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Annual Report Ministry of Education, National Heritage, Culture and Arts  Education  Arts  Culture Heritage Parliamentary Paper Number 32 of 2015 2014 2 0 1 4 - A N N U A L R E P O R T | 1 MINISTRY OF EDUCATION, NATIONAL HERITAGE, CULTURE AND ARTS “Quality Education for Change, Peace and Progress” Honorable Dr. Mahendra Reddy The Minister for Education, National Heritage, Culture and Arts Senikau House SUVA Dear Sir ANNUAL REPORT FOR 2014 It is with great pleasure that I present to you Honorable Minister, the Ministry of Education, National Heritage, Culture and Arts’ Annual Report for the year ending 31st December, 2014.
We are humbled by your vision, steadfastness, inspiration and motivation in moving the Ministry to another level.

Your specific direction and commitment has impelled your staff to reach greater heights and the attainment of the Ministry’s goals and objectives.

With your incomparable leadership, we as staff of the Ministry of Education look forward to conquering challenges and realizing the initiatives aligned with the Government’s mandate for the Education Sector.

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Kelera Taloga (Mrs) Acting Permanent Secretary for Education, National Heritage, Culture and Arts 2 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S tuition grants allocated to their respective schools.

visiting schools.

Change is inevitable if the ministry is to achieve enduring peace and sustainable progress.
The Ministry is working collaboratively with relevant stakeholders in constructing and implementation of education reforms and initiatives based on the principles of accessibility, quality and equity.

2014 was the final year for the three year – Education Sector Strategic Development Plan for the period 2012 to 2014 and a lot has been achieved.
Kelera Taloga (Mrs) Acting Permanent Secretary for Education, National Heritage, Culture and Arts The activities organised by Access to Quality Education Program (AQEP) for our Primary and some secondary schools have been fruitful and encouraging.

Library Services for Fiji was again under the ambit of the Ministry of Education and this allowed the ministry to explore more into their territory.
The Fiji Higher Education Commission had processes put in place for the recognition and registration of Higher Education Institutions and we are glad that institutions have taken heed to abide by their regulations.

Communities and schools were reached through awareness programmes organised by the National Substance Abuse Advisory Council.

The Council also opened its doors to students who came in for voluntary counselling.
Awareness and activities promoting culture and art were well supported by the Department of National Heritage, Culture and Arts.

The Fiji Teachers Registration Authority tightened its reign on teacher registration, organisations and individuals The Education Sector encompasses all education activities that take place under the governance of the Ministry of Education.

These include institutions that provide Education which ranges from Early Childhood to post- secondary institutions.
We are grateful to the former Minister, Ambassador Dr. Filipe Bole and Former Permanent Secretary, Dr. Brij Lal for all the initiatives that were implemented before the September election in 2014.

The current Minister, Honorable Dr. Mahendra Reddy and Assistant Minister, Honorable Vijay Nath are sincerely thanked for guiding the ministry to a successful ending for 2014.
The Fee – Free Education Grant was a milestone and school managements enjoyed PERMANENT SECRETARY’S OVERVIEWThe Ministry of Education, National Heritage, Culture & Arts comprises of the education sector as well as overseeing and promoting the arts, culture and heritage of Fiji.
2 0 1 4 - A N N U A L R E P O R T | 3 CONTENTS Mission, Vision Roles and Responsibility ..................................................................................................... 4 PART I: OVERVIEW ............................................................................................................................ 5-10 Chapter 1: Overview .............................................................................................................................. Chapter 2: Ministry’s Profile and Context ................................................................................................ 5 6 PART II: REPORT ON PERFORMANCE ................................................................................................. 11-24 Chapter 3: Corporate Services Division .................................................................................................. ● Finance Section .............................................................................................................. ● Human Resource Management Unit .............................................................................. ● Post Processing Unit ......................................................................................................... ● Human Relation .............................................................................................................. 11 11 13 22 22 Chapter 4: Primary and Secondary Division ........................................................................................... 25-47 ● Primary Section ............................................................................................................... ● Early Childhood Education ............................................................................................. ● Special Education .......................................................................................................... ● Secondary Section ......................................................................................................... ● Asset Management Unit ................................................................................................. ● Fiji Teachers Registration Board ....................................................................................... 25 30 32 37 40 47 Chapter 5: Professional Division .............................................................................................................. 49-80 ● Curriculum Development Unit ......................................................................................... ● Examinations and Assessment Unit ................................................................................. ● Technical Vocational Education & Training ..................................................................... 50 55 60 ● National Substance Abuse Advisory Council .................................................................. 66-80 Chapter 6: Library Services ..................................................................................................................... 81-89 Chapter 7: Fiji National Commission for UNESCO ................................................................................... 90-97 Chapter 8 Department of National Heritage, Culture and Arts .............................................................. 98-116 Chapter 9: Access to Quality Education Program (AQEP) ....................................................................... 117-127 PART III: APPENDICES ......................................................................................................................... 128-150 • • Statistical Table .....................................................................................................................
Independent Audit Report .................................................................................................... 129 137 4 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S VISION, MISSION, ROLES AND RESPONSIBILITIES EDUCATION NATIONAL HERITAGE, CULTURE AND ARTS VISION 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 potential contributing to peaceful and sustainable national development ROLES AND RESPONSIBILITIES The Education Sector 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: • • • • • • • Early Childhood Education Primary and Secondary Education Special Education for children with special needs Vocational Education and basic skills training Students attending Technical Colleges Teacher and Teacher Training Institutions School management committees and controlling authorities In doing so, the Education Sector ensures that access to quality education is accorded from Early Childhood to post secondary, vocational and Higher Education.
In addition, we are also committed in ensuring that the standards in education are met and maintained and that the human, physical and the financial resources allocated to education by the Government are appropriately directed and expended.

We are also responsible for the administration and management of education policies and delivery of educational services.

Educational services are delivered in partnership with school management committees and controlling authorities.
It provides the curriculum framework, policy guidelines and directions, together with qualified teaching personnel.

GUIDING PRINCIPLES In education, the child is the centre of everything that we do.

In all other services we provide, our customers are of high priority.
The delivery of all services is guided by our commitment to: Recognise the importance of strong and healthy partnerships with all stakeholders; Maintain a high level of professionalism in all that we do; Ensure relevance and responsiveness as required characteristics of all endeavours; Maintain high levels of quality and excellence; Improve access and equity, accountability and transparency and our constitutional rights and responsibilities.
VALUES Educational provision is based upon a core of intrinsic and enduring values.

These are: human rights and human dignity, responsibility, safety and security for all, civic pride, cultural understanding, empathy and tolerance, honesty, fairness and respect for truth and justice, integrity, flexibility, environment sustainability, peace and prosperity, compassion, sense of family and community, faith, creativity and life- long learning.
A National identity that celebrates and promotes Fiji’s cultural diversity and unique traditional culture 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 overarching 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 is to coordinate and facilitate activities at the national level of the different ministries and department, and that of non- government organizations that currently protect and manage arts, culture and heritage in Fiji.
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.

The heritage and arts sector has enormous potential for employment creation an income generation.
VALUES /GUIDING PRINCIPLES • • Respect the culture and Heritage of the indigenous community and other ethnicities in Fiji Respect the ITaukei cosmos and how they relate their oral traditions with the eco-systems and surrounding environment • Maintain that the traditional knowledge and cultural expressions depicted is the intellectual property of the iTaukei and the ethnic group with which it originates or continuously practices.
The traditional custodians of the land ought to be recognized, valued and respected in any decisions made regarding land use Promote creativity and innovation in the pursuance of excellence in culture, art and heritage in Fiji ITaukei and other Fijian communities have a right to Government support in the protection and maintenance on their cultural heritage and expression The ITaukei community has the right to accrue benefits from any activities that use their cultural heritage, art and expression Envisaging youth participation in revitalization and cultural entrepreneurship Equal opportunities available to all genres of culture, heritage and the art Promote cultural inclusivity and the need for continuity of cultural knowledge, art and heritage traits.
• • • • • • • 2 0 1 4 - A N N U A L R E P O R T | 5 The Annual Report records all the programmes and activities of the Ministry for the year 2014 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.

Libraries-Deposit of Books Act (Cap.


109) • Higher Education Promulgation 2008 • • Higher Education Promulgation 2008 • Fiji Teachers Registration Promulgation 2009 • Fiji National University Decree 2009 After the 2014 national general election, the Government appointed the Honourable Dr. Mahendra Reddy as the Minister for Education, National Heritage, Culture and Arts and the Honourable Mr. Vijay Nath as the Assistant Minister.
Mrs. Kelera Taloga was appointed the Acting Permanent Secretary for Education, National Heritage, Culture and Arts.
The Ministerial portfolio administered by the Ministry, consists of: Technical and Vocational Education & Training Examination and Assessment Unit Asset Monitoring Unit Fiji Teachers Registration Board Primary School Section Secondary School Section Special Education Unit - Corporate Services, Research, Leadership, Policy Advice & Strategic Development, Statistics & IT - Early Childhood Education Unit - Higher Education Commission - - - - - - - - Heritage & Arts - Careers Service - National Substance Abuse Advisory Council - - Curriculum Advisory Service - UNESCO National Commission Library Services Legislation The Ministry for Education, National Heritage, Culture and Arts is responsible for administering and enforcing the following legislations • Education Act - Cap.262 • Examination Act - Cap.262A • FNU Decree (No.
39) 2009 • Substance Abuse Advisor y Council Act - Cap.140A • University of the South Pacific Act - Cap.266 • Fiji Museum Act - Cap.263 • National Trust of Fiji Act 1970 - Cap.

265 • National Trust of Fiji Amendment Act - No.40 of 1998 • Protection of Objects of Archaeological and Paleontological Interest Act - Cap.
264 • World Heritage Convention 1972 • • FTRB Promulgation 2008 Intangible Cultural Heritage Act 2003 Education Forum Every year there is an Education Forum chaired by the Permanent Secretary for Education that consists of all stakeholders in education.

The Education Forum provides advice to the Minister for Education on the following: ● Education Policies ● Education Development and Planning ● Educational issues The Education Forum meets three times annually.
Membership consists of those selected in accordance with the relevant provisions in the Education Act.

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 2014.
The main issues discussed in those meetings were: ● Mainstreaming of TVET; ● Fiji Island Assessment Framework; ● Financial Literary Education; ● School names change update; ● Textbooks for secondary schools; ● One Laptop Per Child initiative and e - Learning in Primary Schools; ● Transport and bus fare assistance; ● Electricity power rate for schools; ● Value Added Tax imposition by Fiji Island Revenue Custom Authority; ● Outstanding school water bills; ● Teaching of Vernacular in Primary and Secondary; ● Tasks and Projects in schools; ● Policies: • Transfers and Promotion • Professional Development • • Policy in effective Implementation of Inclusive In-service training Policy Education in Fiji and Rotuma • Child Protection Policy • Research Policy PART I: OVERVIEW CHAPTER 1 6 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S Education Context The estimated population of Fiji in 2014 was 864,370 while the estimated number of children from the age of 4 to 18 years old was 242,689 for the same year (Source: Fiji Bureau of Statistics).
Of this number, 36,553 children were between the age of 4 and 5 years old (of preschool age), 129,206 children were of primary school age (between 6 - 13 years of age) and 76,930 were in the secondary school age group (between 14-18 years of age).
Graph 1: School age children proportion Secondary 34% Secondary 34% Preschool 8% Preschool 8% Primary 58% Primary 58% Commitment towards improving quality, access and retention The Government of Fiji in recognising the importance of having an educated society reaffirms its commitment by adopting the Dakar Framework for Action Education for All.
The Government through the Ministry of Education places lots of emphasis in the effective and accelerated implementation of policies targeting improved access to quality education at the same time achieving the EFA goals.

Through the Governments Constitution, the Peoples Charter and Roadmap, 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 introduced by the Government in its quest to build 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: ● Establishment of Higher Education Unit; ● Establishment of the Teachers Registration Board; ● The expansion of basic compulsory education to 12 years of schooling; ● Continuing of the Year 12 and 13 external examinations; ● Provision of the transport assistance; ● Provision of free text books and localizing the content; ● Zoning policy for school intake and enrolment; ● Setting up of infant schools for year 1 to 3 students; ● 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 fledge secondary schools to also offer year 13; ● Removal of the year 7 and 8 from secondary schools back to primary schools; CHAPTER 2: MINISTRY’S PROFILE AND CONTEXTROLES, OUTCOMES AND RESPONSIBILITIES 2 0 1 4 - A N N U A L R E P O R T | 7 ● Reviewing the curriculum through the formulation of the Fiji National Curriculum Framework; ● 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; ● The provision of capacity buildings for the Ministry’s staff; ● The introduction of the e-learning; ● Improvement of the quality of the teacher through training incentives, capacity building and teacher registration; ● Improving and encouraging partnership with NGOS and Civil Society Organisations; ● BEST programme ● Tuition Fee Free Grant for all Primary and Secondary School students ● Setting up of Vocational Colleges to provided more options for Secondary School students; Structure MINISTER PERMANENT SECRETARY DEPUTY SECRETARY CORPORATE SERVICE CORPORATE SERVICES DEPUTY SECRETARY PROFESSIONAL DEPUTY SECRETARY PRIMARY/SECONDARY CURRICULUM ADVISORY SERVICES PRIMARY HIGHER EDUCATION COMMISSION
 FINANCE ACCOUNTS CAS (SECONDARY) ECE FTRA SALARIES PLANNING RESEARCH POLICY STATSISTICS/IT PDU HUMAN RESOURCE MANAGEMENT HUMAN RELATIONS RECORDS LEAVE ESTABLISHMENT ETHICS & DISPLINARY POST PROCESSING EXECUTIVE SUPPORT CAS (PRIMARY) SBU ERC CAREERS TEST NSAAC NATIONAL HERITAGE, CULTURE AND ARTS LIBRARY SERVICES SPECIAL EDUCATION DIVISIONS DISTRICTS PRIMARY SCHOOLS SECONDARY ASSETS MONITORING MONITORING ASSETS & DEVELOPMENT UNESCO/NATCOM DIVISIONS DISTRICTS SECONDARY SCHOOLS 8 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S 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) 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 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.
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.

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.
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.

1.

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

Pillar 1 Ensuring Sustainable Democracy and Good and Just Governance 5.
The Accountability Framework Strengthened and transparent democratic and accountability institutions Pillar 3 Ensuring Effective, Enlightened Leadership Pillar 8: Reducing Poverty to a Negligible Level by 2015 26.

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

Access to education to all children by 2011.


2 0 1 4 - A N N U A L R E P O R T | 9 KEY PILLARS (PCCPP) TARGETED OUTCOME (GOAL/ POLICY OBJECTIVE – RDSSED) OUTCOME PERFORMANCE INDICATORS OR MEASURES (KEY PERFORMANCE INDICATORS – RDSSED) Pillar 4 Enhancing Public Sector Efficiency, Performance Effectiveness and Service Delivery 6.

Public Sector Reform Improved public sector efficiency, effectiveness and service delivery Pillar 3 Ensuring Effective, Enlightened Leadership 8.
Leadership Effective, enlightened and accountable Leadership 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 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.

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 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 Pillar 2 Developing a Common National Identity and Building Social Cohesion 25.

National Identity and Social Cohesion A peaceful, non-racial, inclusive and united society 29.
Education and Training Educating the Nation for Peace and Prosperity 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 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 Pillar 2 Developing a Common National Identity and Building Social Cohesion Pillar 9 Making Fiji a Knowledge based Society 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 8 Reducing Poverty to a Negligible Level by 2015 26.

Poverty Reduction Reducing poverty to a negligible level by 2015 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 1 0 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S KEY PILLARS (PCCPP) TARGETED OUTCOME (GOAL/ POLICY OBJECTIVE – RDSSED) OUTCOME PERFORMANCE INDICATORS OR MEASURES (KEY PERFORMANCE INDICATORS – RDSSED) 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 Pillar 1 Ensuring Sustainable Democracy and Good and Just Governance Pillar 3 Ensuring Effective, Enlightened Leadership 2 0 1 4 - A N N U A L R E P O R T | 1 1 Roles and Responsibilities The Finance Section is responsible to: ● Allocate approved funding in Budget Estimates to all Vote Controllers, monitor and control expenditure in compliance with Financial Regulations and procedures ● Ensure availability of cash flow to meet the Ministry’s financial commitments in accordance with the 2014 Budget Estimates.
● Ensuring all payments of accounts owing, grants (Salary, tuition and building), Salaries and wages on a timely basis.

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

● Carry out reconciliations (Drawings, IDC and Trust Accounts) to ensure all expenditures are recorded against a budgetary allocation reflecting a true status of the Ministry’s expenditure.
● Provide accurate monthly financial reports to the Senior Staff for accurate decision making and assess the performance of projects against the budgetary allocations.

● Assist and coordinate the preparation of the Ministry’s Budget from submissions from all sections.

● Prepare responses to Audit (Internal/ External) and Public Accounts Committee (PAC) queries.

● Ensure 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 2014 The Government Budget for Education in 2014 amounted to $370,034,000.This was 12.8% of the National Budget.
Graph 2: Government Expenditure on Education and Higher Education Institutions Total National Budget $2,883,261,100 University of Fiji, $3,530,000 University of the South Pacific, $36,597,202 Ministry of Education Budget, $370,034,000 Fiji National University, $43,087,000 PART II: SECTION’S REPORTCHAPTER 3: CORPORATE SERVICES DIVISONFINANCE SECTION 1 2 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S Table 2: Education expenditure (excluding FNU, UOF & USP) Year 2011 2012 2013 2014 Recurrent Expenditure ($000) Capital Expenditure ($000) Value Added Tax ($000) Total Expenditure ($000) 249,966,000 267,476,000 260,947,800 359,258,600 966,000 1,172,000 5,550,700 8,174,800 1,318,000 1,614,000 1,991,000 2,600,600 $ 252,250,000 $ 270,262,000 $ 268,489,500 $370,034,000 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.
Also the Financial Management Framework on utilization of grants has been ongoing in all the Districts together with the monitoring.

Strict adherence has positively impacted on the reduction of audit queries.

Budget Preparation- 2014 The section is also required to assist, coordinate and compile the 2014 Budget submissions.
After its compilation internal consultations were held with senior management to determine items that should be included in our final submission to the Ministry of Finance according to the envelope size provided.

Consultations with the officials from Budget Unit assisted in finalizing our requests of increases to old items and new items.

All items ranked A1 were approved and those ranked A2 required more information and justification 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 31/12/14 reconciliations were carried on all ledger accounts, trust and revolving accounts and adjustments made.

Allocations with unutilized balances were vired to allocations to clear outstanding balances and overspendings.

Other adjustments for misallocation / misposting will be taken in as Audit adjustments.
Agency Financial Statements- 2014 After all reconciliations have been done and adjustments updated in the system, the Ministry’s Financial Statements for 2014 will be finalized after the closing of 2014 Accounts for whole of Government.
Transport Assistance Scheme This program holds a budget of $20.7m and still proves to be a huge and challenging task even after five years since its implementation due to a lot of resources constraints; human and financial yet all eligible students continue to receive their coupons on time.
An audit on the scheme was carried out by the Internal Audit of the Ministry of Finance which highlighted issues of the lack of interna controls at HQ, District Offices and at the Schools and lack of monitoring which were likely to lead to abuse.

This led to PSE appointing a new Bus fare Taskforce team and an evaluation and monitoring team in order to curb the queries and put in place internal control mechanisms in the Transport Assistance Unit.
Recommendations put forward by the audit team were implemented right away.

The total scheme expended $17.5m by the end of 2014.

2 0 1 4 - A N N U A L R E P O R T | 1 3 Finance Manual The Ministry reviewed and finalized its Finance Manual as stipulated by Ministry of Finance.
This has been printed and distributed to all heads of sections, units, government schools and district offices as well as to all clerks and bursars as a guideline to be used when managing the allocations of their respective sections, units, government schools and district offices.
Table 3: Education budget as a percentage of the national budget (2011 – 2014) Year 2011 2012 2013 2014 Total National Budget Ministry of Education Budget $1,961,718,300 $248,627,681 $2,077,929,300 $256,663,949 $2,327,385,300 $267,124,997 $2,883,261,100 $368,620,102 Grant to Higher Education Institutions Fiji National University University of the South Pacific University of Fiji % of National Budget Spent on Education (Including Higher Ed.)
$25m $28m $28m $ 40m $36.5m $36.5m $36.5m $36.5m $3m $3m $3m $3.5m 15.96 15.60 14.38 15.56 Government Expenditure on Education $252,281,053 $270,261,886 $277,469,323 $375,452,922 HUMAN RESOURCE MANAGEMENT UNIT HUMAN RESOURCE MANAGEMENT UNIT PLANNING RESEARCH POLICY STATISTICS/INFORMATION TECHNOLOGY PROFESSIONAL DEVELOPMENT 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 reflects the roles and responsibilities of the following sub-units; PLANNING SUB UNIT The Planning sub-unit consists of a Senior Education Officer who is responsible for the coordination of the development, monitoring and evaluation of the Ministry’s plans and required reports.
The achievements for 2014 included; ● ● ● ● The development of the 2015-2018 Education Sector Strategic Development Plan [ESSDP].

This was executed through the formulation of a Planning Committee which oversaw the development of the Plan.

Consultations were organized in Suva, Lautoka, Labasa and Levuka.

Stakeholders and partners were invited to present on what their organizations felt ought to be included in the mapping of the Ministry’s strategic directions in these 4 years.
The development of the 2015 Annual Corporate Plan and 2015 Annual Business Plan.

The finalization of the Plans was made possible during the Planning Workshop held in November 2014 at the Pearl Resort.

Consultations were also arranged with Monitoring Agencies before the Plans were printed.

The consultation and Planning workshop were kindly sponsored by AQEP.

The compilation and coordination of monthly reports from Sections regarding their progress against the ACP.
These are then imparted to Section Heads during monthly Senior Staff Meetings (SSM) The coordination and compilation of the Ministry’s quarterly reports to SFCCO and the facilitation of SFCCO Verification visits ● Continued compilation of quarterly reports for the Ministry of National Planning and Public Service Commission ● Coordinated Monitoring of Districts and Section Plans and evaluation of progress of implementation ● Responses to queries for information from other government departments and NGOs 1 4 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S RESEARCH SUB UNIT The Research sub unit has a Senior Education Officer.
The duties performed by the Research Officer included; ● Processing of the research requests to be undertaken in Fiji (both local and overseas requests).

The Unit will assess all the requests received before facilitating the approval process.

The research request is processed through the MoE Research & Ethics Council and in accordance with the MoE’s Research Policy.

● Responsible for the preparation of the Service Level Agreement for the Ministry.
● Conduct researches for the Ministry in priority areas as per the request of the Senior Staff.

● Review of the Research Policy.

● Process requests of the Ministry’s information and data.

● Coordinate the Fiji National Research Council with the Tertiary institutions.
Achievements ● ● Impact of the MoE’s Free Tuition Grant Initiative on Informal Settlements Impact Study on ‘One Laptop per Child’ Program The Unit processed 67 research requests through the MoE Research & Ethics Council for both local and overseas researchers in 2014.

The Unit conducted the following researches in 2014: • • • School Leader’s Perceptions on the Effectiveness of Future Leaders Program of the MoE • • Struggling Readers in Primary Schools (Phase one).
• The School Leaders Competency Framework and School Teacher’s Competency Framework survey.

The Service Level Agreement for 2014 was prepared by the Research Unit which was endorsed by PS in June.

Impact of the Transport Assistance provided by the Government on Student’s Attendance ● ● Research Policy reviewed and endorsed by the Hon.

Minister in July.

POLICY SUB UNIT Overview The Policy sub unit has a Senior Education Officer who is responsible for developing and reviewing the Ministry’s policies.
Besides formulating and reviewing a number of policies, the Policy Unit also represents the Ministry in various policy related forums.

The Unit is a focal point of all child related activities and represents the Ministry at the National Coordinating Committee for Children (NCCC) in their quarterly forums.

Policy papers submitted by other line ministries are also vetted by this Unit.
The Unit also conducted training and awareness on Child Protection to selected ‘hard to reach’ Early Childhood Education Centers, Primary and Secondary schools throughout the four education divisions.

Highlights and Accomplishments for 2014 1.


The following existing policies were reviewed and endorsed: • Policy on Research • Policy on School Excursions • Policy on School Zoning in Fiji • Schools Standard Monitoring and Inspection Policy • Policies on Study/Training Leave • Professional Development Policy 2.
Three new policies were also formulated and endorsed: • Policy on Fiji Education Management Information System • Policy on Rural and Maritime Locational Allowance • Education in Emergencies and School Safety Policy 2 0 1 4 - A N N U A L R E P O R T | 1 5 3.
The Following Policies were taken for consultation to all relevant forums: • Child Protection Policy • Behavioral Management Policy • Transport Assistance Policy • Ministry of Education Risk Management Policy • Policy on School Information, Communications Technology, e-Learning and Computer Education • National School Language Policy • National School Library Policy Training on Child Protection Awareness and Policy Awareness and Training on Child Protection Policy were carried out in the following education districts outlined in the table below: Table 4: Summary of the CPP awareness workshop conducted EDUCATION DISTRICT TARGET OFFICERS NUMBER OF OFFICERS TRAINED Ra Nadroga/Navosa Bua Macuata TOTAL Pri/Sec school heads Pri/Sec school heads ECE teachers ECE teachers 35 70 26 61 192 The Policy unit is indebted to UNICEF for its tremendous financial support that has enabled the Ministry to raise awareness and train teachers on Child Protection Policy, especially in ‘hard to reach’ education districts.
Presentation on the UN-CRC Periodic Reporting in Geneva The MoE was represented by the Policy unit to respond on the list of issues in relation to the combined second to fourth periodic reports on Education to the United Nations Convention on the Rights of the Child (UN-CRC) Committee in Geneva.

The Committee was pleased with the responses, in particular with the number of initiatives at MoE that address components of Childs rights.
STATISTICS & INFORMATION TECHNOLOGY SUB UNIT The Statistics/IT sub-unit consists of a Senior Education Officer, an Education Officer, a System Analyst, an Assistant Programmer, a Computer Operator and a Hardware Officer.

The sub-unit is responsible for two databases; 1.

Fiji Education Staff Appointment (FESA) and 2.

The Fiji Education Management Information System (FEMIS).

The FESA database stores all the relevant information’s of all MoE Officers including the teacher’s information’s.
The FEMIS database is an elaborate database on schools, students, teachers and facilities.

The two databases provide most of the information for planning, research and reporting.

The report generated from FEMIS also provides adequate, accurate and timely information to our international partners such as UNESCO and other agencies.
Achievements The production of the 2013 Annual Report ● ● Coordinating the monitoring of the data entry from the schools and the education district offices; ● 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 officers at Headquarters and the districts.
● Assisted in the training on the use of the FEMIS database to schools 1 6 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S PROFESSIONAL DEVELOPMENT SUB UNIT 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 efficient, 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 ● ● Future Leaders training for identified potential school leaders ● Conduct in-house training for the Ministry officers in identified areas of need; ● Coordinate public service exams for administrative, professional officers and teachers.
● Selection of the PSC Scholarship recipients for the Fiji National University’s Teacher-Training for primary and Leadership and Management training for current school leaders secondary and ECE teachers.

● Selection of the UWC scholarship recipient Professional Development Activities The total number of PDs received from schools was 3074.

The graph below summarizes all PDs conducted during the year.
Graph 3: Summary of PDs conducted for 2014 3074 349 372 J a n u a r y r F e b u a r y 77 M a c h r 194 241 180 238 196 326 366 535 Similarly, the total participants that attended PD sessions held in 2014 was 21,388, Primary participants was 9951 while the Secondary participants was 11,437.
This shows that School Heads are now more concerned with the importance and the need for teachers to attend professional development sessions in order to develop their professional characters so that they are on par with changes and reforms in the Ministry.
Graph 4: Primary teacher PDs attendance data 688 408 376 1056 935 1254 1373 1076 January February March April May June July August September Oct - Nov December 2 0 1 4 - A N N U A L R E P O R T | 1 7 Graph 5: Secondary teacher PDs attendance data 1391 1214 881 164 1123 667 779 1776 January February March April May June July August September Oct - Nov December 1162 713 910 705 1328 1409 For all school PDs to be registered, the PD sessions must have a maximum of five hours provided all the following documents are submitted: 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.
3.

In - Service Training A total of 115 teachers/professional officers and administration staff received in-service training.

There were 67 who were granted approval by the Permanent Secretary for Education to pursue their programmes through Study Leave with Pay (SLWP)where 48 officers were granted Study Leave without Pay (SLWOP).These programmes included pursuing certificates, degrees, Masters and PhD programme.

Table 5: Summary of Officers who attended training through sponsorship or private.
PRIMARY SECONDARY TECHNICAL ADMINISTRATION SLWP SLWOP SLWP SLWOP SLWP SLWOP SLWP SLWOP TOTAL 8 1 1 2 8 SPONSORS AusAID Chinese Govt ITaukei Affairs Board JICA KOICA Private PSC Ministry of Finance Malaysia Govt.

Govt.
Govt.

of Netherlands Indonesia Thailand Sweden India NZAID Kate McPherson Erasmus Munsdus TOTAL PDU is grateful to the Ministry for setting aside a budget to upgrade qualification for those teachers that need to pursue their first degrees, however, limited funds is a hindrance as most requests from teachers to continue their education cannot all be accommodated.
1 8 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S Conferences, Seminars and Training Workshops The officers in table 5 below 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.
Transfer of knowledge is through a completion of a Training Report and this is presented to the senior management upon return from the training/course attended.
Table 6: Participants lists for short courses in 2014 PARTICIPANTS SCHOOL/ SECTION TRAINING COURSE DURATION ORGANIZER/ COUNTRY Mikaele Vakasilimiratu SEO Geo/Hist Expert Meeting on Climate Education for Sustainable 10/02-12/02/14 Philippines Development Apisalome Movono DSCS Education-Excellence in Public Schools 10/02-21/02/14 Singapore Metuisela Gauna SEO Stats/IT Regional Workshop on Educational Data & Indicators 24/02-27/02/14 New Caledonia Peni Senikarawa Tailevu North TVET Programme for Principals & Leaders Tomasi Raiyawa DPE International Seminar on Autism 24/02-28/02/14 22/04-23/04/14 Singapore Malaysia Basundra Kumar DSPS Indicators for Disability Inclusive 7/04-12/04/14 Nadi Workshop on Developing & Testing Metuisela Gauna SEO Stats/IT Regional Technical Feedback Workshop on the National 29/04-30/04/14 Thailand Education in the Pacific Jai Narayan Director Secondary UNICEF/UNESCO IIEP Regional Policy Seminar 07/05- 09/05/14 Bangkok, Thailand EFA 2015 Emanuel Hemant Head Teacher Seminar for Primary and Secondary School Principals in Kumar Deenbandhoo Mem.
Latin American, Caribbean & South Pacific Countries 9/05-29/05/14 School Sheik Mohammed SEO Secondary Diffusion of Self –Sustaining Training on Mathematics Masud Maths Education in Primary and Secondary School in Pacific Island 21/05-05/07/14 Elena Raboiliku SEO Bio/Chem Environmental Education Seninawanawa States Basundra Kumar DSPS Intellectual Disabilities in Community Activities 25/05-04/07/14 28/05-13/07/14 14/07-26/07/14 Deepa Chand HOD Science 5th International Seminar based on Inquiry – based Science 02/06-07/06/14 Education Kelera Taloga DSP Seminar on Practical Chinese for Government Officials from 12/06- 09/07/14 Tomo Hereniko PEO Exams Seminar on Practical Chinese for Government Officials from 12/06- 09/07/14 Latin American Caribbean and South Pacific Countries Latin American Caribbean and South Pacific Countries China Japan (JICA) Japan (JICA) Japan(JICA) Cambodia France China China Alumeci Tuisawau Director TEST Study Tour of the University of Technical College 14/07- 28/07/14 United Kingdom Tomasi Naborisi PEO TEST Study Tour of the University of Technical College 14/07- 28/07/14 United Kingdom Setareki Delana Teacher Jolly Phonics Trainers Conference Lusiana Fotofili Director EAU Jolly Phonics Trainers Conference 16/07- 18/07/14 16/07- 18/07/14 London London Amani Cirikisuva SEO PDU 1st Interregional Meeting for UNESCO National Commission 22/07- 24/07/14 Astana, Kazakhstan Alumeci Tuisawau Director TEST Effectiveness in Support of Quality Learning in the Asia- 04/08- 05/08/14 Bangkok, Thailand UNESCO-KEDI Regional Policy Seminar “Teacher Pacific”.
Salote Rabuka Director FHEC 13th Session of the Regional Committee on the Recognition 04/08- 05/08/14 of Qualifications in Higher Education in Asia-Pacific Colombo, Sri Lanka Kelera Taloga DSP Asia-Pacific Regional Education Conference 06/08- 08/08/14 Bangkok, Thailand (Russia) 2 0 1 4 - A N N U A L R E P O R T | 1 9 Table 6: Participants lists for short courses in 2014 (cont'd) PARTICIPANTS SCHOOL/ SECTION TRAINING COURSE DURATION ORGANIZER/ COUNTRY Venina Inoke SEO CDU English Language Seminar for E-Teacher Alumni in the East 11/08- 13/08/14 Asia and Pacific (EAP) Region.
Seoul, Korea Narain Sharma PEO Primary International Bureau of Education (IBE) Group IV 11/08/- 13/08/14 Genting Highlands, Antonio Panapasa PEO HRM Leaders in Education Programme International 18/08- 29/08/14 Ravai Proposal for Training Workshop Pre-Council Meeting Malaysia Singapore Satyendra Singh SEO Policy High Level Participation on the Convention on the Rights of 02/09-09/09/14 Geneva, Switzerland Developing Thinking Skills at Primary/Lower Secondary 08/09-15/09/14 Malaysia through Enquiry Based Science Education (IBSE) for SIDS Elia Nakoro Parallel Event” on Underwater Cultural Heritage (UCH) in 03/09-07/09/14 Apia, Samoa the Child.
(CRC) Apia, Samoa Indra Chand A/HT Samabula Study on Education Improvement of Training Course of 15/10–09/11/14 Primary School Teacher’ Finau Masirewa SEO Basic Science ‘Study on Education Improvement of Training Course of 15/10–09/11/14 Joana Motokainava Assistant Teacher “Improving Teaching Methods for Science and Mathematics 1/10 – 15/11/14 in Pri.
Education (B) course Teacher’ Sandeep Singh EO STATS/IT Education Policy Planning and Implementation Tupou Gavidi EO PDU Education Policy Planning and Implementation Sumiran Pratap PEO Suva Climate Change Education Inside and Outside the Classroom Kelera Taloga DSP Financial Education Summit Alumeci Tuisawau Director - TEST Capacity building seminar on DRR/SIDS Seci Waqabaca Director – CAS UNESCO World Conference on Education for Sustainable Development Tarisi Tawake SEO- CAS Professional Development Programme for Science Teacher Educators Lorima Voravora, Deepika Prakash, Aliti Wailevu, Fredic David & Ronil Ravinesh UNESCO Associated Schools Network (ASPNet) International ESD Conference for Students and Teachers 23/10/14- 12/11/14 23/10/14- 12/11/14 27/10/14- 30/10/14 05/11/14- 06/11/14 10/11/14- 12/11/14 10/11/14- 12/11/14 10/11/14- 28/11/14 04/11/14- 08/11/14 Japan Japan Japan Seoul, Korea Seoul, Korea New Caledonia Kuala Lumpur, Malaysia Singapore Nagoya, Japan Penang, Malaysia Japan Amani Cirikisuva SEO PDU UWC Asia/Pacific Regional Meeting 28/11/14- 30/11/14 IUWC Li Po Chun, Hong Kong Leadership & Management Programme This year PDU registered one Leadership and Management programme for the Ministry.
The Future Leaders Phase I programme focuses on identified potential school leaders.

A total of 3 leadership workshops were conducted for the Future Leaders.

The following table provides data for this programme: 2 0 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S Table 7: Future Leaders Programme PRIMARY SECONDARY ADMINISTRATION TOTAL Phase 2 Phase 1 Phase 2 Total 91 59 53 203 66 42 36 144 - - 5 5 157 101 94 352 4.
In - House Workshop In 2014, 9 training workshops were conducted for MoEHA officers as set out below.

These workshops were mainly conducted for capacity building within the Ministry.
Table 8: Ministry of Finance Workshop DATE WORKSHOP MALE FEMALE TOTAL 08/10/14 Procurement & Compliance 09/10/14 Procurement & Compliance 29/10/14 Transport Awareness 15/10/14 Fuel Handling & Contract Management Total 7 13 11 1 32 9 13 8 2 32 16 26 19 2 64 DATE WORKSHOP MALE FEMALE TOTAL Table 9: PSC Workshop 24/03- 28/03/14 H SE Tutorials 08/04- 10/04/14 Public Policy Analysis 16/04- 17/04 Project Planning & Implementation 24/04/14 25/04/14 Formulation of Cabinet Paper Seminar: Implementation of outcomes of senior officials leadership training 31/03- 04/04/14 H SE Tutorials 17/06-18/06/14 Workforce Planning 18/06- 19/06/14 Business Process Re- Engineering PSC Values- Labasa Public Policy, Labasa H SE Tutorials 16/07- 17/07/14 Stress & Anger Management 23/07- 25/07/14 Improving Writing Skills 23/07- 24/07/14 Research & Development 21/07- 22/07/14 Good Governance Child Protection Public Sector Energy Saver Quality Circle Policy Planning, Designing & Implementation OHS Module III & IV Emergency Operation Centre Management Stress & Anger Management - A N N U A L R E P O R T | 2 1 Table 9: PSC Workshop (cont'd) DATE WORKSHOP MALE FEMALE TOTAL Records Management Statistics & Data Management OHS Module III & IV SEA Framework Workshop SEA Framework Workshop SEA Framework Awareness Central Fuel Handling & Contract Management Training Western Fuel Handling & Contract Management Training Northern Fuel Handling & Contract Management Training Formulation of Annual Corporate Plan Workshop Project Monitoring & Evaluation Workshop Western H SE Tutorial Northern H SE Tutorials TOTAL 08/10/14 09/10/14 24/10/14 15/10/14 17/10/14 29/10/14 30/10/14 05/11/14 24/11/14 24/11/ SERVICE EXAMINATIONS Public Service Examination ‘H’ conducted by PSC last year was attended by185 officers.
H SERVICE EXAM 2014 – 185 Participants ● H SE Tutorials 104 (Males- 35, Females- 69) ● H SE Tutorials 13 (Males- 11, Females- 2) ● H SE Tutorial 68 (Males- 29, Females- 39) 2 2 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S 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 filled as soon as possible from the date of advertisement.
As part of the selection process, the Unit ensures that the most meritorious candidate is promoted with the highest level of ethical values and procedures are adopted whilst processing vacancies.

Each vacancy is tabled through the Ministry’s Appointment Board (MAB) after which, the MAB’s recommendations are presented to the Honourable Minister for his concurrence.

Achievements ● There were seven Ministry’s Appointment Board (MAB) meetings convened during the year.
● The Unit had processed 203 vacancies during the year.

Table 10: Summary of the number of posts processed SECTIONS PROMOTIONS NEW APPOINTMENTS WITHDRAWALS / RE-ADVERTISEMENTS TOTAL Non- Teaching Primary Secondary TOTAL 13 93 72 178 12 - - 12 12 - - 12 28 96 79 203 Table 11: Total Applications Received SECTIONS NO.

OF VACANCIES NO.
OF VACANCIES NO.

OF APPLICATIONS Primary Secondary Non-Teaching Total 126 135 57 318 11,088 9,808 963 21,859 HUMAN RELATIONS Roles and Responsibilities The Human Relations is responsible for the timely processing of appointments (temporary, contract, confirmation 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, transfer, leave and records management.
2 0 1 4 - A N N U A L R E P O R T | 2 3 Achievements Graph 6: Appointments for 2014 Primary Secondary Non-Teaching - 1800 1600 1400 1200 1000 800 600 400 200 0 Table 12: Summaries of other HR Section activities ACTIVITIES PRIMARY SECONDARY NON-TEACHING TOTAL Approved Establishment 5,183 4,520 Allowances Acting Allowances Executive Teacher Transfer Salary Up-grade Rural Allowance Salary Release Transfer Acting Transfer Promotion Temporary Appointment Contract Re-Engaged Advertisement Confirmation Retirement Resignation | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S RECORDS MANAGEMENT UNIT The Records Management Unit is responsible for the management, recording and distribution of all incoming and the dispatching of all outgoing mails, proper filing and storage of files, distribution and safe keeping of the Annual Performance Assessment Forms of officers in the Ministry of Education.
Graph 7: APA submission Graph 8: Number of mails processed A P A f o o N n o i s s i m b u S 10,000 9800 9600 9400 s l i a m f o o N d e s s e c o p r 100,000 0 Inward Outward Distribution Total Form Sent Forms Received / recorded ETHICS & DISPLINARY UNIT Roles and Responsibilities Overview The Ethics and Disciplinary Unit of the Ministry of Education, Heritage and Arts plays an important role in ensuring that all cases received are dealt with fairness and consistency according to relevant guidelines and legislations.
The Ethics and Disciplinary Unit plays a vital role in the administration of disciplinary cases.

It ensures that: ● Cases of alleged misconduct, unacceptable performance or other acts or omissions considered by to warrant consideration of disciplinary action are dealt with consistency and fairness within a reasonable timescale.
the Ministry ● Improvements are encouraged where appropriate ● it facilitates satisfactory standards of conduct and performance Achievements Table 13: Summary of the status of disciplinary cases for 2014 CASES Court Cases Police Cases Deemed Resignations Warning/Reprimand Reinstatement Suspension Disciplinary Cases Against Children Termination Cases Presented at DSB TOTAL STATUS OF DISCIPLINARY CASES AS AT 31/12/14 CLEARED PENDING - A N N U A L R E P O R T | 2 5 Roles and Responsibilities The Finance Section is responsible to: ● ● Provision of basic education to all in Fiji in partnership with its stakeholders.
● Responsible for planning, coordinating, implementing the education policies pertaining to primary education.

● The Primary Section is responsible for coordinating and facilitating quality delivery of teaching and learning and the administration of primary education in Fiji.
The specific functions include the following: • Provision of Primary School Teachers • Administration of Primary Education • Administration of Grants and Funds • Provision of advisory services • Enrolment Administration of Primary Education Liaison with school managements on appointment of school heads.

Liaison with funding agencies for school Improvement and Monitoring.

Identifying schools for upgrading and downgrading.


● ● ● ● Advertising vacant positions and filling the vacant posts through normal processing procedures ● Upgrading of boarding schools.

● Review of the capacity of teacher inputs ● 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.

● Confirmation 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 staffing of infant and new primary schools Administration of Tution Fee Free Grants (TFFG) and Funds ● 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) CHAPTER 4: PRIMARY AND SECONDARY DIVISONPRIMARY EDUCATION 2 6 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S Statistics 1.
Number of existing Primary and Special schools Table 14: 2014 Summary of Schools by Education Districts PRIMARY SPECIAL SCHOOLS DISTRICT G o v t G o v t N o n Ba/Tavua Cakaudrove Eastern Lautoka/ Yasawa 1 Macuata/Bua Nadroga/ Navosa Nausori Ra Suva Total 1 2 62 66 115 82 96 61 115 40 77 714 P r i v a t e 4 1 2 1 8 16 T o t a l 62 66 115 87 97 61 117 41 86 732 17 0 17 2.
Students Enrolment Table 15: Primary Education Enrolment by Level and Gender from 2005 to 2014 Year 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 M F M F M F M F M F M F M F M F M F M F Year 1 10058 9579 9587 8863 9166 8315 9177 8385 9033 8264 9324 8407 9156 8459 9264 8692 9513 9257 9526 8838 Year 2 9649 9023 9474 8555 8765 8189 8879 8244 8832 8023 8859 8220 9187 8510 8979 8496 9349 8813 9448 9089 Year 3 8995 8415 9485 8912 9712 8354 8688 8009 8824 8138 8674 8040 8649 8200 9101 8476 9073 8468 9270 8594 Year 4 9486 8785 9374 8611 8762 8125 8813 8175 8552 7857 8520 8006 8576 7956 8689 8104 9019 8468 8988 8375 Year 5 9635 8850 9543 8790 8908 8274 8875 8395 8831 8020 8614 7809 8489 7929 8525 8021 8684 8048 8914 8391 Year 6 9403 8902 9572 8957 8775 8296 8752 8151 8570 8022 8433 8046 8444 7829 8435 7986 8461 7884 8523 7995 Year 7 9242 9199 9705 9236 9287 8668 8862 8495 8413 7955 8447 7961 8409 7926 8183 7611 8352 8018 8497 7960 Year 8 8823 8793 9082 8932 8916 8590 8983 8800 8440 8116 8127 7886 8321 7989 8179 7797 8276 7664 8312 7952 Total 75291 71546 75822 70856 72291 66811 71029 66654 69495 64395 68998 64375 69231 64798 69355 65183 70727 66620 71478 67194 Overall Total 146837 146678 139102 137683 133890 133373 134029 134538 137347 138672 2 0 1 4 - A N N U A L R E P O R T | 2 7 Table 16: 2014 Primary Education Enrolment by Education Level, Age and Gender Total YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 YEAR 6 YEAR 7 YEAR 8 TOTAL AGE Under 6 and Over Total by Gender Total by Class M 760 6470 1918 298 39 20 16 4 1 0 0 0 9526 F 907 5885 1736 258 29 14 8 0 1 0 0 0 8838 M 15 941 5805 2197 400 51 26 5 8 0 0 0 9448 F 22 984 5629 2063 315 38 28 7 3 0 0 0 9089 M 0 60 830 5442 2382 467 64 16 8 0 1 0 9270 F 0 73 804 5423 1926 313 40 10 4 1 0 0 8594 M 0 0 65 964 4883 2470 502 75 21 6 2 0 8988 F 0 0 76 983 4822 2066 362 57 8 1 0 0 8375 M 0 0 4 45 781 4789 2608 570 87 24 5 1 8914 F 0 1 7 52 858 4761 2251 383 62 10 5 1 8391 M 0 0 7 6 104 767 4372 2507 610 117 28 5 8523 F 0 0 3 10 120 936 4368 2060 406 68 14
 10 7995 M 0 0 5 22 46 70 672 4199 2547 680 150 39 8430 F 0 0 10 14 47 78 773 4222 2218 427 86 29 7904 M 0 0 0 3 10 43 88 809 3927 2410 641 154 8085 F 0 0 0 4 10 48 103 862 4074 2037 488 80 7706 M 775 7471 8634 8977 8645 8677 8348 8185 7209 3237 827 199 71184 F 929 6943 8265 8807 8127 8254 7933 7601 6776 2544 593 120 66892 18364 18537 17864 17363 17305 16518 16334 15791 138076 GRAND TOTAL 1704 14414 16899 17784 16772 16931 16281 15786 13985 5781 1420 319 138076 Table 17: 2014 Primary Enrolment by Education Districts EDUCATION DISTRICTS MALES FEMALES TOTAL Ba/Tavua Ra Lautoka/Yasawa Nadroga/Navosa Eastern Nausori Suva Macuata/Bua Cakaudrove Total 3.
Teachers Table 18: 2014 Summary of Teachers by Education Districts EDUCATION DISTRICTS MALES FEMALES TOTAL Ba/Tavua Ra Lautoka/Yasawa Nadroga/Navosa Eastern Nausori Suva Macuata/Bua Cakaudrove Total | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S 4.

District Offices Table 19: Details of the Districts Offices No.
DISTRICTS LOCATION KEY PERSONNEL DESIGNATED POST Suva Nausori Senikau House Mr. Sumiran Pratap River House Arieta Yauvoli Lautoka/Yasawa Rogorogoivuda House Albert Wise Ra Kalawati House Asenaca Babitu Cakaudrove Gulabdas Building Saimoni Cabelawa Macuata/Bua Roqomate House Kolinio Takali Ba/Tavua Eastern Koronubu House Sashi Singh Courts Building Vani Salauneune Nadroga/Navosa Town Council Building Sera Saladuadua PEO PEO PEO PEO PEO PEO PEO PEO PEO Achievements Enrolments There were 131,621 students enrolled in the registered 726 primary and 17 special schools around the country in 2013 and in 2014 the population has increased to 137,049 One Learning Device Per Child (OLDC) The One Laptop Per Child (OLPC) is an ongoing project.
The Primary section conducted a research on OLPC on the Phase 1 schools.

Most of the schools are utilizing the XOs but there is the ongoing issue of getting teachers for refresher training so they are confident in using it in the classroom.

So far Primary Section has given out 2459 XOs to 75 schools.

Teacher Data-Resignation Table 20: Summary of teacher resignation for 01/01/2014 to 19/01/2015 TPF SURNAME OTHER NAMES APPOINT.
TYPE DATE SCHOOL 65007 Sami Rohini Devi Resignation 23/05/2014 Nasinu Muslim Primary 84291 Nabukabuka Litiana Resignation 20/02/2014 Sawani Village School 65037 Kishore Yogita Resignation 25/07/2014 Ba Sangam Primary School 82360 Navakaroko Ratu Sakiusa Resignation 28/09/2014 Vatuwaqa Primary School 84568 Natoko Lusiana Resignation 14/01/2014 Suva S.D.A.
Primary School 85818 Singh Sheenal Sushmita Resignation 16/05/2014 Rampur Primary School 66573 Singh Shailendra Resignation 31/12/2014 Vatuwaqa Primary School 83286 Sauniyaka Siteri Ranadi Resignation 3/02/2014 Draiba Primary School 68373 Reuben Belinda Ratnam Resignation 31/12/2014 Dudley Intermediate School 54984 Raboiliku Kiti Resignation 20/01/2014 Marist Brothers Pri.

School 44032 Verma Nirbhay Singh Resignation 10/12/2014 Taveuni Central Sanatan Pri.
82407 Colati Temalesi Resignation 10/10/2014 Holy Trinity Anglican School 2 0 1 4 - A N N U A L R E P O R T | 2 9 Free education Grant and Monitoring All schools were provided with TFFG grant for this year.
Table 21: Tution Fee Free Grant Analysis – 2014 DISTRICT T1 TUITION ROLL TERM II TII TUITION ROLL TERM III TIII TUITION Eastern Suva Ra Nausori Nadroga $694,248 $2,666,160 $452,076 $1,830,616 $790,524 Macuata/Bua $1,181,784 Lautoka $2,051,286 Cakaudrove Ba/Tavua Total $827,904 $831,432 8,148 33,508 5,397 22,251 9,615 14,339 25,468 9,538 10,257 $719,063 $2,957,046 $467,809 $1,998,385 $872,574 $1,214,499 $2,298,957 $768,790 $869,841 8,195 33,645 5,481 22,370 9,121 14,390 25,077 9,734 10,356 $674,120 $2,770,087 $451,009 $1,856,710 $757,043 $1,189,767 $2,113,844 $807,578 $859,548 $11,326,030 138,521 $12,166,964 138,369 $11,479,706 Table 22: Boarding Per Capita DISTRICT No.
of SCHOOLS No.
of BOARDERS TERM 1 TERM II TERM III TOTAL Suva Nausori Ra Ba/Tavua Macuata/Bua Lautoka/Yasawa Eastern Cakaudrove Nadroga Total 8 7 11 6 20 10 24 14 14 205 371 436 213 883 400 701 264 597 $6,150 $6,150 $6,150 $18,450 $12,650 $12,650 $12,650 $37,950 $13,080 $13,080 $13,080 $39,240 $6,240 $6,240 $6,240 $18,720 $26,490 $26,490 $26,490 $79,470 $12,000 $12,000 $12,000 $36,000 $20,160 $20,160 $20,160 $60,480 $7,920 $7,920 $7,920 $23,760 $17,910 $17,910 $17,910 $53,730 114 4070 $122,600 $122,600 $122,600 $367,800 3 0 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S 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 specific 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 ● Coordinating workshops for ECE teachers on the curriculum guideline, Na Noda Mataniciva ● 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 ● Facilitating ECE Week in cooperation with the Fiji Early Childhood Teachers Association [FECTA] ● Attending the Pacific Regional Council Meetings and ARNEC World Meetings for ECE.
2014 Highlights & Accomplishments As compared to 2013, the budgetary provision for ECE decreased by $99,500 with the Equipment Grant allocation reduced to $500.00 Table 23: ECE Budgetary Allocation SALARY GRANT FOR TEACHERS ($) EQUIPMENT GRANT ($) BUILDING GRANT ($) 1,050,000.00 1,050,000.00 1,300,000.00 3,300,000.00 3,300,000.00 100,000.00 100,000.00 100,000.00 100,000.00 500.00 100,000.00 100,000.00 100,000.00 150,000.00 150,000.00 YEAR 2010 2011 2012 2013 2014 TOTAL ($) 1,250,000.00 1,250,000.00 1,550,000.00 3,550,000.00 3,450,500.00 Major activities carried out in the ECE section in 2014 are: 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.

EARLY CHILDHOOD EDUCATION SERVICE 2 0 1 4 - A N N U A L R E P O R T | 3 1 FURNITURE, LEARNING RESOURCES AND EQUIPMENT (Allocation $500.00) A total of 5 centres were supplied with learning resources.

The section also completed the distribution of outdoor play equipment to 9 kindergarten centres.

The following centres were recipients of the learning resources.
● Nadera Rishikul Kindergarten ● Suva Muslim Primary School Kindergarten ● Viti Community Kindergarten ● Mau Primary School Kindergarten ● Navatusila Primary School Kindergarten SALARY GRANT (Allocation $3.3m) Salary Grant allocation for 2014 was the same as the previous year.

2014 saw a steady increase in the number of teachers applying for salary grants.

Salary grants were processed and disbursed to 985 teachers from 794 kindergarten centres.
The salary grant was given out on a monthly basis through the established payroll for ECE.

The new mode of payment started in Term 3, 2013 and in 2014, 985 teachers were successfully included in the monthly payroll.

This meant that these teachers had their salary grants deposited into their individual bank accounts.
Graph 9: Increase in salary grants from 2010 – 2014 Salary Grant (million) 2010 2011 2012 2013 2014 Table 24: Summary of salary grant payout for ECE teachers by districts DISTRICT CENTRES Ra Ba Ltk/ Yasawa Bua/Macuata Suva Cakaudrove Nausori Nadroga Eastern Total 58 58 87 114 113 65 130 71 98 794 No.

of Teachers Paid CAT 1 (LTC/FNU Advanced & HEC In ECE; USP Degree In ECE) CAT 2 (Dip.
& Cert In ECE – USP, MLTC, APTC, Fulton, Champagnat) CAT 3 (Basic Trained, Non- Qualified ECE Teachers) School Site ( SS) TOTAL Stand Alone (SA) 4.
ECE Workshops and Trainings The ECE section conducted a Workforce Development Training for district education officers who are focal persons for ECE and two workshops on the ECE Curriculum Guideline Curriculum for teachers in the Suva and Nadroga/Navosa districts 3 2 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S Table 25: Summary of ECE Workshop/Training conducted No.
of Participants Number of Participants from Location Type Males Females Total School Site Stand Alone Urban Rural Remote 11 1 12 11 1 Workshop /Training Dates Venue 1/5/14 AMU Conference Room Workforce Development Training for Education Officers ECE Curriculum Training Workshop 16/6/15 – 20/6/15 FTA Hall, Knolly Street, Suva 14/7 – 18/7/15 St Joan of Arc Parish Hall, Sigatoka 1 2 49 28 50 50 23 28 27 22 13 23 20 20 17 7 5.
Establishment/Registration of New Centres Fifty one kindergartens were given approval for establishment and forty eight centres were awarded registration status this year.

Table 26: Number of new established and registered centres SCHOOL SITE STAND ALONE TOTAL Established Registered 22 29 29 19 51 48 ECE Week Celebration: 2/8 – 8/8/14 “QUALITY CHILDHOOD, QUALITY FUTURE” ECE Week was celebrated throughout the country from the 2nd to the 8th August, 2014.
The Theme of the week long celebration was “QUALITY CHILDHOOD, QUALITY FUTURE” SPECIAL & INCLUSIVE 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 specifically 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 officers in ensuring the effective implementation of inclusive education policy and support for students with special needs in both the special and the mainstream schools.

2 0 1 4 - A N N U A L R E P O R T | 3 3 Table 27: Special Education Schools Information & Managing Authority No.

SCHOOL REG.

NO.

LOCATION LOCATION ROLL HT/KEY PERSON CONTROLLING AUTHORITY 1.
Early Intervention 2397 Brown Street, Suva P.O.Box 1152, 36 Nanise Ravisa Fiji Crippled children’s 2.

3.

Centre Suva.

Society Hilton Special School 2366 Waimanu Road, Suva.

P.O.Box 1152, 76 Sita Qeleni/ Fiji Crippled Children’s Suva Special School 2381 78 Salato Road, P.O.Box 896, Suva.

122 Bishwa Sidal Suva Society for the Namadi Heights Handicapped Suva.

Deepak Singh Society 4.

Fiji School for the 2387 Nanuku Street, P.O.Box 521, Suva.
42 Makereta Musukasau Fiji Society for the Blind Blind Vatuwaqa 5.

6.

Gospel School for the 9948 50 Dhanji Street, P.O.Box 17612, 55 Laisa Raiqeu Gospel Board of Education Deaf Samabula Suva.

Fiji Vocational Training 2420 FNCDP Complex, 3 P.O.Box 2262,Govt 67 Jone Robanakadavu Fiji National Council for the Centre Brown Street, Suva Buildings, Suva.

Disabled 7.

Nausori Special 9832 Natua No: 2 – P.O.Box 1650, 42 Sailesh Kumar Fiji Crippled Children’s School Vunimono Nausori.

Society 8.
Society 8.

Levuka Special 9138 Beach Street, Levuka P.O.Box 168, 21 Ecelina Aditukana Levuka Society for Handicap School Levuka.

9.

Sigatoka Special 1733 Vudi Road, Sigatoka P.O.Box 535, 54 Paulo Vueti Fiji Crippled Children School Sigatoka.

Society 10.

Nadi Special School 9661 Nadi College Rd, Nadi P.O.Box 1615, Nadi.

108 Shiro Mani Felix Nadi Society for the Hospital Road, Handicapped 11.
Lautoka Special 3043 Lautoka P.O.Box 753, 76 Fairul Nisha Fiji Crippled Children’s School 63 Evan Street, Lautoka.

Society 12.

Sunshine Special 3047 Lautoka.

P.O.Box 3644, 67 Acura Bai/ Intellectually Handicap School 3 Kula Street, Lautoka.

Kelera Senibulu Society 13.

Ba Special School 3076 Varadoli, Ba.

P.O.Box 2819, Ba.

55 Ana Tuiova Fiji Crippled Children’s 14.

Veilomani 9056 Racecourse Rd, P.O.Box 3431, Ba.

50 Sarwesh Pillay Methodist Church of Fiji Rehabilitation Centre Namosau, Ba.

15.
15.

Ra Special School 9061 Yaratale Rd, Rakiraki, P.O.Box 148, 30 Isikeli Naivalulevu Ra Society for Handicapped Ra.

Rakiraki 16.

Labasa Special 1678 Siberia Road, Labasa P.O.Box 3474, 82 Mukesh Chand Fiji Crippled Children’s School 17.

Nasavusavu Special 9748 Yaroi Village, School Savusavu.

Labasa.

P.O.Box 169, Savusavu.

30 Maria Qilatabu Intellectually Handicap Society society Society Achievements 1.
Increase Access to education There has been an increase in the number of new students who have enrolled in the special schools.

The progressive drop in school roll in the census table indicated the successful integration to mainstream schools as a result of the effective implementation of the inclusive education policy.
Census data shows more males than females are now accessing education, not because disability is prevalent in males, but because of the many programs that are male dominated in the special schools, especially in the pre-vocational and vocational department.
3 4 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S Table 28: Summary of enrolment for special schools 2014 TERM 1 Female TOTAL 509 1027 Male 518 TERM 2 Female TOTAL 502 1025 TERM 3 Female TOTAL 494 1013 Male 519 Male 523 Referral of Students to Special School Intensive community awareness has resulted in a number of referrals made to the special schools.
Graph 10: Summary of referrals made to special schools Parents 51% Hospital 11% School 38% Secondary Integration, Braille & Transcription.

The progress to secondary education continued for some children with visual impairment.

Twenty students are under the Integration program.

These students either attend primary schools, secondary schools or tertiary institutions.
Of these 20 students, three joined Primary Schools, thirteen have joined Secondary Schools and four continued their education at the Tertiary level.
Classification of students by disability types in special schools for 2014 Table 29: Number of students’ disability types by school School Name 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 Norah Frazer School Fiji Vocational Training Centre Veilomani Rehabilitation R o l l 36 76 42 122 55 42 54 122 76 67 55 30 82 30 21 67 50 P h y s i c a l 24 36 - - - 4 5 8 15 - 9 2 22 1 2 6 S p e e c h 15 11 - - - 5 4 9 12 - 39 3 30 1 6 4 26 H e a r i n g 7 21 - - 55 2 3 15 12 - 4 - 15 2 3 2 5 V i s i o n 1 2 42 - - 2 2 3 2 - 4 1 3 - 4 1 2 I n t e l l e c t u a l 13 8 - 73 - 22 15 78 4 67 2 21 91 31 24 27 45 M u l t i p l e 13 - 26 - 6 4 7 - - 2 12 41 - 8 5 30 A u t i s t i c 9 - - 12 - 5 7 8 10 12 10 2 2 2 1 - - H y p e r a c t i v e - 2 - 9 - 4 3 4 - 16 5 4 1 2 2 - - s y n d r o m e D o w n O t h e r s 11 - - 11 - 8 5 3 3 9 3 4 3 3 1 - - - - 25 - 96 10 2 1 - 5 Total Note: Students additional needs in other prevalent disability areas are also indicated thus may affect the total figure for some schools.
1013 2 0 1 4 - A N N U A L R E P O R T | 3 5 Staffing The special schools are staffed by primary trained teachers.

However as they teach and interact with the students on a daily basis, their confidence and competence increases and this is supported by ongoing professional development workshops and training organized by the Special & Inclusive 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 the special schools as they provide specialist services such as speech therapy, occupational therapy and physiotherapy to the students at no costs.

A total of 15 international volunteers provided voluntary services in our special schools in 2014.
Graph 11: Special Education Staff Summary 91 40 6 1 3 5 Civil Servants Scope Global Local Teacher Aides Peace Corp (America) Latitude Global Volunteering Project Abroad (Short Term Volunteering) Grants/Funding All special schools received the following grants in 2014 A total of $550,000.00 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 $24,000 - $29,000 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 $42,000 was paid out to all the special schools.

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

Kasavu District School (Inclusive School) also benefitted from this grant.

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 Fiji School for the Blind for the salary of two Braille support staff who work with the secondary integration department.

Training and Capacity Building Professional Development In partnership with AQEP, a series of Inclusive Education awareness workshops were conducted in 7 education districts.

School leaders of mainstream schools were the target group of these workshops.
3 6 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S Table 30: Training workshops on inclusive Education conducted District Bua/Macuata Ba/Tavua Nadroga/Navosa Cakau Suva 1 Suva 2 Lautoka/Yasawa Nausori Total No.
of Trainee Male Female Urban Rural / Remote Primary Secondary MOE Table 31: Training workshop conducted to Special & Inclusive Education teachers SPECIALIST AREAS NO.
TRAINED MALE FEMALE MOE FACILITATOR/TRAINER Sign Language Interpreters Teacher Aides Special Olympics Iep Braille Literacy Trainers Of I.E 35 25 37 83 14 44 5 1 23 34 4 28 30 24 17 49 10 16 1 0 1 2 1 Zane Hema (Wasli - World Association Of Sign Language Interpreters) M. Daveta (AQEP) Simon Kyo (Special Olympics International) Allied Health Team (Scope Global) Fiji School For The Blind 13 Dr. Umesh (Monash University) Table 32: In service training undertaken by special education teachers USP ( Bachelor’s Degree in Special & Diverse Education) APTC ( Cert IV in Disability Studies) OVERSEAS SCHOLARSHIP AUSAID & NZODA(Masters in Special & Inclusive Education) Male Female TOTAL Male Female TOTAL Male Female TOTAL 0 2 2 4 11 15 2 2 4 Table 33: Overseas training /conferences CONFERENCE/TRAINING DURATION ATTENDED BY: Conference on Autism (Malaysia) 3 days Director Primary Education-Mr. Raiyawa Social Welfare for People with Disabilities (Japan) 6 weeks PS- Mrs. Kumar ICEVI Education for All (Melbourne) 4 days SEO Special Ed-Ms Naliva Sports Sports not only enhance students’ physical abilities but also improve their social skills and build their self- confidence.
FSETA, through WESTCOSE organized the National Games for Children with Special Needs at Lawaqa Park in Nadroga on 15th-16th October, 2014 Awareness and Advocacy The following events were celebrated: ● Down Syndrome Day- March 21st ● World Autism Day- April 2nd ● Cerebral Palsy Awareness Month- March ● World Cane Day- October 15th ● International Day for Persons with a disability-3rd December.

The Special Education Unit held its Annual Conference and Awards presentation at the Suva Holiday Inn.
Special Needs Educators were awarded for their achievements throughout the year.

The event was sponsored by the Access to Quality Education Program (AQEP) and officially launched by the Chief Executive Officer, of Pacific Disability Forum, Mr. Setariki Macanawai.
2 0 1 4 - A N N U A L R E P O R T | 3 7 SECONDARY EDUCATION Overview This section of the Ministry consists of a Director (DSE), a Principal Education Officer (PEOS), 2 Education Officers (EO1 & 2), an Assistant Accounts Officer (AA0) and a Clerical Officer (CO) Roles and responsibilities The role of the section is to provide optimal staffing resources for secondary schools and promote a committed and competent workforce.
The specific functions of this Section include the following: ● Liaise with School Managements on appointment of school principals.
the ● Facilitates the appointment of teachers in secondary schools; ● Ensures and monitors that staffing establishments are within the required specifications; ● Reviews related regulations pertaining to the administration of staffing 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 Offices.

2014 Highlights & Accomplishments Student Enrolment A total of 68,657 were enrolled at Secondary Schools around the country for 2014.

This is an increase of 1028 of the total number of students enrolled for 2013.
Table 34: Secondary Education Enrolment by Level and Gender from 2005 to 2014 Year 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 Year 9 Year 10 Year 11 Year 12 Year 13 TOTAL M F M F M F M F M F M F Overall Total 62773 63288 63637 64818 62626 60963 66244 65509 65810 68063 Table 35: 2014 Secondary Education Enrolment by Education Level, Age and Gender Total YEAR 7 YEAR 8 YEAR 9 YEAR 10 YEAR 11 YEAR 12 YEAR 13 TOTAL AGE Under 13 and Over Total by Gender Total by Class M 18 29 11 6 3 0 0 0 67 F 25 28 1 2 0 0 0 0 56 M 38 108 52 18 8 3 0 0 227 F 45 123 57 19 2 0 0 0 246 M 25 1198 3927 2268 512 114 27 5 8076 F 21 1432 3960 1786 357 71 17 5 7649 M 0 79 1042 3767 2313 618 99 30 7948 F 0 103 1310 3904 1884 335 67 26 7629 M 0 1 58 890 3576 2206 618 164 7513 F 0 1 107 1170 3923 1873 513 138 7725 M 0 0 6 122 987 2723 1671 764 6273 F 0 0 2 128 1278 3293 1741 799 7241 M 0 0 0 2 48 747 1515 1131 3443 F 0 0 0 4 71 902 2108 1481 4566 M 81 1415 5096 7073 7447 6411 3930 2094 33547 F 91 1687 5437 7013 7515 6474 4446 2449 35112 123 473 15725 15577 15238 13514 8009 68659 GRAND TOTAL 172 3102 10533 14086 14962 12885 8376 4543 68659 3 8 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S Table 36: 2014 Secondary Enrolment by Education Districts EDUCATION DISTRICTS MALES FEMALES TOTAL Ba/Tavua Ra Lautoka/Yasawa Nadroga/Navosa Eastern Nausori Suva Macuata/Bua
 Cakaudrove Total Number of schools by Education Districts Table 37: 2014 Summary of Schools by Education Districts SECONDARY WITH VOCATIONAL SECONDARY DISTRICT t v o G n o N t v o G Ba/Tavua Cakaudrove Eastern Lautoka/ Yasawa Macuata/Bua Nadroga/ Navosa Nausori Ra Suva Total 1 1 2 3 7 7 10 5 13 15 9 19 4 25 107 e t a v i r P 3 2 3 8 l a t o T 7 10 6 17 15 9 23 4 31 122 t v o G n o N t v o G e t a v i r P 7 2 6 7 9 5 4 3 8 51 1 1 1 2 5 1 1 l a t o T 7 3 7 7 10 5 6 3 9 TOTAL 14 13 13 24 25 14 29 7 40 57 179 Secondary School Teachers Table 38: 2014 Summary of Teachers by Education Districts EDUCATION DISTRICTS MALES FEMALES TOTAL Ba/Tavua Ra Lautoka/Yasawa Nadroga/Navosa Eastern Nausori Suva Macuata/Bua Cakaudrove Total - A N N U A L R E P O R T | 3 9 Achievements ● 100% Submission of Schools’ Audited Accounts ● Two schools, namely Nuku Secondary and Beqa Yanuca had their students sitting Year 13 Examination for the first time.
● Classes commence in Saint Francis College in Ra and Ratu Lalabalavu Secondary school in Mamanuca in 2014.

● Distribution of Tuition done using the Free Education Grant [FEG] ● Submission of Audited Account and Minutes of AGM a prerequisite for the release of Terms 2 & 3 Grants.

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

● Transport assistance continued in all schools.

● 83 posts were processed for promotions at all levels.
● 76 posts of the 83 new posts approved have been utilized to staff the newly established schools.

● The continued implementation of Conversational Vernacular in all Secondary Schools ● Networking with International Agencies such as JICA and Peace Corps in service delivery.
● 30 Secondary Schools were assisted through the Duke of Edinburgh Drive Award Program for income generating projects Transfer Allowance The Districts ensured that transfers that were carried out in 2014 adequately staffed the secondary schools in the country.

A total of $264 000 was paid out as transfer allowances and travelling expenses in 2014.
The table below shows the breakdown: Table 39: Transfer allowance and travelling expenses summary INITIAL BUDGET REVISED BUDGET UTILISATION BALANCE Government Non-Govt.

Junior Non-Govt.
Junior Non-Govt.

Upper Secondary Schools TOTAL 51,000 13,000 200,000 264,000 49,913 12,497 195,000 257,410 47,822.29 12,496.69 2090.71 0.31 192,324.02 2,675.98 252,643 4,767 4 0 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S ASSETS AND MONITORING UNIT Executive Summary The Unit is responsible in ensuring better management and monitoring of capital projects, establishment, registration and recognition of schools.
It supports quality schools performance through Standard Monitoring and Inspection; monitoring and evaluations of school plans; enhancing capacities of school management and teachers on Education in Emergencies/Safer Schools.

It vigorously monitors school development grants and provides training in Financial Management for both management and school heads for effective and responsive governance of schools.
The newly established Disaster Management Unit work closely with relevant government Ministries and Donor agencies to proactively address and manage disaster issues as well as to mitigate adversities affecting schools in emergencies and disasters.

It also ensures effective coordination of the Ministry’s Emergency Operation Centres in emergencies and disasters.
Functions, Roles & Responsibilities Assets/Development ● The Asset/Development Section is responsible in the continuous improvement strategies of all the schools, in the categories of primary, ECE, Special Education and secondary schools through the provision of finances to assist in the improvement of physical facilities and equipment’s, especially in the learning environment, for the realization of the national goals of education.
● Facilitate and pay lease premiums of new leases and renewal of leases in consultation with lessees, TLTB and Department of Lands.

Standards Monitoring Unit ● ● ● The Standards Monitoring Unit is responsible for ensuring standards in schools through sound and vigorous self- assessment, planning, external inspection visit, reviewing and reporting.
Their core roles entail building capacity for teachers, school management and the community on Education in Emergencies/Safer Schools and prudent Financial Management measures.

The section reports directly to the Director Assets Monitoring Unit.

Disaster Management Unit ● The Disaster Management Unit is responsible for disaster preparedness and managing risks emanating from emergencies and disasters that directly or indirectly affect children’s education.
● Reduce children’s emergencies and disasters vulnerability through systematic response planning and effective mitigating strategies.

● Conducting Safer Schools against Disaster in Education training to management and school heads whilst encouraging disaster risk education into the school curriculum.

● Coordinating the Ministry’s Emergency Operation Centres during emergencies and disasters.
2 0 1 4 - A N N U A L R E P O R T | 4 1 Achievements of 2014 ASSETS/DEVELOPMENT Table 40: Maintenance & Upgrading of Government Schools ($1,500,000) GOVT.

SCHOOLS (1,500,000) PROJECT COST (VIP) $ ACTUAL (VIP) $ % UTILISATION AS AT 31/12/14 WORK PROGRESS Nasinu Secondary Maintenance Work 571,980.00 448,051.00 78.3 Work Completed.
Final RKS Electrical Works Vunisea Secondary Girls Hostel Repair & A/Block 16,303.83 49,954.29 16,303.00 49,954.29 62 & 92 Girls Jnr Dorm & A/Block ACS Staffroom relocation New A/Block (2013 final payment) Sick Bay maintenance Delainamasi Primary Maintenance Work LBSS Maintenance Work Suva Grammar Maintenance Work Asbestos removal 49,864.00 29,995.00 9,118.00 36,772.00 34,000.00 42,200.00 49,217.40 75,319.00 Sila Central Maintenance Works TVET Bldg 16,504.73 T/Qtrs (P,VP,AP) maintenance 44,750.00 49,864.00 29,995.00 9,118.00 33,094.80 34,000.00 42,200.00 49,217.40 75,319.00 16,504.73 40,275.00 Labasa College Maintenance Works 365,706.00 365,706.00 Bucalevu Secondary Maintenance Works Suva Vocational Maintenance Works QVS Maintenance Works-Physic 49,265.00 28,406.00 39,000.00 Lab Ablution Block upgrading 28,000.00 Maintenance Works- Bio/Chem 47,000.00 Lab 49,265.00 28,406.00 39,000.00 28,000.00 47,000.00 Exams Store room Maintenance Work Quality House Maintenance Work 20,000.00 45,785.00 20,000.00 45,785.00 TOTAL 1,649,140.25 1,517,058.22 100 100 100 100 100 90 100 100 100 100 100 90 100 100 100 100 100 100 100 100 92 completion payment ($123,929) on hold as directed by OSG Completed Completed Completed Completed-7/5/14 Completed In progress Completed Completed Completed Completed Completed In progress Completed Completed – 15/10/14 Completed Completed Completed Completed Completed Completed 4 2 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S Table 41: Boarding & Building Grant Assistance PROJECT ALLOCATION No.
SCHOOL ASSISTED COMMITTED ($) ACTUAL ($) % UTILISATION AS AT 31/12/14 WORK PROGRESS Primary Boarding ($400,000) Secondary Boarding ($400,000) Junior Building Grant 35 13 400,000 400,000 400,000 400,000 100 100 • Grants released to the 35 schools development account • Works in progress • 13 school processing release of funds to school development account • Grants released to the 5 schools (Beqa Secondary, • Vatuvonu SDA , Uluivalili Sec.
, South Taveuni & ($300,000) 5 300,000 270,000 90 Nuku Secondary) • 20 % balance remaining & to be released upon work completion.

• Beqa & Nuku completed • Works in progress for others • released of funds to 9 school’ s development account 9 400,000 400,000 100 • 20 % balance remaining & to be released upon work completion.
• Works in progress • 18 Centres to be assisted –revised final list Secondary School Building Grant ($400,000) ECE – Building Grant 18 centres 150,000 150,000 98 • RIE submitted on 26/5/14 ($150,000) • All grants released to 18 centres • Works in progress Total 1,650,000 1,620,000 98% Table 42: Schools on Heritage Sites ($232,000) PROJECT ALLOCATION PROJECT COMMITTED ($) ACTUAL ($) % UTILISATION AS AT 31/12/14 WORK PROGRESS Heritage Sites Restoration works Building Grant Marist Convent ($232,000) Primary School 232,000 0 Delana Prim St John College MWTPU completed scoping works on 17/4/14 and submitted cost estimation.
Waiver of tender approved by Finance MOA vetted by OSG & signed PSE MOA with MWTPU for signing.

Funds redeployed Work deferred to 2015 Table 43: Constructions of Infant Schools PROJECT ALLOCATION PROJECT COMMITTED ($) ACTUAL ($) % UTILISATION AS AT 31/12/14 WORK PROGRESS 2x New Infants 1,200,000 1,200,000 100 • MWTPU submitted Cost Estimation of two infant Infant Schools Sch.
($1,200,000) • Wainunu Infant • Kavula/ Bainikea schools on 23/4/14 • Waiver of tender approved by Finance • Contract Agreement vetted by SGO and signed by PSE & PS Works.

• Paid full amount to MWTPU- 8/8/14 • Site Works completed at Wainunu 2 0 1 4 - A N N U A L R E P O R T | 4 3 PROJECT ALLOCATION PROJECT 2x New Infants Sch.
Table 43: Constructions of Infant Schools (cont'd) COMMITTED ($) ACTUAL ($) % UTILISATION AS AT 31/12/14 WORK PROGRESS • Site works to begin at Kavula/Bainikea on 20/10/14 Infant Schools • Wainunu 1,200,000 1,200,000 100 • Both works near completion-to be complete 2nd ($1,200,000) Infant week of Jan,2015 • Kavula/ Bainikea 2013 Tender • Nailou Infant 355,000 236,666.67 67 • Site clearance/meeting with community Project • Contractor to transfer materials to site • Yet to start construction Table 44: Water Tanks Assistance (Primary) Water Tanks – Primary Primary water tanks 79,545.00 Gurbachan Singh (Northern only) [80,000] assistance • 33 water tanks delivered & paid.
Rotomould (Central, Eastern & West only) • 69 water tanks paid Table 45: Construction of New Secondary School BUDGET ALLOCATION ($) SCHOOL COMMITTED ACTUAL % UTILISATION AS AT 31/12/14 WORK PROGRESS 1,300,000 Bau Central 1,300,000 943,520.24 73 Establishment: approved College Lease premium: processing payment Submitted Waiver of Tender on 8/4/14 and approved on the 2/5/14 MOA vetted by SGO and signed PSE & CEO RFMFER Payment: 1(45%) paid to RFMFER on 11/6/14 RFMF: Mobilization(Setting up shed and preparing machines to be transported to the site) Civil Works started on the 5th August,2014 & still in progress 700,000 St. Francis 332,742.00 332,742.00 100 Establishment : approved College Registration : approved with F3 started this year Request of waiver of tender submitted to finance (28/5/14): approved on 11/6/14 MOA vetted by SGO and signed by PSE & PS Works Full payment : paid to MWTPU on 19/9/14 Work completed by MWTPU Ratu 367,258.00 367,258.00 100 Establishment : approved Lalabalavu Secondary School Registration: approved with F3 started this year Waiver of Tender: approved on the 6/5/14 MOA: vetted by SGO and signed PSE & PS Works Paid full amount to MWTPU – 26/6/14 Work completed by MWTPU 4 4 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S Table 45: Construction of New Secondary School (cont'd) BUDGET ALLOCATION ($) SCHOOL COMMITTED ACTUAL % UTILISATION AS AT 31/12/14 WORK PROGRESS Nakorotubu Secondary School TLTB finalizing the land issue.
Draft Master Plan received from school committee and submitted to MWTPU with Phase-1 Building Plans for costing.

Site surveyed by MWTPU Processing for Establishment approval Defer to 2015 implementation(PSIP) Table 46: School Lease Premium Payment SCHOOL STATUS REMARKS Lavena Primary School Galoa Village School Vugalei District School Primary Counter Offer LANDS/TLTB Nakoroboya Primary School Lands Awaiting Lands confirmation Uluibau Dist.
School Kocoma Village School Nasasa District School Loreto Primary School Nasivikoso Village School Nabaka Primary School Viria District School Ratu Ravuama Memorial School Lamiti \Malawai Primary School Naloto District School Paid Paid to TLTB Nelson Palmer Memorial SDA School Accounts Request approval for payment 28/10/14 - approved now with Acc.

Payment done on the 2/12/14 Seaqaqa Central College.

Wainimala Secondary School Bau Central College Rt.


Lalabalavu Memorial School Nadarivatu High School Yanuca Secondary School Nakorotubu Secondary School Secondary Counter Offer LANDS/TLTB Paid Paid to TLTB Lands Awaiting Lands confirmation STANDARDS MONITORING UNIT School Planning Workshop The School Planning workshop was conducted to thirty-six ECE Teachers and thirty-one School Managers in Levuka, Koro and Kadavu schools in the Eastern Division this year.
The Standards Monitoring Team also facilitated the School Planning session to about ninety-seven teachers from the four divisions during the Future Leaders Program implementation on the first week of December, 2014.
2 0 1 4 - A N N U A L R E P O R T | 4 5 Table 47: Summary of Finance Management representatives in Schools Training DISTRICT Ra Ba/Tavua Nadroga/Navosa Suva Macuata /Bua Cakaudrove Eastern Nausori Lautoka/Yasawa Total SECONDARY SCHOOLS REPS (P/VP) PRIMARY SCHOOLS REPS (HT/AHT) MANAGEMENT (MANAGER/TRES./ SECRETARY GENDER Males Females TOTAL PARTICIPANTS Safer Schools The Safer Schools workshop was also conducted to thirty-six ECE Teachers and thirty-one Schools Managers in Levuka, Koro and Kadavu schools in the Eastern Division this year.
Table 48: Summary of the External School Review Inspection Visits EDUCATION DISTRICT No.

of TARGETED SCHOOLS No.
of SCHOOLS VISITED TOTAL BUDGETED ALLOCATION FOR DISTRICTS 40 49 24 36 17 26 40 26 42 42 30 17 14 12 26 40 26 50 42 30 17 14 12 26 40 26 50 $10,000.00 $10,000.00 $10,000.00 $12000.00 $6000.00 $7000.00 $12000.00 $10,000.00 $35000.00 $50,000.00 $25,000.00 $4,000.00 $9,000.00 BUDGET EXPENDED $9,995.42 $4,459.86 $2,992.83 $6,358.00 $4,301.15 $5,000.00 $11,455.79 $8,272.00 $42,916.86 $66,104.05 $25,834.27 $4,000.00 $23,500.72 DIVISION Central Suva Nausori Western Nadroga/ Navosa Lautoka/Yasawa Ra Ba/Tavua Northern Bua/Macuata Cakaudrove Eastern Eastern ESRI W/shop CDU Visit Prin (ERC) Incidental TOTAL 86% 300 257 257 $200,000.00 $215,190.95 DISASTER MANAGEMENT UNIT A total of 167 schools had been identified by the Ministry of Education from 6/10/14 – 15/10/14 as drought stricken schools.
These schools have suffered under the drought like condition that has gripped Fiji.

The 167 schools were re assessed by the technical working group and it was discovered that 39 schools are still having an issue in providing safe drinking water for students and as well as having an adequate supply of water for WASH facilities.

ACTION PLAN The Plan of Action was developed by the technical working group of the Education Cluster.
4 6 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S Table 49: Summary of the Affected Schools by Education Districts EASTERN LAUTOKA/YASAWA MACUATA/BUA BA/TAVUA CAKAUDROVE NADROGA/NAVOSA Komo Village Naviti Dist, Rt Apenisa Kubulau Dist, Savatu Pri, Rabulu Tunuloa Cath., Batirilagi Navatusila Dist, Vabea Dist Sch Mem, Nasomolevu Nagigi Pri, Lekutu Sanatan, Koronubu Dist, Batibalavu Dist, Mamanuca Pri, Malolo Cath, Rt Naivalu Mem, Dist, Rt Luke Sec, Sangam, Sarava Nasinu Dist, Naweni Dist, Dist, Mana SDA Pri, Bouwaqa Pri, Bukama Udu Dist, Druadrua Sanatan Vuna Dist, South Taveuni Nawaicoba Dist, Nawai Village Sch, Rt Namasi Dist Ba Meth.
High Sch Pri, Naiviivi Pri Sec, Thomas Baker Sec Mem, Rt Meli Mem, Namara Village Sch Yasawa High Sch South Taveuni Sec 2 10 6 5 9 7 TOTAL: 39 Schools Table 50 Summary of Donor Agencies and Support type DONORS ITEMS/ACTION EST.
COST SCHOOLS DISTRICTS NOTES Water Tanks Nausori, Ra, These schools were not part of the 39 UNICEF Rain Water Harvesting Systems $54,900 (12) Yasawa identified as they were assisted before Water tank system Lautoka/Yasawa, AQEP /DFAT Sets of Hygiene Kits $100,600 25 Macuata/Bua & AQEP leading implementation the re-assessment (Rainwater Harvesting, Training, Cakaudrove Compost Toilet) SCF Comms and Monitoring TBC N/A N/A Delivered through Heath and WASH Live & Learn/PRRP Water tanks & Rainwater Harvesting $18,000 Embassy of Japan Rainwater Harvesting TOTAL MOE Carting Water TBC $182,000 $43,000 7 7 51 14 Cluster Nadroga/Navosa Budget is in development Eastern, Ba Awaiting response Response UNICEF A total of FJD 54,900 was provided by UNICEF to the Ministry of Education to assist the 12 drought stricken schools.
All the 5 Nausori schools have been attended to; the 5 Ra schools will be attended to soon.

As for the 2 Yasawa schools, assistance will be provided depending on the availability of boats.

AQEP/DFAT A total of FJD 100,600 was agreed by AQEP to assist the drought stricken schools.

AQEP assist the affected schools directly depending on the type of assistance the school’s needs.
LIVE & LEARN/PRRP Approximately a total of FJD 18,000 was pledged for by PRRP to assist the Nadroga/Navosa schools affected by the dry weather.

Island Schools have also made arrangements with management of hotels nearby to assist in the transportation of Water Tanks to their schools.
2 0 1 4 - A N N U A L R E P O R T | 4 7 FIJI TEACHERS REGISTRATON AUTHORITY (FTRA) The FTRA is in its final year of implementation before preparing itself for its first phase to become Fiji’s first National Teachers Registration Authority.

The promulgation which was promulgated by His Excellency the President with its subsidiary regulation approved by the Cabinet in 2009 has already been now changed into the Fiji Teachers Registration Authority Amendment Decree.
The Secretariat Services have already submitted the legal document to the Solicitor General’s Office and Cabinet and currently awaits approval.

The document will now be known as the Fiji Teachers Registration Authority Amendment Decree 2014.

The intention now is to have entirely a new legislation, new structure with its relevant professional appointments to carry out its new role.
Roles and Responsibilities The main function of the FTRA is to: ● Register qualified teachers to teach in Kindergarten, Primary and Secondary schools in Fiji.

● Register qualified educators in training institution to intending kindergarten, primary and secondary teachers.

● Register training institutions who intends to allow teacher trainee 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 registrations and advise the Minister.

● Undertake relevant review and recent project for the purpose of Teacher Registration in Fiji.

● Carry out necessary professional development and induction program for teachers.
Achievement Strategic Activities (Legislation) ● Cabinet has approved the divestment of FTRB as an independent government authority, paving the way for the drafting of Fiji’s Teachers Registration Amendment Decree 2014 to cater for the new status ● Completed the consultation and the drafting of Fiji’s National Teachers Registration Amendment Decree 2014 and submitted to Solicitor General’s Office.

Operational Activities (Administration) ● FTRA office is now fully functional with staff and resources.
Revenue Collection Update Graph 12: Summary of Revenue collected , 5 6 4 1 3 1 $ a w a s a Y / a k o u a L t 0 4 5 2 4 $ , / a s o v a N a g o d a N 0 4 7 1 3 $ , a R 1 6 1 4 7 $ , a u v a T / a B 5 5 2 $ , i r o s u a N 0 $ a v u S 0 0 0 1 9 $ , t a u B / a a u c a M 0 2 6 7 $ , u v a s u v a S 0 $ r n e t s a E , 3 1 9 2 0 3 $ ) l r a e a M ( Q H 5 5 3 $ s m a x E 5 5 0 3 $ , .

h c S .

b u P a k u v e L 5 5 3 2 $ , .

h c S .

b u P a k u v e L 5 5 0 3 $ , .

h c S .

c e S l u v e a c u B 0 4 $ .


h c S i h g H a u b a a N t 0 $ .

h c S .

c e S a e s n u V i 5 1 6 1 1 $ , e g e l l o C a s a b a L 5 5 0 5 $ , .

h c S r r a m m a G a v u S 4 8 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S All teachers are registered under the following categories: Practicing Teachers, Teacher Educators and Teacher Administrators.
The status given was Provisional holder – those teachers who had applied for the first time and teachers who only had the academic qualifications without teaching qualifications.

For Full Registered teacher sometimes known as registered teacher refer to all practicing teachers, teacher administrators and teacher educators who has both the academic qualification, professional qualification and has completed one year of teaching services.
Another group was referred to as Special Authority to Teach (LATT) which is commonly given to practicing teachers who may not have the qualification but may have special skills to teach which include language teachers, teacher trainees, sports teachers, culture teachers, technical teachers.

Music teachers, religious education teachers, kindergarten teachers, teacher librarian, local and overseas volunteers etc.
Registration Summary Table 51: Registration summary for 2014 TEACHER TYPE Primary Secondary Teacher Educators Teacher Administrators ECE Volunteer Religious Language Culture Trainers Coach PEMAC Teacher Aides Vocational/Technical Special Education Attachee Helper REGISTRATION TYPE LATT Provisional - - - - 500 5 9 27 - 3 3 2 6 5 4 8 3 573 566 - - - - 1 2 - - - 1 1 25 - - - Full 549 293 86 161 - 1 - 1 - - - 1 - - - - - There are a few challenges which the Authority needs to address.
This includes transportation problems to assist us in our visitation program to schools.

Other challenge includes our limited budgetary allocation which hopefully would be addressed in the near distant future.

All funds that we collected from registrations conducted are deposited into the state’s consolidated accounts.

2 0 1 4 - A N N U A L R E P O R T | 4 9 Overview The CAS section comprises the following units: 1.

Primary Curriculum 2.

Secondary Curriculum 3.

Careers 4.

School Broadcasting Unit 5.


Education Resource Centre The CAS 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.
CURRICULUM ADVISORY SERVICES PRIMARY Key Functions The specific functions carried out by the CDU (Primary Section); ● Design, develop, and review the primary syllabi ● Plan and conduct in-service training of primary school teachers on new content and teaching & learning pedagogies ● Provision of professional advice 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 ● Design, moderate and review External examination for Y6 & Y8 and final standard examination for Y7 Develop resource materials to be in line with the syllabi that has gone out to schools as support materials ● Plan and conduct workshops for workgroup to see the quality of the materials given out to schools ● Dispatch and monitor textbooks to schools 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 officers.

● Conduct induction for new officers ● Preparation of Acquittal detailed reports on the visits taken.
● Attend to the administrative need of primary schools ● Attend to correspondence that needs immediate attention CHAPTER 5: PROFESSIONAL DIVISIONCURRICULUM ADVISORY SERVICES (CAS) 5 0 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S CURRICULUM ADVISORY SERVICES SECONDARY Roles and Responsibilities The main functions of the Curriculum Advisory Services is to provide, facilitate and promote quality in the curriculum and excellence in the teaching and learning of the subjects offered at secondary levels and Vocational centres In addition, it also ensures the provision of quality, responsive and relevant curriculums for all the children in Fiji.
Curriculum Development Unit (CDU) The specific functions carried out by the CDU (Secondary) ● Design, develop and review the primary and secondary syllabi ● The mounting of in-serving training of secondary school teachers, upgrading them on content and teaching & learning strategies ● Provision of advices and assistance to teachers through school visits ● Design and review Internal Assessment guidelines and relevant materials ● Preparation of the Annual Procurement Plan ● Development of resources including textbooks ● Preparation of Standard Annual Examination Papers in Years 7 ,8 ,9 and 11 ● Preparation of External Examination papers in Years 6 , 10 ,12 and 13.
● ● Vetting of examiners report for external exams Identifying and submitting names for external examination markers panel.
Other roles and responsibilities include: the development of its section Annual Work Plan ● ● Preparing Monthly and Annual Plans ● Conducting research’s on teaching and learning resources and teaching pedagogies ● Plan and design ESD initiatives such Conversational Language Programmes, CE, HPS, FinEd, etc ● Conducting professional development to secondary teachers through training and workshops ● Conducting community awareness to stakeholders through school based sessions ● Analyzing data and preparing of reports on workshops, school visits, surveys and other related activities carried out by the officers Liaise with other NGO’s and government on projects on offer ● ● Conduct induction for new officers ● Preparation of Acquittal detailed reports on the visits taken ● Attend to correspondence that needs immediate attention Achievements ● Integration of FinEd in Commercial Studies, Accounting, Economics, English, Mathematics and Social Science prescriptions ● Curriculum and Assessment Workshop was conducted for all secondary subject teachers ● A one-day workshop was conducted simultaneously in the 6 workshop centers for all Principals and on their roles and responsibilities in the implementation of NCF in their respective schools and districts.
● Submission of 2014 Fiji Y12 and Fiji Y 13 Examiners and markers panels to EAU ● Climate Change Curriculum workshop was conducted to integrate CC concepts in to all Science and Social Science prescriptions.

● Moderation and review of all FY12CE and FY13CE papers ● CDU/TVET Curriculum Development Workshop for one week at Nadave to review curriculum for all subject areas.

● District/National Moderation of all Year 10 CATs for all subject areas.
● Extrapolation of Internal (CAT) marks ● Review of syllabi in all the subjects up to year 11 level and some in Year 12 2 0 1 4 - A N N U A L R E P O R T | 5 1 New Textbook Developed Table 52: Summary of Textbooks developed in 2014 TITLE OF TEXTBOOK YEAR Year 9 &10 Drama Activity Book Mathematics –Year 10 Textbook Science Book 2 –Lower Secondary Global Perspectives Local Interaction Commercial Studies-A smart Approach for Students Paranvi Year 9 &10 Anwaare – Urdu Nanuma Lesu 4 Farao 2 English Communications –Year 11 Year 11 Mathematics Nanuma Lesu 5 Year 12 Physics Year 11 Chemistry Biology for All Year 11 Accounting –A New Dimension A Direct Approach –Year 11 Economics A Direct Approach – Year 12 Economics Imaging The Pacific Diplomacy and Fiji An Introduction To Human Geography Hope –Teachers Guide- Year 9 –Year 13 Print Making Years 9 -10 Performing Arts –Teachers Guide for Years 9 &10 10 10 10 10 10 10 10 10 10 11 11 11 12 11 11 11 11 12 12 12 11 SUBJECT English Mathematics Basic Science Social Science Commercial Studies Hindi Urdu Vosavakaviti Rotuman Language English Mathematics Vosavakaviti Physics Chemistry Biology Accounting Economics Economics History History Geography 9-13 10 9-10 Family Life Education Art & Craft Art & Craft Overseas Training Table 53: Summary of Overseas training attended by CDU Officers (Secondary Section) in 2014 WORKSHOP/SEMINAR MEETING OFFICER ATTENDED VENUE/COUNTRY DURATION Diffusion of self-sustaining training on mathematics education in secondary schools in pacific island Shiek Mohammed Masud Naruto University, Japan May 21st to July 5th, 2014 states Environmental education Training workshop on innovative teaching & Elena Seninawanawa Kitakyushu, Kyushu, Japan May 25th to July 4th 2014 learning of science through inquiry – based science Ruci D. Koli - Soko Yogyakarta, Indonesia November 17th to 22nd, 2014 education (ibse) for teacher trainers from Asia – pacific region.
Globalization and language education Venina Inoke Sommerset Palace, South 3 days 11 – 13 August, 2014 Professional development for science educators in Tarisi Yauviri Tawake RECSAM Institute, Penang, 10th – 28th November, 2014 the pifs and Latin American countries.
Malaysia Korea 5 2 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S Local Training Table 54: Summary of Professional development /Trainings attended locally PD TITLE/COURSE WHERE/DURATION OFFICER [NAME – DESIGNATION] 1.

FinEd Ruci Soko 2.

Climate Change Training for Trainers SEO – Basic Science 3.

SPBEA 4.

Writers Workshop 5.

1.

IBSE Training FinEd 2.

Culture Workshop Seraseini Betei 3.

SPBEA SEO – Commerce 4.

Writer’s Workshop 5.

KAB 1.


SPBEA Sunia Ragede 2.

Writers Workshop SEO – Vosa Vakaviti 3.

Culture Workshop S M Masud SEO – Maths S M Masud SEO – Maths Ramesh Chand 1.

FinEd 2.

Culture Workshop 3.

SPBEA 4.

Media Watch Workshop 5.

6.

1.

2.

Examination/Assessment Workshop Formative Testing in Fiji Examination/Assessment Workshop FinEd (RSC) – HOD Languages 3.

Unpacking CLOs 1.

2.

Induction Workshop Examiner’s & Moderator’s Workshop Elena Seninawanawa 3.
SPBEA-Assessment for Improved Learning SEO – Biology 4.

SPBEA-Support Workshop 5.

Environmental Education 6.

Health Symposium 7.

Media Watch Workshop 8.

Climate Change Training 9.

Climate Change Negotiation Workshop 1.

2.

Induction Workshop FNU Curriculum Workshop 3.

Distance Learning 4.

Climate Change Scoping Sisilia Vurewa 5.

SPBEA SEO – Social Science 6.

Writers Workshop 7.

Media Watch 8.

Culture Workshop 9.

H Tutorial 10.

Climate Change 1.

Holiday Inn – 2 days 2.

Nadave – 4 days 3.


St Joseph – 4 days 4.

5.

1.

Lagoon – 5 days Indonesia – 6 days Tanoa Plaza – 2 days 2.

UNDP – 3 days 3.

St Joseph’s Sec – 1 day 4.

5.

Lagoon – 5 days Tanoa Plaza – 7 days 1.

St Joseph’s Sec – 2 days 2.

3.

Lagoon – 5 days Tradewind Hotel – 2 days 4.

Raintree Lodge – 2 days 1.

Tanoa Plaza – 2 days 2.

Novotel – 2 days 3.

Jai Narayan – 2 days 4.

YMCA – 2 days 5.

FTA Hall – 2 Days 6.

Holiday Inn – 2 days 1.

Holiday Inn - 2 days 2.


Catholic Hall Nsri – 2 days 3.

FTA Hall – 2 days 1.

Marela Hse – 1 day 2.

3.

FTA Hall – 2 days Jai Narayan ¬ - 3 days 4.

SJSS – 3 days 5.

Kitakyushu-Japan – 6 wks 6.

Holiday Inn – 2 days 7.

YWCA – 2 days 8.

Nadave – 1 week 9.

Foreign Affairs – 2 days 1.

Marela House - 1 day 2.

FNU Campus Ltka – 3 days 3.

SBU Studio – 1 day 4.

TEST ½ day – ½ day 5.

St Joseph’s all : 22nd – 28th March.

6.

Lagoon Resort – 3 days 7.

YWCA – 2 days 8.


Novotel – 2 days 9.

GTC, Nasese – 5 days 10.

Nadave – 5 days Eparama Veivuke SEO – History 1.

Climate Change Training for Trainers 1.

Nadave – 4 days 2.

Consultation Workshop on Curriculum Alignment 2.


Holiday Inn – 1 day Table 54: Summary of Professional development /Trainings attended locally (cont'd) 2 0 1 4 - A N N U A L R E P O R T | 5 3 PD TITLE/COURSE WHERE/DURATION OFFICER [NAME – DESIGNATION] Emosi Lutunaika SEO – Maths 2 Waisake Tuicakau Maikeli Savena SEO – FLE Sunita Deo Abdul Shah SEO – PEMAC 1.

Media Watch Workshop 2.

College of Foundation Studies W/shop 3.

Syllabi Writing (Unpacking) 1.

SPBEA 2.

SPBEA 3.

Media Watch 4.


Writers Workshop 1.

Media Watch 2.

Syllabi Workshop on Unpacking 3.

SPBEA 4.

Writer’s Workshop 5.

HIV/Aid – MoH 6.

1.

Induction Workshop FEMIS Workshop 2.

CE Workshop 3.

School Based PDs 1.

Future Leaders – Phase 2 2.

Media Watch Workshop 3.

Formative Testing in Fiji 4.

H Tutorials 5.

Planning Workshop 6.

Unpacking of CLO (Syllabi) 1.

2.

FEMIS FinEd Awareness-Year 11 1.

YMCA – 2 days 2.

Holiday Inn – 1 day 3.

1.


FTA Hall – 1 day Jai Narayan – 2 days 2.

St Josephs – 2 days 3.

YMCA – 2 days 4.

Lagoon – 3 days 1.

YMCA – 2 days 2.

3.

4.

FTA Hall – 1 day Jai Narayan – 2 days Lagoon – 3 days 5.

Nadave – 3 days 6.

Marela – 1 day 1.

2.

LBSS – 2 days TEST Office – 5 days 3.

Yat Sen Sec – 20 hours 1.

Lautoka – 1 week 2.

YMCA – 3 days 3.

Holiday Inn – 1 day 4.

Agriculture Conference Room – 1 month 5.

6.

FTA Hall – 1 day FTA Hall – 1 day 1.

CSS – 1 hour 2.

3.
CSS – 1 hour 2.

3.

LBSS – 3 days LBSS – 2 days 4.

Cathedral – 1hr Sikiti Sukanavere 3.

Media Watch Workshop Saukuru 4.

FinEd Retraining 5.

APA 6.

Moderators’ Workshop 5.

6.

FTA Hall - Internal Here FTA Hall – 1 day SPBEA CAREER EDUCATION Overview The careers activities and initiatives carried out this year are aligned to the Ministry’s vision, mission and the 2014 theme to ‘embrace excellence’ in everything that we do for the betterment of education for all Fijian children.
Roles and Responsibilities The core function of the Unit includes the following: ● Develop curriculum resources ● Conduct workshops for teachers ● Organize careers activities such as expositions, career talks and student interviews ● Conduct career guidance and counseling for students and parents In 2014, the Unit was tasked to participate in the Ministry’s Roadshow with other sections of the ministry.

We also assisted in the dissemination of TSLB scholarship and Loan scheme information.
Brochures, posters, games, book marks, eco- bags and banners were also disseminated to all the divisions in Term 1.

Due to transport constraints, we were not able to reach all the schools in Lau.

5 4 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S Table 55: Summary of careers expositions and expenditure incurred NO DATE EVENT COSTS NO.
ATTENDED 6/6/14 13/6/14 19/6/14 7/7/14 18/7/14 12/9/14 RSMS Expo Vashist Muni Expo Rabi High School Expo Koro High School Expo Penang Sangam College Expo Queen Victoria School Expo 16/8/14-23/8/14 Hibiscus Expo $199-00 $259-00 $961-00 $1277-00 $359-00 $349-00 $6,414-00 2536 1145 894 435 1285 1205 324 TOTAL 7 organized expositions $9,818-00 7,824 people Other Careers activities included the following: ACTIVITY DATE NO.
ATTENDED Term 1 MOE Roadshow 27/1/14- 25/3/14 2,324 Laselevu Wainimala Government Roadshow 28/5/14-29/5/14 Adi Cakobau School Y10 Career Talk 18/10/14 Tabacakacaka Nabua Sunday School Rally Term 2 Nehru Memorial Primary School 11/10 /14 GSC Exhibition Total 27/10/14 -1/11/14 643 170 780 65 267 4249 Highlights & Accomplishments ● Attended Careers scope and sequence workshop at the Lagoon Resort for the integration of Career concepts in all subjects from Y9 -Y13 according to the 2013 NCF ● Conducted Careers Education workgroup workshop for Counselors and teachers on the 14/2/14-15/2/14 and developed subject brochures for Y9-13 ● Consultation work with SEO ECE and SEO Special Education to address inclusivity in the Careers Syllabi for FALD ● Conducted Careers Education Survey on the effectiveness of career education in Secondary Schools in Term 2 ● Received 1,200 copies of ILO Career Guide to support teaching & learning coverage.
24 schools piloted the text which was launched at the 2014 Counselors workshop organized by Unifiji ● Careers education proposal paper prepared but is yet to be presented to senior staff ● Careers budget proposal was prepared and submitted seeking the reinstatement of Careers posts and request ● for a mobile vehicle still pending.

Increase in Career budget allocation.

The career budget for 2015 showed an increase with two segments to deliver Careers Services effectively: i.
Careers Expo allocation increased from $5,000 to $20,000 ii.

Publication , reprinting costs increased from $10,000 to $30,000 iii.
All other allocations remained the same ● Careers Consultation with Stakeholders on Careers as a Perspective from ECE- Y13 Syllabi- 24/12/14 ● Curriculum Council meeting to present careers syllabi and Careers textbook: ‘My Life At School’ for approval 7/1/15 2 0 1 4 - A N N U A L R E P O R T | 5 5 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 Years 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 a clear test administration procedures and generating reports for all primary schools and key stakeholders.
The Unit also facilitates the proper conduct in the general administration, results processing, certification and reporting of all the external national examinations.

This involves coordinating all the examination processes and functions involved while ensuring compliance with the Ministry’s policies, security regulations and to international best practice procedures.

ACHIEVEMENTS 1.
ACHIEVEMENTS 1.

LITERACY AND NUMERACY ASSESSMENT (LANA) In the fifth year of its administration as an internal assessment component, LANA was successfully administered in 99% of primary schools that registered.

The Head Teachers of the participating schools had played a very important role in the administration and returning of answer sheets to EAU.

This contributed to the timely processing of the LANA reports which were despatched to the schools.
The EAU/CDU team conducted a series of a two day workshops for Year 8 teachers on LANA and Literacy and Numeracy Strategies (LANS).

Although there were no donor agencies providing the funding, these workshops were possible through the EAU expenses.

1.1 LANA and Literacy and Numeracy Strategies (LANS) Workshop A total of 587/729 schools (81%) participated in the LANA/LANS Workshop 2014 while a total of 598 teachers attended the workshop.

The attendance generally remained the same when compared to 2013.
The aim and objectives of the workshop were as follows: To empower the teachers to use the LANA Analysis effectively as a diagnostic tool and to identify effective strategies to improve students’ Literacy and Numeracy skills.

WORKSHOP OUTCOMES: ● Understand the new direction on assessment.

● Use LANA as a diagnostic tool for assessment for learning.

● Acquire skills on remedial strategies for remedial intervention (LANS) at individual and school levels.
● Use an integrated approach to teach and assess Literacy and Numeracy skills.

● Monitor the improvement in the Literacy and Numeracy skills.

1.2 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 2014 LANA Item Writing Workshop was held from 6th to 8th August at the Marela House Conference Room.

Overwhelming support was received from the schools invited as we had more than 100% attendance.

Out of the 25 schools that were invited from the Suva Education District, all the 25 schools attended while one school sent 2 participants, which means 26 out of 25 teachers participated.
5 6 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S Output of the Workshop At the end of the workshop all items were collected and a stock take was done.

Outlined below is a summary of the total items written at the workshop.
Table 56: Summary of Items written in the LANA Workshop conducted LITERACY NUMERACY TOTAL Year 4 Year 6 Year 8 Total 114 207 171 492 182 218 245 645 296 425 416 1137 1.3 LANA Trials The LANA Trial Test was conducted on 17th November 2014.

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

After analysis the good items are usually used in the LANA test the following year.
Twelve schools in the Suva District participated in the LANA Trial Test 2014.

The table below shows a summary of the total number of scripts received for each version/level/subject during the LANA Trial 2014.

Table 57: Summary of the total number of items trialed in Literacy and Numeracy for 2014 is given below.

Literacy Numeracy Total Items Trialled 306 281 587 1.4 LANA Enrolment Figure Table 58: FILNA/LANA Enrolment Figures 2008 – 2014 YEAR No.
of Students 2008 2009 2010 2010 2011 2012 2013 2014 25 203 22 561 42 994 42 994 47 582 48 178 49 115 50 743 No.

of Schools 472 456 710 710 725 728 727 722 Table 59: LANA Enrolment figures by District and Gender for Each Class – 2014 DISTRICT NO.
OF SCHOOLS Ba – Tavua Cakaudrove Eastern Lautoka-Yasawa Macuata-Bua Nadroga-Navosa Nausori Ra Suva Total 62 65 113 84 96 61 117 40 84 722 CLASS 4 CLASS 6 CLASS 8 Female 62 65 113 84 96 61 117 40 84 722 Male 692 680 524 1617 868 626 1467 380 2215 9069 Female 598 588 470 1425 804 563 1369 309 1986 8112 Male Female Male TOTAL 3714 3592 2950 9217 5158 3492 8060 2025 12535 50743 2 0 1 4 - A N N U A L R E P O R T | 5 7 There was a decrease in the total number of schools that enrolled for LANA in 2014 when compared to 2013.
For the first time in the history of LANA, reports were released to schools via FEMIS on the 24th November 2014.

This was the result of the good teamwork between EAU, Dr. Juho and MoE IT Officers.

Reports released include - Individual Results Report, Item Analysis Report and the Student Class Report.

Schools that have access to FEMIS are expected to print their reports and reports will be dispatched to schools that do not have access.
EXTERNAL EXAMINATIONS The following Examinations were administered in 2014: ● Fiji Year 12 Certificate Examination and the ● Fiji Year 13 Examinations Enrolment Figures Table 60: Total Candidature 2014 EXAMINATION NO.

OF SCHOOLS Y 12 Cert Y 13 Cert TOTAL 166 162 328 NO.

ENROLLED Male 5793 Female 6959 4337 11296 3086 8879 TOTAL 12752 7423 20175 NO.

SAT Female 6751 4219 10970 Male 5594 3027 8621 TOTAL 12345 7246 19591 External Examination Results Graph 13: No.
of candidates sat and passed FSLCE s r a e Y 2013 2011 2009 2007 ) % ( t n e c e P r 80 60 40 20 0 0 5000 10000 15000 No.

of Candidates Graph 14: FSLCE Percentage pass rate No.

Pass No.

Sat % Pass ≥ 200 % Pass ≥ 250 2007 2008 2009 2010 2011 2012 2013 2014 Years 5 8 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S Graph 15: No.

of candidates sat and passed FSFCE 2014 2013 2012 2011 2010 2009 2008 2007 s r a e Y No.

Pass No.
Pass No.

Sat 0 2000 4000 6000 8000 No.

of Candidates Graph 16: FSFCE Percentage pass rate ) % ( t n e c e P r 100 80 60 40 20 0 % Pass ≥ 200 % Pass ≥ 250 2007 2008 2009 2010 2011 2012 2013 2014 Years Supervisors’ Workshop and Training The objective of the workshop was to educate Chief Supervisors and potential Chief Supervisors on the important role they play in conducting National Examinations to ensure that the integrity of our examinations is upheld and enhanced.
This was also an opportune time to discuss and make the supervisors aware of preventing and detecting possible student malpractice.

In summary, the workshops were conducted in the 8 Education Districts with the exception of Eastern District due to fund constrain.

Mainly the supervisors in the Eastern districts were existing supervisors thus were informed via phone of the new changes for the supervision programme.
A total of 303 Chief and potential Chief Supervisors attended the workshops with Suva recording the highest and Eastern recorded the lowest.

This was due to communication break down and transportation costs.
2 0 1 4 - A N N U A L R E P O R T | 5 9 Table 61: Summary of the workshop carried out DISTRICT VENUE FACILITATORS Nadroga/Navosa Sigatoka Special School Ex Cord FY13CE Macuata Savusavu Ra Bua Nausori FTU Hall EO RSD, Ex Cord-FY12CE PA Conference Room EO RSD, Ex Cord-FY12CE Penang Sangam Primary EO RSD, Ex Cord-FY13CE Naulumatua House EO RSD, Ex Cord-FY12CE EO RSD, Ex Cords(FY12CE/FY13CE) Lautoka/Yasawa Natabua High School Ex Cord FY13CE Ba/Tavua Taveuni Nadi Suva Veilomani Vocational Centre EO RSD Bucalevu Secondary School EO RSD, Ex Cord-FY12CE Nadi Special School St. Joseph Secondary Hall EO RSD EO RSD NO.
OF SUPERVISORS ATTENDED 17 49 16 14 16 55 15 26 15 17 63 DATE 03/09 23/09 24/09 05/09 22/09 12/09 04/09 04/09 26/09 03/09 08/10 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 Officers), storage at the Exams Office (3 officers) and the packing and despatch to various examination centres.
SOUTH PACIFIC BOARD OF EDUCATIONAL ASSESSMENT (SPBEA) SPBEA provided the following assistances during the year: ● 11th March 2014 – Examiners Workshop: 70 Examiners attended.

● 18th – 20th March - Moderators Workshop: 3 EAU Officers attended.
● On-going technical assistances were provided on our current ATLAS software on some enhancement required and also during processing of results Access to Quality Education Program (AQEP) The following assistances were provided by AQEP during the year: ● Funding of the LANA/LANS Workshop.

● Providing a consultant and a data cleaning officer.

● Financing the Two Scanner – Server system.


6 0 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S TECHNOLOGY AND EMPLOYMENT SKILLS TRAINING Overview The Technical and Employment Skills Training Section (TEST) in its mission to provide accessible TEST training for a skilled and competent workforce has completed yet another prolific year towards achieving the Ministry of Education’s vision and mission.
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 in the formulation of the Ministry of Education 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 in the preparation of the Ministry of Education’s 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 Staffing ● Appoint and post new TEST teachers under the current staffing establishment policy and transfer serving teachers between schools upon 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 trainings and workshops.

● Assist teachers acquire further training to upgrade qualifications and skills.

● Prepare materials and participate in advocacy programmes.
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 markers meetings.
2 0 1 4 - A N N U A L R E P O R T | 6 1 Monitoring of TEST Centers ● Visit TEST centers for feasibility studies, monitoring of programmes and 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 school.
● 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.
Highlights and Accomplishments Mainstreaming of Vocational Courses ● Mainstreaming of Vocational Courses also known as the Basic Employment Skills Training (BEST) continued in 124 secondary schools in 2014 ● While Years 12 and 13 students prepare for their external exams they would at the same time be given vocational skills training and would have gained a trade certification as well The BEST programme was introduced in 2012 and piloted in 62 secondary schools with Form 5 students ● ● 157 schools offered various programmes depending on the availability of resources while 12 schools chose to send students to attend BEST programmes offered by FNU/ NTPC Table 62: Summary of Best Courses Training Manuals Dispatched to Schools TRAINING MANUALS Baking & Patisserie Clothes Design Auto Engineering Welding Fabrication Carpentry Agriculture Office Technology Mod 1 3730 Mod 2 3843 663 897 290 2517 2263 1984 676 924 283 2622 1954 2369 Total 12344 12671 NUMBER OF MANUALS/STUDENTS Mod 5 2122 Mod 4 Mod 6 2060 510 Mod 7 469 Mod Mod 8 Mod 9 469 33 273 52 252 98 269 477 33 293 52 247 107 269 1438 1446 1478 Table 63: No.
of students taking courses offered by FNU/NTPC Level Form 5 - Module 1 Form 6 - Module 4 Form 7 - Module 7 Total e v i t o m o t u A 208 198 37 443 l a c i r t c e l E 167 136 36 339 l a i r t s u d n I n o i t a m o t u A 11 0 7 n o i t a r e g i r f e R n o C r i A & 32 66 69 18 167 i & & 13 4 0 35 40 14 89 i g n b m u l P 29 47 32 17 108 e r u t i n r u F n o i t c u r t s n o C 11 29 4 44 y r t n e p r a C 43 53 15 r e t u p m o C n g i s e D d e d A i 104 79 21 111 204 g n i r a F a e S 241 123 65 429 s e h t o l C n g i s e D 5 2 1 8 & g n i k a B e i r e s s i t a P 350 292 83 l a t o T 1405 1180 425 725 3010 6 2 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S Curriculum Review/ Textbooks Curriculum working committees under the leadership of the relevant SEOs were formed for the different TEST subjects to review the curriculum.
The TEST Syllabi were reviewed and aligned to the Fiji National Curriculum Framework.

The TEST Officers were also involved in the development of new textbooks with the assistance of selected teachers as writers.

The curriculum and the textbooks were endorsed by the Curriculum Council and will be implemented in secondary schools in 2015.
Table 64: TEST Curriculum Review and Textbooks SUBJECTS SYLLABI REVIEWED TEXTBOOKS DEVELOPED 11 11 11 11 & 12 11 & 13 12 Vocational ECE to 13 Technical Drawing Applied Technology Home Economics Agricultural Science Office Technology Computer Studies Vocational Mathematics Careers Industrial Arts Automotive Engineering Cabinet Making & Joinery Construction Hospitality Operations Students Manual for Job Search My Life at School 10 & 11 10 10 & 13 12 10 & 11 Vocational Vocational Vocational Vocational Careers Careers Examinations and Assessment ● ● ● The Examiner’s Report for the 2013 Fiji School Leaving Certificate (FSLC) and Fiji Seventh Form Certificate Examinations (FSFCE) were vetted by the respective SEOs for their respective TEST subjects before they were sent to schools.
The panel of examiners for the 2014, Year 12 & 13 (FSLC & FSFCE) examination papers were selected and submitted to the Examination and Assessment Unit (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.

Verification and Moderation of CBA & CAT ● The Verification and Moderation workshop for Internal Assessment was held from 4th September to the 2nd October, 2014.
The Year 9 CBAs were verified while the CATs were moderated for Years 10, 11, 12 & 13.

Table 65: Summary of the Verification and Moderation of CBA and CAT Workshop Conducted DIVISION NO.
OF SCHOOLS IN THE AREA % SCHOOLS ATTENDED Central Western Eastern Northern Total 72 53 13 38 176 100 100 100 100 100 2 0 1 4 - A N N U A L R E P O R T | 6 3 ● The marks were processed (extrapolated), and the Year 10 marks were sent to schools for their Annual Reports while the Year 12 & 13 processed marks were forwarded to the MOE Examination Unit for further processing.
Tools and Equipment Selected Schools were assisted with vocational tools and equipment to assist in the effective teaching and learning of the practical aspect of the TEST subjects.
Table 66: Number of Schools assisted with Tools and Equipment SUBJECT AREA SECONDARY SCHOOLS ASSISTED Industrial Arts Home Economics Office Technology & Computer Studies 27 33 9 AMOUNT $53,017.66 $59, 328.40 $40,915.00 Agricultural Science Carpentry and Joinery Catering and Tailoring Automotive Engineering Office Technology 73 (includes 28 Primary Sch) $88,623.68 6 10 5 2 $53,780.35 $55,315 $69,099.50 $10,064 VOCATIONAL SCHOOL AMOUNT ($) 1 $5,425 Number of Students Taking Test Subjects The table below show the students enrolled in TEST subjects.
Table 67: Number of Students Taking Test Subjects SUBJECT Home Economics Industrial Arts Agricultural Science Office Technology Computer Studies Total NUMBER OF STUDENTS Year 9 6,698 7,605 7,654 Year 10 6,500 Year 11 1,648 7,564 7,585 Year 12 1,428 3,802 2,538 3,122 N/A 25,079 375 1,768 298 1,711 9,777 24,492 12,459 5,109 3,559 2,843 N/A Year 13 802 1,181 1,325 N/A 870 TOTAL 17,071 25,261 22,661 6,638 4,349 4,178 75,980 School Visits Numerous school visits were conducted by TEST officers for feasibility studies, advisory, counseling purposes and monitoring throughout the year in all divisions.
Training Workshops Conducted Workshops were conducted to up-skill TEST teachers and officers in specific areas as shown in the table below.
6 4 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S Table 68: Summary of TEST Workshops Conducted for Teachers PARTICIPANTS/ FACILITATOR WORKSHOP NAME DATE TEST Officers CPSC Facilitators TEST teachers TEST Officers IA teachers FNU/NTPC IA teachers FNU/NTPC Championship Leaders Development program on Jan 2014 TVET Skills for Poverty Alleviation National Curriculum Framework (NCF) awareness Feb 2014 workshop for teachers – All divisions Tool & Machine Maintenance- Lautoka Apr 2014 Sheet metal Fabrication - Lautoka Aug 2014 Computer teachers Up skilling Workshop for Computer Studies Aug 2014 USP Agr.
teachers Min of Agriculture BEST teachers TEST Officers teachers – Labasa, Lautoka & Suva Bee Keeping Up skilling - Lautoka Aug 2014 Workshop - Mainstreaming of Vocational Courses 2014 in secondary schools Teachers & Officers Know About Business (KAB) Training of Trainers Nov 2014 ILO Workshop Advocacy and Awareness ● Careers Expositions were conducted at 7 locations which included one TEST officer who disseminated information and answered queries in regards to TEST subjects that are being offered in secondary schools and the possible career pathways.
Table 69: Careers Exposition in 2014 DATE EVENT NO.

ATTENDED 6/6/14 13/6/14 19/6/14 7/7/14 18/7/14 12/9/14 RSMS Expo Vashist Muni Expo Rabi High School Expo Koro High School Expo Penang Sangam College Expo Queen Victoria School Expo 16/8/14-23/8/14 Hibiscus Expo 2536 1145 894 435 1285 1205 324 Total 7,824 people ● Awareness workshop for teachers and relevant stakeholders were conducted on the National Curriculum Framework.
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 Pacific (USP) in regards to the review of the Year 12 & 13 Computer Education curriculum and also in the development/review of the Bachelor of Education programme for Industrial Arts and Home Economics teachers ● Australia Pacific Technical College (APTC) in the provision of training opportunities and upgrading the qualifications of vocational teachers in the areas of Cookery, Carpentry and Automotive Engineering ● Fiji Higher Education Commission – Involvement of TEST officers and teachers as members of Industry Standards Advisory Committee (ISAC) that develop standards for the different trades ● FNU/NTPC in regards to the implementation of the Basic Employment Skills Training (BEST) in all secondary schools 2 0 1 4 - A N N U A L R E P O R T | 6 5 Challenges Some of the challenges faced by the Section are: ● Non-effective monitoring of TEST teachers by school administrators in terms of internal moderation programs and checking of progress work.
● Up-grading of teachers’ qualifications to degree level.

● Poor care and maintenance of tools and equipment.

● Poor recording and safe keeping of resources.

Teachers not providing opportunities or empowering students to take ownership of their learning ● ● Lack of graduate teachers to teach senior forms in some of the subjects e.g.
Industrial Arts ● Vocational teachers lacking practical/hands on skills due to insufficient industry experience Way Forward ● Provide more up-skilling workshops for teachers in their specific subject areas.

● ● Empower teachers through advisory visits and workshops Teachers without teacher training qualification to be encouraged to complete their education units.
6 6 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S NATIONAL SUBSTANCE ABUSE ADVISORY COUNCIL Overview The National Substance Abuse Advisory Council of Fiji was established on the first of March, 1999, after the passing of the National Substance Abuse Advisory Council Act of 1998.
This statutory body was established under the Ministry of Education to collaborate with government ministries and Non- Government Organizations, in order to identify and examine and address problems arising out of drug and substance abuse.

NSAAC collaborates with several government departments, non-profit organizations and public agencies across health, education and welfare in order to fulfill its responsibilities to the people of Fiji.
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 The Permanent Secretary represents the Ministry at the NSAAC Council and he is also the Chairperson of the Council.
There are two Committees of the Council, the Technical and Advisory Committee and each has specific 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 fields 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 ● consider 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 - - 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 2 0 1 4 - A N N U A L R E P O R T | 6 7 ● 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, these 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 approved by the Council, to engage in any activity in any field 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 on the appropriateness of advertisement related to liquor ● make regulations aligned to 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.
2014 Highlights & Accomplishments In 2014 the Secretariat achieved the following under the key output areas from January to December Legislation and Policy ● ● The HIV Policy was publicized in the 2013 Term 3 Ministry of Education Gazette after the endorsement of the Honourable Minister for Education on 06/05/2013.

In 2014, the policy was printed together with the HIV Decree and distributed to all schools in the country.
In 2013 NSAAC conducted Public Consultations for the Draft Volatile Substance Abuse Control Decree at various centres in Fiji.

The document was further consulted with the Solicitor General’s Office and the Fiji Police Force Legal Unit.

The Decree provides a legal framework for the prevention of volatile substance abuse and protection of persons, particularly children, from harm resulted from volatile substance abuse.
Education and Training NSAAC also conducted training and education awareness on issues that children are facing.

These include drugs and substances abuse, violence against girls and women and teenage pregnancy.

NSAAC conducted the following in 2014; ● Four Training of Trainers for Teachers (TOT)and School Management on Drugs, Substance Abuse, HIV and AIDS, and the Elimination of Child Abuse and Violence against Girls in the Northern, Western and Central Division.
The trained teachers and school management are also required to coordinate the No Drugs Week that is commemorated on the 26th of June every year.

● A total of 138 Teachers, School Management, Community Leaders and Counselors were trained under the NSAAC TOT programme.

This included 122 teachers in 122 schools (61 Secondary & 61 Primary Schools), 8 6 8 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S School Management, 6 Community Leaders and 4 Counselors.
● A total of 3 Peer Education Training were conducted in the Northern, Western and Central Division.

134 Peer Educators from 32 Secondary Schools were trained to develop strategies and conduct awareness to the students in their own schools and communities on key health-related issues that they faced every day.

● A total of 128 Quick Response Presentations (QRP) were conducted to raise awareness on issues that are affecting the lives of children in schools and in communities.
This includes 45 in primary schools, 41 in secondary schools and 42 in the communities.

● NSAAC in partnership with the Executive Support Unit conducted 4 Basic Counseling Skills Training in 2014.

The first training was conducted with the Divisional Counselors on the 1st – 2nd of May and the second was to the School Counselors on the 5th – 6th of May.
Two other Basic Counseling Skills Training was conducted during the Training of Trainers for Teachers (TOT) for the Central Division Schools on the 10th of May and to the newly recruited Volunteers under the PSC Volunteer Scheme during their training at Nadave.

Research ● ● The Fiji Education Management Information System (FEMIS) data was analysed and used by NSAAC for presentation on awareness in schools & the communities.
In 2014, NSAAC submitted the Primary and Secondary Schools Repeat Survey of 2010 & 2011 to the FNU Research Officer, Ms. Avelina Rokoduru for vetting.

Production Of and Dissemination of Drugs & HIV AIDS, Child Abuse IEC Materials and Media Coverage NSAAC used the IEC materials and the Media in the dissemination of valuable information to educate children and youth regarding the above.
NSAAC also delivered the following as part of its awareness; ● Developed 11 new IEC materials including Pull Up Banners, posters and brochures ● Printed & distributed more than 10,000 IEC to various organizations, schools and the general public ● Conducted a total of 20 public awareness programmes during the 17 MOE Roadshows organized by the MOE in the Central, Western, Northern and Eastern Division from 05th February to 13th of May, 2014.
A total of 2801 people visited the NSAAC booth and signed the attendance register during the Road Show, Careers Expo and a GIRC Display organized by the Ministry of Education.

● Conducted 59 Community Radio Broadcasts, 38 Radio Advertisements, and 28 TV interviews.

Overseas Training & Meetings NSAAC Officers continued to be invited by International Donors such as the United Nation Agency – UNESCO & UNGEI for to be part of the forum and conference organized overseas.
In 2014 two officers from NSAAC attended a forum and conference in Bangkok, Thailand.

Ms. Katherine Devi was invited by the UNESCO office to represent Fiji in an East Asia and Pacific UN Girls Education Initiative Regional Forum on Gender Equality on the 28th – 29th of August.
The other participants that were in the forum highly praised the work that NSAAC and the Ministry of Education was doing in the area of School Related Gender Based Violence (SRGBV) after the presentation by Ms. Devi on the programs and the policies implemented in order to curb SRGBV.
The Acting Senior Advisor HIV AIDS Mr. Laisenia Raloka was invited by the UNGEI to be a panel speaker in one of the side meeting at the Asian Pacific Conference on Gender Equality and Women’s Empowerment on the 17th – 20th of November, 2014.

Mr. Raloka was a panel speaker on SRGBV on the 18th of November and the guests and participants were very appreciative on the work that the Ministry of Education in Fiji was doing especially in the area of policy, curriculum and programs that target students.
After the side panel, Mr. Raloka was then invited by the UNWOMEN to be a speaker on the importance of male advocacy in the area of Elimination of Violence against Girls and Women (EAVGW) on the 20th of November.

The forum included Her Majesty the Queen Mother of Bhutan, the Prime Minister of Thailand, Prime Minister of Tuvalu and all the Ministers and Head of Dignitaries from 25 other Countries.
Mr. Raloka, as the only male speaker in the forum was applauded by the forum after his speech on the importance of Male Advocacy in EVAGW.

Also present in the meeting 2 0 1 4 - A N N U A L R E P O R T | 6 9 was the Director of Women, Mrs. Arieta Moceica, who highly praised NSAAC for the continued support in the area of EVAGW within the Ministry of Education.

The Department of Women will strengthen its support to NSAAC on EVAGW in 2015.
2014 INTERNATIONAL DAY AGAINST DRUG ABUSE AND ILLICIT TRAFFICKING (IDADAIT) Acknowledgment The National Substance Abuse Advisory Council (NSAAC) would like to thank the many individuals and Stakeholders who helped and contributed to the success of the commemoration of the 2014 International Day against Drugs and Substance Abuse & Illicit Trafficking.

A big vinaka vakalevu to all teachers and school administrators that helped run the program in their individual schools.
Special acknowledgement must also be given to the Chief Executive Officer, Mr. Misaele Driubalavu for his inspirational visits and message to the many students and schools in the Northern Division advocating on Drugs & Substance Abuse as well as other members of the NSAAC staff who conducted visits in the Central and Western Division during IDADAIT.
The following Stakeholders must also be acknowledged for their continued support in reaching out to schools where NSAAC could not reach: The Ministry of Education The Ministry of Health The Ministry of Labor The Fiji Police Force The Social Welfare Department Fiji Women Crisis Center IDADAIT REPORT This report serves to fully inform the Ministry of Education, Head Teachers and School Principals on the school responses based on the 2014 International Day against Drug Abuse and Illicit Trafficking which was held from June 23rd June – June 27, 2014.
Schools were informed about the campaign via NSAAC Circular 1/14 dated 05th February 2014 and the Education Gazette Term One.

Due to the increase in Sexual Offences in the country in 2014, the local theme was similar to that of the previous year.

2014 is the final year that the theme will be used as NSAAC will create a new THEME FOR IDADAIT in 2015.

2014 THEME: 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.

A total of 236 Primary Schools and 104 Secondary Schools sent in their Evaluation Forms.

Below is the analysis of Evaluation Forms and Reports received from schools around the country.
7 0 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S Table 70: Total number of Schools with Offences based on Evaluation Forms received and Analyzed EDUCATION DISTRICT Nausori Suva Eastern Cakaudrove Bua/Macuata Lautoka/Nadi/Yasawa Ba/Tavua Nadroga/Navosa Ra Total number NO.

OF OFFENCES (SECONDARY SCHOOL) 22 NO.


OF OFFENCES (PRIMARY SCHOOL) 13 28 1 3 4 6 5 3 1 73 11 2 1 6 2 1 0 1 37 Note: Of the total number of schools that had their Evaluation Forms and Reports analyzed, 149 Primary Schools and 18 Secondary Schools did not record any drug offence at the beginning of the 2014 School year.

On the other hand a total of 37 Primary Schools and 73 Secondary Schools had recorded cases of Drugs, Substance abuse, Violence Against Girls & Boys and Teenage Pregnancy.
Total Number Of Offences By Education Districts Note: A total of 709 Offences were reported from all schools that submitted their IDADAIT Report this is inclusive of 2 pregnancy cases.

Of these offences 87 were reported from Primary Schools whilst the remaining 622 was from the Secondary Schools.
Graph 17: Summary of Offences in schools by Districts Total Eastern Nadroga/Navosa Ra Cakaudrove Ba/Tavua Bua/Macuata Lautoka/Nadi/Yasawa Suva Nausori 4 4 0 9 2 10 1 15 13 17 11 20 4 21 27 25 179 87 622 Primary Sec 195 331 Graph 18: No.
of offences by type 54 a v a K 38 28 161 89 50 22 - A N N U A L R E P O R T | 7 1 Table 71: Summary of Offences in 235 Primary Schools Types of Offences Number of Offences Violence against Girls Sex Related Offences Violence against Boys Inhalants Tobacco Alcohol Kava Marijuana Hard Drugs Total number of Offences 26 20 15 15 8 2 1 0 0 87 Graph 19: Summary of Offences in all Schools Marijuana, 4% Inhalants, 5% Alchohol, 6% Tobacco, 26% Kava, 8% Violence against Girls, 11% Violence against Boys, 26% Sex Related Offences, 15% Table 72: Summary of schools by Education Districts that commemorate IDADAIT 2014 EDUCATION DISTRICTS PRIMARY SECONDARY Nausori Suva Lautoka/Nadi/Yasawa Bua/Macuata Ba/Tavua Cakaudrove Ra Nadroga/Navosa Eastern Total number of Schools 48 38 22 27 23 20 7 1 16 202 48 38 22 27 23 20 7 1 16 202 SUMMARY REPORTS OF THE IDADAIT ACTIVITIES FROM SCHOOLS AROUND THE COUNTRY Some of the activities carried out at schools included: Organised programs conducted from the 23rd to the 27th June.
The IDADAIT program was celebrated throughout the country.

Speakers from the Ministry of Health, Police with the presence of the NSAAC Officer(s) spoke on issues related to drug and substance abuse including HIV and AIDs.
Parents and Students participating in Marches Students participating in quizzes related to the theme Students participating in poems related to the theme of the week Displaying of banners Counselling sessions with students School assembly every Monday where the theme is stressed to the students Counseling sessions conducted in schools as well as awareness programs with the parents/ communities Conducted the school “no drugs pledge" in the assembly every Monday Parents invited to be part of the celebration program School compound declared drug free for the whole week Health Officials and Police visited the schools during the week to be part of the program.
Showed videos of HIV and Aids, drug abuse, education video, drugs and alcohol awareness film as part of the awareness program.
Schools declared as drug and smoke free during the week of celebration Community outreach programmes and meetings held to inform parents on the drug and substance issues (CAPS Meeting) Participation of the President of Fiji in the celebration of the IDADAIT programmes in some schools Participation of the Police Drug Unit, Cyber & Sexual Offences teams to conduct awareness program regarding the above issues to the school community as well as parents guardians.
Guest speakers from the Social Welfare and Empower Pacific spoke on Child Abuse and Elimination of Violence against Girls & Women 7 2 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S Table 73: Total number of Drug Awareness conducted By Schools Type by Education District EDUCATION DISTRICTS PRIMARY SECONDARY Nausori Suva Lautoka/Nadi/Yasawa Bua/Macuata Ba/Tavua Cakaudrove Ra Nadroga/Navosa Eastern 41 28 29 14 37 2 59 47 13 21 13 3 3 18 6 35 30 2 Total number of Awareness 270 131 Table 74: Summary of the number of schools that have a drug committee coordinator NAUSORI SUVA NADROGA/ NAVOSA LAUTOKA/ YASAWA BA/ TAVUA MACUATA/ BUA CAKAUDROVE RA EASTERN Secondary(Y) Secondary(N) Primary (Y) Primary (N) Graph 20: Number of Primary School promoting a drug free environment 180 160 140 120 100 80 60 40 20 0 Nausori Suva Lautoka/ Nadi/ Yasawa Bua/ Macuata Ba/Tavua Cakau- drove Primary 43 35 21 25 21 17 Nadroga/ Navosa Eastern Total no.
of Schools 1 15 164 Ra 7 Graph 21: Number of Secondary Schools currently promoting a drug free environment 25 20 15 10 5 0 3 2 a v u S 8 1 i r o s u a N 8 a w a s a Y / a k o u a L t 9 7 a u v a T / a B t a u B / a a u c a M 5 r e v o d u a k a C 2 r n e t s a E 3 3 a R / a s o v a N a g o d a N r Graph 22: Summary of the IEC Booklet ratings from the evaluation forms submitted from schools 2 0 1 4 - A N N U A L R E P O R T | 7 3 g n i t a R % 30 20 10 0 Nausori Suva Lautoka/ Nadi/ Yasawa Bua/ Macuata Ba/Tavua Cakau- drove Ra Nadroga/ Navosa Eastern Excellent Very Good Good Fair Poor Note: Of all the Evaluation Forms analyzed majority of the schools rated the IEC Yellow booklet as 40% Excellent, 33% Very Good, 2% Good and 30% Fair.
At least 25% of all the schools had No Response.

For these schools it was either they sent in their Reports and not the Evaluation Forms or they sent in their Evaluation Form and may have misplaced the Booklet or the Booklet did not reach the school due to human error.
Graph 23: Summary ratings for the supplement booklet by schools per education districts 39 15 i r o s u a N 3 28 24 1 1 a v u S 23 21 17 17 12 / i / d a N a k o u a L t 2 7 t a u B / a a u c a M 8 9 a u v a T / a B r e v o d u a k a C 1 1 a R 1 a w a s a Y Excellent Very Good Good Fair Poor 4 0 / a s o v a N a g o d a N r Note: From all the Forms analyzed the majority [42%] of the schools rated the Supplement Booklet as Excellent and 22% rated it as Very good.
7 4 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S Graph 24: Summary ratings of the activity booklet 31 23 28 24 8 7 2 i r o s u a N 1 a v u S 17 12 18 17 10 9 1 a w a s a Y / i / d a N a k o u a L t 2 1 1 1 5 4 4 t a u B / a a u c a M a R a u v a T / a B r e v o d u a k a C / a s o v a N a g o d a N r Excellent Very Good Fair Poor Good No Comments 12 5 2 r n e t s a E Note: From all the Forms analyzed the majority [45%] of the schools rated the Activity Booklet as Excellent while 25% rated it as Very Good.
At least 3% of all the schools rated it as Good whilst others had No Response.

Recommendations The following recommendations were received from schools to improve and assist in the awareness: Creation of a website where schools can access the guidelines and information for the celebration and awareness.

A live program on Television during school hours on 26th June could be an added advantage to create National awareness.

More watch zones to be set up at places where children flocked to every time.
District based celebrations to be organised and all schools to take part with incentives to be given.

Essay competition in different categories with zonal quiz competition.

The Blue Ribbon Campaign has been quite effective in creating awareness.

Some more resource materials (soft copy) would be very influential and effective for awareness programmes.

New activities should be included in the booklets.

Quiz & oratory competition should be organised.


More awareness to be done to parents and members of the community on their roles towards reducing the use of drugs and substance abuse including child abuse.

School coordinators to attend training by NSAAC on drugs substance abuse, HIV & Aids, Non Communicable Diseases & elimination of Violence against girls.

All schools should plan in advance for the drug week.
MOE to liaise with Drug Units within the District for officers to be part of the program conducted in school on any one day of the drug week programme.

Supply DVD/VCD/CD aids to help demonstrate some critical & overlooked offences, crimes, laws, etc.

Community awareness programme on Television and radio talk back show.

The school to be provided with more resources and data related to drug abuse/child abuse.

Videos/local media to be provided on the impact of drugs/child abuse relevant to Fiji situation.
Financial assistance to schools will definitely increase effectiveness of the awareness as well as more time needed to organise such program will surely create more awareness to communities Provide special certificates for participating schools.

Local and International Donor Support In 2014, there was a lot of support from local and international donor partners into NSAAC activities.
NSAAC was able to receive support from the following donors in supporting different programs; ● ● ● Wellness Section, Ministry of Health – IDADAIT Program Public Service Commission Volunteer Scheme – Recruitment of 10 Unemployed Teacher Graduates to raise awareness on the area of Drug and Substance Abuse, Non Communicable Diseases (NCDs) or Lifestyle Related Diseases, Health Promotion, HIV and AIDS, Adolescent Reproductive Health, Child Abuse, Violence Against Girls Women, School Related Gender Based Violence and Basic Counselling Skills etc.
2 0 1 4 - A N N U A L R E P O R T | 7 5 ● International Planned Parenthood Federation – Provided materials for the PSC Volunteer Training Scheme ● UNESCO – Provided full financial assistance to support a NSAAC officer to attend the East Asia and Pacific UN Girls’ Education Initiative Regional Forum on Gender Equality in Education 28-29 August, 2014, Bangkok, Thailand ● UN Girls Education Initiative (UNGEI) - Provided full financial assistance to support a NSAAC officer to attend the Asian And Pacific Conference On Gender Equality And Women’s Empowerment: Beijing +20 Review, 17th – 20th Of November, 2014 In Bangkok, Thailand New Initiatives Recruitment of Unemployed Teacher Graduates under the PSC Volunteer Scheme NSAAC implemented a new initiative in 2014 on the training and recruitment of 10 unemployed teacher graduates under the Public Service Commission Volunteer Scheme to assist the NSAAC Staffs in the conduct of Training and Awareness Program in the area of Drug and Substance Abuse, Non Communicable Diseases (NCDs) or Lifestyle Related Diseases, Health Promotion, HIV and AIDS, Adolescent Reproductive Health, Child Abuse, Violence Against Girls Women, School Related Gender Based Violence and Basic Counselling Skills etc Table 75: Number of Schools & Community Reached by Volunteers as at 28th November, 2014: 211 VOLUNTEERS KINDERGARTEN PRIMARY SECONDARY COMMUNITY Anareta Anaseini Leba Aveet Kumar Joeli.K Kelera Talei Laione Vesikula Mereani Lewanibau Mohenesh Singh Sakaraia Tekela Dau TOTAL Participants reached by the Volunteers: 15, 403 Graph 25: Summary of the number of participants during the Volunteer reach out programmes 3000 2000 1000 0 2581 2184 2017 1821 1787 1445 1066 875 736 No.
of participants 531 i u a b n a w e L M i l e a T K 7 6 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S INCORPORATION OF SCHOOL RELATED GENDER BASED VIOLENCE (SRGBV) & LIFE STYLE RELATED DISEASES [LSRD] IN NSAAC TRAINING PROGRAMME In 2014, NSAAC was able to include two important Topics in its training program.

These are issues on School Related Gender Based Violence and Life Style Related Disease (LSRD).
This came about after two NSAAC officers Mr. Josua Naisele and Ms. Katherine Devi attended the training sponsored by JICA and UNESCO in Japan and Bangkok respectively.

For the implementation of what they had learnt in the training, the Senior Advisor Health Mr. Naisele included a session on LSRD in the training and the Health Screening of students that had attended the training conducted by NSAAC.

This has enabled students to know their health status and to follow healthy lifestyle.
In addition, he also piloted the Health Screening of senior students in two secondary schools in Suva.

The result of the health screening indicated overweight, obesity and underweight existed in schools indicates students do have unhealthy lifestyle.

Out of the total 97 students that were screened, 28% were overweight, 8 % were obese and 4 % were underweight.

It was good to note that 60% of the students were normal.
The challenge is to see that the students who are normal do remain in that category and the focus to be on the other 40% in changing their unhealthy habits.

Ms. Devi after attending the consultation meeting in Bangkok was able to include a session on School Related Gender Based Violence (SRGBV) in all NSAAC’s training.

This has strengthened the implementation of the Child Protection Policy.
Establishment of Counseling Centre at NSAAC An important role of NSAAC under the Substance Abuse Advisory Council Act is to ”encourage and promote the treatment, care and rehabilitation of persons adversely affected by the abuse of the substances, whether by themselves or others” In April 2014, NSAAC engaged Mr. Vilisimani Rakikau, an experienced Alcohol and Drug Counselor (AOD) who had worked with Empower Pacific since 2007.
A special Counselling Room was set up to ensure the provision of conducive counselling.

A number of Materials relevant for Counselling has been developed to assist and promote the counseling services at NSAAC.
These include the following: ● AOD Counselling Brochure ● Counselling Guide for Trainers ● Parents and Leaders Guide ● Client Self-Assessment Form ● Client Counselling Form ● Counselling Referral and Consent Form Pilot survey on student perspective on counselling in school A Questionnaire on Students Perspectives/Views about Counselling Services in Schools was designed by NSAAC & the AOD Counselor and trialed out to secondary school students during the Central Peer Education Training on Friday 4th July, 2014.
As a result of this pilot survey, a total of 22 out of 39 students from 10 different selected schools in Suva had indicated their interest to be referred to the AOD Counselor for Counselling.

The AOD Counselor since, has conducted counselling to 18 students.

Database Management Project In an attempt to improve records management at NSAAC, the IT Officer has prepared a database to store all training, awareness and meeting records since 2009.
Two casuals were contracted to scan and electronically store all the NSAAC documents beginning from 1999 when NSAAC was established.

Finance Management - 2013 Auditor’s Report A Senior Administrative Officer with a wealth of experience from the private sector was engaged by NSAAC and this has seen a marked improvement in the preparation and submission of the 2013 & 2014 Monthly and Annual Financial Report.
2 0 1 4 - A N N U A L R E P O R T | 7 7 Development of Standard Operating Procedures (SOPS) & Forms Through the engagement of an experienced and highly skilled Project Assistant Administrative Officer, a total of 27 new SOPs and 25 Forms have been developed and implemented to assist the daily administration and operation of NSAAC.

Draft Human Resource Management Manual A draft HR Manual was drafted after consultations with other Government Departments and Statutory Authorities.
This document will provide useful guide to the Secretariat and the Council in its future operations.

SEA Achievement & Comments by SEA Evaluators In 2013, NSAAC was one of the 4 sections in the Ministry of Education that was awarded the MOE Achievement Award.

In 2014, NSAAC together with TEST were the two sections that were awarded the second highest award in the Ministry of Education which is the Permanent Secretary’s Award.
Minister’s Initiative - Proposal for Recruitment of Retired Teachers With the concurrence of the Honourable Minister for Education Dr. Mahendra Reddy, NSAAC developed a Proposal Paper to Engage Retired Teachers in Fiji to Conduct Substance Abuse Education, NCDs, Teenage Pregnancies and Assist in the Counselling and Professional Conduct of Students Peace Corp Volunteer Through the assistance of the Peace Corps Fiji Country Director, NSAAC will be engaging a Peace Corp Volunteer.
The Volunteer has a Bachelor of Science in Psychology and Masters in Professional Counselling in the area of Mental Health/Substance Abuse, and AIDS education.

The person is to assist NSAAC through Counselling Services and Training to schools and communities in Fiji.

Office Improvement and Relocation Improvement in telecommunication and office relocation for the Training Team has brought about lot of satisfaction to the staff.
CEO NSAAC Annual and Monthly Excellence Award The CEO NSAAC Annual Excellence Award started in 2008.

Since, 2013 staffs are awarded Monthly Awards, based on the staff Attendance, Punctuality, Performance and Observation by the CEO.

This initiative has boosted the morale of staff and drove the performance of staff to a higher level.

The recipients for the monthly and annual excellence awards are follows: 1.

January 2.

February 3.

March 4.

April 5.

May 6.

June 7.

July 8.

August 9.

September 10.


October 11.

November 12.

December – – – – – – – – – – – – Mrs. Raicakacaka Rabuka Mr. Sheik Haidar Mr. Josua Naisele/Mr.

Laisenia Raloka Mr. Pritesh Kumar/Ms.

Suluweti Daunitutu Ms. Miliana Nalu Mr. Josua Naisele/Mr.

Laisenia Raloka/Mr.

Sheik Haidar Mr. Pritesh Kumar Mrs. Raicakacaka Rabuka/Ms.

Miliana Nalu Mrs. Raicakacaka Rabuka/Ms.Miliana Nalu Mr. Josua Naisele/Ms.Miliana Nalu/Mrs.

Raicakacaka Rabuka Mr. Laisenia Raloka/Mr.


Vilisimani Rakikau/Ms.

Miliana Nalu Mr. Pritesh Kumar/Mrs.

Sangeeta Devi/Mr.
Ropate Batikawai 7 8 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S Table 76: Employees Awards AWARD Health And Puctuality Loyal Employee Most Progressive Employee Media And Communication Quality And Impact Employee Exemplary Employee 2013 RECEPIENT 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 2014 RECEPIENT Mrs. Raicakacaka Rabuka Sheik Haidar Katherine Devi Ropate Batikawai Vilisimani Rakikau Miliana Nalu Pritesh Kumar Vilisimani Rakikau Mr. Josua Naisele Miliana Nalu Laisenia Raloka Josua Naisele Mrs. Raicakacaka Rabuka Josua Naisele Raicakacaka Rabuka Miliana Nalu Constraints FEMIS Report Not Updated A major constraint currently faced by NSAAC is in the incomplete data submission from school in FEMIS.
These data include the number of offences by types committed by students in schools.

NSAAC has not been able to obtain updated statistics on various types of offences due to the failure of Heads of Schools to update these records in the FEMIS.

This has affected our planning in conducting Training and Awareness Program in schools where there is a high prevalence of incidences of Drugs Substance Abuse, Teenage Pregnancy and Violence against Boys & Girls.
VSA Decree Despite two previous follow ups made to the Commissioner of Police and again through the Ministry of Youth as the coordinating agency for Youth Issues regarding the need for the Fiji Police Force to facilitate the analysis and classification of Volatile Substances through the Government Analyst of the Research Section of the Police Department at Koronivia, NSAAC has not been able to get a positive feedback on the request.
Another request has been made to the SFCCO to follow up with the Ministry of Defense regarding the work on the Volatile Substance Abuse Decree in which the Police Department was to finalise the classification of Volatile Substances.
Public Service Commission Volunteer Scheme While the NSAAC Secretariat supported the concept of the engagement of Unemployed Graduates under the PSC Volunteer Scheme which was initiated by the former Permanent Secretary for Education, it has affected the implementation of the activities that NSAAC had planned for the year as it was not budgeted for.
Lack of National Research to Provide Baseline Data Evidence based research and data gathered from the Ministry of Education Database (FEMIS) are vital for future planning to address Drug and Substance Abuse in schools and the nation as a whole.

There has not been any proper National Research conducted so far to provide a good baseline data due to funding constraint.
Way Forward Strengthening the Monitoring and Evaluation of NSAAC Activities Due to the expansion in the activities of NSAAC through the Training of Trainers for Teachers, Peer Education Training (PET) and the Awareness Programs in Schools and the Communities, there is a need to strengthen the monitoring and evaluation of its activities.
In doing so, a Monitoring and Evaluation Team needs to be established to asses and reports on the quality and effectiveness of the various programs implemented in school in schools.

2 0 1 4 - A N N U A L R E P O R T | 7 9 Strengthening of Research and Data Collection System NSAAC needs to strengthen its link with local universities and the National Research Council for sponsorships and support in conducting its research on the impact of Drugs and Substance Abuse.
It is important to undertake local research rather than relying on overseas models that may not be culturally appropriate and insufficient local evidences.

Creation of Website for NSAAC NSAAC is a statutory corporate body with specific roles and functions under the Substance Abuse Advisory Council Act 1998.

There is a need to create its own website for the purpose of disseminating information locally and internationally.
Strengthening partnership with other Government Departments, Faith Based Organizations, NGOs and Private Sectors Substance Abuse is a multi-pronged problem and it requires a multi-pronged approach.

The coordination and implementation of drugs and substance abuse prevention programmes with other government agencies, NGOs and all other stakeholders is vital in curbing the rise in drug and substance abuse as well child abuse cases in Fiji.
NSAAC recognizes that the war against drugs cannot be successful through the sole effort of Government.

It is therefore crucial that all stakeholders including NGOs, private sector organizations, religious bodies and civil societies, including community members and parents must take active pro-active measures to minimize or eradicate drug and child abuse in our society.

For people in Fiji and the Pacific, the spiritual aspect is a very powerful tool in fighting drugs and substance abuse.
This is why the role of the Faith Based organizations are important in combating Drugs and Substance Abuse as well as child abuse.

Parental and Community Awareness to be strengthened Parents and the community play an important role in the prevention of problematic drug use.

Evidence indicates that programs strengthening family relationships help young people resist a range of problems including drug use.
Thus, parental and community leaders training and awareness needs to be strengthened and additional funding support provided by government.

Strengthening of Volunteer Scheme through the Engagement of Retired Teachers Retired Teachers possess great intellectual value/capital through their own expertise, knowledge, skills, experience and maturity to deal with students effectively in schools on the above issues.
These retired teachers also possess great social value/capital through their knowledge, experience and well established social relationship in their community that can have great impact in their work.

They are also emotionally and spiritually stable.


Many of these retired teachers have been leaders in schools in various capacities and possess good leadership skills, ethics and good governance skills and would greatly assist in the effective implementation of the project as they will have the respect from school heads, teachers, students, parents as well as community members.
It is because of these reasons that NSAAC finds it important to recruit Retired Teachers under the Volunteer Scheme and utilize their knowledge, skills and experience.

The allowances for these Retired Teachers need to be improved as a form of incentives.

Training in Basic Counselling Skills for Teachers to be integrated into the Teacher Training Institution Curriculum NSAAC has been conducting Basic Counselling Training with the support of the Ministry of Education Counsellor in the last 2 years.
It is important that training in Basic Counselling Skills be strengthened and appropriate funding support provided by the Ministry as the Minister for Education recently announced that it will be mandatory for all the teachers to obtain Basic Counseling Training for which the Ministry will provide.

A teaching module on Basic Counselling Training and Student Care and Support is to be developed and be taught at the various teacher/training institutions.
This will enable teachers to be familiar with the concepts of counselling before graduation.

8 0 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S Training in Alcohol and Other Drugs Counselling There is an increase in the demand for Alcohol and Other Drugs Counselling Services by various government departments, schools as well as the communities due to the increase in numbers of the incidences of drug and substance abuse in the country in recent years.
However, a limited number of people have undergone specialized training in counselling to be able to deal with Alcohol and Other Drugs related cases.

It is therefore prudent for NSAAC to liaise with overseas institution such as the Odyssey Institute of Study for Alcohol and Other Drugs Worker in Victoria, Australia which had conducted AOD Counseling Training for some staff of the Empower Pacific, on the possibility of conducting training to our Counsellors in Fiji Schools.
Establishment of Student Support Services for the Ministry of Education Due to the many incidences of Drugs Substance Abuse, Child Abuse, Teenage Pregnancy, Sexually Transmitted Infections, Suicide etc.

that affect young people in schools, it is important that the Ministry of Education recognizes the need for the establishment of a Student Support Services and provide the necessary funding and support in order to realize this.
NSAAC is currently providing counselling services to students in need of the service.

Increase Funding Support by Government Whilst NSAAC is appreciative of the increase in funding support by government in the 2015 Budget, it still needs more fund to be able to effectively conduct and implement its plans.

2 0 1 4 - A N N U A L R E P O R T | 8 1 Overview The department was assigned under the Ministry of Education jurisdiction on 1st January, 2014.
Prior to that, the department was under the Ministry of Information from August 2009.

Library Services of Fiji core business is to ensure provision of library services to the community it serves.

This strong strategic direction enforced the department to pursue consistent service delivery and develop its potential for the provision of quality reading materials and accessibility to quality information.
The department had made significant progress towards achieving its goals and targets in the Annual Corporate Plan of the Ministry whilst remaining focused to reach out to the disadvantage rural community and to give them allowance to experience the benefit of accessing quality information, and contribute to the advancement of literacy.
In addition to providing quality resources distributed to all school, public and community libraries, Library Services organized Information literacy skills training programme to school children in rural community.

This programme assisted in the enhancement of the basic research skills of children hence promotes a habit of reading in them.
Another programme that is included as part of training and community development that the department is conducting in rural community are the Functional Literacy programme for women.

The Programme ensures rural women acquired the necessary reading skills.

The programme also empowers them to gain skills that will help them to supplement household income or improve their livelihood.
Although there were challenges encountered during the year, this did not deter the department from achieving the deliverables and targets stipulated in the ACP.

Roles & Responsibilities Library Services of Fiji was tasked with providing library services to the Community.

It is responsible in the coordination and development of libraries in Fiji including the public libraries, school libraries and libraries of government agencies to promote and support literacy and educational development.
The department encourages the utilization of book- based skills to empower communities thus contributing to the eradication of poverty.

The department provides library support services to all primary schools, secondary schools and 12 community libraries, 5 branch public libraries and 3 municipal partnership libraries.

It also coordinates training in relation to teacher librarianship, school librarian, information literacy and functional literacy for communities or identified focus groups.
Functions ● To provide a free public, community and school library and information services to meet the literacy, educational, ● ● ● recreational and cultural needs of the people of Fiji.

To complement and supplement the formal education process through the integration of library resources in the teaching and learning process in schools.
To assume most of the functions of a National Library Service through the provision of a responsive library and information services To facilitate : - Policy development, programme planning and evaluation - Planning and coordinating development of public, community, special and school libraries - Collecting and developing a national collection of reference resources including materials of national heritage.
2014 HIGHLIGHTS AND ACCOMPLISHMENT SCHOOL LIBRARY SERVICES School assistance is a major output of the Department.

The Department had spelled out procedures in the manual on the guidelines that needs to be followed to assist schools that seeks library assistance.
CHAPTER 6: LIBRARY SERVICES OFFICE 8 2 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S Apart from the standard library set up, we share information on library issues and moral support to teacher librarian and school librarian.

We encourage their ideas, discuss concerns and offer advice on promoting awareness on library services to students and teachers.
As a result of the awareness conducted, schools are now seeing the importance of having a school library.

This is clearly shown on the number of school request received this year and hence have allocated rooms for the library.

At the end of the 4th quarter a total of 106 school libraries were set up; and 131 schools was distributed with resources totaling to 24,436 titles at a cost of approximately $350,000.00 School Library Set Up Table 77: School Library set up by District No.
EDUCATION DISTRICT 1 2 3 Ba-Tavua Bua Cakaudrove Lautoka-Yasawa Macuata Nadroga-Navosa Nausori Govt.

Dept.

Ra Suva TOTAL TOTAL NUMBER OF SCHOOLS 1st Quarter 2nd Quarter 3rd Quarter 4th Quarter TOTAL Graph 26: Percent Library Set up by Education District Nadroga/Navosa 4% Macuata 32% Government Dept.
1% Nausori - 18% Cakaudrove 15% Bua - 10% Ra - 6% Suva - 5% Ba/Tavua - 5% Lautoka/Yasawa 3% Eastern/Lomaiviti 1% Assistance: Categories Table 78: Summary of assistance by categories No.

CATEGORIES NO.

OF REQUEST 1 2 3 4 Primary Schools Secondary Schools Govt.
Department Community Information Centres TOTAL 87 6 1 10 104 LRS Distribution 2 0 1 4 - A N N U A L R E P O R T | 8 3 Table 79: Summary of Resources Distribution QUARTER TOTAL NUMBER OF SCHOOL TOTAL NUMBER OF RESOURCES DISTRIBUTED TOTAL NUMBER OF SCHOOL 1st 2nd 3rd 4th Total 8 59 47 24 138 1611 6893 12,327 3605 24,436 16,897.75 57,231 141,116.90 32,844.66 248,090.31 Table: 80: LRS Distribution by Education District No.
EDUCATION DISTRICT TOTAL NUMBER OF SCHOOLS 1st Quarter 2nd Quarter 3rd Quarter 4th Quarter TOTAL Ba-Tavua Bua Cakaudrove E/Lau E/Lomaiviti Lautoka-Yasawa Macuata Nadroga-Navosa Nausori Govt.

Dept.

Ra Suva TOTAL Graph 27: Summary of percentage distribution by Education District Nadroga/Navosa 1% Macuata 26% Nausori 20% Govt.

Dept.
1% Ra - 2% Suva - 4% Bua - 7% Ba/Tavua - 1% Eastern/Lau 22% Cakaudrove 12% Lautoka/Yasawa 1% Lomaiviti 3% 8 4 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S Furniture Distribution Table 81: Summary of furniture distributions QUARTER TOTAL NUMBER OF SCHOOL B/table Chairs S/table Stools B/shelf S/shelf FURNITURE 1st 2nd 3rd 4th Total Note: Costs of Tables Wooden Tables & Chairs - 1 big table - $359; 1 chair - $48; 1 small table - $195; 1 stool - $42.
Shelf - 1 big shelf- $395; 1 small shelf - $295.

Plastic table round (set) - $191.30 COSTS (F$) 3710 14127 44096 6596 1 7 9 7 24 68,529 SCHOOL/TEACHER LIBRARIAN TRAINING School/Teacher Librarian is also an output of the department as outlined in the Ministry’s ACP.

A teacher librarian has a unique role, requiring the integration of teaching skills and an understanding in librarianship.

They are also qualified to take an active role in teaching classroom curriculum.
In some instances, school/community librarian are those that have left school, without any library professional background and but have passion to work in any the library.

They need to attend the basic trainings so that resources distributed to libraries are well maintained and will be used appropriately by school children and the community at large.
Apart from learning the basic daily work routine in the library; we also stressed the fundamental principle of the school/ community library which are: i. ii.

The library is an essential tool for the development of the school curriculum and its activities whilst should be integrated with other school activities.

It should not be considered simply as a service that supports the school activity or an autonomous place for learning and spending of free time.
The coordination of library management should be up to a team that ensures the necessary tasks for its functioning is fulfilled.

This team should be made up of teachers, school board members and parents who are involved in the school library pedagogic development.

This will enable them to fully understand the importance of having a school library and will be able to give in their needed support.

The school library should not work in isolation; it requires strategic support from the school stakeholders.
With their support the library should be able to provide a wide range of facilities and services which will facilitates its purpose of existence.

There were 4 venues for the school/teacher librarian workshop done this year.

Table 82: Summary of the venue for Library Workshops DATE NO.
OF PARTICIPANTS VENUE 15TH -18TH FEB, 2014 26th – 27th June, 2014 20th – 21st August, 2014 9th – 10th September, 2014 15 26 19 14 Western Regional Library, Lautoka Ro Qomate House, Labasa National Archives Conference Room, Suva Cakaudrove Provincial Council Conference Room 2 0 1 4 - A N N U A L R E P O R T | 8 5 Information Literacy Skills Training Convinced that “literacy” is crucial to the acquisition, by every child, youth and adult, of essential life skills, the Library Services of Fiji saw the need to help children in rural and remote schools cultivate reading through the use of the available resources in the library to improve literacy.
Promoting reading and improving literacy during information literacy programme involves a number of stakeholders: library staff, potential readers, parents and teachers and other community members who are impacted by reading and literacy.

Libraries are uniquely situated to promote literacy and reading.The Library Services of Fiji provided this programme to those schools who wish to help slow readers develop their reading.
During the programme we also encourage parents to do their part after school by helping their children to cultivate the habit of reading at home.

Table 83: Summary of the information literacy training conducted.

DATE NO.
OF PARTICIPANTS VENUE 25th – 26th June, 2014 67 p/students Yalobi & Namara, Yasawa 8th – 10th July, 2014 55 p/students Rokotuivatu Primary School, Tailevu 5th – 6th August, 2014 40 p/students; Nadavaci Village, Natewa, 24 pre-school Cakaudrove 8th – 12th, September, 2014 100 participants Lomainasau Village, Tailevu 28th – 31st October, 2014 31 p/students Muira Village, Naviti, Yasawa 20th – 22nd October, 2014 60 p/students Sasa village, Ba 10 s/students 2nd – 3rd December, 2014 55 participants Naqarani Village, Rewa 2nd – 3rd December, 2014 20 students Molituva Village, Kuku, Tailevu 10th – 11th December, 2014 50 students Tukavesi, Cakaudrove 15th – 17th December, 2014 190 students Vuya Village, Bua Public Library Services The department has branch libraries around the country inclusive of municipality partnership with Ba Town Council Library.
Our role is to ensure provision of quality library services that meets the educational, cultural, informational and recreational needs of the community where our public library serves.

Included in the report are statistical data for new membership, loans management, bureau services which includes photocopying, printing, laminating and overdue fines.
Also included are the numbers of resources distributed to each public library as part of their collection development, in addition to existing collection of each libraries.
New Membership Graph 28: Summary of Library membership 1st Quarter 2nd Quarter 3rd Quarter 4th Quarter LAUTOKA BA TAVUA RAKIRAKI SAVUSAVU NASESE 8 6 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S Bureau Services 2 0 3 .

8 450 400 350 300 250 200 150 100 50 0 Graph 29: Summary of Bureau services 4 1 6 .

7 1 3 4 3 .

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9 2 1st Quarter 2nd Quarter 3rd Quarter 4th Quarter LAUTOKA BA TAVUA RAKIRAKI SAVUSAVU NASESE Loan Management Table 84: Summary of loan management LIBRARIES No.
of TITLES COST ($) FURNITURE COST ($) TOTAL COST ($) VUYA 303 1673.90 1 big shelf 1, 712.00 2,385.00 1 round table, 4 folding chairs, 2 small shelves 1 big cushion 2 sets of Puzzle mats 1 b/wooden table, 6 chairs, 1 small table NADAVACI 598 9,212.09 4 stool 2,257.00 11,469.09 2 sets of Puzzle mats 1 Big shelf 2 small shelves 1 big cushion 1 b/wooden table; 6 NAMATAVEIKAI 379 4357.19 wooden chairs; 1 small 1,115.00 5,472.19 shelf; 2 sets of puzzle mat; 1 big cushion 1b/wooden table; 6 SASA 150 1,500.00 chairs; 1 s/table; 4 stools; 1,790.00 3,290.00 1 b/shelf; 1 s/shelf 1 s/wooden table; 4 MUA-I-RA 375 3,220.00 stools; 1 b/wooden table; 1,917.00 5,137.00 6 chairs; 2 small shelves; 1 big shelves NATAKALA 152 1,500.00 2 small shelves; Charts; 780.00 2,280.00 2 0 1 4 - A N N U A L R E P O R T | 8 7 Table 84: Summary of loan management (cont'd) LIBRARIES No.
of TITLES COST ($) FURNITURE COST ($) TOTAL COST ($) LOMAINASAU 499 7,143.44 wooden table; 4 stool; 2,741.00 9,884.44 1 b/wooden table; 6 wooden chairs; 1 s/ 2 b/shelves; 1 s/shelf; 2 sets of puzzle mats; 34 charts; 9 stickers 1 b/wooden table; 6 wooden chairs; 1 small NAMEKA 550 7,850.98 table; 4 stools; 1 small 2,655.50 10,506.48 shelf; 2 big shelves; 24 posters; puzzle mat; 8 stickers TOTAL 3,006 36,457.60 13,255.50 50,424.20 Resources Management (Resources Acquired) Graph 30: Summary of resources distributed to Public Libraries 300 250 200 150 100 50 0 247 248 225 213 176 157 209 157 157 84 14 14 14 14 14 1st Quarter 2nd Quarter 3rd Quarter 4th Quarter LAUTOKA BA TAVUA RAKIRAKI SAVUSAVU NASESE Community Library Services Creating a knowledge based society is one of Governments mandates which Library Services of Fiji contributed through provision of library resources in rural community.
Through the integrated approach, communities are empowered to provide facility for their community library to enable members to have access to resources for their literacy advancement.

Library Services have now established 8 community libraries in rural community.

In addition, functional literacy skills training or book based activities was also conducted to create awareness to women and community members on the importance of books.
It was also emphasized to the women that through books, they can use the concept to produce products which can supplement their household income or even enhance their capacity in terms of household beautification or more importantly acquiring skills that can be a source of income to them.
8 8 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S Community Library Establishment Note: 1 round table - $335.00; 1 folding chair – $78.00; 1 B/shelf – 395; 1 s/ shelf – 295.00 Table 85: Summary of community Library establishment QUARTERS LAUTOKA BA TAVUA RAKIRAKI SAVUSAVU NASESE TOTAL 1st Quarter 2nd Quarter 3rd Quarter 4th Quarter 8,524 2754 4202 2609 20,472 13080 8063 3795 TOTAL 18089 45410 4,423 1067 1329 636 7455 4,342 1774 2686 1455 10257 2,703 1192 1393 806 6094 2,273 1166 1317 58 4814 42737 21033 18990 9359 92119 1 b/wooden table - $410; 1 wooden chair - $55.00; 1 s/wooden table - $260; 1 stool -$48.00 Plain puzzle mat - $15.pp; Coloured printed puzzle mat $35.00; 1 big cushion - $50.00 Functional Literacy Skills Training Table 86: Summary of the participants that attended the Literacy skills training VENUE Rokotuivatu Naqarani Village Tukavesi Community Vuya Village Nadavaci Namataveikai Nameka Lomainasau Sasa Mua-i-Ra NO.
OF PARTICIPANTS DURATION BOOK BASED ACTIVITIES 19 16 21 30 30 22 30 22 30 12 3 days Fan making, jewellery making, tie and dye; screen printing; flower 2 days 2 days arrangement; ornamental air fresheners Tie & dye; jewellery making, mag bag; fan making Tie & dye; fan making; cross stich; jewellery making, ornamental air fresheners 3 days Tie & dye; fan making; screen printing; mag bag; flower arrangement; jewellery making Tie & dye, screen printing, paper craft in fan making, flower 3 days arrangement, cross stitch, ornamental air freshener, learning to form decorations ( form rose bunch from silk material) 3 days Tie and dye, fan making, jewellery making, screen printing, ornamental air fresheners 2 days Tie and dye, fan making, jewellery making, ornamental air freshener, embroidery ( cross stitch) , flower arrangement, 4 days Mag bags, Tie and dye, Ornamental air freshener, Cross stitch, fan making, jewellery making 3 days Tie and dye, fan making, jewellery making; mag bag; ornamental air freshener; embroidery (cross stich) 3 days Jewellery making, fan making, tie & dye, mag bag, screen printing, flower arrangement Technical Services Technical services are a critical component of library services.
These services acquire relevant resources for all types of libraries in which it ensure the collection development in all schools, public and community libraries are constantly reviewed and updated according to the users need.

The Unit also accesses and catalogue resources before it are distributed to all libraries under the Library Services jurisdiction.

2 0 1 4 - A N N U A L R E P O R T | 8 9 Table 87: Summary of the number of resources acquired and processed before distribution.
2014 QUARTERS 1st Quarter 2nd Quarter 3rd Quarter 4th Quarter TOTAL ACQUISITION ACCESSIONING CATALOGUING No.

of Titles /furniture Cost ($) No.

of Titles Cost ($) No.


of Titles Cost ($) 50 (shelves) 3979 titles 4785 titles 7597 titles 16,411 19,850.00 104,167.50 81,405.98 83,790.25 $289,213.73 3843 4994 4515 2004 15,356 26,359.64 102,605.00 66,950 36,008.85 $231,923.49 2210 2447 3378 1915 9950 17,198.76 54,821.86 68,212.85 43,574.74 $183,808.21 National Events The Department co-ordinate National Events to commemorate the work of librarians and libraries role in the literacy advancement of community it serves.
This year there were 3 events that the department co-ordinated: ● World Book Day which was celebrated on the 3rd of March.

There was a seminar held for all librarians for which schools and public libraries were invited to attend.

It was opened by the Deputy Secretary Professional, Mrs. Kelera Taloga with 3 speakers who were invited to speak on selected topic related to libraries, books and copyright.
International Literacy Day on the 8th of September was celebrated at Lomainasau Village; members of Lomainasau community work tirelessly in collaboration with the department on the establishment of their new Community Library.

The opening of the Community Library and activities for both women and children was the highlight of this celebration.

● ● National Library Week was celebrated in schools, however the opening of the 2014 NLW was held in Suva with a march from the flea market to Ratu Sukuna Park.
There were hypes of activities at the ground with bouncy castle for the children to enjoy themselves.

9 0 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S The Fiji National Commission for UNESCO (Natcom) was chaired by the Honourable Filipe Bole, the Minister of Education, National Heritage, Culture and Arts and deputized by the Permanent Secretary for Education, Dr. Brij Lal.
The Honourable Dr. Mahendra Reddy in his capacity as the Minister for Education, National Heritage, Culture and Arts subsequently became the Chairman since September, 2014 while the Acting Permanent Secretary; Mrs. Kelera Taloga assumed the post of Deputy Chair.

The 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.
Purpose and Functions The function of the National Commission is to facillitate UNESCO’s activities with all its stakeholders towards the advancement of education, science, culture and information in Fiji.
Furthermore it ● contributes to the maintenance of peace and security and the common welfare of the people through active participaton in the activities of UNESCO ● play an ever- increasing role in UNESCO’s work and the formulation and execution of its programmes ● liaises with the government and civil societies, organizations, institutions, and individuals regarding areas of assistance from UNESCO ● providing awareness on the roles and activities of UNESCO and how best it can assist the public ● participates with other National Commissions to joint studies on matters of interest to UNESCO.
● undertaking its own initiatives other activities related to the general objectives of UNESCO.

● collaborates with UNESCO’s Regional offices and Centres in fostering regional, sub-regional, bilateral cooperation in education, the sciences, culture and information.

The cooperation may be directed towards the preparation, implementation and evaluation of projects and may take the form of joint surveys, seminars, meetings and conferences and exchange of information, material and visits.
Conferences and Training Workshops The Fiji Natcom nominated 30 particpants which includes Education officers, teachers, students and other representatives from other stakeholders to attend conferences and trainings locally and abroad.

The Natcom office facilitated the participants’ logistics and travel.
Table 88: Summary of workshops/trainings for 2014 PARTICIPANTS SCHOOL/ SECTION TRAINING COURSE Mikaele SEO Geo/Hist Expert Meeting on Climate Education for Sustainable Development Vakasilimiratu Apisalome Movono DSCS Education-Excellence in Public Schools Metuisela Gauna SEO Stats/IT Regional Workshop on Educational Data & Indicators Tomasi Raiyawa DPE International Seminar on Autism Jason Tuatani Manager, Sigatoka 4th Meeting of Pacific Biosphere Reserve Network in Nadi Sand Dunes DURATION 10/02-12/02/14 10/02-21/02/14 24/02-27/02/14 22/04-23/04/14 23/04-25/04/14 Basundra Kumar DSPS Workshop on Developing & Testing Indicators for Disability Inclusive Education in 07/04- 12/04/14 the Pacific Metuisela Gauna SEO Stats/IT Regional Technical Feedback Workshop on the National EFA 2015 29/04-30/04/14 Jai Narayan Director Secondary UNICEF/UNESCO IIEP Regional Policy Seminar on Improving School financing.
07/05- 09/05/14 Dr. Brij Lal Permanent Secretary International Conference on Language- Enhancing Language Ability & Language 6/06-06/06/14 for Education Education in China The use & usefulness of school grants CHAPTER 7: FIJI NATIONAL COMMISSION FORUNESCO ANNUAL REPORT 2014 2 0 1 4 - A N N U A L R E P O R T | 9 1 Table 88: Summary of workshops/trainings for 2014 (cont'd) PARTICIPANTS SCHOOL/ SECTION TRAINING COURSE DURATION Secretary General - Fiji 1st Interregional Meeting for UNESCO National Commission in Astana, Kazakhstan Amani Cirikisuva National Commission for UNESCO 22/07- 24/07/14 Alumeci Tuisawau Director TEST UNESCO-KEDI Regional Policy Seminar “Teacher Effectiveness in Support of 04/08- 05/08/14 Quality Learning in the Asia-Pacific”.
Salote Rabuka Director FHEC 13th Session of the Regional Committee on the Recognition of Qualifications in 04/08- 05/08/14 Higher Education in Asia-Pacific in Colombo, Sri Lanka Kelera Taloga DSP Asia-Pacific Regional Education Conference 06/08- 08/08/14 Narain Sharma PEO Primary International Bureau of Education (IBE) Group IV Pre-Council Meeting in Malaysia 11/08- 13/08/14 Elia Nakoro Fiji Museum Parallel Event” on Underwater Cultural Heritage (UCH) in Apia, Samoa 03/09 – 07/09/14 Antonio Panapasa PEO HRM Developing Thinking Skills at Primary/Lower Secondary through Enquiry Based 08/09 – 15/09/14 Ravai Laisa Soko Principal of Jasper APCEIU 5th Asia –Pacific School Leadership Academy in Korea 16/10- 22/10/14 Science Education (IBSE) for SIDS in Malaysia Williams High School Suliasi Vuli PEO Nadroga/ Navosa UNESCO/China Govt.
Fellowship for Masters of Business Administration- Sumiran Pratap PEO Suva University of Science and Technology 24/09/14- 31/08/15 Dr Mesake Rawaikula USP Climate Change Education Inside and Outside the Classroom, in New Caledonia 27/10/- 30/10/14 Alumeci Tuisawau Director TEST Capacity building seminar on DRR/SIDS 10/11- 12/11/14 Seci Waqabaca Director CAS UNESCO World Conference on Education for Sustainable Development in Japan 10/11- 12/11/14 Vereniki Nailo Shikha Raturi SCDO A/Lecturer –USP UNESCO Resource Distribution & Training Centre Regional Seminar in Chiang Mai, 10/11-12/11/14 Lorima Voravora, DEOW Thailand Deepika Prakash, Students of Jasper UNESCO Associated Schools Network (ASPNet) International ESD Conference for 04/11- 08/11/14 Aliti Wailevu, Fredic David Ronil Ravinesh Williams High School Students and Teachers in Japan Tilak High School Ruci Soko SEO Basic Science Training Workshop on Innovative Teaching & Learning of Science through Inquiry- 17/11- 22/11/14 Based Science Education IBSE for Teacher Trainers from Asia- Pacific – Pacific Region in Malaysia Education for All (EFA) Report EFA Report (2000-2015) was completed and sent to UNESCO Bangkok office in August, 2014.
Coordinated by the Natcom Office; the Steering Committee headed by the Deputy Secretary Corporate Services gathered data and had conducted several consultations between 2013 and last year.
Director, UNESCO Apia office Mr Etienne Clement, the newly appointed Director of UNESCO Office for the Pacific States made a mission to Fiji and met with senior officers of the Ministry of Education in February Fiji’s Congratulatory Message A congratulatory message from the Minister of Education, National Heritage, Culture and Arts , Mr. Filipe Bole was sent to the Chairman of the Korean National Commission for UNESCO in February last year while celebrating their 60th Anniversary .
9 2 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S Research on Science, Technology & Innovation in the Pacific UNESCO designated Dr. Amaradasa Ranasinghe, a Senior lecturer at the University of Fiji was to conduct a research study in Fiji and the Pacific.
The main objective of the survey was to ascertain the existing programmes and activities on Science, Technology & Innovation undertaken in schools & tertiary institutions identify achievements & challenges and project pathways.

This will be published by UNESCO in the World Science Report, 2015.

Quality Physical Education Policy Package (QPEP) Fiji continues to look forward to the piloting of the Quality Physical Education Policy Package to all its selected schools.
The main target of this exercise is the revision and adaptation of the physical education policy to ensure inclusion and quality.

UNESCO in partnership with UNDP, UNICEF, WHO, ICSSPE coordinated this project.

ASP Network Revival The revival of the Associated Schools Project Network continues to gain momentum.
Four secondary school students from Japer Williams High School and Tilak High School together with the ASP Net Coordinator, Mr Lorima Voravora attended the UNESCO ASP Net International ESD Events in Japan from the 4th – 8th November, 2014.

Fiji EIU Team Alumnis of APCEIU training programme have formed a team to conduct training workshops on APCEIU themes which include Culture of Peace and Non-Violence Against Women & Children, ESD, Human Rights, Global Citizenship, Cultural Diversity & others.
The members include Dr. Ledua Waqailiti (USP), Mr. Rajesh Singh, Principal of SVC, Mrs. Laisa Soko, Principal of Jasper Williams, Mrs. Mereoni Motukiliu, Principal of BMS and the Secretary General, Fiji Natcom.

2001 Recommendation in TVET.

Fiji took part in the 2001 Revised Recommendation Concerning TVET online consultation in July, 2014.
MILIO University Network The University of the South Pacific was granted approval by the Director General of UNESCO to join the UNAOC- UNITWIN Media and Information Literacy and Intercultural Dialogue University Network.
This will strengthen networking and partnerships with other reputable universities where the main focus are on knowledge sharing, research and educational Quality Teacher Education for Quality Learning in the 21st Century Fiji Natcom office co-sponsored & co-coordinated the “1st National Seminar on Quality Teacher Education for Quality Learning in the 21st Century” which was held on the 11 – 12 September, 2014 at the Holiday Inn.
Delegations from all the teacher training institutions including the Teacher Unions attended the meeting to take stock of achievements and challenges and to map the way forward.

The Steering Committee was headed by the former DSP.

UNESCO Funding for ICH in Fiji FNU submitted an application through the Natcom Office requesting for funds totaling US$25,000 for a project titled” Safeguarding the knowledge Systems Associated with Traditional “ITaukei Bures” in Navala, Ba in September.
UNESCO Drawing Competition Four primary schools were invited to submit drawings to UNESCO based on the theme, “Respecting Differences”.

The schools that had submitted drawings included Veiuto Primary, Stella Maris, Natabua Primary and St Mary’s Primary.
2 0 1 4 - A N N U A L R E P O R T | 9 3 Donor Sectorial Meeting The Secretary General attended the meeting which was held on the 4th December, 2014 at the Ministry of Strategic Planning where he made a brief presentation on the UNESCO Activities & Programmes in Fiji.

Gender Focal Point Mrs Luisa Sigawale from the Curriculum Advisory Services was appointed as the gender focal point to work in partnership with the Policy Unit to devise a Gender Mainstreaming Policy for the Ministry.
The policy was to be aligned to the National Gender Mainstreaming Policy.

She was later replaced by Mrs Elena Seninawanawa also from the same section.

Organization of World Heritage Cities (OWHC) Information relating to this was sent to the Ministry of Local Government together with its end of the year report.

Fiji Hibiscus Festival The Fiji Natcom contributed $ 2,470.00 towards the reprinting of students’ bookmarks and these were distributed during the 2014 festival.
Safeguarding Best Practices through Cultural Mapping Project A proposal was prepared and sent to UNESCO on Safeguarding Best Practices through the Cultural Mapping Project for their consideration in their 2015 -2016 cycle.
Official Partnership PINA completed a questionnaire based on NGO’s official partnerships with UNESCO in September, 2014. International Convention against Doping in Sports The final report on the 4th session of Conference of Parties to the International Convention against Doping in Sports was sent to Ministry of Youth & Sports in June, 2014.
Youth Speak Survey UNESCO’s Mahatma Gandhi Institute for Education for Peace & Sustainable Development conducted a youth survey called ‘Youth Speak’ to acquire the perspectives of youth about global challenges.
Teacher & Principal’s Standards Review of the Fiji Schools Teachers Competency Framework & the Fiji School Leaders Competency Framework Fiji is indeed grateful to the Japan Funds –in –Trust through UNESCO Apia for their funding assistance totaling FJD $131,665.51 to review the Fiji Schools Competency Framework (FSTCF) and the Fiji School Principals Competency Framework (FSLCF).
The Ministry work in partnership with South Pacific Board for Education Quality (SPBEQ) who provides consultancy work for this project.

The consultations with stakeholders will commencein February, 2015.

Specifically the teacher standards are based on the 4 dimensions which include (i) Facilitating Students learning (ii) Assessing and Reporting Student Learning Outcomes (iii) Engaging in Professional Development and (iv) Forming Partnerships in School Communities.
Each dimension will then have several aspects and will in turn have several indicators.
9 4 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S Department of National Heritage, Culture and Arts State Celebration on the occasion of the Inscription of Levuka – Historical Port Town as a World Heritage Site To celebrate the successful listing of the Historical port Town of Levuka on the UNESCO World Heritage Listing, the celebration was held in the Historical Port Town of Levuka on 12-13 December, 2014.
The celebration begun on the evening of the 12th which saw the launch of the State celebrations, Levuka World Heritage Logo, Levuka Landscape Plan and the Fund a Heritage Project Catalogue Book by His Excellency the President of Fiji.

In attendance were 2 High Commissioners (New Zealand and France) and other invited guests from the Ministry of Education, representatives from the statutory agencies namely the Department of Culture, Heritage and Arts, Fiji Museum, Fiji Arts Council, National Trust of Fiji.
Members of the Vanua, community, government officials on Ovalau, media and all interested parties were also present.

The ocassion took place at Nasau Park on the 13th of December, 2014 and started with a march from the Post office to Nasau Park.

At the grounds tents and marquees were set up for the 6 divisions from the Ovalau community i.e Tikina o Lovoni, Tikina o Bureta, Tikina o Levuka, Tikina o Nasinu, Levuka Town and the Baba community.
The programme for the day included the traditional welcoming ceremony for the chief guest, cutting of the State celebration cake, unveiling of the five priority projects, competitions and entertainment.

Fiji Memory of the World Committee Descendants of Pacific Island Indentured Labourers: Access their Records The celebration to commemorate the 150th year since the arrival of Pacific Island labourers was held in Levuka town in Ovalau from November 7th – 9th, 2014.
The Head of Secretariat of the Fiji Melanesian Council, Paterisio Nunu mentioned that the presence of the National Archives of Fiji at the commemoration with the awareness conducted and for them to be able to access archival records is significant to them.
“As far as the community was concerned during the event and going through the Archives booth, the information and pictures made us very emotional, most of us were shy in the past in identifying themselves as kai Solomone, Vanuatu or PNG as their origins but this has changed and they are proud of their history and identity.” “Without the presence of National Archives most of these descendants will still rely on the verbal history relayed to them through stories.
They are now confident that what they know is not what is passed down from one generation to others but something that was recorded during that time then and there and are reliable information.” He added that the descendants were also proud to learn that these records have been officially acknowledged by UNESCO with their inscription onto the regional MOWCAP register.
These records were successfully submitted for consideration to be put on to the regional register by the Fiji Memory of the World Committee in May of 2014.

The UNESCO Memory of the World (MOW) programme is the sister programme to the UNESCO “World Heritage Sites” programme.

MOW seeks to identify, preserve, and popularise key historical documents which together comprise the recorded memory of the world.
This means that UNESCO has judged these Fiji records as being of significant importance as a historical record for the entire Asia-Pacific region.

http://tinyurl.com/p63to69.

This is the second such FIjian record on the MOWCAP register, the Indian Indentured Labour records being Fiji’s first inscription on the regional register.
In 2011 the Indian Indentured Labour records were also successfully inscribed on the International Memory of the World Register (http://tinyurl.com/odlftxw) the first of only two Pacific Islands recorded and the only one whose authorship to be led by a Pacific nation.

Ministry of Youth & Sports: The Ministry of Youth and Sports is responsible for the formulation and implementation of policies and programs on the development of youth and sports in Fiji.
Similar to other government ministries, the Ministry of Youth and Sports undertook major structural changes in line with the change in government however this did not hinder programme delivery and implementation.

2 0 1 4 - A N N U A L R E P O R T | 9 5 Achievements A momentous achievement for the Ministry for 2014 was the appointment of a Minister and an assistant Minister for the Ministry of Youth and Sports.
This signified the government’s dedication and commitment to the holistic development of youth and sports in Fiji.

In line with priorities of the government and structural changes, the Ministry also formulated its 4 years Strategic Development Plan to guide its programmes to be implemented for the next 4 years.

The Ministry also formulated a Youth Development Index, benchmarking against the Commonwealth Youth Development index, rating youth development in Fiji at 0.72.
A total of 54 youth empowerment capacity building and training programme were coordinated around Fiji, with a total of 40 youth clubs assisted through Small and Micro Enterprise projects in 2014.

The Ministry also coordinated a National Youth and Sports Conference attended by about 500 youth leaders to discuss cross cutting youth issues including best approaches in addressing these issues.
Youth leaders formulated the “Suva Declaration” as an outcome document of the 2014 National Youth and Sports Conference.

In addition, the Ministry in partnership with International Youth Fellowship based in South Korea organized an IT Camp on Basic Skills in Information Technologies.

The youth camp was attended by about 700 youths from around Fiji.
In sports development, the Ministry proposed the inclusion of a national sports day as a holiday to encourage mass sports participation in Fiji, this was endorsed by the Cabinet, earmarking the 26th of June, 2015 as public holiday for National Sports Day.

In its venture to identify and develop raw sporting talents in the rural communities, the Ministry in 2014 managed to develop 4 rural sports fields around the country for use by schools and communities.
Ministry of ITaukei-Strengthening of ICH through Cultural Mapping & Revitalization Programmes The Institute is currently dedicated to the Cultural Mapping Project (CMP), which is an information gathering exercise involving the collection, recording and documentation of iTaukei tangible and intangible cultural heritage in all the fourteen provinces in Fiji.
Informations collected through CMP will be stored in the National Inventory for Traditional Knowledge and Expressions of Culture and protected under the legislation on the protection of Traditional Knowledge and Expressions of Culture (TK&EC); a draft has already been submitted to the Solicitor General’s Office for vetting.
The establishment and protection of TK&EC was initiated to: ● Preserve and safeguard tangible and intangible cultural heritage; ● Promote the value of cultural diversity; ● Respect for cultural rights; and ● Promotion of tradition-based creativity and innovation as components of sustainable economic development.

The project also aims at enabling custodians to appreciate and utilize TK&EC for commercial purposes, consequently receiving financial rewards.
This could exemplify an alternative mode of employment for the local iTaukei rural population.

An initial yearly budget of $100,000.00 was approved by Cabinet then.

This has increased over the years and $246,164.00 was approved this year for the Mapping and Verification process.
A Special Revival Unit (SRU) exists within TILC mandated with: the conduction of awareness programs for identified potential Living Human Treasures (LHT); and ● ● Facilitating workshops on the revival of TK&EC through the transmission of knowledge and know-how related to cultural expressions by the identified LHT, particularly those in danger of disappearing UNESCO CHAIR IN TEACHER EDUCATION & CULTURE Teaching Undergraduate: ED350 Curriculum Studies (Geography).
F2F -25 students (Semester 2) 9 6 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S Postgraduate ● ED 455 Advanced Curriculum Study (Blended).

40 students from Laucala, Lautoka, Labasa, Kiribati, Samoa, Tonga, Vanuatu (Semester 1) ● ED 461 Education for Sustainable Development (Blended).

69 students from Cook Islands, Laucala, Lautoka, Labasa, Solomon Is., Kiribati & Tonga.

(Semester 1) ● ED 451 Culture & Education (Blended).
76 students from: Cook Islands, Laucala, Labasa, Lautoka, Marshall Islands, Samoa, Kiribati, Tonga, Solomon Is., Vanuatu campuses (Semester 2) Postgraduate supervision PhD: Willie Luen (Vanuatu (write-up stage) and Rosie Lagi, ( Fiji - making revisions) DRP Tilisi Bryce (Fiji - Proposal writing) MA/Med: Rinneth Timothy, Vanuatu (SRP- writing), Kahealani Nau, Tonga (MA - writing) and Amelia Manuofatoa Tonga, (MA - writing) Thesis examination - - - - - Ala Tamihere, Ki he Lelei Taha.
PhD, University of Auckland Seini Taufa, A mother’s hope: Pacific teenage pregnancy in N.Z.

PhD University of Auckland Lingikoni Vaka’uta, Contemporary Visual Arts in Fiji, MA, USP.

Shikha Raturi Talita Toluta’u Research Pacific Research Frameworks (ongoing, self-funded) and Pacific Indigenous Knowledge Systems (on-going, self-funded) Publications - No need to whisper: reclaiming indigenous knowledge and education in the Pacific 2014.

In Tamasailau M Suaalii-Sauni, et al (Eds).


Whispers and Vanities: Samoan indigenous knowledge and religion.

Huia Press, Wellington.

301-314 - Of Waves, Winds, & Wonderful Things: a way forward for RPEIPP.

In ‘Otunuku, M., Nabobo-Baba, U.

& Johansson- - - Fua, S (Eds.

), Of Waves, Winds and Wonderful Things, USP Press, Suva.

Pp119-209 The Cultural Challenge of Higher Education: understanding Pacific students and Pacific cultures.

In Dorovolomo, J. et al (Eds.


), Discussions and Debates in Pacific Education pp 125-136 Education in Pacific Island Countries: an overview.

In Crossley, M., Hancock, G. & Sprague, T.

(Eds.

), Education in Australia, New Zealand and the Pacific, Bloomsbury, Conference addresses/ papers/reports Regional ● Challenges to ESD in PICs.

Invited panel member, UNESCO Side Event, SIDS Conference, Samoa ● Kato ‘i he loto kato: whose theory and practice in teacher education in PICs.
Keynote address, Vaka Pasifika Conference, Tonga, Sept.

Membership of professional organizations - Member & Chair of Advisory Committee for Re-thinking Pacific Education Initiative - - - Member of Joint UNESCO/ILO Committee of Experts on the Application of Advisory Committee Member, Centre for Research in Indigenous and Maori Education, Auckland University, NZ.
2 0 1 4 - A N N U A L R E P O R T | 9 7 UNESCO (Pacific) ad hoc Committee on the Decade of Education for Sustainable Development (DESD) - the Recommendations Concerning the Status of Teachers (CEART) - Member of the UNESCO Monitoring & Evaluation Group, for the DESD.

- Member of Pacific Association of Teacher Educators (PATE) - - - Member, Pasifika Group, New Zealand Association for Research in Education.

- Member, IGU Commission on Indigenous Peoples’ Knowledges and rights.
- Member of UNESCO Chair/UNITWIN Network - Member of Regional Working Committee for Culture & Education Editorial/Advisory Committee Membership Journal of Education for International Understanding ● Higher Education Research & Development ● ● Asia Pacific Journal of Education ● Contemporary Pacific ● ● Comparative Education International Journal of Teaching & Learning (on-line) 9 8 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S GOVERNANCE & ADVISORIES As the overarching culture agency in the country, the Director and the Principal Policy and Conventions Officer serve as ex-officio members of the following Boards, Councils, Committees.
Some organizing Secretariats involved the participation of other Senior Staff of the Department proper.

INTERNATIONAL UNESCO ICH Category 2 Centre – ICHCAP (Republic of Korea) Governing Board Member (with Minister Approval) [Principal Policy & Conventions Officer] REGIONAL 1.

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

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

Melanesian Spearhead Group (MSG) Subcommittee on Culture & Arts, Member (Director) NATIONAL 5.

Fiji Arts Council Board Ex-officio Member (Director) 6.

Fiji Museum Board of Trustees Ex-officio Member (Director) 7.

National Trust of Fiji Council Ex-officio Member (Director) 8.

Fiji National Commission for UNESCO (NATCOM) Culture & Heritage Focal Point [Director/Principal Policy & Conventions Officer] 9.
Fiji National World Heritage Committee Secretariat (Principal Policy & Conventions Officer/SPOL) 10.

Levuka World Heritage Interagency Committee Member [Director] Secretariat (SPOL) 11.

Culture and Education Steering Committee (Director & PPCO) Secretariat SCDO MINISTERIAL AND DEPARTMENTAL SECRETARIATS 12.

Minister for Education, National Heritage, Culture & Arts Forum Member (Director) 13.

Permanent Secretary & Senior Management Meeting Member (Director) 14.
Department Cultural Grants Committee Chairperson (Director), Member (PPCO), Secretary (SCEO) 15.

Fiji Culture and Education Interagency Committee (Director, SCEO, SCDO) 16.

Minister for Culture China State Visit Steering Committee (PPCO, SCEO, SCDO) 17.

UNESCO Category 2 Centre ICHCAP (Republic of Korea) Director General State Visit Organising Committee (PPCO, SCEO, SCDO, CDO, EO) 18.
National Consultation on the 2005 UNESCO Convention for the Protection and Promotion of Cultural Diversity Secretariat (Director),Consultant (SCEO), Secretariat 19.
5th Pacific World Heritage Workshop for State Parties to the 1972 World Heritage Convention Secretariat (PPCO, SCEO, SPOL, SCDO) TECHNICAL AND PROFESSIONAL ADVISORIES The Department coordinated and participated in various forums in 2014 CHAPTER 8: NATIONAL HERITAGE, CULTURE AND ARTS 2 0 1 4 - A N N U A L R E P O R T | 9 9 Table 89: Summary of the forums coordinated and participated in by the DHA TECHNICAL & PROFESSIONAL ADVISORY PURPOSE NUMBER OF SITTING Cultural Grants Committee “Cultural Grants” funds available with the Department which is allocated on an annual 2 Meetings The committee was established to look into the vetting, approval and disbursement of the basis by Government.
An initiative of the Department to look into the implementation of the Levuka Management Levuka Interagency Task Plan which is part of activities on the facilitation of the nomination of Levuka as a UNESCO 5 Inter-agency Force World Heritage Site.

The focus is on the maintenance and upgrade of infrastructure in meetings accordance with heritage plans.
Culture and Education Committee established by the Department to look at national preparations for the Festival of 10 consultative Steering Committee Pacific Arts in Solomon Islands committee meetings Interagency Consultative A forum established to strengthen link between the Department, Bureau of Statistics, and 5 Meetings with FIBOS Group on Cultural Statistics SPC to progress works on cultural statistics in Fiji Fiji Arts Council Board Meeting Fiji Museum Board of Trustees Meeting National Trust of Fiji Council Meeting Ba Multi-Cultural Centre Committee Meetings Agencies Board/ Council/ Labasa Multi-Cultural Centre Committee Meetings 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 4 sittings 3 sittings 3 sittings 4 4 4 4 4 4 School of Social Science The School of Social Science is based at USP and an Advisory Committee was set up to 1 Meeting in 2014 Advisory Committee assist in the enhancement of the schools programmes at USP.
The Chiefly Forum was established to advise the Departments and World Heritage Levuka Chiefly Forum Celebration Committee on necessary traditional protocols, requirements and necessary 4 sittings developments needed for the people of the World Heritage Port Town of Levuka POLICY, CONVENTIONS AND PROJECTS UNIT 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: Mr. Peni Cavuilagi Director Project Team Members: Mrs. Anaseini Kalougata Senior Project Officer (Levuka) Mr. Sipiriano Nemani Principal Policy & Conventions Officer Mr. Aca Baleiwai Ms. Vaciseva Kuli Heritage Advisor World Heritage Database Officer 1 0 0 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S 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 former 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 Pacific Heritage Hub – Ms. Meretui Ratunabuabua, and Principal Policy, Conventions Officer – Mr. Sipiriano Nemani.
The Department has successfully celebrated the State Celebration to commemorate the inscription of Levuka.
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: ● Fiji Heritage Decree promulgated; ● Medium term plan for conservation set in place; ● Archaeological sites inventoried in the Levuka Heritage Register; ● keeping maximum building height to current building levels, heritage impact assessment integrated into tourism development plans in the nominated and buffer zone properties; and ● Finalise 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.


There were key activities pertinent to maintaining the Outstanding Universal Value (OUV) of Levuka that have been completed included the foregoing.
Table 90: Key activities conducted to maintain the OUV of Levuka ACTIVITY RESPONSIBILITY PARTNERS THE PORT TOWN OF LEVUKA WORLD HERITAGE STATE CELEBRATION Peni Cavuilagi National Trust of Fiji Sipiriano Nemani Fiji Museum Ana Kalouagata Government Departments Vaciseva Kuli Levuka Chiefly Forums DHA Committee Ovalau Communities Commissioner Eastern Division Levuka Town Council Finalise the work towards the UNESCO recommendation for the Peni Cavuilagi Commissioner Eastern Division Inscription of the Historical Port town of Levuka for reporting to Sipiriano Nemani Levuka Town Council UNESCO World Heritage Center in early 2015 Ana Kalouagata National Trust of Fiji Vaciseva Kuli Implementation of the Levuka Management Plan Anaseini Kalougata Lomaiviti Provincial Council Meli Tokaibai Vaciseva Kuli Department of Town & Country Planning Levuka Town Council Sipiriano Nemani National Fire Authority 2 0 1 4 - A N N U A L R E P O R T | 1 0 1 Table 90: Key activities conducted to maintain the OUV of Levuka (cont'd) ACTIVITY RESPONSIBILITY PARTNERS Ovalau Resource Profiling Survey Anaseini Kalougata Department of Town & Country Planning Meli Tokaibai Vaciseva Kuli Lomaiviti Provincial Council Department of Town & Country Planning Sipiriano Nemani Levuka Town Council National Fire Authority Ovalau Communities Ovalau World Heritage Tourism Awareness Workshop Anaseini Kalougata Department of Town & Country Planning Levuka World Heritage Website Meli Tokaibai Vaciseva Kuli Lomaiviti Provincial Council Department of Town & Country Planning Sipiriano Nemani Levuka Town Council National Fire Authority Ovalau Communities Peni Cavuilagi Sipiriano Nemani Webmaster Fiji Museum Anaseini Kalougata ITC Fiji Vaciseva Kuli World Heritage Logo for Levuka Peni Cavuilagi Department of Town & Country Planning Sipiriano Nemani Lomaiviti Provincial Council Anaseini Kalougata Department of Town & Country Planning Levuka Fund the Project Catalogue Book Levuka Landscape Plan Levuka Town Album Vaciseva Kuli Levuka Town Council National Fire Authority
 Ovalau Communities Peni Cavuilagi National Fire Authority Sipiriano Nemani Water Authority of Fiji Anaseini Kalougata Levuka Town Council Vaciseva Kuli Peni Cavuilagi National Roads Authority Sipiriano Nemani Levuka Town Council Anaseini Kalougata Vaciseva Kuli Peni Cavuilagi Sipiriano Nemani Anaseini Kalougata Vaciseva Kuli National Trust of Fiji Levuka DHA Office Peni Cavuilagi Department of Town & Country Planning Sipiriano Nemani Levuka Town Council Anaseini Kalougata National Fire Authority Vaciseva Kuli Ovalau Communities Levuka World Heritage Commemoration Plaque Peni Cavuilagi Levuka Town Council Sipiriano Nemani Independent Contractors Anaseini Kalougata Vaciseva Kuli 1 0 2 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S Table 90: Key activities conducted to maintain the OUV of Levuka (cont'd) ACTIVITY RESPONSIBILITY PARTNERS Information Panel Nasova Provincial Bure Main Entry Sign Heritage Park Peni Cavuilagi FEA Sipiriano Nemani National Fire Authority Anaseini Kalougata Vaciseva Kuli Peni Cavuilagi Sipiriano Nemani Anaseini Kalougata Vaciseva Kuli Levuka Town Council Peni Cavuilagi Department of Town & Country Planning Sipiriano Nemani Lomaiviti Provincial Council Anaseini Kalougata Department of Town & Country Planning Vaciseva Kuli Levuka Town Council National Fire Authority Ovalau Communities Peni Cavuilagi Department of Town & Country Planning Sipiriano Nemani Lomaiviti Provincial Council Anaseini Kalougata Department of Town & Country Planning Vaciseva Kuli Levuka Town Council National Fire Authority Ovalau Communities Completion and submission of Final ICOMOS questions regarding the Peni Cavuilagi Department of Town & Country Planning nomination of Levuka.
Sipiriano Nemani Lomaiviti Provincial Council Anaseini Kalougata Department of Town & Country Planning Vaciseva Kuli Levuka Town Council National Fire Authority Ovalau Communities Dr. Anita Smith (Advisor) COMMUNITY ENGAGEMENTS The DHA Levuka Office since Jan 2014 was operating from the Levuka Community centre together with the national Trust Levuka office because renovation works was currently underway at the new DHA Office.
Although being based at the Levuka Community centre the officer still undertook responsibilities to engage and consult with the people and chiefs of Ovalau and residents of Levuka Town.
With regards to World Heritage and the project, the responsibilities include: ● Provision of information on World Heritage and heritage to the public in Ovalau ● Facilitation of requests from the public for assistance for heritage identification, enhancement and protection ● Facilitation and provision of support for the development of the management plan and heritage legislation ● Provision of support to villages and the town to develop heritage committees ● Research heritage of Levuka and Ovalau - buildings, monuments, archeological sites, etc ● Provision of support for the revival of cultural practices and the preservation of heritage sites in Levuka Town and the villages ● With regards to other DCH Outputs, the responsibilities include: ● Maintaining the network with government officers in Levuka, private sector and relevant stakeholders ● Facilitation and provision of support for cultural events in Levuka such as Fiji Day, Back to Levuka week, ● Revitalisation of local economies through utilization of heritage resources ● Supervision of Implementation of priority projects for the State celebrations ● Engagements of the community on preparation for the State Celebrations in Levuka 2 0 1 4 - A N N U A L R E P O R T | 1 0 3 WORLD HERITAGE UNIT CHALLENGES ● ● ● The Draft Heritage Decree was submitted to the Solicitor General’s Office for final vetting of the Decree that lasted 6 months from January – June 2014 The submission of applications for Development made to the Department of Town and Country Planning for approval for the Priority Projects caused delays upon submission of Applications which also lead to the State celebrations being held in December instead of June.
The submission made by the Department of Heritage to the Catholic Archiodises for approval to engage the site earmarked to locate the Levuka World Heritage Commemoration Plaque was delayed and thus lead to the delay in the State Celebrations Project Team Advisor: Mr. Sipiriano Nemani Principal Policy & Conventions Officer Project Team Members: Mr. Simione Tuimalega Community Development Officer Mrs. Kula Saro Executive Officer (Multi-cultural Centres) Mr. Eroni Waqairagata NHCA-ICHCAP Project Assistant Introduction Intangible cultural heritage refers to "traditions or living expressions inherited from our ancestors and passed on to our descendants, such as oral traditions, performing arts, social practices, rituals, festive events, knowledge and practices concerning nature and the universe or the knowledge and skills to produce traditional crafts.
That means the practices, representations, expressions, knowledge, and skills – as well as the instruments, objects, artifacts and cultural spaces associated therewith – that communities, groups and, in some cases, individuals recognize as part of their cultural heritage.
This intangible cultural heritage, transmitted from generation to generation, is constantly recreated by communities and groups in response to their environment, their interaction with nature and their history, and provides them with a sense of identity and continuity, thus promoting respect for cultural diversity and human creativity.
For ICH team in Department 2014 was a successful as Fiji manage to implement some intangible cultural heritage safeguarding measures to safeguard some of Fiji rich and unique ICH element.
Measures such as: ● Revitalization of traditional skills ● Publication of Traditional Knowledge and Wisdom ● Documentation of Revitalization and traditional event ● Drafting of Intangible Cultural Heritage Safeguarding Framework ● Findings ● The meeting of Melanesian Spearhead Group (MSG) Treaty on the Protection of Traditional Knowledge & Cultural Expressions.

Introduction and piloting to workshop themed Wisdom and Sustainable Vanua System.
Intangible Cultural Heritage Profiling of Researchers and Mapping Research Project ● ● Some other measures were implemented to serve the purposes of Fiji ratifying the 2003 Convention for safeguarding Intangible Cultural Heritage.

Fiji regards highly its function to implement the 2003 ICH Convention as it obligatory under its role as a state party to the said Convention.
Besides the institutional and documentation measures currently being pursued in Fiji, We do not need to look far to see that Climate Change experts resort to indigenous or traditional knowledge to mitigate global warming challenges and other environmental calamities we face.

Revitalization of traditional skills In 2014 the ICH unit in the Department facilitate to four traditional bure revitalization workshops.
These revitalization workshops were held in different parts of Fiji in which the Department work in partnership with the vanua in reviving this unique traditional skill.

1 0 4 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S Not only we are reviving the traditional bure we also revive the vanua at the same time.
In some case it really touches the people in that community as they all experience what they use to see in the past in regard to their resource are coming back again.

In other case some on the annual harvested resource that has been lost from the past fifty years have being harvested again once the revitalization of the bure starts.
Most of this revitalization were carried out not only to revive the skills but also to rebuild their valeni ni vanua whre in need the communally working together of the vanua and the people in the village Workshop like this need more awareness and consultation with the community to build that partnership which lead to the vanua recognizing its role in building their valenivanua.

The three photos above shows the three stages of which the Traditional Bure revitalization workshop proceeds.
Publication of Traditional Knowledge and Wisdom 2014 was a successful year to the ICH team in the department as we work in partnership with ICHCAP Korea in writing a publication on traditional knowledge and wisdom.

The writers were selected by the department based on their knowledge on five ICH elements in Fiji.

Agreement was sign in between ICHCAP and the Department that the publication will be released in early 2015.
Table 91: Summary of key writers in the publications of traditional knowledge and wisdom researches WRITERS TOPIC COVERED TOPIC COVERED Mr. Aca Mataitini Traditional Marine Harvested in Fiji Setoa Raitau (Village Elder) Josefa Seitaba (Village Elder Waisiki Masirewa (Village Elder) Mr. Niumaia Gucake The Lemaki Family and their Salient Characteristics Elenoa Gataialupe (Interviewee) Mr. Vilimaina Navila The Unique Family System of Tako and Lavo Asesela Ravuvu (Published Book) relation - Kinship Ra University Students Youths Master Builder - (Kitione Wainiqolo).
Second Master Builder - (Isoa Naihoko).

Mr. Sipiriano Nemani Valenivanua Traditional Architecture Owner of the Bure - (Ratu Samuela Naulago).

Tribe Leader for the Builders - (Ratu Peni Bulikula) Mr. Simione Sevudredre Verata Traditional Envoys Mr Aqulala Nainoka (Published Book) Mataki Verata Editor Dr Apolonia Tamata with one of the ICHCAP Secretariat members Mr Simione Tuimalega attended the ICHCAP Meeting at Pohnpei Micronesia to finalize Draft Manuscript Writings from Fiji.
Cultural Grants Funds The Department allocated some funds by government on an annual basis to assist in individual, group and community projects regarding cultural development, safeguarding and revitalization of ICH element.

So far the Department has assisted more than 20 revitalization projects.

Majority of this project comes from the initiative of local community requesting the Department to assist in reviving elements such as traditional architecture.
The focus of the Department at this point is the revitalization of traditional skills associated with building traditional houses.

This is to ensure that each village in Fiji will have at least a traditional house for the village meetings organized given that most houses in villages are entirely modern.

This revitalization projects also includes traditional mat weaving for each province and district, pottery, salt making, canoe construction and sailing (navigation skills).
2 0 1 4 - A N N U A L R E P O R T | 1 0 5 Melanesian Spearhead Group (MSG) Treaty on the Protection of Traditional Knowledge & Cultural Expressions.

The MSG treaty is a regional binding instrument developed by the MSG Secretariat with its partners to ensure protection of traditional knowledge and cultural expressions of practitioners and/or its custodians in the MSG member countries.
Last year Fiji host the national consultation on this treaty allowing members of the public to participate in a debate to ensure that traditional wisdom is safeguarded from misappropriation.

Fiji also has a draft Traditional Knowledge Policy and Decree in place that will ensure that TKEC is protected.

This is an initiative pursued through by the Department of National Heritage, and the Ministry of iTaukei Affairs.

Wisdom and Sustainable Vanua System – Workshop for Chiefs by Chiefs for the vanua of Bua.
Fiji through the Department of Heritage & Arts has made another milestone through the piloting of an awareness and training sessions for Chiefs and Elders facilitated by Chiefs and Elders within a region.

With the theme Wisdom and Sustainable Vanua System, this initiative was identified by the Department through its continuous awareness on Cultural Impact Assessment Awareness.
The primary purpose is to bring back the sanctity and mana of the chiefs, ensure that the vanua synergies its development priorities with due consideration given to the local traditions and wisdom and the environment, and also to ensure that each clan and tribe understands and appreciates their traditional roles and functions.

The goal is to achieve a fulfilling life, well-being and sustain the richness of our traditional knowledge.
Similarly, the idea is to bridge the gap where village chiefs organize the vanua council and village council in its effort to bring about more wisdom and rich traditional life and knowledge amongst its people (hence the initiative in the Province of Bua).

This is very important in this day and age given the influence of westernization and modernization in our traditional way of life.
The work of restoring wisdom and the rich traditional life in the traditional village is an important one which needs to be undertaken by someone well-versed and knowledgeable about the people and chiefs of that region hence the Department through it only appropriate that local chiefs and elders in communities and villages conduct training as a way of restoring wisdom and the rich traditional life and knowledge.

2003 ICH Convention National Framework for Fiji – A draft.
This draft framework consists of priority areas that will strengthen the implementation of the 2003 Convention on ICH in Fiji.

The framework purports to ensure that appropriate legal, policy and institutional mechanisms are put in place to further enhance the work on safeguarding ICH in Fiji.

Some of the Areas inculcate: Strengthen existing Inventories and develop new inventories for ICH in Fiji esp.

with other ethnic communities.


Capacity building of current and future personnel engaged in the safeguarding of ICH.

(i) (ii) (iii) Envisioning Cultural Spaces (infrastructure) for the promotion of ICH (iv) Institutional strengthening and setting up of administrative and technical structures.

(v) Promotion of ICH through various Media: Television, DVD production, Radio and through publications (vi) Youth Participation in the promotion and development of ICH initiatives in the various provinces.
(vii) ICH forums established.

(viii) Preparations and submissions of Nominations to the 3 UNESCO List.

(ix) Strengthening Partnerships and collaboration with institutions, individuals and communities (x) Encourage and harness regional and international cooperation in the implementation of ICH at the National Level.

(xi) Policy and legislative mechanism in place.

(xii) Enhance tourism as a Vector for sustainability of ICH.
(xiii) Access and inauguration of funding mechanisms for ICH implementation at the National Level.

Intangible Cultural Heritage Profiling of Researchers and Mapping Research Project In line with this publication initiative the Department has embarked on a research initiative that will lead to the creation of a COMPENDIUM or more or less an ANNOTATED BIBLIOGRAPHY of all research that have been pursued in the past, present and proposed in future regarding Fijian ICH.
The Department recruited two University Students to carry out 1 0 6 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S mapping and profiling of research and researchers in the area of intangible cultural heritage focusing on the five domains of ICH as our core areas of research: ● Oral Tradition & Expressions/Language ● Performing Arts ● Social Practice/ Rituals/Festive Events & Traditional Beliefs ● Knowledge & Practices concerning Nature & Universe ● ● Social Structure Traditional Craftsmanship In pursuing this research, the duo researchers facilitate the above to incorporate how the five domains encompass the purpose of “safeguarding” which includes its meaning as per the convention: identifying, documentation, research, preservation, protection, promotion, enhancement, transmission, in particularly through formal and non-formal education, as well as revitalization of various aspects of heritage.
This research project will be published and to be used by national universities, academics, researchers, institution, libraries, students-schools and tertiary, and by regional and international audience.

There are numerous initiatives pursued at the national level regarding ICH safeguarding however, all remain important and contributes to the implementation of the 2003 Convention.
CONVENTION 2: IMPLEMENTING THE 2003 INTANGIBLE HERITAGE CONVENTION Team Leader: Mr. Sipiriano Nemani Principal Policy & Conventions Officer Support: Mr. Simione Tuimalega Community Development Officer Mr. Eroni Waqairagata ICH Assistant Fiji ratified 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.
Table 92: Measures taken to safeguard the intangible Cultural Heritage in Fiji MEASURE EXPLANATION Establishment of ICH Unit in Department 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.
UNESCO ICH Intergovernmental Committee To ensure Fiji’s representation at this prestigious Forum held in Azerbaijan in December Meeting.

2013, the unit assisted in the preparation of Acting Director Joe Mainavukea of Ministry of Annual Convention Periodical Payment to Processing of obligatory payment by state party to the ICH Secretariat in Paris – US$90 iTaukei Affairs to attend the meeting.
UNESCO Pacific Mapping of the Intangible Cultural Sipiriano Nemani published a toolkit for Pacific island countries in terms of mapping the Heritage Toolkit intangible cultural heritage in their communities.

The Publication was commissioned and published by SPC (Nabua).

Manuscript on Traditional Wisdom of Fiji/Pacific In collaboration with ICHCAP, the Department is working with ICH writers to develop a manuscript on Traditional Wisdom of Fiji.
Drafting of National Framework for the An implementation measure of the Convention is to see through that appropriate policy implementation of the 2003 Convention for ICH 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.
Preparatory Submission of ‘Cultural Mapping The Ministry of iTaukei Affairs had been working with the Department in preparing the Programme” as a Best Practice Methodology submission for inscription under the Convention for ICH Best Practice Methodology List of under the Convention Lists.

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.
2 0 1 4 - A N N U A L R E P O R T | 1 0 7 Table 92: Measures taken to safeguard the intangible Cultural Heritage in Fiji (cont'd) MEASURE EXPLANATION 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 International Cooperation and Assistance 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. Sipriano Nemani attended a Sub-Regional on ICH Networking organised by ICHCAP Korea in Vanuatu Culture Sector Capacity Building 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).
International Assistance Secured funding from ICHCAP for Publication Project – US$5,000 POLICIES, GUIDELINES AND STRATEGIES DEVELOPED FOR THE CULTURE SECTOR.

Policy Advisor Mr. Peni Cavuilagi Director Implementing unit Mr. Sipiriano Nemani Principal Policy Officer Members Mrs. Alumita Romanu 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.

Table 93: Progress in the development of DHA policies, strategies and plans POLICY/STRATEGY STATUS Cultural Enhancement Guidelines Continued to work on Skeleton and framework for guideline – 90% Review of Levuka World Heritage Nomination 100% completed.

Dossier Review of Levuka Management Plan 100% completed.

National Cultural Policy for Fiji 100% completed.


Policy consultant and policy writing National Framework for the implementation of the 60% completed.

Working Group established to draft framing.

2003 Convention on ICH in Fiji National Culture & Education Strategy 90% completed.

Incorporating culture in national school curriculum and lessons.

Steering Regional Cultural Strategy (SPC) 100% submission of overall culture sector activities to SPC.
Preparatory SIDS (Samoa) Meeting 2014 100% Fiji culture priorities and achievements resulting in adoption of a Thematic Brief for SIDE-MEETING on Culture and Sustainable the inclusion of culture in the SIDS 2014 Agenda.

Committee established with MOE to facilitate work in this regard.

Development (Nadi, 2013) National Youth Policy Incorporation of Heritage issues in National Youth Policy.

Bilateral Agreement on Culture between Fiji and MOA signed – 100%.
China donating RMB 300,000 worth of cultural equipment to Fiji and China distributed Culture Sectors including Lelean Memorial, Adi Cakobau School, Dilkusha High Embassy of France – Levuka Listing Areas of assistance to be articulated to the Embassy.

Congratulatory Message and assistance offer.

School, ITaukei Affairs, MOE(ESU), Levuka Town’s Scheme Statement Inclusion of Heritage Impact Assessment in Town’s Scheme.
Department of Town & Country Planning to incorporate ICOMOS recommendations in revised Levuka Plan.

1 0 8 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S Table 93: Progress in the development of DHA policies, strategies and plans (cont'd) POLICY/STRATEGY STATUS Levuka Way Forward Roadmap Successfully incorporation of ICOMOS Recommendations, World Heritage Committee Resolutions, and Levuka Management Plan into matrix.
Fiji Heritage Issues captured in Regional Plans 100% completed Pacific World Heritage Meeting Resolutions capturing Fiji Heritage issues District Education Board Advisories Incorporation of cultural issues in the DSMB Agenda – Multicultural Centres, Fiji Museum and directions for review of Pacific Regional Action Plan regarding world Heritage.

and culture & education etc.
LEGISLATIVE FRAMEWORKS AND PROTECTION MECHANISMS DEVELOPED Legislative Advisor Mr. Peni Cavuilagi Director Implementing unit Mr. Sipiriano Nemani Principal Policy Officer Members Mrs. Alumita Romanu TRT [Policy Assistant] The Department carries out this function with the assistance of the Attorney General’s (AG) Office including the Solicitor General’s Office to ensure that the protection mechanisms are comprehensive, has little or no loop holes and minimal duplication or overriding jurisdictional areas.
Table 94: Summary of the legislative frameworks developed LEGISLATION/PROTOCOLS STATUS Draft Fiji Heritage Decree AG’s Office finalizing the Decree before promulgation.

2005 UNESCO Convention for the Protection and Ratification comments sort from key stakeholder Ministries including AG’s Office.
Promotion of Diversity of Cultural Expressions [SCEO spearheading] MOU on Chinese Cultural Centre to be MOE Legal opinion sort established in Fiji 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 Disbursement of grants by the Department takes two forms: i.)
Annual Grants disbursed to our Flagship Agencies – Fiji Arts Council, Fiji Museum and National Trust of Fiji and the 6 Multi – Cultural Centres - Ba, Labasa, Nadi, Nausori,Savusavu and Suva.

At times, the Department also disburses funds to these agencies to support their individual projects.

ii.)

Assistance from the Department can also be accessed through the Cultural Grants Program at the community and national level.
Agency Grants One of the key roles of the Department is to disburse and monitor grants to 3 agencies and the 6 Multi-Cultural Centres’.

It is mandatory for these agencies to submit a quarterly progressive report, quarterly acquittals, financial statement and a financial cash flow forecast for the impending quarter.

This determines the disbursement of funds to each agency.
2 0 1 4 - A N N U A L R E P O R T | 1 0 9 Table 95: DHA Grants for 2014 Grants Fiji Arts Council Fiji Museum National Trust of Fiji 6 Multi-Cultural Centre Annual Allocation AIA and Mapping Fiji Heritage Foundation Preservation Momi Gun site Momi Battery – Historic Park Fiji Museum Extension $200,000 $330,000 $50,000 $300, 000 $161,500 $74,000 $3,400 $100,000 $350,000 $730,000 $477,400 $161,500 Total $200,000 Desk Officer for FAC/FM/NTF Mrs. Maraia Vakasilimiratu/ Senior Cultural Enterprises Officer Mr. Maciusela Betei Desk Officer for MCC’s Ms. Amelia Vuetilovoni Executive Officer ( MCC) Cultural Grants Secretariat Mrs. Maraia Vakasilimiratu/ Mr. Maciusela Betei A/Senior Cultural Enterprises Officer Mr. Simione Tuimalega Cultural Development Officer Boards/Councils Members Sitting Allowances A total of 11 Memorandum of Agreements (MOAs) were signed between Government and our agency Boards and Committees.
The Minister for Education and the Permanent Secretary for Education signed on behalf of the Government while the respective chairpersons signed on behalf of their councils, board and committees.

Table 96: Summary of the membership of the Boards/Councils Agency Fiji Arts Council Signatory No.
of MOAs Chairperson Fiji Museum Board of Trustees Chairperson National Trust of Fiji Council Ba Multi Cultural Centre Chairperson Chairperson Labasa Multi Cultural Centre Chairperson Nadi Multi Cultural Centre Chairperson Nausori Multi Cultural Centre Chairperson Savusavu Multi Cultural Centre Chairperson Suva Multi Cultural Centre Chairperson 1 2 2 1 1 1 1 1 1 Sitting Allowances The Chair persons and members of the 3 Agencies receive sitting allowances.
Board/Councils have to submit Board Meeting Minutes to ensure remuneration.

The MCC Committee operates on a voluntary basis hence do not receive sitting allowance.

Table 97: Summary of the disbursement of the sitting allowances for Board members Agency Total Meetings Sitting Allowance Fiji Arts Council Fiji Museum Board of Trustees National Trust of Fiji Council 4 3 3 100% disbursement of allowance to members 75% disbursement of allowance to Chairperson only.
75 % of disbursement of allowance 1 1 0 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S Renewals and new appointments of Boards, Councils and Committee Members In 2014, 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 Multi Cultural Centre ● ● Nadi Multi Cultural Centre ● Nausori Multi Cultural Centre ● Savusavu Multi Cultural Centre ● Suva Multi Cultural Centre Labasa Multi Cultural Centre Cultural Grants The Department was allocated $100,000 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; Program 5: Performing Arts Touring; Program 6: Visual Arts and Craft and Program 7: Capital Infrastructures Cultural Grant Committee The committee debate on the viability of projects to be supported under the Cultural Grants Scheme.
The decision and approval vests with the Committee.
Committee members for 2014 include: ● Mr. Peni Cavuilagi, Director Heritage & Arts (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 i Taukei Language and Culture (Member 3) ● Mr. Sipiriano Nemani, Principal Policy and Convention Officer (Member 4) ● Mrs. Maraia Vakasilimiratu/Mr.
Maciusela Betei, Senior Cultural Enterprises Officer (Secretariat) ● Mr. Simione Tuimalega, A/Cultural Development Officer (Secretariat) Committee Sitting Date of Meeting Comments 26/03/14 20/06/14 Agenda 1 for meeting disbursed with submission proposals for endorsement.

Agenda 2 for meeting disbursed with submission proposals for endorsement.
Projects supported in 2014 Table 98: Summary of the projects supported in 2014 Name of Project Community Cultural Development Project Applicants Cakaunitabua Traditional Values Capacity Building Ratu Viliame Tagivetaua Sautabu Bure Building Capacity Building Workshop Sanasana Bure Building Working Workshop Mr. Marika Mr. Ilami Nabiau Nausori Highland Bure Building Capacity Building Workshop Mr Joseva Tuiloma Iri Ni Natewa Revitalisation workshop Ministry of I Taukei Affairs Dance/Meke Rewa Provincial Youth Cultural Day Uca Mirimiri Ni Ului Nausa Rewa Provincial Council Mr. Vilivo Naseru Viti – E – Loma Youth Davuilevu/Waila Branch Cultural Prizes Mr. Temo Soko Performing Artist Residency (Dancing Earth Project-New Mexico) Mr. Navitalai Waqavotuwale Performing Artist Residency (The Banff Centre) Mrs Eleni Tabua 2 0 1 4 - A N N U A L R E P O R T | 1 1 1 Table 98: Summary of the projects supported in 2014 (Cont'd) Name of Project Performing Arts Touring Makosoi Ni Delai Devo NZ Visual Arts and Crafts Project Applicants Makosoi ni Delai Devo Suva Rotuman Women’s Association Arts Exhibition Mrs. Makrava Luise Pene Cultural Grants Analysis Graph 31: Summary of the Cultural Grant by programs Program 2 42% Program 1 42% Program 5 8% Program 6 8% From the graphical representation of fund distribution amongst the 7 CGC programs, the Community Cultural Development program and Dance & Meke accounted for 42% each of the overall grant funding.
This was followed by Performing Arts Touring program and Music & Visual Arts each recorded 8%.

There was no assistance on the other categories as no application was received.

The Department continues to provide assistance to local communities and groups that meet the Cultural Grant Guideline but there is still a need to create more awareness on the availability of funds for assistance especially to those in remote areas.
Cultural Grants Acquittals and Reporting Table 99: Summary of Cultural Grants aquitals and reporting Name of Project Community Cultural Development Project Applicants Cakaunitabua Traditional Values Capacity Building Ratu Viliame Tagivetaua Sautabu Bure Building Capacity Building Workshop Sanasana Bure Building Working Workshop Mr. Marika Mr. Ilami Nabiau Nausori Highland Bure Building Capacity Building Workshop Mr Joseva Tuiloma Iri Ni Natewa Revitalisation workshop Ministry of I Taukei Affairs Dance/Meke Rewa Provincial Youth Cultural Day Uca Mirimiri Ni Ului Nausa Rewa Provincial Council Mr. Vilivo Naseru Viti – E – Loma Youth Davuilevu/Waila Branch Cultural Prizes Mr. Temo Soko Performing Artist Residency (Dancing Earth Project-New Mexico) Mr. Navitalai Waqavotuwale Performing Artist Residency (The Banff Centre) Mrs Eleni Tabua Performing Arts Touring Makosoi Ni Delai Devo NZ Visual Arts and Crafts Makosoi ni Delai Devo Suva Rotuman Women’s Association Arts Exhibition Mrs. Makrava Luise Pene 1 1 2 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S Cultural Industries Team Leader: Mrs Maraia Vakasilimiratu /Mr.Maciusela Betei: Senior Cultural Enterprises Officer Support: Mrs. Ulamila Liku: Cultural Industries Assistant The National Cultural Industries Strategy Framework for the culture sector in Fiji is still ongoing since its inception in 2013.A ‘National Development Workshop for the Cultural Industries in Fiji’ was held at the Pacific Islands Forum Secretariat (PIFS), from 4 – 8 August 2014.
The workshop was conducted under the EU-ACP funded ‘Enhancing the Pacific Cultural Industries: Fiji, Samoa and Solomon Islands’ project, managed by SPC’s Human Development Programme in collaboration with PIFS, the Fiji Department of Heritage and the Arts, and the Fiji Arts Council.
The workshop focused on four main areas: 1) overview and assessment of the national state of the cultural industries, 2) representation by cultural producers, entrepreneurs and arts associations/councils of their achievements, constraints and needs, 3) public institutional and policy involvement in the cultural industries and 4) agreement on partnerships and initial strategic directions.
Consultation is continuous with cultural sector stakeholders on mapping the way forward for the development of Cultural industries Strategy Framework for Fiji.

On the other hand, Sector Collaboration and Capacity building for cultural producers in all genres is continuous to enhance production within the sector.

Cultural Statistics Cultural Statistics though being a new phenomenon for the Department of Heritage & Arts has progressed since its establishment in 2013.
With additional staff, work on Cultural Statistics has proceeded in terms of increased consultative sessions conducted with stakeholders, and further progress of major projects of the Cultural Statistics Unit.

The major achievement of the unit was the finalizing of the 2nd draft of the MSG Alternative Well-Being Indicator survey questionnaire that emanated after the 1st stakeholders meeting held on 28th October, 2014.
Similarly, the successful completion of phases 1 – 3 of the Ovalau World Heritage & Tourism Workshop which was made possible through the collaborative efforts of other units within the Department.
Other Achievements of the unit in 2014 includes: Table 100: Summary of other achivements by the Department for 2014 Activity Particulars Cultural Statistics • Completion of desk top studies for CSF Framework (CSF) for Fiji • 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.
• 1st Draft writing of National CSF Government Funding • Government provided $60,000-00 in the Department’s annual budget to facilitate work on cultural statistics Working Group • The Department in partnership with Fiji Bureau of Statistics continue consultations on the way forward for CSF and AIWS Cultural Infrastructure • Questionnaire distributed to stakeholders Handbook Artists Directory • Infrastructure site assessments (in progress) • Collection of questionnaires and expression of interests • Collection of artists data from FAC and SPC and other stakeholders with artist data MSG Alternative Well-Being • Completion of 1st stakeholders meeting Indicators • Finalizing of 2nd draft questionnaire to be pilot tested by FBOS Ovalau World Heritage & • Completed Feasibility Study including a tourism product profiling led by a tourism consultant.
Tourism Workshop • Completion of phases 1 – 3 of the workshop with the final phase to be conducted by the Department of Tourism.

Cultural Statistics Database • Consolidating of cultural data into a database 2 0 1 4 - A N N U A L R E P O R T | 1 1 3 Staffing Name Post Unit Advisor Mr. Maciusela B. Raitaukala Senior Cultural Enterprises Officer Support Staff Mr. Meli K. Tokaibai Admin.
Officer (Cultural Statistics) Mr. Eroni Waqairagata Clerical Officer (Cultural Statistics) Mr. Simione Tuimalega Community Development Officer 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.
CULTURE & EDUCATION FOCUS Unit Advisor Mr. Peni Cavuilagi Director Support Staff Mr. Vereniki Nalio Acting Senior Cultural Development Officer Ms. Rosalia Muavesi 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 Officers.
Table 101: Major Achievements of the unit in 2014 ACTIVITY PARTICULARS ACHIEVEMENT STATUS National Culture And Education Culture and Education Strategy 2010-2015 Final Consultation with Stakeholders and Strategy draft edition of the strategy.
Raintree Lodge Culture Advisors Development of Culture Thematic Areas for 100% - Matrix Developed Meeting Integrations Novotel Culture and Education Curriculum Mapping of Culture Themes in 100% - Consultation on the Culture Curriculum Mapping Workshop the Curriculum Thematic Areas integration The Lagoon Resort Curriculum Incorporation of Culture Thematic Areas 100% - Culture and Education Integration Writing Workshop across the relevant syllabuses Culture and Education Steering Discussions on Programmes for Cultural 100% Achieved and Implemented committee Meetings Integrations and Workshops Suva Primary Schools Cultural 30 Primary School participated at the FMF 100% Achieved and Implemented Festivals Gymnasiums Nausori Clusters Primary Schools 50 Clusters Schools Festivals for primary 100% Funded $7,000.00 for this Cluster Cultural Festivals schools in the Nausori District Festivals in schools.
PLANNING FOR THE CULTURE SECTOR Team Leader Mr. Vereniki Nalio Acting Senior Cultural Development Officer Support Ms. Rosalia Muavesi CO (Planning and Training) 1 1 4 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S 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.
Some of the major deliverables of the unit in this area inculcate the following: Table 102: Summary of the achievements of the major DHA deliverables for 2014 ACTIVITY ACHIEVEMENTS Submission of 2014 Monthly Reports 100% Completed 12 Monthly Report submitted Submission of SFCCO Quarterly Reports & Evidence 100% Completed 4 Quarterly Reports submitted for verifications Draft ACP 2014 Submission (NHCA input) Draft BP 2014 Submission (NHCA input) Department Planning Workshop 2014 Position Descriptions reviewed 2014 IWP Reviewed 2014 Service Excellence Activities 100% Completed 100% Completed 100% Completed 100% Completed 100% Completed 100% Completed Community Service Activities undertaken by Department Staff with MOE 100% Completed Standard Operating Procedures Developed/ Reviewed Preparation for Planning Workshop for 2015 Service Excellence Awards - Category 3 Writing 100% Completed 100% Completed 100% Completed CAPACITY BUILDING, AWARENESS AND COMMUNICATIONS Desk Officer for Training Mr. Vereniki Nalio Act.
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 efficient 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.
Table 103: Some of the trainings and capacity building sessions pursued in 2014 NAME INSTITUTION COURSE / CONFERENCE VENUE Sipiriano Nemani Anaseini Kalougata Vereniki Nalio Macisela Betei Vaciseva Kuli Ulamila Liku Eroni Waqairagata Simione Tuimalega DHA DHA DHA DHA DHA DHA DHA DHA ICHCAP Board Meeting Korea UNITAR Heritage Management Hiroshima Japan 2015 ESD Conference Nagoya Japan H Examination H Examination H Examination H Examination PSC Training PSC Training PSC Training PSC Training Forestry Inventory Training Solomon Island Dr. Apolonia Tamata ITaukei Trust Board ICH Capacity Building DHA DHA Simione Tuimalega Anaseini Kalougata Sipiriano Nemani Vereniki Nalio Vaciseva Kuli Hawaii Pompeii ICH Capacity Building 1st Regional Training Workshop Fiji on Heritage Management held at SPC Anaseini Kalougata International Training Disaster Risk Management of Tokyo, Japan Centre (Japan) Cultural Heritage Macisusela Betei Pacific Island Forum and National Development Workshop PIFS, Fiji Sipiriano Nemani DHA for Cultural Industry Vereniki Nalio Macisusela Betei Sipiriano Nemani Meli Tokaibai DHA SPC MSG Consultant MSG Alternative Wellbeing for Fiji Suva Fiji 2 0 1 4 - A N N U A L R E P O R T | 1 1 5 The Department also participated and sometimes organises awareness sessions, including exhibitions, road shows, curatorial shows to enhance visibility of culture sector activities: Table 104: Summary of organised awareness programs carried out NAME ORGANISED BY TYPE TYPE Cakaunitabua Traditional Values Capacity Building Sautabu Bure Building Capacity Building Workshop Sanasana Bure Building Working Workshop Nausori Highland Bure Building Capacity Building DHA DHA DHA DHA Workshop Community Development & Partnership Simione Tuimalega Community Development & Partnership Simione Tuimalega Community Development & Partnership Simione Tuimalega Community Development & Partnership Simione Tuimalega Iri Ni Natewa Revitalisation workshop Ministry of ITaukei Affairs Community Development & Partnership Simione Tuimalega Rewa
 Provincial Youth Cultural Day Uca Mirimiri Ni Ului Nausa DHA DHA Community Development & Partnership Simione Tuimalega Community Development & Partnership Simione Tuimalega Viti – E – Loma Youth Davuilevu/Waila Branch Viti E Loma Youth Group Community Development & Partnership Simione Tuimalega Cultural Prizes Performing Artist Residency (Dancing Earth Performing Artist Community Development & Partnership Maraia Vakasilimiratu Project-New Mexico) Resident & DHA Performing Artist Residency (The Banff Centre) The Banff Centre Community Development & Partnership Maraia Vakasilimiratu Makosoi Ni Delai Devo NZ Suva Rotuman Women’s Association Arts Exhibition Traditional Marine Harvested in Fiji The Lemaki Family and their Salient Characteristics & DHA DHA DHA DHA DHA Community Development & Partnership Simione Tuimalega Community Development & Partnership Simione Tuimalega Maraia Vakasilimiratu Maraia Vakasilimiratu Community Development & Partnership Aca Mataitini Community Development & Partnership Niumaia Gucake The Unique Family System of Tako and Lavo DHA Community Development & Partnership Vilimaina Navila relation - Kinship Valenivanua Traditional Architecture Verata Traditional Envoys Ovalau World Heritage & Tourism Workshop MOE Roadshows MOE Careers Expos DHA DHA DHA MOE MOE MANAGEMENT AND FINANCE UNIT Community Development & Partnership Sipiriano Nemani Community Development & Partnership Simione Sevudredre Community Development & Partnership Meli Tokaibai Sipiriano Nemani Ulamila Liku Maraia Vakasilimiratu Rosa Muavesi Community Development & Partnership Ulamila Liku Sereana Tadrau Eroni Waqairagata Community Development & Partnership Rosa Muavesi Ulamila Liku The unit is the parent arm of the Department responsible for staffing, overall management and efficient and prudent use of allocations for the Department provided for in the annual budgetary provisions for the sector.
1 1 6 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S Unit Advisor Support Mr. Peni Cavuilagi Director Mrs. Amelia Vuetilovoni Executive Officer (HA) Mrs. Laisa Vuto Mr. Fereti Sosefo CO (Registry) Driver MINISTERIAL AND CABINET PAPERS DEVELOPED The Unit prepared 2 Cabinet Papers and 3 Minister’s Papers for information in 2014.
DEPARTMENT STAFFING Table 105: Summary of staff movements, new appointments and review of appointment NAME POSITION Mr. Peni Cavuilagi Director REMARKS Contract Extended Mr. Sipiriano Nemani Acting Principal Policy & Conventions Officer Acting Appointment extended Mr. Vereniki Nalio Acting Senior Cultural Development Officer Acting Appointment extended Mrs. Anaseini Kalougata Senior Project Officer Levuka Project appointment extended Mr. Maciusela Betei Senior Cultural Enterprises Officer New Appointment Mr. Meli Tokaibai Administrative Officer Project appointment extended Mr. Jovesa Matakasa Geography Information System Officer New Project Appointment Ms. Amelia Vuetilovoni Acting Executive Officer New Appointment BOARD OF SURVEY 2014 The Department of Heritage and Arts Registry Unit had successfully completed its Board of Survey for 2014 in December and a report was submitted to Ministry of Education for decision.
The Department will continue to update the Filling System and updates all DHA Registry Updates in 2015.

NEW OFFICE SPACE AND EQUIPMENTS The new Department of Heritage and Art Office opened by the Honorable Minster for Education Mr. Mahendra Reddy at the World Heritage Port Town of Levuka during the World Heritage State Celebration on 13 December 2014.

The new office will be resourced with new furniture, internet, telephone, and a fax machine by Quarter 2, 2015.
2 0 1 4 - A N N U A L R E P O R T | 1 1 7 Background The Access to Quality Education Program (AQEP) commenced in mid-August 2011.

It consists of a package of bilateral assistance worth up to AUS$50 million to the Fiji education sector over six years and will end in June 2017.

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: (a) Component 1: reducing financial 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; (b) 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 (c) 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 flexible and outcome-driven support to MoE priorities.
Achievement of Program objectives will support six of the nine Education Outcomes identified in the MoE’s 2015-2018 Education Sector Strategic Development Plan, namely: (a) All children will have equitable access to a progressive, inclusive and quality education that contributes to socio- economic advancement and open pathways to regional and international opportunities.
(b) All children will acquire knowledge and wisdom; develop lifelong skills, cultural and religious values that contribute to good citizenship through a relevant, responsive, innovative, inclusive and quality curriculum.

(c) The welfare of students are promoted and protected through school improvement programmes that build character and bring about social cohesion in a conducive learning environment that is student friendly.
(d) A productive workforce that reflects gender parity, equality and is appropriately qualified, competent and passionately committed to consistently deliver effective and efficient education services with integrity, transparency and accountability.

(e) Improved public and private partnerships to ensure education programmes are responsive, empowering, innovative and sustainable.
(f) Enhance delivery of education through strengthening internal processes and systems and implementation of public sector reforms.

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; CHAPTER 9: ACCESS TO QUALITY EDUCATION PROGRAM (AQEP) 1 1 8 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S (ii) Improved water supply and sanitation in these schools to protect the health and well-being of school children; and (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 (ii) management; 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.
Outputs of the Program, 1 January – 31 December 2014 Tables 1 and 2 provide a summary of the scope of AQEP activities and outputs from January to June and from July to December 2014.

Table 2 also contains a column summarising Program outputs from inception in 2011 to December 2014.
Table 106: Summary of AQEP Activities and Outputs 1 January – 30 June 2014 ACTIVITIES OUTPUTS Component 1: Social Protection Social protection implementing in 50 Cohort A schools in 10,744 student beneficiaries from Kindergarten to Class 8 7 clusters Access Activities Quality Activities 50 schools implementing a total of 75 activities1 in Terms 1 and 2 to improve access for disadvantaged children 50 Access groups activated in schools in partnership by Teachers, School Management and the community 50 schools designed and implemented 100 activities2 in Terms 1 and 2 to improve student learning outcomes 50 Numeracy and 50 literacy groups activated in schools in partnership by Teachers, School Management and the community Cycle 1 Access and Quality Grants distributed to 50 Cohort F$751,745 distributed in grants to 50 Cohort A primary schools in disadvantaged areas A schools Access and Quality Training Mentoring visits Education Outreach Centre established and running 73 New Head Teachers and School Management trained on the Access and Quality Approach3.
150 school visits (half a day session each with 2 School Community Coordinators (SCCs), Literacy and/or Numeracy Coordinator (QLST) and 1 District Education Officer) completed • Homework Centre running 5 days per week • Repairs to Centre completed by the community • Tutor and Community Facilitator hired • 109 primary School students and 79 High School students attending regularly4 • 2 community awareness events • 32 family visits per month5 • Women’s Club volunteering at Centre Community Workshops • 50 Community Workshops completed Boarding school improvement • 2 pilot school farms established • F$36,000 disbursed to and acquitted for 2 pilot schools • Over 3,200 community members participating (60% Female) 1 Access activities include uniforms, solar light & homework, breakfast, lunch & gardening, stationery.
2 Quality activities for literacy include remedial reading, LANA outcomes focus, literacy improvement.

Examples of numeracy activities include Number sense & Algebra, understanding the Numeration System, simple & Enjoyable Maths.

3 The Access and Quality Approach includes an understanding of risk factors for students in access, literacy and numeracy, identification of challenges in the school, planning activities to improve access, literacy and numeracy, and finance acquittal.
4 Two sessions are run daily after school at the Homework Centre – the first for lower primary and the second for upper primary and secondary school students.

5 32 families whose children attend the Jittu Estate Homework Centre are vvisited monthly by teachers of Arya Samaj and Pt.

Vishnu Deo Primary Centre; by the two teachers of the Homework Centre; by four volunteers from the Jittu Community; visits by PCN to the community and the Centre and visits by the AQEP team.
Table 106: Summary of AQEP Activities and Outputs 1 January – 30 June 2014 (cont'd) ACTIVITIES OUTPUTS 2 0 1 4 - A N N U A L R E P O R T | 1 1 9 Teaching and Learning Resources Component 1: Disability Inclusion • • • • • • 15 numeracy Kits 15 kindergarten Kits 50 schools received ECE Curriculum, Literacy Strategy, Numeracy Strategy, Class 1 to 4 Curriculum.
Locally themed Alphabet Cards developed Short Films of Lana Situations developed, Translation and Graphic Design of Access and Quality Manual • Inclusive Education Training for 32 teachers from 19 AQEP schools, 8 AQEP SCCs and 1 district official 295 persons (250 head teachers, 40 Principals, 5 education officers) from 5 education districts trained on Inclusive Education through financial Capacity Development and technical support from the Program.
• 71 participants including 61 teachers and support staff from 6 special schools in the Western Division, 8 parents and 2 District Education officers attended an • Allied Health Team conducted-training and ongoing technical support for utilisation of Individualised Education Plans (operational expenses covered by AQEP).

• 27 newly enrolled children with disability since Jan 2014 (bringing total to 69 5 Inclusive Education Demonstration Schools supported since AQEP inception).
13 existing students were recently identified to have disability, bringing total children with disability to 82 (56 boys / 26 girls) Resource development to support Disability Inclusion • Disability Referral Manual developed and currently being reviewed by stakeholders Early Childhood Development strategy development • Draft ECD strategy completed Involvement of Disabled People’s Organisations • MoU signed with the DPOs for roll out of AQEP funded roadshow activities and activities commenced.
Component 2: Infrastructure Hygiene Training and Monitoring • Hygiene Education Handbook for teachers and students endorsed by the • Permanent Secretary for Education.

229 Teachers (118 male, 111 female) in 43 AQEP beneficiary schools trained on the implementation of Hygiene in schools.
• Hygiene practices in 43 AQEP beneficiary schools monitored and assessed by the School Maintenance Manual Implementation of school maintenance training and handing over of completed projects Procurement of contractors for 9 Cohort A schools • • • • • • Completion of school improvement work in 20 Cohort A schools implementers (Fijian Teachers Association Sanitation and Hygiene group) The School Maintenance Manual was officially launched on 28 May 2014 by the Permanent Secretary for Education.
20 Cohort A schools head teachers and managers trained on the school maintenance planning and techniques.

20 draft maintenance plans formalised after the school maintenance workshop Signing of Infrastructure Renovations Completion Certificates for the 20 schools trained.

22 prequalified contractors were invited and 19 contractors attended the contractor tender briefing in early June 2014.
A 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 units 21 water tanks 19 water harvesting systems installation 3 water pumps • • • • • • • • • • • • • Ramps and special toilets in 18 schools.
1 2 0 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S Table 106: Summary of AQEP Activities and Outputs 1 January – 30 June 2014 (cont'd) ACTIVITIES OUTPUTS Component 3: Building Education Support Structures and Systems • • AQEP funded server hardware successfully installed and currently in use National FEMIS policy was approved and is now available on the public ministry Fiji Education Management Information System (FEMIS) website development • 1,076 teachers (10% of all teachers) and 95 district officials trained for the second time on FEMIS • 206,000 students enrolled in FEMIS for 2014 which is 100% of the national Effect size pilot study in 5 schools – investigate use of class and school CBA scores and graders and LANA results to measure the impact of school activities and interventions LANA benchmarking options identified Support to improve LANA processes and systems • • • • • • • student population Effect size pilot study commenced: 5 schools and 30 teachers identified 180 CBA tasks collected and logged Effect size calculations made LANA testing planned Establishment of LANA Benchmarking Steering Committee New LANA student response sheet developed for 2014 LANA round 120 quality learning programs and plans enhanced and supported – leading to best practice implementation of literacy and numeracy strategies in 54 cohort A Quality Learning Support Team schools • Professional development materials for teachers and schools developed for the 120 quality learning programs Financial Management Training for School Heads and their • One day training (second round) for 1,932 Head Teachers, Principals, Managers Management to better manage the Free Education grant to and Treasurers (26% Females) on Financial Management in 34 clusters in all 9 schools education districts RAD survey in households around 5 Demonstration • RAD data collection and entry is complete.
Data is currently being cleaned and schools analysed.

Stakeholder consultation to discuss approach to disability • 18 stakeholders attended consultation, including representatives from MoH, USP, disaggregation of FEMIS Disabled Persons Organisations, disability service providers and MoE.
Table 107: Summary of AQEP Activities and Outputs 1 July – 31 December 2014 Key Outputs (from Theory of Change) Progress with output implementation July –December 2014 Outputs August 2011 – December 2014 Access and Quality activities planned, approved and implemented by schools 50 Cohort A schools6 with 10,744 student beneficiaries (from Kindergarten to Class 8) 10,744 student beneficiaries from Kindergarten to Class 8 (Boys 5, 533; Girls 5, 211) implementing: • a total of 75 activities in 2014 to improve 184 number of approved activities in access, access for disadvantaged children literacy and numeracy.
• a total of 100 activities in Terms 1 and 50 Access, Numeracy and Literacy groups activated 2 – 2014, to improve student learning in partnership with Teachers, School Management outcomes and the community • 50 Access, Numeracy and Literacy groups activated in partnership with Teachers, Total of 1,959 SMC members from Cohort A and School Management and the community Cohort B (Males 1,449, Females 510) SMC Training for 5 Cohort B Vanuabalavu Cluster schools in the very remote maritime location completed (27 participants – 19 Males, 8 Females) 6 For Component 1 Social Protection purposes, there are 50 Cohort A schools since Arya Samaj Primary, which is also a disability inclusive school, received a comprehensive set of support at the same time as the other 49 mainstream primary schools did in the third annual Work Plan.
2 0 1 4 - A N N U A L R E P O R T | 1 2 1 Table 107: Summary of AQEP Activities and Outputs 1 July – 31 December 2014 (cont'd) Key Outputs (from Theory of Change) Progress with output implementation July –December 2014 Outputs August 2011 – December 2014 FJD 383,820.56 spent on procurement of teaching FJD 978,094.21 spent on procurement of teaching learning resources to distribute to 35 Cohort B and learning resources Cohort A and B Schools schools 106,920 textbooks Standard kit of Teaching and Learning 38,140 textbooks 85 Science Kits (containing 23,230 items resources in each targeted school 35 Science kits (containing 9,730 items - test tubes, Test tubes, beakers, chemical, microscopes, beakers, chemicals, microscopes, thermometers) thermometer etc.)
35 PEMAC (Physical Education, Music, Art and 85 PEMAC Kits (Physical Education, Music, Art and Craft) kits containing 16,590 items Craft) containing 26,490 items Over 4,660 (60% Female) parents and community Over 7,860 (60% Female) parents and community School communities involved in members attended community training in 85 Cohort members attended community training in 85 Cohort Access and Quality awareness A and B schools – they included traditional leaders/ A and B schools – they included traditional leaders/ programs chiefs, mothers and fathers, and youth.
Community Awareness Workshop completed for Community Awareness Workshop completed for Cohort B Schools (33 Schools) Cohort A and B Schools (83 Schools) Nationwide attendance (VuliRoz7) awareness program implemented 9 Television advertisements in three languages 9 Television advertisements in three languages (English, Fijian, and Hindi) and weekly radio show (English, Fijian, and Hindi) and weekly radio show 32 schools competing 32 schools competing Improved boarding facilities and 8 schools implementing improvements 8 schools in boarding pilot environment in rural/remote schools FJD 179,700 distributed in grants $562,055.00 was total grant distributed Outreach Centres resourced to support 1 centre in operation 1 homework centre homework, study and community 64 children attending regularly 85 children in regular attendance awareness Rehabilitation of school infrastructure: Rehabilitation works in 6 schools completed: The following school buildings/facilities have been Lighter, cooler, quieter, cleaner and safer classrooms, administration blocks, dormitory facilities and teachers’ quarters; Backlog of maintenance cleared • • • • • • • 42 classrooms (.56 % of National Total) renovated: 5 library buildings 6 kitchen and dining facilities 16 teachers offices 5 Early Childhood Education rooms/buildings 10 teachers quarters 4 boarding facilities, 78 school toilet blocks.
• • • • • • • 680 classrooms (11.1 % of National Total) 60 library buildings 31 kitchen and dining facilities 94 teachers offices 44 Early Childhood Education rooms/buildings 88 teachers quarters 8 boarding facilities, 78 school toilet blocks.
Improved WASH facilities in 6 rehabilitated school AQEP has renovated/provided a total of: Improved water supplies and more hygienic latrines, toilets and sanitation facilities works include • • • • 7 school toilet blocks 6 water tanks 2 boreholes 3 water pumps First phase of school hygiene program completed in 50 AQEP beneficiary schools8 • • • • • 78 school toilet blocks 44 water tanks 28 rain water harvest systems 5 boreholes 8 water pumps Hygiene training completed for 43 schools that have received infrastructure assistance in Years 1 and 2 229 teachers (118 Males, 111 Females) trained in hygiene education in the 43 schools Schools made accessible for children 6 schools equipped with disability ramps and toilets A total of 33 schools equipped with disability ramps with disability (CWD) and toilets 7 Vuliroz is a coined word drawing on two words from the iTaukei and Hindi languages meaning ‘come to school every school day’.
This is a national advertising campaign on radio and television focused on the importance of attending school every day.

This is combined with a competition in 32 targeted schools to improve attendance.

8 The first phase included a detailed assessment of student hygiene practices and the identification of gaps in hygiene practices and potential solutions – this will be used as a baseline for school hygiene education training that will commence in February 2015.
1 2 2 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S Table 107: Summary of AQEP Activities and Outputs 1 July – 31 December 2014 (cont'd) Key Outputs (from Theory of Change) Progress with output implementation July –December 2014 Outputs August 2011 – December 2014 • School Maintenance Handbook reviewed by • 188 (94 head teachers and 94 school the technical working group on 17 December managers) from 94 schools trained on school 2014.
The handbook will be reprinted in infrastructure maintenance SMCs trained in maintenance planning January 2015 • School Maintenance handbooks endorsed by and facilities standards introduced; • 31 head teachers and 31 school MoE in February 2014 maintenance manual and hygiene • managers trained in school infrastructure education handbook adopted by MoE planning • School Hygiene Education Handbooks approved as supplementary texts for Fijian primary schools by MoE Introduction of light steel structure and Light steel structure utilised in two renovation works Light steel structure introduced in 7 schools (5 ecological water purification systems to ensure new building structure is safe from termite Cohort A and 2 Cohort B) infested with termites in (EPS); development and adoption by infestation the Western Division MoE Baseline survey of children with Mid-line efficacy and attitudes survey collected • Baseline survey of children with disability in disability in targeted communities; from teachers in five Demonstration schools, to be communities around the five Demonstration Cohort study of teachers’ efficacy and compared with baseline (data entry underway) schools conducted attitudes conducted; Research into barriers and enablers to education of children with disability in Fiji conducted • Baseline and post-training teachers’ efficacy and attitudes towards IE survey conducted • Qualitative study into barriers and enablers to education for children with disability completed Teachers and teacher aides in • 3-day Inclusive Education training program • 45 Master Trainers trained in inclusive Inclusive Education Demonstration and conducted by Monash University for 45 Master education (Males 27, Females 18) from all 9 mainstream AQEP schools provided Trainers (Males 27, Females 18) from all 9 education districts with training on IE and specialist sign education districts - participants comprised • A total of 80 teachers and head teachers language and Braille training.
of 18 education district officers and 27 trained from 5 demonstration schools and head teachers - training focused on building includes 7 ECEs and 12 teacher aides (Male capacity to strengthen inclusive education at 34, Female 46) the school level in Fiji • 47 ECE teachers trained in ECE curriculum • 3-day ECE Curriculum Na Noda Mataniciva (Males 2, Females 45) Refresher training completed for 47 ECE • A total of 10 teacher aides received specialised teachers in 4 education districts (Males 2, training (5 braille; 5 sign language) Females 45) • Inclusion Coordinator training package completed • 2-day IEP workshop conducted for 12 Teacher Aides from the 5 Demonstration schools • 403 school heads and MoE officers (Primary 360, Secondary 36, MoE 17) in all 9 education Long term strategy for inclusive Dates for national planning workshop set with the education adopted by MoE.
MoE for April 28-30 2015. districts have received 3-day training in IE (Males 237, Females 166; Improvement in LANA processes • Procurement and installation of 2 Kodak high- • Scanning system (hardware, software, and development of national learning capacity scanners for EAU, plus associated training, etc.)

procured, installed; ready to be benchmarks.


Teachers and ministry hardware (desktop computers acting as simple implemented for LANA in 2015, and extended personnel trained servers) and consumables; Training of 5 to other EAU testing programs operator staff (Males 2, Females 3) completed.
• software for analysing LANA results upgraded Training programming organised for 4 officers to RUMM 3030; staff up skilled on use of software 2 0 1 4 - A N N U A L R E P O R T | 1 2 3 Table 107: Summary of AQEP Activities and Outputs 1 July – 31 December 2014 (cont'd) Key Outputs (from Theory of Change) Progress with output implementation July –December 2014 Outputs August 2011 – December 2014 (Males 2, Females 2).
Readsoft software for • Staff trained further with item writing and test scanning procured, installed and configured preparation; data analysis of test and item level • Exam results processing software upgraded to data RUMM 3030; 2 male staff up skilled on use of • Assisted Minister’s Review of Scaling for software Year 12 and 13 Examinations (technical and • 2 staff (Male 1, Female 2) trained further with philosophical advice, as well as computational item writing and test preparation, data analysis skills) Improvement in LANA processes of test and item level data and development of national learning • Initial work on and training for benchmarking benchmarks.
Teachers and ministry with LANA undertaken with 10 staff (Males 4, personnel trained Females 6) • Education Minister’s Review of Scaling for Year 12 and 13 Examinations assisted (technical and philosophical advice, as well as computational skills) • Psychometrics advice for LANA item writing, test construction, benchmarking and scaling (Male 1, Female 1); • • LANA reports available to schools on line Implementation of student transport subsidy • • AQEP-funded server hardware installed (4) In 2014 basic data collected on 210,517 management using FEMIS is 90% complete students and $35m in MoE grant acquittals • Development of the “Early Warning Report”9 • Attendance data collected for 150,864 Web-based, student focused FEMIS predicting student dropouts and more data students in 2014, up 296% from 2013 implemented in schools, districts and quality reports • Gross user logons trended up 450% from MoE, • Continual improvements in data quality through 75,569 in 2013 to 340,684 in 2014 data quality reports at schools, direct end user • FEMIS has peak simultaneous users of just training, and a dedicated Data Quality Officer below 400 • Direct training of 257 school staff, 42 district • 1,363 school staff at 882 schools, 81 district staff and 24 AQEP staff staff, 70 ministry and other staff trained in FEMIS Annual program of activities approved • 2 Kodak EAU scanners and 2 servers and A number of MoE priorities supported by AQEP and and implemented supporting ministry consumables produced and installed at MoE have included: priorities.
EAU • 1 Industrial state of art printer, training of 12 MoE officers and local consultant to manage Strengthened partnership between • 5 MoE staff funded by AQEP - 1 STA/ use of new printer funding agency (DFAT), implementing consultant (FEMIS), 2 local support staff for IT agency (AQEP) and beneficiary agency Unit, 1 for AMU IT and 1 for ERC printer (MoE) & other peak stakeholder • MOE Strategic, cooperate and business groups such as Education Cluster planning workshop • MOE Divisional Education Officers workshop for 45 officers from 9 Districts • AQEP’s membership in national fora - • • • • 4 state of the art servers to store FEMIS data 2 scanners and 2 servers for EAU 2 international consultants to develop FEMIS and to support EAU in LANA reporting processes 452710 teachers, MoE staff and SMCs trained through AQEP funding Support for corporate Education Forum and Education in Emergency planning workshop for MoE every calendar Cluster year since 2011 and for MoE strategic planning 9 The Early Warning reports are entirely new and AQEP schools will pilot the use of the reports.
If successful, AQEP will use these reports in the national training scheduled for second quarter 2015.

10 This consolidated figure is low due to the same School Committee members and head teachers undergoing new training; they are counted only once.
1 2 4 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S Table 107: Summary of AQEP Activities and Outputs 1 July – 31 December 2014 (cont'd) Key Outputs (from Theory of Change) Progress with output implementation July –December 2014 Outputs August 2011 – December 2014 Annual program of activities approved • 2 Kodak EAU scanners and 2 servers and • Support for corporate planning workshop for and implemented supporting ministry consumables produced and installed at MoE MoE every calendar year since 2011 and for priorities.
EAU MoE strategic planning process Strengthened partnership between • 5 MoE staff funded by AQEP - 1 STA/ AQEP’s membership in MoE senior staff meetings, funding agency (DFAT), implementing consultant (FEMIS), 2 local support staff for IT Education in Emergency cluster, Education Forum agency (AQEP) and beneficiary agency Unit, 1 for AMU IT and 1 for ERC printer (MoE) & other peak stakeholder • MOE Strategic, cooperate and business 4 stakeholder consultations (Dec 2011, Jun 2012, groups such as Education Cluster planning workshop June 2013, June 2014) and 4 established TWGs • MOE Divisional Education Officers workshop (Social Protection, Infrastructure, Component 3, for 45 officers from 9 Districts M&E) • AQEP’s membership in national fora - Education Forum and Education in Emergency AQEP presentations at various fora including the Cluster national Budget and Aid Coordination Committee (BACC) and national (e.g.
School Management Association of Fiji, Fiji Head Teachers Association) and national/regional education conferences/ workshops (USP, FNU) M&E/Communication strategy • The first of two newsletters for this reporting A quarterly newsletter has been produced since 1 comprising newsletters, accounts period has been produced and has been July 2013 with five published so far.

The newsletters of results achieved, best practice distributed to all major stakeholders.
contain a number of human interest stories and case studies and presentations to • AQEP Exhibition booths prepared and Program updates.
The newsletters are circulated to stakeholders and media displayed as part of the MoE Exhibition all major stakeholders week and the Suva Road show on Inclusive Education AQEP’s participation in public road shows organised by the MoE 2014 Highlights and Achievements January to June 2014 Some of the achievements of the Program in the reporting period include: • 27 more children with a disability have enrolled in the five disability inclusion schools bringing the total number of children with disability at AQEP supported schools to 82 (56 Boys; 26 Girls); • Over 3,200 (60% Female) parents and community members attended community training in 50 Cohort A schools – they included traditional leaders/chiefs, mothers and fathers, and youths; • 4 disability inclusive demonstration schools made disability accessible bringing the total number of schools with disability access to 27; • 1,932 Head Teachers, Principals, Managers and Treasurers (26% Females) were trained on Financial Management of the government Free Education Grants in 34 clusters in all 9 education districts; • Approximately 206,000 students are now enrolled in FEMIS which is 100% of the national student population; • Greater Involvement of women in school decision making process; • Hygiene training and monitoring for 43 schools that have received infrastructure assistance in Years 1 and 2.
A total of 229 teachers (118 males, 111 females) were trained in the 43 schools; • 20 school maintenance plans that would guide their school maintenance activity in 2014 using the funding allocation from MoE’s Free Education Grant were completed; • 98% of 2013 LANA results were successfully migrated into FEMIS.
Schools were granted access to on-line LANA reports for all years; • EAU used FEMIS student data for 2014 LANA, saving the MoE approximately 3,800 hours of data entry work as LANA registration used to be manually entered at the EEAU.

2 0 1 4 - A N N U A L R E P O R T | 1 2 5 July to December 2014 AQEP commenced its third year of program implementation on 1st July 2014.

This section provides a snapshot of Program highlights in the six months from July to December 2014.
An important achievement was the finalisation of three documents which form the key pillars of the Program’s monitoring and evaluation (M&E) framework – AQEP Baseline Study Report (July 2014), Theory of Change (November 2014) and the M&E Plan for Years 4-6 (December 2014).

A highlight was the formal extension approval provided by DFAT on 1st August 2014 for an additional year (July 2016- June 2017) of program implementation.
The 7th meeting of the Program Coordination Committee (PCC) was held on 27th November 2014 where a progress update was provided and the following papers submitted: (a) List of AQEP Supported Schools, Years 1 – 4; (b) AQEP Sixth Six Monthly Progress Report, 1 January – 30 June 2014; and (c) AQEP Baseline Study Report (July 2014).
Two highlights associated with the Ministry of Education include: • AQEP’s membership and participation in the MoE Strategic Planning Committee, September-November 2014 culminating in the preparation of the draft Education Sector Strategic Development Plan 2015-18; and • AQEP’s inaugural membership and representation at the four Divisional School Management Board meetings in late November and the Fiji Education Forum, comprised of the MoE and key stakeholders, on 3 December 2014.
At all these fora, AQEP presented an overview and update on the Program.

A technical working group (TWG) meeting on Component 2: School Maintenance was held on 17th December 2014.

The objectives of the workshop were to review the School Maintenance Handbook and the MoE Standard School Design for Inclusive Education; and to get the input of the TWG members in order to update the maintenance manual and the MoE’s School Infrastructure Minimum Requirements.
Participants included the Ministry of Education, Ministry of Health, DFAT, Fijian Teachers Association (FTA), United Nations Children Fund (UNICEF), United Nations Development Program (UNDP) and the Fiji Vocational Training Centre for Persons with Disability.

The main AQEP highlights in relation to activity implementation have included: • • The commencement of a comprehensive support package in 31 Cohort B schools and infrastructure only assistance in 8 Cohort C schools.
The completion of two formative evaluations - Component 3 Building Education Structures and Systems and the Fiji Education Management Information System (FEMIS) with two more in progress (School Based Management and the Disability Inclusion Strategy).

• A set of school Hygiene Education Handbooks was approved by the MoE as supplementary texts for Fijian primary schools on 23rd September 2014.
• 25 schools were approved by DFAT for AQEP support in response to the national dry spell/drought emergency and this was tabled at the Education in Emergency Cluster meeting held on 12th December 2014.

The assistance will include the provision of water tanks (5,000 litre capacity), water harvesting equipment, hygiene kits, compost toilets and training.
The 2014 Literacy and Numeracy Assessment (LANA) results were uploaded successfully on FEMIS in December 2014 – schools can now directly access these results.

• • Quality learning support to teachers on Literacy and Numeracy interventions have been implemented, with expert guidance provided in 49 Cohort A and one disability inclusive school.
Inhibiting Factors Impacting on Outcome Delivery Maritime Schools – The lack of boats and the high costs of what is available means that trips to maritime areas have been reduced.

This restricts the support to these schools compared to mainland schools.

To counteract this we are developing a distance education approach to working with these very remote maritime schools.
1 2 6 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S Head Teachers – A number of Head Teachers have not received adequate training for their leadership role and have difficulty functioning in their role on a day to day basis.

AQEP will provide extra support for Head Teachers who are willing but for those who are not willing to engage we will start referring them to the Ministry of Education.
Perception that working on AQEP literacy and numeracy activities is extra work – Some teachers see AQEP intervention as extra work and not part of their role as a teacher.

AQEP will continue to coach and mentor them.

The new reforms to improve the standard of teaching at the Ministry will help in changing such misguided thinking.
Perception that school management should not be involved in the school – Although the schools are community owned, School Management Committee members are still volunteers and are not always welcome in some schools as they are viewed as uneducated and likely to bring community problems into the school.

AQEP is slowly breaking down this unhelpful attitude but some Head Teachers see the SMC as a threat and in these cases it is more difficult to change entrenched attitudes.
Lack of support for Inclusive Education in MoE budget - The MoE budget was expected by the Inclusive and Special Education Unit of the MoE to increase to include funding for inclusive education, over and above the existing cost of running special schools in 2015.

This increase did not occur; the main implication is that the employment of teacher aides in MoE schools will not take place in 2015.
Efforts in training Head Teachers and Inclusion Coordinators in MoE schools will now need to be funded through AQEP.

Other inhibiting factors impacting program deliverables have included: I.

The concerted support provided by the AQEP psychometric specialist on the scaling review established by the Minister has resulted in slippage in the finalisation of the national LANA minimum standards; II.
Slow management take-up of AQEP-developed tools, such as FEMIS and LANA, into decision making by MoE senior staff.

III.

Passing away of Mr Apao Solomone, AQEP/MoE Liaison Coordinator has left a gap in continuity of research and research projects and close interaction with the MoE.
The illness of the Quality and Systems Adviser has limited the number of in-country visits and has caused some slippage in building micro and macro education support structures and systems and supporting the work of Component 1.
Facilitating Factors Impacting on Outcome Delivery Success factors that have contributed positively to the achievement of outcomes have included an excellent relationship between the Program and MoE, active involvement by district education officers in school monitoring visits, the presence of strong school leaders, particularly Head Teachers and the use of motivational strategies such as sharing of best practice amongst cluster schools, study tours and visits to high performance schools by those not performing too well in the quality stakes.
Relationship with MoE During the reporting period, the excellent relationship that AQEP has enjoyed with the MoE was of great value in facilitating activity implementation.

For example, the turnaround time in communications between the Team Leader and her MoE counterpart was a day.

Approvals from the MoE for the release of school heads, teachers and district personnel to attend AQEP training or for the release of MoE staff to join AQEP in schools visits or related activities were always on time.
Moreover, having a counterpart for the Social Protection Specialist (Deputy Secretary Professional) and Infrastructure Specialist (Director Assets Monitoring Unit) as well as having an MoE Liaison Coordinator on the AQEP team has ensured an efficient processing of AQEP requests and quick resolution of any emerging issues.
Involvement of District Officers The active participation of the MoE district and headquarters staff in school monitoring visits and assisting AQEP to solve problems in schools has been a strong factor in the smooth flow of activities related to improving literacy and numeracy.

This is primarily due to the authority held by district officials.
2 0 1 4 - A N N U A L R E P O R T | 1 2 7 Strong School Leaders The presence of a strong Head Teacher and School Manager makes a significant difference in the successful implementation of the SBM approach in each school.

Moreover, the active involvement of the Head Teacher has resulted in a noticeable change in the way the teachers work together and the way literacy and numeracy are taught in the school.
This demonstrates the importance of the selection of school heads and the management committee by the Ministry and school communities.

Motivational Strategies Using a cluster approach, AQEP brought together 10 Head Teachers from urban Suva to share success stories and challenges.

For example, one of them demonstrated the main ways he uses FEMIS – many of these Head Teachers were not aware how to check the number of students they had registered as national students.
This allowed the Head Teachers to learn from each other and to also develop relationships that would make it more likely that they will contact each other and share resources.

This approach also allows the Head Teachers to demonstrate their own area of strength which created the positive feeling of being a valued member of the school access and quality team.

Moreover such professional meetings assist in breaking down the culture of isolation amongst the schools.
Another motivational strategy entailed a study tour by a total of 28 school management committee members comprised of four participants (Head Teacher, School Manager, female leader and treasurer) from each of seven AQEP boarding schools to learn first-hand from a high performing boarding school to see what can be achieved.
Disability Inclusion Strategy – Additional staff The recruitment of a second Disability Inclusion Coordinator has allowed a greater focus on rolling out inclusive education amongst the Cohorts A & B schools as well as activities supporting inclusive early childhood development, whilst continuing to support the five disability inclusive demonstration schools.

1 2 8 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S TABLE No.
TABLE HEADING Members of the Divisional School Management Board Members of the Education Forum Number and Type of Schools by Education Agencies School Type Summary Rural –urban registration by Education Districts and Gender Teacher Classification by Qualifications PAGE 129 129 130 130 131 131 Summary of the Two Day LANA / LANS Workshop 2014 131-132 Summary of the LANA Scripts sent to some Suva schools Education Budget Analysis by Programme for 2014 MOE Budget Analysis by Standard Expenditure Group (SEG) 2014 Fiji Year 13 Examination Registration Report by District 2014 FY13CE Subject Registration by Gender and Geographical Location 2014 Fiji Year 12 Certificate Registration Report by District 2014 FY12CE Subject Registration by Gender and Geographical Location Number Of Personnel Used In The 2014 External National Examinations Y12 CERT, Year, No.
Sat, No.

Pass, % Pass from 2007 – 2014 Y13 CERT, Year, No.

Sat, No.
Pass, % Pass from 2007 – 2014 Audited Financial Report 133 133 133 134 134 134 135 135 135 135 136 i ii iii iv v vi vii viii ix x xi xii xiii xiv xv xvi xvii xviii APPENDIX 1: STATISTICAL TABLE 2 0 1 4 - A N N U A L R E P O R T | 1 2 9 TABLE I: MEMBERS OF THE DIVISIONAL SCHOOL MANAGEMENT BOARD NORTHERN DIVISION Mr. David Christopher Mr. Jale Sigarara Mr. James Sami Mr. Kamal V Singh Mr. Kamlesh Reddy Mr. Mohammed Idris Mrs. D Robinson Mr. Nemani Bilaca Mrs. Nirmala Chand Mr. Padip Kumar Rama Mr. Sebestiano Soke Mrs. Sakuntala SIngh Mrs. Vonokula EASTERN DIVISION EASTERN DIVISION WESTERN DIVISION Mrs Ana Verebasaga Mr. Aporosa Kaunisela Mr. Epeli Vakasisikakala Mr. Eroni Tadu Mr. Jone Gaunavinaka Inoke Raivalita Mr. Josa Nagera Mr. Josevata Natuwawa Mr. Kava Mem’fanoa Mr. K K Tuiwai Mr. Peni Verebasaga Roko Jeke Cinavilakeba Mr. Samuela Bakata Mr. Sitiveni Mateyalona Mr. Verevunitaki Waqabaca Mr. Vetaia S Tuisinu Mr. Abdul Khan Mr. Fereimi Cama Mr. Latchman Singh Mr. Murari Lal Mr. Pita Tagicakiverata Ratu Isoa Balenaivalu Ratu Lepani Tagicakibau Mr. Remesio Rogovakalali Rev.
Joseva Katonibau Mr. Sakiusa Ravatu Mr. Samuela Nasagavale Mr.

Sat Narayan Mrs. Sheela Venkataiya Mr. Vijay Nair Mr. Vijay Nath Mr. Ambika Prasad Mr. dalabar Singh Mr. Riaz Dean Mr. Faiaaz Ali Mr. Jagnnath Sami Mr. Josefa Toganivalu Mr. Kamla Mani Mr. Keshwa P Sharma Mr. Mikaele Mataka Pastor Sefanaia Turava Mr. Paraveen Kapadia Ratu Meli bolobolo Rev.
Peni koroi Mr. Timoci Baro TABLE II: MEMBERS OF THE EDUCATION FORUM NAME OF MEMBER Mr. Brij Lal Suliasi Turagabeci Mrs. Basundra Kumar Mrs. Kalera Taloga Mr. Niumaia Vola Mr. Vinod C Naicker Mrs. Maika Namudu Mr. Muniappa Goundar Mr. Isireli Rainibogi Mrs. Selina Lee Wah Mr. Mohammed Rafiq Mr. Tadananda Mr. Govind Singh Dr. Akanisi Kedrayate Mrs. Sushila Ramesh Mr. Bhuwan Dutt Mr. Savenaca Ranatawake Mrs. Filomena Tuiroro Rev Joseva Katonibau Mrs. Sheela Venkataiya Mr. Dildar Shah Mr. Muhammed Shamin Ali Mr. Joji Qaranivalu Mr. Vijendra Prakash Ms. Alisi Daurewa Mr. Jone Waqairatu Mr. Abdul Shamsheer Ratu Inoke Tasere Mrs. Merewalesi Vueti Dr. Richard Wah Mrs. Barbara 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 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) Library Services Fiji Higher Education Special Education APPENDICES 1 3 0 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S TABLE III: NUMBER AND TYPE OF SCHOOLS BY EDUCATION AGENCIES CONTROLLING AUTHORITY Ahmadiyya Muslim Association Anglican Church Arya Pratinidhi Sabha Assemblies of God Catholic Archdiocese Chinese Education Society Church of Latter Day Saints Committee Crippled Children's Society Dakshina
 India 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 Pratinidhi Sabha Sathya Sai Organisation Seventh Day Adventist Church Sikh Community Society of Disabled TISI Sangam TOTAL PRIMARY SCHOOLS 2 5 17 1 38 2 1 561 SECONDARY SCHOOLS SPECIAL SCHOOLS 4 7 1 1 4 17 TOTAL 4 7 23 2 55 3 2 647 7 7 1 4 22 2 1 8 8 28 14 23 1 1 16 1 13 4 4 21 928 TABLE IV: SCHOOL TYPE SUMMARY Primary Secondary Secondary & Vocational Special Schools Vocational G o v t District Ba/Tavua Cakaudrove Eastern Lautoka/ Yasawa 1 Macuata/Bua Nadroga/ Navosa Nausori Ra Suva Total 1 2 N o n G o v t 62 66 115 82 96 61 115 40 77 P r i v a t e T o t a l G o v t 62 66 115 87 97 61 117 41 86 4 1 2 1 8 1 1 2 3 7 N o n G o v t T o t a l 7 3 7 7 10 5 6 3 9 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 0 2 3 P r i v a t e T o t a l Total - A N N U A L R E P O R T | 1 3 1 TABLE V: RURAL – URBAN ENROLMENT BY EDUCATION DISTRICTS AND GENDER AS AT 30TH JUNE, 2014 URBAN/ RURAL/ EDUCATION DISTRICTS PRIMARY SECONDARY Males Females Total Males Females Total Urban Rural Ba/Tavua Ra Lautoka/Yasawa Nadroga/Navosa Eastern Nausori Suva Macuata/Bua Cakaudrove 38383 32801 5210 2830 13055 4905 4192 11407 17187 7277 5120 URBAN/RURAL 36447 74830 63246 30445 DISRICTS 4872 2605 12344 4692 3842 10726 16158 6952 4702 10082 5435 25399 9597 8034 22133 33345 14229 9822 22773 10774
TABLE VI: TEACHER CLASSIFICATION BY QUALIFICATION Qualification Primary Secondary Special Education TOTAL Overall Total Doctorate Masters Post Graduate Degree Diploma Certificate Total Total by School Type M F M F M 46 70 286 833 1202 2437 32 70 405 1189 1425 3121 39 192 1033 881 96 2241 57 213 1214 944 84 2512 2 5 12 16 35 F 1 1 5 27 31 65 M 0 85 264 1324 1726 1314 4713 F 0 90 284 1624 2160 1540 5698 0 175 548 2948 3886 2854 10411 5558 4753 100 10411 TABLE VII: SUMMARY OF THE TWO DAY LANA / LANS WORKSHOP 2014 Week Date District Venue Term 1: Wk 3 04/02/14 -05/02/14 Suva FTU Hall 04/02/14 -05/02/14 Suva (Navua) Rampur Primary School 06/02/14 - 07/02/14 Nausori (Naitasiri) Vunimono Hall 4 11/02/14 - 12/02/14 Nausori Vunimono Hall No: of Schools Invited No: of Schools that Attended No: of Teachers that Attended 58 24 39 47 51 21 43 44 53 21 46 44 Schools that did not Attend Yat Sen, Vatuwaqa Pr, Navesi Pr, St John Bosco, Amadiya, MGM Pr Burenitu Village School, Ro Camaisala Memorial School, Veinuqa District School, Ratu Latianara College Naduna District School, Naseva Village School, Navurevure Primary School, Nawaisomo Primary School, Vunidawa District School, Rewa Secondary School, 1 3 2 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S TABLE VII: SUMMARY OF THE TWO DAY LANA / LANS WORKSHOP 2014 (cont'd) Week Date District Venue No: of Schools Invited No: of Schools that Attended No: of Teachers that Attended 11/02/14 – 12/02/14 Nausori (Korovou) Tailevu Hotel 30 18 18 5 6 7 10 Term 2 Week 4 Week 5 18/02/14 – 19/02/14 Ra 20/02/14 – 21/02/14 20/02/14 – 21/02/14 25/02/14 – 26/02/14 25/02/14 – 26/02/14 06/03/14 - 07/03/14 27/0314 – 28/03/14 27/0314 – 28/03/14 3/06/14 – 4/06/14 3/06/14 – 4/06/14 5/06/14 - 6/06/14 5/06/14 - 6/06/14 12/06/14 – 13/06/14 Ba /Tavua Ba
 /Tavua Nadroga Nadroga Lomaiviti (Ovalau) Lautoka / Yasawa Lautoka / Yasawa Bua / Macuata Bua / Macuata Cakaudrove (Savusavu) Cakaudrove (Savusavu) Cakaudrove (Taveuni) Penang Sangam High School Tavua College Kamil College Hall St. John Parish Hall Sigatoka Special School Levuka Public Primary School Lautoka Central College Nadi Special School FTU Hall Labasa Nutrition Centre Labasa PA Conference Room Khemendra Primary School Cakaudrove Multicultural Women’s Hall - Taveuni Total 621 587 598 Schools that did not Attend Dawasamu District School, Fulton Primary School, Lodoni Primary School, Nailega District School, Sote Village Schoolm, Waidalice District School Bureivanua District School, Nalaba District School, Nakorotubu District School Savatu Primary School - - Mana SDA School - Bouwaqa Primary School from Yasawa.
Namaka Public, Ratu Nalewavada & Vunayasi District Dreketi Primary Rt.
Emeri Catholic Navakasiga District Vatuvonu SDA Primary none Qilo Primary & Sukanaivalu Memorial School 2 0 1 4 - A N N U A L R E P O R T | 1 3 3 TABLE VIII: SUMMARY OF THE LANA SCRIPTS SENT TO SOME SUVA SCHOOLS Literacy Numeracy School Name Draiba Pri Dudley Inter Lami Pri Nabua Pri Pundit Vishnu Suva Muslim Suva Methodist Suva Primary Tacirua Primary The Learning Center Veivatuloa Yat Sen t p i e c e r f o e t a D 19/11 19/11 19/11 19/11 19/11 19/11 19/11 19/11 19/11 19/11 19/11 19/11 Y4 Y6 Y8 Y4 Y6 Y8 V. 1 V. 2 V. 1 V. 2 V. 1 V. 2 V. 1 V. 2 V. 1 V. 2 V. 1 V. 2 V. 1 V. 2 s t p i r c S f o .
o n s t p i r c S f o .

o n s t p i r c S f o .

o n s t p i r c S f o .

o n s t p i r c S f o .

o n s t p i r c S f o .

o n s t p i r c S f o .

o n s t p i r c S f o .

o n s t p i r c S f o .

o n s t p i r c S f o .

o n s t p i r c S f o .

o n s t p i r c S f o .
o n t i L l a t o T 100 94 190 94 92 59 228 85 99 47 23 180 l a t o T o N 90 95 187 97 102 52 229 77 99 46 23 180 l a t o T 190 189 377 191 194 111 457 162 198 93 46 360 TABLE IX: EDUCATION BUDGET ANALYSIS BY PROGRAMME FOR 2014 Head 21 Programme Amount ($) % of Ministry of Education budget Programme 1 Programme 2 Programme 3 Programme 4 Programme 5 Programme 6 Programme 7 Programme 8 Programme 9 Total Policy & Administration Primary Education Secondary Education Curriculum Development Tertiary Technical Education Research, Development and Training Asset Monitoring Unit Examinations Culture & Heritage $ 36,376,217 $166,579,801 $149,675,328 $5,035,173 $4,523,789 $1,011,230 $305,561 $2,134,129 $2,978,874 $368,620,102 9.87 45.19 40.60 1.37 1.23 0.27 0.08 0.58 0.81 100% TABLE X: MOE BUDGET ANALYSIS BY STANDARD EXPENDITURE GROUP (SEG) SEG DESCRIPTION AMOUNT ($) % OF MINISTRY OF EDUCATION BUDGET Established Staff 1 Government Wage Earners 2 Travel and Communications 3 Maintenance and Operations 4 Purchase of Goods and Services 5 Operating Grants and Transfers 6 Special Expenditures 7 Capital Constructions 8 Capital Purchases 9 Capital Grants and Transfers 10 Value Added Tax 13 Total Budget by SEGs $245,078,478 $2,235,578 $1,449,256 $1,052,167 $9,872,517 $94,361,212 $3,764,700 $3,222,081 $990,000 $4,107,213 $2,486,900 $368,620,102 66.49 0.61 0.39 0.29 2.68 25.60 1.02 0.87 0.27 1.11 0.67 100% 1 3 4 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S TABLE XI: 2014 FIJI YEAR 13 EXAMINATION REGISTRATION REPORT BY DISTRICT District Ba/Tavua Eastern Cakaudrove Lautoka/Yasawa Macuata/Bua Nadroga/Navosa Ra Nausori Suva Total No.
of Schools 14 13 10 21 24 13 6 26 35 162 No.
of Candidates 667 276 369 1443 970 393 524 1115 1939 7423 TABLE XII: 2014 FY13CE SUBJECT REGISTRATION BY GENDER AND GEOGRAPHICAL LOCATION SUBJECT English Mathematics Biology Chemistry Physics Geography History Accounting Economics Agricultural Science Introduction To Technology Computer Studies Home Economics Fijian Hindi Urdu GENDER GEOGRAPHICAL LOCATION Female 4337 4288 2024 1941 742 1331 758 1291 1566 708 90 942 746 672 85 6 Male 3086 3067 724 1060 1231 772 412 685 854 596 1160 872 54 380 21 11 Remote 1197 1188 455 456 245 434 280 223 297 296 173 197 100 354 7 Rural 1336 1325 465 533 332 360 155 365 443 260 249 280 165 211 48 1 Semi-Urban Urban TABLE XIII: 2014 FIJI YEAR 12 CERTIFICATE REGISTRATION 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 25 13 6 27 37 166 994 523 554 2331 1497 650 392 2155 3657 12753 TABLE XIV: 2014 FY12CE SUBJECT REGISTRATION BY GENDER AND GEOGRAPHICAL LOCATION 2 0 1 4 - A N N U A L R E P O R T | 1 3 5 SUBJECT 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 GEOGRAPHICAL LOCATION Female 6959 6910 3045 2819 963 2231 1351 2062 2539 234 1280 1605 1314 57 161 1145 108 24 1 Male 5793 5778 1185 1730 2182 1382 797 1101 1449 51 1297 1495 119 1453 2319 636 30 8 3 Remote 2034 2032 666 660 439 697 507 374 491 27 457 312 222 275 397 537 9 Rural 2371 2363 755 819 515 665 274 620 793 49 606 535 281 308 472 328 60 4 Semi-Urban Urban TABLE XV: NUMBER OF PERSONNEL USED IN THE 2014 EXTERNAL NATIONAL EXAMINATIONS Examination Y13 Cert Y12 Cert TOTAL Examiners 29 35 64 Markers 124 215 339 Supervisors 509 695 1204 Packers 10 10 20 Check-markers 23 26 49 TABLE XVI: Y12 CERT, YEAR, No.
SAT, No.

PASS, % PASS FROM 2007 – 2014 Year 2007 2008 2009 2010 2011 2012 2013 2014 No.

Sat 11,332 11,234 11,209 12,413 12,783 13,110 12,091 12,345 No.

Pass % Pass ≥ 200 % Pass ≥ 250 7,311 7,726 7,247 8,360 8,345 8,712 8,243 8,197 64.5 68.8 64.7 67.3 65.3 66.5 68.2 66.4 27.2 28.9 26.4 28.2 26.3 28.6 28.7 27.8 TABLE XVII: Y13 CERT, YEAR, No.

SAT, No.

PASS, % PASS FROM 2007 – 2014 Year 2007 2008 2009 2010 2011 2012 2013 2014 No.

Sat 4,382 4,497 4,460 4,745 5,457 6,483 6,803 7,246 No.
Pass % Pass ≥ 200 % Pass ≥ 250 3,509 3,487 3,424 3,596 4,487 4,915 5,131 5,773 80.1 77.5 76.8 75.8 82.2 75.8 75.4 79.7 34.3 31.9 34.0 31.6 36.0 32.0 31.1 33.9 1 3 6 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S 2014 Audited Financial Report 2 0 1 4 - A N N U A L R E P O R T | 1 3 7 1 3 8 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S 2 0 1 4 - A N N U A L R E P O R T | 1 3 9 1 4 0 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S 2 0 1 4 - A N N U A L R E P O R T | 1 4 1 1 4 2 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S 2 0 1 4 - A N N U A L R E P O R T | 1 4 3 1 4 4 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S 2 0 1 4 - A N N U A L R E P O R T | 1 4 5 1 4 6 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S 2 0 1 4 - A N N U A L R E P O R T | 1 4 7 1 4 8 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S 2 0 1 4 - A N N U A L R E P O R T | 1 4 9 1 5 0 | M I N I S T R Y O F E D U C A T I O N , N A T I O N A L H E R I T A G E , C U L T U R E & A R T S Annual Report Ministry of Education, National Heritage, Culture and Arts  Education  Arts  Culture Heritage Parliamentary Paper Number 32 of 2015 2014