed Tentative schedule and objectives for the “Disability Caravan” in 2014 developed, Disabled People’s Organisation representatives now consulting their respective boards and Fiji National Council for Disabled Persons developing a budget.
Component 2: Infrastructure Final draft of the Hygiene Education Handbook for teachers and students completed Final draft of School Maintenance Manual completed and submitted to AQEP • 20 schools rehabilitation plan/scope of work formalised and agreed by the Schools, Ministry of Education and AQEP • 20 Memorandums of Understanding signed by the schools, MoE, and AQEP 10 contractors selected for rehabilitation works in 20 Cohort A schools and contract agreements signed Total 4,073 student beneficiaries (1,923 girls and 2,150 boys) have improved learning environments through improvements to: • 155 repaired classrooms (2.6% of national total) • 18 library buildings • 7 kitchen and dining facilities • 20 teachers’ offices/staff rooms • 12 early childhood rooms/buildings • 21 teacher housing units • 3 generators • 22 school toilet blocks – 82 girl pan and 75 boy pan (3.1% of national total) • 23 staff toilet unit • 21 water tanks • 19 water harvesting systems installation • 3 water pumps • Ramps and special toilets in 18 schools.
Component 3: Research and Quality Improvement • Approximately 147,000 student records now in FEMIS (approximately 75% of the total number of students) • 627 schools (70%) have now logged in and set up classes • Training the trainer programs designed and implemented in more than 30 schools in each district currently serving as trainers to clusters of schools in the respective districts • All schools in Fiji trained on FEMIS by the end of the calendar year • District officers in each of the 9 education districts trained in obtaining staffing issues reported by the schools in FEMIS and addressing the issues in Fiji Education Staff Appointment (FESA) database • Tools in place to assist schools, districts and MoE in invoicing, acquittals and overall financial management for the 2014 budget allocations to schools • Key education indicators and reports at all levels incorporated into FEMIS • National FEMIS policy drafted, undergone consultation by schools and districts and now awaiting final MoE approval • 12 AQEP staff trained in effect size methodologies for measuring learning gains from educational interventions MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 119 ACTIVITIES OUTPUTS Component 3: Research and Quality Improvement (cont’d) Upgrading of RUMM Software and training of MoE officers in using RUMM software to manage Literacy and Numeracy Assessment (LANA) process Workshops on outcomes for LANA reporting with Curriculum Development Unit (CDU), Examination and Assessment Unit (EAU) and AQEP Quality Learning Support Team (QLST) Establishment of AQEP research and research ethics committee to promote ethical research MoE 2014 Annual Corporate Planning Workshop Training for Future Leaders in the MoE Leadership and Management Program Training for ECE Teachers and Management in Stand-Alone Schools in School Planning, Financial Management and Safer Schools Financial Management Training for School Heads and their Management to better manage the Free Education grant to schools Completion of infrastructure assistance to 7 schools affected by TC Evan • 2 EAU staff trained on using RUMM software to construct and analyse LANA data • 12 participants from EAU, CDU and AQEP (QLST) trained on reporting on LANA outcomes • Two research projects developed and following research and ethics committee guidelines • 51 (27% Females) MoE Senior Staff beneficiaries • 250 Assistant Head Teachers and Vice Principals were identified and trained as future school leaders (36% Females) • 163 teachers and school management committee members (83% female) from 102 ECE centres from 6 districts in the Central and Western Divisions participated in workshop • 1,719 Head Teachers, Principals, Managers and Treasurers (32% Females) were trained on Financial Management in 34 clusters in all 9 education districts.
Emergency Response These improvements have benefited a total of 538 students: 251 Girls and 287 Boys Learning environments of 7 beneficiary schools have been improved through improvement/ construction of: • 6 new classrooms • 3 new teacher’s quarters • 1 renovated boarding facility • 2 new toilet blocks (6 girl pan and 5 boy pan) • provision of 195 sets of student desk and chairs.
Highlights and Achievements in 2013: Component 1 – Social Protection The Access and Quality approach in Cohort A schools was rolled out at the beginning of 2013 where 50 schools across Fiji were mobilised and asked to refocus the way they think about their school and community.

The key activities in this reporting period have included: (a) Training in the Access and Quality Planning approach.

(b) Training in the Access and Quality Activity Design and Finance.
(c) 50 School communities participating in the access and quality planning process.

(d) Mentoring visits.

(e) Cycle 1 Access and Quality Grants calculated for Cohort A.

(f) Development of concept for Education Outreach Centres.

(g) MoE consultation workshop.

(h) Appointment of Social Protection Counterpart at MoE.

(i) Development and printing of acquittal ﬁ les for schools.

(j) Formulation of Special Needs Identiﬁ cation Form.
120 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 Out of School Children A total of 136 (40% girls and 7 children with a disability) out of school children have been identiﬁ ed by the Access and Quality schools.

Of these, 85 (47% girls) have been reintegrated back in primary school.

A further 7 children have been referred to High School as they were too old for primary schooling.
The children were identiﬁ ed by teams from each school consisting of School Management, Teachers, Parents and Community Members.

This was an informal exercise by the schools, particularly for urban areas.

The data is indicative only of children the teams identiﬁ ed and are not actual numbers of out of school children.
Access and Quality Grant Disbursed A total of F$562,022 was distributed in grants to 50 primary schools in disadvantaged areas for the development of activities to improve access and quality.

The grants provide the means and motivation for people to support objectives of increasing access for all children to the school and improving the quality of education that the children receive.
Remedial Literacy Class Naviivi Primary School Access and Quality Activities The release of the grants allowed the activities planned by the schools to commence.

As a result in Term 3, 50 schools implemented: 104 activities to improve access 93 activities to improve student learning outcomes.
Change Observed in the schools In some schools change became evident from the ﬁ rst training but the release of the funds has allowed the schools to put their planning into action and change has been observed in key areas.

The change observed in schools is based on a comparison with the situation of the school from when they ﬁ rst started working with AQEP.

In some schools no change was observed because they were already doing well in this area, whereas some schools were struggling to meet basic tasks.
The areas where the most change has been observed are: • Active participation by School Management Committees (31 Schools) – School Management Committees have increased their participation in the schools.

In some cases it is only a few members but for other schools the whole management committee is actively involved.

• Active participation by the women’s groups in school (35 Schools).

2 schools activated women’s groups for the ﬁ rst time.
Other schools that had operational women’s groups have seen the groups activate more community members to participate and move into non- traditional areas.

Traditional areas include cooking and compound clean up but women are now running the school library, helping with homework centres and reading groups.
• Adequate supply of Teaching and Learning materials (42 Schools) – With the focus on improving quality schools have purchased teaching and learning materials using their AQEP grant to run their quality activities.

The School Community Coordinators (SCCs) also played a key role in connecting the schools to suppliers of educational equipment because schools do not know what resources are available outside of Suva.
Improved support and participation is seen in all 50 school and occurs as people are interested in that AQEP is working in the schools, but 33 schools increase community support beyond what would be expected, and have used their resource mapping to use the existing talents and resources of the school community, for example, involved retired teachers quality activities, ﬁ nding retired policemen to run the cadets, involving youth in the village to support access activities.
• MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 121 Highlights and Achievements in 2013: Component 1 – Disability Inclusion The achievements of the disability inclusion strategy have included: • Number of students with disabilities enrolled increased from 16 in Term One of 2013 to 36 in Term 3 of 2013 as seen in Table 3 below.

• Vision screening in the ﬁ ve schools identiﬁ ed 254 students with trachoma and 38 students with low vision see Table 4.
Three students have already received proper eye glasses, students have been trained on how to wash their face properly and students diagnosed with trachoma have received medical treatment.

• All the students have received some form of assistance such as payment of school levies, provision of school uniforms, bags, shoes and other educational needs.

• There is increased participation of students with special needs in school activities and excursions.
• Arya Samaj Primary School has received full infrastructural support with disability access (including ramps).

• Training of 85 teachers on inclusive Education completed.

This included 65 teachers, 10 teacher aides, 5 ECE Teachers, 5 MoE Ofﬁ cers (4 Principal Education Ofﬁ cers + 1 Senior Education Ofﬁ cer).

Increased community awareness on the education of CWD.
• Table 51: Enrolment of Children with Disability in AQEP Demonstration Schools in 2013 School Adi Maopa Primary School Arya Samaj Primary School Ratu Latianara Primary School South Taveuni Primary School Tavua District School Term One Term Three Male 1 1 3 3 2 Female 2 2 0 0 2 Male 3 4 9 5 3 Female 4 3 0 0 5 School Table 52: Vision Screening Results in AQEP Demonstration Schools in Trachoma School Roll M 14 110 9 557 49 323 63 412 10 386 Adi Maopa Primary School Arya Samaj Primary School Ratu Latianara Primary School South Taveuni Primary School Tavua District School Total 28 21 78 109 18 Total 1 17 4 11 5 F 14 12 29 46 8 Low Vision F M 0 1 7 10 4 0 10 1 2 3 Community Awareness Before the actual roll out of inclusive education in the ﬁ ve demonstration schools, community awareness on inclusive education was carried for parents and the community at large.
Support for Students in Schools – Disability Grant Support for students with disabilities in the ﬁ ve demonstration schools has included provision of a disability grant to meet the needs of individual students.

Three of the students who were identiﬁ ed with vision problems now have prescribed spectacles.

This has greatly improved their vision and their overall performance in class.
Highlights and Achievements Component 2 – Infrastructure Component 2 has made signiﬁ cant achievements during the reporting period which include: in 2013: • Rehabilitation works in 20 Cohort A schools commenced in early October 2013 and the progress of work at the end of December 2013 ranged from 50%-75%.
The details below show the total commitment on the repair works and new installations through infrastructure interventions in the 20 Cohort A schools: Community Awareness meetings in Serua and Vanuabalavu.
155 classrooms, 18 library buildings, 7 kitchen and dining facilities, 20 teachers ofﬁ ces, 12 ECE rooms/ buildings, 21 teachers quarters, 4 boarding facilities, 3 generators, 22 school toilet blocks, 23 staff toilet units, 21 water tanks, 19 water harvest systems, 3 water pumps, 23 staff toilets and 23 septic tanks A total of 4,073 (1,923 girls and 2,150 boys) have beneﬁ tted from this infrastructure assistance.
122 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 Hygiene Education Training for AQEP’s Beneﬁ ciary Schools AQEP has engaged the Fiji Teachers Association (FTA) to provide hygiene and sanitation training and monitoring assistance for AQEP beneﬁ ciary schools.

Hygiene education for AQEP’s beneﬁ ciary school 10 draft manuals – ﬁ ve for Students and ﬁ ve for Teachers - have been printed ready for distribution and use by primary schools in Term 1 2014.
Highlights and Achievements in 2013: Component 3 – Research and Quality Improvement Component 3 consists of activities aimed at: • • supporting Component 1 by assisting schools to implement school based quality learning interventions and activities research studies to better inform the Program and the provision of ﬂ exible support for MoE priorities.
Key achievements of Component 3 have included: • Analysis of 160 school based access and quality activities and interventions • Development of support plans by experienced literacy and numeracy specialists to make these access and quality interventions more effective • Development of teaching and learning resources to make these access and quality interventions more effective Repair Works at Narere Primary School on the 11th December 2013 • Development of professional development and professional learning modules for literacy and numeracy access and quality interventions to assist schools to implement these school based activities • Development of cutting edge measuring and evaluation systems designed to • identify learning gains from intervention using effect size procedures Improvement of research process through developing support protocols to support the development of research projects and research ethics applications Improvements to LANA procedures and processes • • 51 (27% Females) MoE Senior Staff attended a workshop on the development of its 2014 Annual Corporate Plan and the Monitoring and Evaluation Template for its Annual and Business Plans in 2014 Sample of Hygiene Education Teachers’ Guide • 250 potential leaders were trained through the Leadership and Management Workshops of which 36% were females • 163 teachers and school management committee members (83% female) from 102 ECE centres from 6 districts in the Central and Western Divisions participated in the School Planning, Financial Management and Safer Schools Workshops • 1,719 Head Teachers, Principals, Managers and Treasurers (32% Females) were trained on Financial Management - the training took place in 34 clusters in all 9 education districts • Approximately 147,000 student records now in the system (approximately 75% of the total number of students) • 627 schools (70%) have now logged in and set up classes • Training the trainer programs designed and implemented to more than 30 schools in each district currently serving as trainers to clusters of schools in the respective districts • All schools in Fiji trained by the end of the calendar year • District ofﬁ cers in each of the 9 education districts trained in obtaining stafﬁ ng issues reported by the schools in FEMIS and addressing the issues in FESA • Tools to assist schools, districts and MoE in invoicing, acquittals and overall ﬁ nancial management for the 2014 budget allocations to schools MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 123 • Key education indicators and reports at all levels incorporated into FEMIS • National FEMIS policy drafted, undergone consultation and approval by schools and districts.
Now passing through ﬁ nal MoE approval stages.

Support for MoE priorities MoE priorities funded by AQEP, but managed and implemented by the MoE, include: Improvement of the MoE Fiji Education Management Information Management System (FEMIS) • • School planning, ﬁ nancial management and safer schools workshop • Literacy and Numeracy Strategy (LANS) workshop • Leadership and management training workshop • LANA development • Procurement of an industrial printer.
FEMIS A key achievement in the FEMIS development project is that since FEMIS went live in February 2013, a total of 28,794 students have been registered nationally as shown at Table 5.

This is approximately 15% of the entire student primary and secondary school population.

Interestingly schools appear to have recorded substantial attendance data even though the system currently has limited capacity to report on attendance.
Also, schools are using the system to effectively report stafﬁ ng issues directly to districts.

Table 53: Student Registration in FEMIS at early July 2013 Primary Secondary National Students Enrolled in FEMIS Student Absences7 in FEMIS Total Students From Previous 20934 27834 131622 7548 11494 68425 28794 39339 200047 School Planning, Financial Management and Safer Schools Training 13 follow up trainings were completed with 238 participants comprising 171 Head Teachers and 67 Principals.
28 District Education Ofﬁ cers also attended the follow up training.

Literacy and Numeracy Strategy workshop In March 2013, the EAU and CDU with AQEP funding rolled out the second year of LANA & LANS two-day training workshops.

The focus of the training was to empower teachers of primary schools to better equip them with strategies to teach literacy and numeracy.

The target groups were Class 6 teachers and those from schools that did not attend the workshops in 2012.
Quality Learning Support Team The AQEP Quality Learning Support Team (QLST) was established at the end of September 2013 with the appointment of four ofﬁ cers to work with the AQEP schools to improve the quality of teaching and learning.

The Quality Learning Support Team consists of two literacy and two numeracy specialists who support numeracy and literacy interventions undertaken by AQEP Schools.
The QLST specialists assist schools, the AQEP team and the MoE on all aspects of literacy, teaching and learning and system level quality improvements.
The QLST is responsible for developing practical literacy and numeracy strategies for direct application in AQEP schools; they monitor the implementation of literacy activities and provide an evidence base for measuring the impact of literacy and numeracy strategies and activities in the AQEP support schools; and they work with the SCCs and MoE district staff to support the implementation of quality learning initiatives in AQEP-supported schools.
In particular, the QLST team support school based remedial interventions and activities that aim to promote literacy 7 The number 39339 is the total number of student absences recorded in FEMIS for 2013 to date.

A single student absence is either am or pm.

Thus, a student absent for the entire day will record two absence events.

AQEP will probably change the wording to Days Absent (not absences) and divide the number by 2 in the near future.
124 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 and numeracy achievement for students.

They also write and prepare special materials to support school interventions and activities for literacy and numeracy and provide teacher professional development and support to assist teachers to promote student learning.
LANA development AQEP engaged of a short term psychometrician with clear terms of references to further develop the quality and operation of LANA for six weeks in October/November.

This helped improve LANA systems and processes through upgrading Rasch software to RUMM 30 software, item development, testing and reporting as well as training for MOE ofﬁ cers.
Purchase of industrial commercial quality printer AQEP funded the purchase of an industrial printer to allow the MoE to develop and produce high quality textbooks and teaching and learning materials to support the implementation of the new Fiji curriculum in 2014.

The printer is expected to arrive in mid-January 2014.

Capacity Development/Training AQEP also funded four training workshops organised by the MoE.

The details for each are provided below.


• 51 (27% Females) MoE Senior Staff attended a workshop on the development of its 2014 Annual Corporate Plan and the Monitoring and Evaluation Template for its Annual and Business Plans in 2014.

It provided the Senior Staff a ﬁ nal platform to discuss and ﬁ nalise their Corporate Plan with contributions from all sections and districts of the MoE.
The workshop also involved the development of the MoE Business Plan and put in place clear reporting guidelines on its deliverables for the year and to improve the MoE’s ofﬁ cers’ understanding of their contributions to the achievement of the National Goals and Outcomes.

• AQEP supported MoE in its Leadership and Management Training for the Future Leaders Programme where potential school leaders are identiﬁ ed and trained prior to taking up leadership roles in the schools.
Table 6 below shows that 250 potential leaders were trained of which 36% were females.

Table 54: Leadership and Management Training FUTURE LEADERS – PHASE 1 Division Western Central Suva Eastern & Central Nausori Northern Total Primary 32 30 42 39 143 Secondary 23 35 33 16 107 Total 55 65 75 55 250 Female 21 18 31 20 90 (36%) The funding also enabled the MoE to revise the training modules to be used for both the training of Current and Future Schools Leaders.
The modules were on Leadership in the 21st Century, School Planning, Financial Management, Change Management, Fiji Assessment Framework and the School Leaders Handbook.

• AQEP funded the training of ECE Teachers and Management in Stand-Alone Schools in School Planning, Financial Management and Safer Schools.

The training for the 163 teachers and school management committee members (83% female) from 102 ECE centres from 6 districts in the Central and Western Divisions also covered Safer School practices.
• In response to the emergent priority of the MoE to train all the primary and secondary schools in Fiji on the use of the government Free Education grants announced in the November 2013 Fiji Government budget, AQEP funded a one-day training for school Head Teachers, Principals, Managers and Treasurers on Financial Management.
The training took place in 34 clusters in all 9 education districts and benefitted 1,719 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 125 participants (32% Females) as shown in Table 7 below.

The training will ensure proper accountability in the utilisation of the increased government grants.

Capacity was first built into the districts by training all district officers who then conducted the training for the schools with the assistance of staff from central office.
Table 55: Free Education Grant Training on Financial Management, December 2013 District Secondary Primary Management Lautoka/ Yasawa Ba/ Tavua Ra Macuata/ Bua Cakaudrove Nausori Suva Eastern Nadroga/ Navosa Total Gender Breakdown Male 141 81 76 166 144 160 166 168 72 1174 Female 81 (36%) 79 (49%) 37 (33%) 67 (29%) 37 (20%) 56 (26%) 73 (31%) 37 (18%) 78 (52%) 545 (32%) Total Participants 126 86 66 120 105 91 126 92 82 894 Emergency Response AQEP was asked by AusAID to re-direct F$2m of the Year 2 budget in response to TC Evan which had adversely affected the Western and Northern Divisions on 16-17 December 2012.
44 schools have beneﬁ ted from AQEP’s emergency assistance.

AusAID provided an additional F$495,500 for TC Evan rehabilitation in late June 2013.
AQEP’s support for cyclone rehabilitation in 44 cyclone-affected schools is in three areas: • A social protection grant to 25 primary schools • Building renovations to 17 primary schools • Textbooks to 22 schools TC Evan Emergency Response: Social Protection 25 schools were supported by the AQEP Social Protection Component in response to TC Evan and received at total of $559,200.00 in emergency grants.
The schools were selected by AQEP and MoE based on locations where food supply and income generation activities were badly affected.

These schools were approved by the Education Cluster.

AQEP focussed social protection assistance in: • Yasawa Group - 11 schools • Lautoka Urban & Ra - 8 schools • Bua - 6 schools.

The Head Teachers and School Management Committee members were trained in the use of the grant and funds were placed in the school accounts before the start of the new 2013 school year.
The schools were provided with 3 priority areas and a timeline for expenditure.

They could adjust the priorities to best meet the needs of their communities.

Emergency assistance in action at the school level Overall 3,949 children from ECE to Class 8 beneﬁ ted from Social Protection Emergency Grants - which included 48% girls and 38 children with a disability.

Of these children 2,521 received schools uniforms, however, the schools had different approaches to the provision of the uniforms.
Some schools provided two full sets, including underwear and wet weather gear while other schools provided only essential items for students.

Due to the destruction of food crops by TC Evan, schools commenced feeding programs with a total of 2,496 children receiving lunch and 413 boarders receiving three meals a day.

An additional 3,344 children beneﬁ ted from students kits and were able to attend school with new bags and the stationery they required to participate in class and complete their homework.
The graph below provides further details of beneﬁ ciaries.

126 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 Graph 37: Number of Beneﬁ ciaries of Social Protection Assistance The breakdown of the main areas where schools directed their spending is shown in Table 9.

The largest category was 30% for student kits that were immediately passed to the students.
Also at 30% was school improvement - this included improving the condition of dormitories such as mattresses, beds, mosquito nets, toys and games, and improving cooking equipment.

25% of the grants were spent on Teaching and Learning Materials for items that were kept in the classrooms, classroom stationery kits, supplementary reading materials and textbooks.

All the schools were able to acquit the grants within a 3 month period.
Finance Category Amount Disbursed to Schools Student Kits School Improvement Teaching and Learning Food for Students Transport and Fuel Table 56: Primary Categories of Expenditure – Social Protection OUTPUTS Percentage (%) The total amount dispersed to schools Items for that went directly to students included, school uniforms – shirts skirts, shorts, underwear, belts, stockings, handkerchiefs, hats, rain coats, umbrellas, sports uniforms, shoes, school bags, workbooks, exercise books.
Items for the schools, water purifiers, cooking equipment stoves, fishing nets, gardening equipment, minor repairs to infrastructure, Dormitory equipment – beds, linen, mosquito nets, mattress and pillows, cleaning equipment, electrical equipment.

Items for the classroom, supplementary reading materials, big books, textbooks, science equipment, sports equipment, games, early learning toys, geometry sets, clocks, vanguard sheets, paper, photocopy toner, art materials and musical instruments.
Food for students’ lunches, or three meals for boarders, morning tea for ECE students.

Freight costs, boat fares for people and goods, fuel for transportation and generators.

100 30 30 25 10 5% Schools also reported a range of impacts as a result of the grants: • Increased attendance, especially for the ﬁ rst weeks of school when children generally do not attend.

• Families in remote areas that were going to relocate due to lost income stayed in the village due to the assistance offered by the school.
Increased community support for the school.

• MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 127 • Families that were not going to send all of their children to school because of the impact on their income were able to send all children to school.

AQEP Infrastructure Support for TC Evan Building rehabilitation for TC Evan schools was completed in 16 of 17 cyclone-affected schools.
The schools were selected by AQEP and the MoE after a joint scoping of infrastructure damage.

The schools were approved by the Education in Emergency Cluster.

Summary of Infrastructure Assistance Provided A total of FJD $ 1,224,615 worth of assistance was given to the affected schools.
Through this assistance a total of 37 classrooms, 7 ECE rooms, 6 school toilet blocks, 2 boarding facilities, 2 Library rooms, 1 school hall, 4 teachers ofﬁ ces and 15 teachers quarters were renovated and an additional 10 water tanks and 1 water pump were provided for the beneﬁ ciary schools.

These improvements have beneﬁ ted a total of 3,411 students: 1,794 girls and 1,690 boys.
Improved dormitory conditions and a hot school lunch Impact of Infrastructure Assistance • Like AQEP’s selected schools, AQEP has adopted the concept of build back better and disaster risk reduction for the school renovation works in emergency schools.

This approach is reﬂ ected in the use of high quality building material and good construction practices following the local authority requirements.
Buildings that have received structural repair through this project are expected to be able to withstand future disasters and have a prolonged life span of up to 10 years before requiring any major renovation work.

• AQEP’s initiative in introducing light steel structure for the termite-affected schools is welcomed by school heads and school management.

Gandhi Bhawan Primary is planning to replicate this approach to ﬁ x other buildings still infested by termites.
• Beneﬁ ciary schools are able to operate normally and several schools that have undergone signiﬁ cant repair works are looking much better than before.

Teaching and Learning Resources F$140,000 was provided directly to the Ministry of Education to purchase textbooks and other teaching and learning materials for 22 schools.

The MoE is still to fully procure all the materials for distribution to these schools and this is expected to be completed in January 2014.
Key Program Results AQEP has made some notable achievements.

Key results for the Program are provided below and cover the Phase 1 period from 15 August 2011 to 30 June 2013.

Beneﬁ ciaries in Selected Schools The Program assisted 76 schools in Phase 1 which comprises 10% of all primary schools in Fiji.

A total of 19,619 students (10,147 Boys and 9,472 Girls) beneﬁ ted from AQEP assistance as shown at Table 10.

This comprises approximately 16% of all primary school students.
Table 57: Free Education Grant Training on Financial Management, December 2013 Assistance Year 1 Cohort A Disability No of Schools 24 50 5 76 Total Boys 4,386 5,533 885 10,147 Total Girls 4,004 5,211 902 9,472 Total 8,390 10,744 1,787 19,619 128 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 Beneﬁ ciaries in Emergency Schools A total of 85 schools were assisted through AQEP’s emergency response.
A total of 21, 382 students were assisted comprising 10, 792 boys and 10, 589 girls as shown in the table.
Table 58: AQEP Emergency Beneﬁ ciaries Assistance No of Schools January 2012 flood March 2012 flood Fire TC Evan AusAID Emergency 20 36 1 39 3 Total Boys 2,564 6,592 43 3,472 130 Total Girls 2,431 6,574 34 3,346 84 Total 4,995 13,166 77 6,818 214 Other Key Program Results Total number of schools assisted – 155 (excludes 11 schools which beneﬁ ted two or more times from AQEP assistance) Total number of students assisted – 38,986 Total number of girls assisted – 19,059 Total number of boys assisted – 19,926 Graph 38: Emergency Assistance Training • 139 teachers (81 male and 58 females) and 183 School • Management Committee members (110 males and 73 females) were directly trained by AQEP ofﬁ cials • 709 teachers and MOE staff (448 male and 261 female) were trained through AQEP funding.
Textbooks provided • 68, 780 textbooks, 50 science kit sets and 50 sports equipment sets provided to 50 selected schools • 21, 776 textbooks procured for Emergency assistance.
Graph 39: Students beneﬁ ting from Emergency Assistance Graph 40: AQEP Assisted Schools Number of classrooms upgraded • 685 classrooms upgraded which is 11% of primary school classrooms • 483 classrooms in 43 selected schools beneﬁ ting 13941 students (7203 boys and 6738 girls) • 202 classrooms in 56 emergency schools beneﬁ ting 17, 251 students (8731 boys and 8520 girls).
Number of children attending more accessible schools • 2, 054 children (1, 037 boys and 1, 017 girls) from 8 schools attend schools which have been made more accessible after AQEP funded infrastructural improvements.

MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 129 Number of Children with Disability enrolled in mainstream schools • 30 students in 5 pilot schools (20 Boys; 10 Girls).
Graph 41: AQEP Students Beneﬁ ciaries Number of students registered in FEMIS 28,794 students have been registered nationally (approximately 15% of the total number of students enrolled in both primary and secondary schools) Number of students provided with nutritional support • 4,165 students (2,209 Boys and 1,956 Girls) from 36 schools beneﬁ ted from school feeding programs in emergency assistance.

Conclusion The key hallmarks of AQEP’s success since Program inception include the following: 1.
AQEP has demonstrated how ﬂ exible and responsive it can be in times of disasters while still making clear progress towards Program objectives.

This can be seen in its timely response to three national emergencies in 85 schools while at the same time working in 55 targeted schools.

2.
AQEP has a very close and trusted relationship with the Ministry of Education which has been strengthened through: Regular dialogue and consultations with designated counterparts at senior executive staff levels – both at managerial and technical levels; Participation of AQEP at the policy level through the Team Leader’s membership on the monthly Senior Staff meeting forum; Inclusion of relevant MoE staff in AQEP activity implementation in schools; and Provision of monthly progress updates to the executive, senior staff, four divisional education ofﬁ ces and nine education districts.
3.

The team has been expanded and there is now a balance of expertise in both national and international staff.

4.

The disability strategy is showing Ministry and key stakeholders what can be achieved and is likely to become a model program in the region.

5.
5.

Key stakeholders – other relevant Government Ministries, faith based organisations, NGOs, professional associations, tertiary institutions, regional and international organisations have been kept abreast of Program developments through stakeholder consultations held every six months.
130 130 MIMIMMININININININISTSTTTRYRYRYRYRY O F F EDEDUCCUCAATIOON,N,N,N,,,N, N N N NATATATATIOIOIOIOIONANANANAAAAL L LL L HEHEHEEHEHEH RIRIRIRIRR TATATAAATAAGEGEGEGEGEGEGEEGEGEGG , ,, , , CUCUCUCUCUCUCUCUCUCUCUCULTLTLTLTLTLTLTLTLTLTLTLTLTLTTURURURURURURURURURRRURURRE E E E E E E EE EE E E E ANANANANANAANANANANANAANANANA DDDDD DDD D D D D DD ARARARARARARARARARARARARARARTSTSTSTTTTSTSTSTSTSTSTSTSTS - - - -- --- - A AA A AAAAA A AA AANNNNNNNNNNNNNNNNNNNNNNUUAUAUAUAUAUAUAAALLLLLL LL REREREREREREREPOPOPOPOPOPOPOPORTRTRTRTRTRTRTRTRT 2 2 2 2 222220101010101010101333333333 1313131300000 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 PART III: APPENDICES Statistical Table…………………………………………………………………………………………............................. 132-140 Abbreviations and Acronym………………………………………………………………………..............................
Independent Audit Report………………………………………………………………………….............................. Organisational Structure…………………………………………………………………………................................ 141 142 156 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 131 APPENDIX I: STATISTICAL TABLES Table No.
Table Heading Page i ii iii iv v vi vii viii ix x xi xii xiii xiv xv xvi xvii xviii xix xx xxi xxii xxiii Members of the Divisional School Management Board Members of the Education Forum Number and type of schools by Education Agencies School type summary Primary Education enrolment by education level, age, and gender Secondary Education enrolment by education level, age, and gender Teacher classification by qualifications Education budget as a percentage of the National budget (2010 – 2012) Education budget analysis programme for 2013 MoE budget analysis by standard expenditure FILNA/LANA enrolment figures for 2007 - 2013 LANA enrolment figures by Education Districts and gender for each class in 2012 Summary of the total number of script received for each version/level/subject during the LANA trial in 2013 FSLCE enrolment report by Education Districts 2013 FSLCE subject enrolments by gender and geographical locations 2013 FSLCE candidate number sat and passed 2013 FSFCE enrolment report by Education Districts 2013 FSFCE subject enrolment by gender and geographic location Total FSFCE candidature for 2013 2013 FSFCE candidate number sat and passed Number of personnel used in the 2013 external National Examination Dispatch book records School lease payment updates for 2013 133 133 134 134 135 135 135 136 136 136 136 137 137 137 137 138 138 138 138 139 139 139-140 140 132 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 TABLE I: MEMBERS OF THE DIVISIONAL SCHOOL MANAGEMENT BOARD NORTHERN DIVISION Mohammed Idris Rama Filise Tikoimaleya SuliasiSaraqia Pardip Kumar Feroz Khan Rt Kinijoji Ramasima Lakhan Kumar Solomone Naqoli Loganathan Ramanna Nemani Bikaca Bobby Singh Kamlesh Reddy Mrs. D. Robison Mr. Solomone Seruiratu Mr.
I Rainibogi Mrs. Selina Leewah Mr. Mohammed Rafiq EASTERN DIVISION George O”Connor Josevata Natuwawa Adi Lavenia Yavala Peni Verebasaga Nacanielei Vuli Inoke Raivalita Eroni Tadu Karavaki K. Tuiwai Noa Sukanasau Eroni Vakasisikakala Theresa Yee Shaw Suliana Sandy Kolinio Tawake Marika Mataitoga Kava Mamfanoa CENTRAL DIVISION Mrs. Vilomena Koroi Mr. Murari Lal Ratu Isoa Baleinaivalu Mr. Tomasi Tui Mr. Vijay Nair Mr Claude Fongtoy Mr Latchman Singh Mr Vijay Nath Mr Pita Tagicakiverata Mr Abdul Khan Mr Samuela Nasagavale Mr Sat Narayan Mr Tomasi Gonelevu Mr Sakiusa Ravatu Ratu Lepani Tagicakibau WESTERN DIVISION Mr. Waisake Manako Mikaele Mataka Mr. Arvind Sewram Mr. Praveen Kapadia Narsey Mr. Masued Mohammed Mr. Kamalesh Arya Mr. Dalabar Singh Mr. Keshwa Prasad Sharma Mr. Jagathnath Sami Rev.
Manasa Saraqia Vilisoni Dakuna [Pastor] Mr. Kamal Kumar Faiaaz Ali [JP] Commissioner’s Office Ratu Enoke Tasere Ratu Meli Bolobolo TABLE II: MEMBERS OF THE EDUCATION FORUM Name of Member Mr. Brij Lal Mr. Apisalome Movono Mrs. Basundra Kumar Mrs. Kalera Taloga Mr. Niumaia Vola Mr. Kishore Lal Mrs. Merewairita Moci Mr. Muniappa Goundar Mr. Isireli Rainibogi Mrs. Selina Lee Wah Mr. Mohammed Rafiq Swami Tadananda Mr. Govind Singh Dr. Akanisi Kedrayate Mr. Bal Ram Mrs. Sushila Ramesh Mr. Bhuwan Dutt Mr. Savenaca Ranatawake Mr. Remesio Rogovakalali Rev Joseva Katonibau Mrs. Sheela Venkataiya Mr. Aleem Shah Mr. Muhammed Shamin Ali Mr. Joji Qaranivalu Mr. Vijendra Prakash Ms. Alisi Daurewa Mr. Jone Waqairatu Mr. Abdul Shamsheer Ratu Inoke Tasere Mr. Tevita Ba Organisation/Division Ministry of Education- Chairperson / Permanent Secretary for Education Deputy Secretary Corporate Services, MoE Deputy Secretary, Primary/Secondary/AMU/FTRB MoE Deputy Secretary Professional, MoE President, Fiji Head Teachers Association Fiji Principals Association President Fijian Teachers Association President Fiji Teachers Union President Northern (Cakaudrove) Northern (Macuata urban) Northern, (Macuata rural) Fiji Rama Krishna Mission Western (Nadi) School Management Association of Fiji Tertiary Education in Fiji Tertiary Education in Fiji Sanatan Nari Sabha of Fiji Arya Prathinidi Sabha of Fiji Seventh Day Adventist Church Catholic Education Methodist Church of Fiji TISI Sangam Ahmadiyya Muslim Jamat of Fiji Fiji Muslim League Eastern [Lomaiviti] Sanatan Dharam Pratinidhi Sabha of Fiji Eastern Division [Kadavu] Eastern Division [Lau] Western (Urban – Lautoka/Ba) Western (Rural- Nadroga/Navosa) Central MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 133 TABLE III: NUMBER AND TYPE OF SCHOOLS BY EDUCATION AGENCIES CONTROLLING AUTHORITY Ahmadiyya Muslim Association Anglican Church AryaPratinidhiSabha Assemblies of God Catholic Archdiocese Chinese Education Society Church of Latter Day Saints Committee Crippled
 Children’s Society Dakshina Indian Andhra Sangam Fiji Blind Society Fiji Gospel Churches Fiji Muslim League Fiji Sugar Cooperation I Taukei Affairs Gujrat Education Society Macuata Muslim League Methodist Church of Fiji Ministry of Education Private Rabi Council Rotuma Council Sanatan Dharam PratinidhiSabha Sathya Sai Organisation Seventh Day Adventist Church Sikh Community Society of Disabled TISI Sangam Total PRIMARY SCHOOLS 2 5 17 1 38 2 1 562 SECONDARY SCHOOLS SPECIAL SCHOOLS 4 7 1 1 4 17 TOTAL 4 7 26 3 57 3 2 675 8 8 1 4 24 2 2 8 11 32 21 17 1 1 20 1 13 5 5 22 923 TABLE IV: SCHOOL TYPE SUMMARY Primary Secondary Secondary & Vocational G o v t 1 1 2 N o n G o v t 62 66 115 82 96 59 115 40 77 712 P r i v a t e 3 1 3 0 8 15 T o t a l G o v t 62 66 115 86 97 59 118 40 86 729 1 1 2 3 7 N o n G o v t T o t a l 7 4 5 7 10 5 6 3 9 56 District Ba/Tavua Cakaudrove Eastern Lautoka/ Yasawa Macuata/ Bua Nadroga/ Navosa Nausori Ra Suva Total Special Schools Vocational Total Sec & Sec/Voc G o v t N o n G o v t P r i v a t e T o t a l G o v t N o n G o v t 1 2 3 T o t a l P r i v a t e Grand Total 0 1 1 0 0 1 0 0 3 6 1 1 1 3 78 81 130 112 123 75 147 49 134 929 134 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 TABLE V: PRIMARY EDUCATION ENROLMENT BY EDUCATION LEVEL, AGE AND GENDER AS AT 30TH JUNE, 2013 Total CLASS 1 CLASS 2 CLASS 3 CLASS 4 CLASS 5 CLASS 6 CLASS 7 CLASS 8 TOTAL AGE Under 6 and Over TOTAL Total by Class M 858 6187 2004 345 92 15 5 3 2 2 0 0 9513 F 968 6211 1693 281 85 9 6 3 0 1 0 0 9257 M 25 953 5629 2114 439 140 38 3 4 2 1 1 9349 F 17 965 5495 1828 368 109 24 4 0 1 2 0 8813 M 0 43 665 4947
 2576 679 123 23 11 2 3 1 9073 F 0 47 711 4949 2159 450 127 13 8 0 0 4 8468 M 0 0 30 853 4466 2698 807 127 23 7 1 7 9019 F 0 0 37 819 4510 2347 625 103 11 10 0 6 8468 M 0 0 0 50 654 4394 2670 704 172 34 5 1 8684 F 0 0 0 58 676 4336 2331 523 106 14 3 1 8048 M 0 0 0 0 74 804 3911 2609 799 222 35 7 8461 F 0 0 0 0 99 932 3910 2215 553 134 34 7 7884 M 0 0 0 0 0 31 857 3925 2355 706 178 33 8085 F 0 0 0 0 0 45 913 3951 2180 520 120 30 7759 M 0 0 0 0 0 16 50 649 3527 2421 719 245 7627 F 0 0 0 0 0 6 56 695 3571 1998 537 155 7018 M 883 7183 8328 8309 8301 8777 8461 8043 6893 3396 942 295 69811 F 985 7223 7936 7935 7897 8234 7992 7507 6429 2678 696 203 65715 18770 18162 17541 17487 16732 16345 15844 14645 135526 GRAND TOTAL 1868 14406 16264 16244 16198 17011 16453 15550 13322 6074 1638 498 135526 TABLE VI: SECONDARY EDUCATION ENROLMENT BY EDUCATION LEVEL, AGE AND GENDER AS AT 30TH Total FORM 1 FORM 2 FORM 3 FORM 4 FORM 5 FORM 6 FORM 7 TOTAL AGE UnUnder 13 and over TOTAL Total by Form M 94 38 58 62 14 0 1 0 267 F 102 38 66 43 10 0 0 0 259 M 36 230 195 110 63 12 3 0 649 F 37 262 184 95 59 9 0 0 646 M 60 850 3716 2361 821 223 42 8 8081 F 72 1022 3834 2031 623 198 34 5 7819 M 0 46 1118 3202 2144 778 157 21 7466 F 1 83 1313 3553 2005 546 111 18 7630 M 0 0 16 727 3254 2279 744 229 7249 F 0 0 11 836 3704 2230 706 198 7685 M 0 0 1 34 854 2743 1579 822 6033 F 0 0 0 114 939 3295 1717 789 6854 M 0 0 0 18 46 425 1422 1001 2912 F 0 0 0 0 20 660 2008 1393 4081 M 190 1164 5104 6514 7196 6460 3948 2081 32657 F 212 1405 5408 6672 7360 6938 4576 2403 34974 526 1295 15900 15096 14934 12887 6993 67631 GRAND TOTAL 402 2569 10512 13186 14556 13398 8524 4484 67631 TABLE VII: TEACHER CLASSIFICATION BY QUALIFICATION Qualification Primary Secondary Vocational Special Education TOTAL Overall Total Doctorate Masters Post Graduate Degree Diploma Certificate Total Total by School Type M F 40 62 288 789 1225 2404 26 63 366 1079 1440 2974 M 1 34 156 1064 894 72 2221 F 1 50 170 1258 903 47
 2429 M F M F 1 1 8 77 46 133 1 5 39 4 49 1 6 18 24 49 3 6 25 37 71 M 1 75 220 1366 1778 1367 4807 F 1 76 237 1635 2046 1528 5523 2 151 457 3001 3824 2895 10330 5378 4650 182 120 10330 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 135 TABLE VIII: EDUCATION BUDGET AS A PERCENTAGE OF THE NATIONAL BUDGET (2011 – 2013) Grant to Higher Education Institutions Year Total National Budget Ministry of Education Budget Fiji National University University of the South Pacific University of Fiji % of National Budget Spent on Education (Including Higher Ed.)
Government Expenditure on Education 2011 2011 2012 2013 $1,961,718,300 Dept.
of Youth & Sports Budget $2,077,929,300 $2,327,385,300 $248,629,175 $3,360,600 $257,341,900 $268,490,100 $25m $36,597,202 $3m $28m $28m $36,597,202 $36,597,202 $3m $3m 15.97 15.64 14.44 $252,314,670 $257,341,900 $268,490,100 TABLE IX: EDUCATION BUDGET ANALYSIS BY PROGRAMME FOR 2013 Head 21 Programme % of Ministry of Amount ($) Education budget Programme 2 Primary Education Programme 3 Secondary Education Programme 4 Programme 5 Curriculum Development Tertiary Technical Education Programme 6 Research, Development and Training Programme 7 Asset Monitoring Unit Programme 8 Examinations Programme 9 Total Culture & Heritage $ 24,157,900 $119,104,500 $112,891,500 $3,679,600 $3,361,400 $982,100 $279,200 $1,996,500 $2,037,400 $268,490,100 9.00 44.36 42.04 1.37 1.25 0.36 0.10 0.75 0.77 100% TABLE X: MOE BUDGET ANALYSIS BY STANDARD EXPENDITURE GROUP (SEG) SEG DESCRIPTION AMOUNT ($) Education budget % of Ministry of Established Staff Government Wage Earners Travel and Communications Maintenance and Operations Purchase of Goods and Services $208,538,900 $2,050,100 $880,700 $1,243,300 $6,677,100 Operating Grants and Transfers $39,044,400 Special Expenditures Capital Constructions Capital Purchases 10 Capital Grants and Transfers Value Added Tax 13 Total Budget by SEGs $2,513,400 $2,740,900 $800,000 $2,009,800 $1,991,600 $268,490,100 77.67 0.76 0.33 0.46 2.49 14.54 0.94 1.03 0.29 0.75 0.74 100% TABLE XI: FILNA/LANA ENROLMENT FIGURES 2007 – 2013 Year 2007 2008 2009 2010 2011 No.
of Students 24 288 25 203 22 561 42 994 47582 No.

of Schools 433 472 456 710 725 2012 48178 728 2013 49115 727 136 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 TABLE XII: LANA ENROLMENT FIGURES BY DISTRICT AND GENDER FOR EACH CLASS – 2013 District Ba/Tavua Cakaudrove Eastern Lautoka/Yasawa Macuata-Bua Nadroga/Navosa Nausori Ra Suva Total No.
of Schools 62 66 115 83 97 62 117 40 85 727 Class 4 Class 6 Class 8 Female 597 578 513 1495 877 590 1340 322 2054 8366 Male 675 674 563 1616 887 630 1482 325 2189 9041 Female 576 590 480 1361 837 533 1304 297 1958 7936 Male 609 624 502 1496 947 602 1383 286 2104 8553 Female 450 572 479 1306 799 518 1152 328 1733 7337 Male 547 648 474 1418 853 579 1225 339 1799 7882 Total 3454 3686 3011 8692 5200 3452 7886 1897 11837 49115 TABLE XIII: SUMMARY OF THE TOTAL NUMBER OF SCRIPTS RECEIVED FOR EACH VERSION/LEVEL/SUBJECT DURING THE LANA TRIAL 2013.
Schools Draiba Primary School Dudley Intermediate Lami Primary School Nabua Primary School Pundit Vishnu DeoMem St. Annes Primary School Suva Methodist Suva Primary School Tacirua Primary School The Learning Centre Yat Sen Primary School Total 4LV1 16 0 24 23 29 20 106 18 14 8 37 295 4LV2 13 0 25 24 29 21 92 18 12 8 36 278 6LV1 24 0 31 22 22 19 96 14 23 8 37 296 6LV2 21 0 26 24 22 19 94 15 24 8 33 286 8LV1 18 102 25 27 14 21 0 18 18 4 30 277 8LV2 17 91 25 28 14 22 0 17 18 4 37 273 4NV1 16 0 25 24 28 20 106 18 13 8 37 295 4NV2 13 0 24 23 28 21 90 18 13 8 37 275 6NV1 22 0 29 23 24 19 96 14 25 7 36 295 6NV2 23 0 30 23 23 19 93 15 22 8 33 289 8NV1 17 101 25 27 14 21 0 17 18 4 34 278 8NV2 18 93 25 28 14 22 0 18 18 4 35 275 Total 218 387 314 296 261 244 773 200 218 79 422 3412 TABLE XIV: 2013 FIJI SCHOOL LEAVING CERTIFICATE ENROLMENT REPORT BY DISTRICT District Ba/Tavua Eastern Cakaudrove Lautoka/Yasawa Macuata/Bua Nadroga/Navosa Ra Nausori Suva Total No.
of Schools No of Candidates 14 13 10 21 25 13 6 27 37 166 1036 469 503 2383 1414 674 356 2109 3425 12369 TABLE XV: 2013 FSLCE SUBJECT ENROLMENT BY GENDER AND GEOGRAPHICAL LOCATION District English Mathematics Biology Chemistry Physics Geography History Accounting Economics Office Technology Agricultural Science Computer Studies Home Economics Applied Technology Technical Drawing and Design Fijian Hindi Urdu French Gender Female 6836 6781 3002 2831 955 2167 1236 2132 2563 220 1168 1555 1287 43 165 1074 125 17 2 Male 5864 5855 1219 1746 2164 1409 762 1187 1565 60 1235 1547 131 1440 2388 571 34 18 Remote 1961 1958 643 637 389 703 455 344 475 36 441 340 210 260 399 495 11 Rural Geographical Location Semi-Urban Urban 7181 7132 2440 2651 1935 1950 1136 1951 2421 174 1189 1904 787 811 1422 699 77 29 2 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 137 TABLE XVI: FSLCE, YEAR, No.
SAT, No.

PASS, % PASS FROM 2006 – 2013 Year 2006 2007 2008 2009 2010 2011 2012 2013 No.

Sat No.
Pass % Pass ≥ 200 % Pass ≥ TABLE XVII: 2013 FIJI SEVENTH FORM EXAMINATION ENROLMENT REPORT BY DISTRICT District No of Schools No of Candidates Ba/Tavua Eastern Cakaudrove Lautoka/Yasawa Macuata/Bua Nadroga/Navosa Ra Nausori Suva Total 14 13 10 21 24 12 6 25 32 158 628 287 348 1283 975 391 227 1067 1689 6895 TABLE XVIII: 2013 FSFCE SUBJECT ENROLMENT BY GENDER AND GEOGRAPHICAL LOCATION District English Mathematics Biology Chemistry Physics Geography History Accounting Economics Agricultural Science Introduction To Technology Computer Studies Home Economics Fijian Hindi Urdu Gender Female 4076 4008 1860 1768 717 1167 597 1382 1576 633 75 970 679 605 74 7 Male 2847 2824 676 1011 1112 714 340 764 888 515 963 775 52 350 16 7 Remote 1081 1060 382 377 225 435 259 236 300 245 141 159 71 311 5 Rural Geographical Location Semi-Urban 534 533 195 195 133 161 63 180 206 96 83 115 56 61 1324 1320 487 535 327 318 103 438 477 265 202 344 158 197 40 Urban 3984 3919 1472 1672 1144 967 512 1292 1481 542 612 1127 446 386 45 14 TABLE: XIX: TOTAL FSFCE CANDIDATURE 2013 No.
Enrolled Male Examination FSLCE FSFCE Total No.

of Schools 166 158 324 Female 6666 4068 10734 5703 2827 8530 Total 13 369 6895 20 264 No.

Sat Female 6524 4021 9545 Male 5567 2782 8349 Total 12091 6803 18894 138 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 TABLE XX: FSFCE, YEAR, No.

SAT, No.

PASS, % PASS FROM 2006 – 2013 Year No.

Sat No.


Pass % Pass ≥ 200 % Pass ≥ TABLE XXI: NUMBER OF PERSONNEL USED IN THE 2013 EXTERNAL NATIONAL EXAMINATIONS.
Examination Examiners Markers Supervisors Packers Check-markers FSFCE FSLCE Total 30 35 65 115 212 327 490 719 1209 10 10 20 25 25 50 TABLE XXII: RECEIVED/DISPATCH BOOKS PURCHASED THROUGH AMU (SECONDARY SCHOOLS) Suppliers Text Book Quantity School Dispatch To S.I.V Form 6 Physics Biology Iglse Geography Iglse Summer Maths Theta Maths Pacific Book Shop Fiji’s Natural Heritage Accounting Concepts And Application Form 7 Accounting Form 7 Chemistry Physics (Level 1) Accounting Concept & Application Senior Economic Form 7 Biology Year 13 Physics Advance Maths Pacific Book Shop The Wider World Target 7 Hamlet Senior Language A i Tukuni A i Lakovi Iglse Geography Iglse Biology Iglse Physics Iglse Chemistry Pacific Book Shop Accounting Concepts & Application Study Maths Form 6 Maths Text Form 7 Maths River Between Physics Study Guide Accounting Concept & Application Senior Economic Pacific Bookshop Form 7 Biology Year 13 Physics Navatu Secondary School 571345 Nadarivatu Secondary School 571346 Saqani High School Waidina Secondary School MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 139 TABLE XXII: RECEIVED/DISPATCH BOOKS PURCHASED THROUGH AMU (SECONDARY SCHOOLS) cont’d Suppliers Text Book Quantity School Dispatch To S.I.V Advanced Maths Maths Stats New Wider World Pacific Book Shop Target 7 Hamlet Senior Language A i Tukuni A i Lakovi Senior Language Hamlet Target 7 Pacific Book Shop Advance Maths Accounting Concept & Application Senior Economics New Wider World Form 7 Biology Senior Language Hamlet Target 7 A i Tukuni Pacific Book Shop Na Bula I Taukei Advanced Maths NCEA Stat Module Accounting Concept Application Senior Economics Waidina Secondary School Yasayasa Moala College Duavata Secondary School 8 6 4 12 12 5 10 10 4 15 15 4 3 2 2 4 4 10 10 5 5 4 4 3 4 TABLE XXIII: LEASE PREMIUM PAYMENT UPDATES FROM AMU FOR 2013 School Premium (VIP) Status Re-Assessed Premium With VIP Date Paid to NLTB NLTB Receipt No.
Balance 50,000 Remarks Primary Tai District School 2,037.50 Re-assessed Muaira District School 10,225.00 Re-assessed Tacirua Primary Lavena Primary Vugalei District Nasasa District Loreto Primary Nasivikoso Village School Nakoroboya Primary Nalagi Public School Nabukelevuira Village School Total Secondary 3,578.75 1,018.75 3,565.60 1,018.75 2,030.00 2,037.50 29,435.00 5,093.75 5,603.13 65,643.73 2,037.50 7,500.00 5,578.75 18/01/13 21/6/13 21/6/13 336548 342727 342727 50,000 Paid to TLTB 47,962.50 Paid to TLTB 40,462.50 Paid to TLTB 34,883.75 LANDS/TLTB Awaiting Lands confirmation Awaiting Lands confirmation Awaiting Lands confirmation Awaiting Lands confirmation Awaiting Lands confirmation Awaiting Lands confirmation Re-assessed Counter Offer Lands Lands Lands Lands Lands Lands Counter Offer 3,045.00 27/12/13 349411 31,838.75 Paid to TLTB Seaqaqa Central Coll.
19,356.25 Counter Offer LANDS/TLTB Nakauvadra High School Wainimala Secondary Total G/Total 7,157.50 14,262.50 40,776.25 106,419.98 Re-assessed 7,157.50 11/2/2013 199936 24,681.25 Paid to TLTB Awaiting Lands confirmation Balance 24,681.25 140 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 APPENDIX II: ABBREVIATIONS AND ACRONYMS ACP AMU AQEP BCF CA CAS CBA CAT CBT CCTC CDM CDU CSB CE DEAP DEL DS DYS EAU ECE EFA ESRI ESU EU FCAE FESA LANA FIAF FNCDP FSFE FNU FQF FSLC FTRB GIA GIRC HDP HEC HT IA ICEVI IHRDP IT IPSP JICA LANA Annual Corporate Plan Asset Management Unit Access to Quality Education Programme Boxing Commission of Fiji Community Awareness Curriculum Advisory Services Unit Classroom Based Assessment Common Assessment Tasks Competency Base Training Corpus Christi Teachers College Commission Delegate Meeting Curriculum Development Unit Central Staff Board Citizenship Education Duke of Edinburgh Award Program Distance Education Learning Deputy Secretary Department of Youth and Sports Examinations and Assessment Unit Early Childhood Education Education for All External School Review Inspectorate Executive Support Unit European Union Fiji College of Advanced Education Fiji Education Staffing Appointment database Fiji Island Literacy and Numeracy Assessment Fiji Island Assessment Framework Fiji National Council of Disabled Persons Fiji Seventh Form Examination Fiji National University Fiji Qualification Framework Fiji School Leaving Certificate Examination Fiji Teachers Registration Board Grant In-Aid Government Information Referral Centre Human Development Programme Higher Education Commission Head Teachers Internal Assessment International Council for Education of Visually Impaired Integrated Human Resource Development Information Technology Improvement Performance School Programme Japanese International Corporation Agency Language and Numeracy Assessment MAR MOA MoE MSB NGO NSAAC NYD NSO NYTC NYSS NZAID PDU PEO PPU PEMAC PRIDE Monthly Absence Return Memorandum of Agreement
 Ministry of Education Ministry’s Staff Board Non-Government Organisation National Substance Abuse Advisory Council National Youth Development National Sporting Organisation National Youth Training Centre National Youth Service Scheme New Zealand Aid Professional Development Unit Principal Education Officer Post Processing Unit Physical Education, Music, Art and Craft Pacific Regional Initiative for the Development of Education Public Service Commission PSC RDSSED Roadmap for Democracy and Sustainable Socio- PRIDE Economic Development Pacific Regional Initiative for the Development of Education Public Service Commission PSC RDSSED Roadmap for Democracy and Sustainable Socio- SIMS SFL SFCCO Economic Development Schools Information Management System Skills for Life Strategic Framework for Change Coordinating Office Study Leave without Pay Study Leave with Pay Secretariat of the Pacific Community South Pacific Board of Educational Assessment Small Micro Enterprise Technical Vocational Education and Training Training of Trainers Terms of Reference Temporary Relieving Clerical Officer Temporary Relieving Typist United Nations United Nations Development Programme SLWOP SLWP SPC SPBEA SME TVET ToT TOR TRCO TRT UN UNDP UNESCO United Nations Educational, Scientific and Cultural Organisation UNICEF United Nations Children’s Fund University of the South Pacific USP Voluntary Youth Organisation Training Grant VYOTG MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 141 INDEPENDENT AUDIT REPORT 142 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 143 144 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 145 146 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 MINISTRY OF EDUCATION, NATIONAL HERITAGE,
 CULTURE AND ARTS - ANNUAL REPORT 2013 147 148 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 149 150 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 151 152 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 153 154 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 155 156 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 S T R A D N A E R U T L U C , ) E C N A N I F / N O I T A R T S I N M D A (
MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013 157 158 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS - ANNUAL REPORT 2013