Annex A

Pacific Education Development Framework (PEDF)

2009-2015
 Pacific Education Development Framework (PEDF) 26 March 2009

Background

The first meeting of the Forum Education Ministers was held in May 2001 in Auckland, New Zealand.
This initial meeting arose out of a recommendation from the Forum Economic Ministers (Apia, July
1999) that the Leaders consider convening an ad hoc meeting of Forum Ministers of Education to review
the results of some work commissioned in the area of human resource development. The Leaders
subsequently (November 1999) directed that the Education Ministers meet to review the agenda prepared
by the Economic Ministers.

At the Auckland meeting Ministers were presented with the results of a range of evidence which
highlighted that basic education systems in Pacific countries were failing the majority of young people
and leaving them ill-prepared for dealing with their futures in either the formal or informal sectors of
society. Ministers, in their deliberations, recognised that basic education is the fundamental building
block for society. Ministers agreed to a Pacific Vision for education and to a number of goals including
goals and commitments under the Education for All (EFA) framework. The key outcome of this meeting
was the endorsement by Ministers of the Forum Basic Education Action Plan 2001 (FBEAP). The
outcomes of subsequent Ministerial meetings were documented as updates or additions to the original
FBEAP. In this way the FBEAP became a ‘living’ document.

Following the initial FEdMM, at the Ministers request, the Pacific Islands Forum Secretariat (PIFS)
sought funding for a project design for a regional initiative to facilitate the implementation of FBEAP
within the region. The Pacific Regional Initiative for the Delivery of Basic Education (PRIDE) was
launched in 2004 under funding from the EU and NZAID and became the major mechanism within the
Pacific region for the implementation of FBEAP.

In October 2005 the Forum Leaders endorsed the Pacific Plan with the goal of enhancing and stimulating
economic growth, sustainable development, good governance and security for Pacific countries through
regionalism. Improved education and training is one of the strategic objectives of the Plan in support of
this goal. At their 2007 meeting, the Education Ministers decided that, given the seven years since
FBEAP 2001, a comprehensive evaluation should be undertaken of FBEAP during 2008. A review of
FBEAP was also seen as being able to contribute constructively to the Pacific Plan, also being reviewed
in 2008.

The extensive consultative process of the Review recommended a reborn regional plan with a new title.
Following extensive discussion, and consideration by Ministers at the FEdMM in Tonga (March 2009) it
was agreed that the revised document be referred to as a framework, rather than an action plan.
Accordingly an outcome of the Review is that the revised document be known as the Pacific Education
Development Framework (PEDF).

Pacific Education Development Framework (PEDF) March 2009 2

What the Framework is and how it can be used in the Pacific Region

The idea of having a regional framework to guide the further development of Pacific education has been
strongly supported by Pacific Forum countries through their education ministries. The approach also has
the support of development partners. The PEDF will coordinate regional activities and provide advocacy
and a leadership role in policy dialogue at the regional level. It will guide but not direct the work of
Ministries at the national level.

The framework is grounded in two sets of imperatives. First the commitments made by Pacific countries
to global education calls for action and second, the national and regional response to the specific needs
and challenges in respect of education in the Pacific region. The global commitments include the
Education for All (EFA) agenda and goals, the Millennium Development Goals (MDGs) relating directly
or indirectly to education, the United Nations Literacy Decade and also the UN Decade of Education for
Sustainable Development. At the national level in most countries, these international commitments have
been mainstreamed into the sectoral planning process. The challenges and needs that Pacific Island
countries are experiencing as they attempt to bring about improvement in their education systems have
been comprehensively analysed and documented as part of the review of FBEAP in 2008.

What aspects of education and training does the PEDF cover? Based on the recommendations of the
FBEAP Review, Ministers of Education have determined that the regional framework (PEDF) needs to
address two broad agendas. First, the EFA or basic education agenda which covers the foundation of
education, and second the training/employment/economic agenda. This second agenda was the genesis of
the original meeting of Education Ministers through the referral from leaders on the basis of
recommendations from Economic Ministers. It has recently been highlighted as a priority for Pacific
education and training systems by the Forum Leaders in their Niue communiqué. By being explicitly
grounded in these two agendas the PEDF is well aligned with the Pacific Plan, a need also identified in
the FBEAP Review. In this Framework basic education is interpreted in broad terms consistent with the
common UNESCO usage (allowing countries to interpret/modify as appropriate to their own contexts).
The framework embraces TVET in the widest sense. As a result the Framework includes all sectors of
education with the exception of higher education.

Implementing the Pacific Education Development Framework (PEDF)

The PEDF is aligned with, and is grounded in, the core planning principles and concepts of the Pacific
Plan. As Improved Education and Training is one of the strategic objectives of the Pacific Plan, the
PEDF supports the Leaders’ Vision of a region of peace, harmony, security and economic prosperity in
which Pacific people can lead free and worthwhile lives.

The PEDF reflects the Pacific concept of regionalism where countries work together for their joint and
individual benefit. Regional aspects of the PEDF are designed to support and complement national
programmes, not inhibit them. The justification for any regional strategies advocated in the PEDF is that
they add value to national efforts. The PEDF identifies key priorities in each of the sub-sectors of
education and training and also for each of a number of cross-cutting themes. These priorities which arise
from international commitments such as the MDGs and EFA goals and the national education sector
strategic frameworks have been documented in the FBEAP Review conducted in 2008. Accordingly the
PEDF embraces a ‘bottom up’ approach to education sector development and planning, complemented by
a ‘top down’ perspective based on global commitments and the regional Pacific Plan endorsed by the
Forum Leaders. The PEDF addresses the special needs of Small Island States (SISs) which have been
prioritised in the Pacific Plan and also the MDGs.

Pacific Education Development Framework (PEDF) March 2009 3

The Framework lays out a Vision, Mission and Strategic Goals for Education and Training in the Pacific
education and training based on the underlying imperative of quality education for all and ensuring access
and equity in provision. The Framework has been developed as a matrix setting out for each Sub-sector
and Cross-cutting Theme: Challenges and Priorities & Strategies. Challenges and Priorities have been
identified and sourced from FBEAP as amended from 2001 to 2007 and the country and regional analyses
conducted as part of the 2008 FBEAP review. Although the PEDF is a regional framework, the priorities
specified are drawn from national priorities that are common across the region. All priorities endorsed by
the FEdMM are identified and highlighted.

The Targets specified are agreed targets as part of international commitments/conventions (e.g. EFA,
MDGs) or, in specific cases, targets that have been set by Education Ministers through the FEdMM.
Only in very specific circumstances is it appropriate to set regional targets for Pacific education given the
wide variation in context and economic circumstances of the group of Forum countries. Where specific
goals and targets have not been committed to, the Framework specifies high level ‘outcome statements’ to
which national and regional effort will be directed.

Monitoring and Evaluation of the Pacific Education Development Framework

The PEDF, consistent with the FBEAP and the Pacific Plan, is a ‘living document’ which will be subject
to regular review and monitoring and systematic and comprehensive evaluation. Forum member
countries through their Education Ministers will provide annually a country update on key developments
against the Framework elements. If necessary, new elements to the framework will be added. Following
consideration by Ministers, the PEDF will be amended to reflect these reports.

An evaluation cycle will comprise two strands. Each year one of the Sub-sectors and one or two of the
Cross Cutting Themes will be the subject of a Pacific ‘situation analysis’ with a view to identifying gaps
and formulating proposals and strategies for possible regional action. The situation analyses will be
undertaken by small working groups comprising representatives from Ministries and development
partners. This will be an important capacity building exercise and will also encourage cross-fertilisation
of ideas and sharing of experiences across the region. Following endorsement by Ministers, the
framework will be amended to reflect these situation analyses. Over a 5 to 7 year cycle each key element
of the Framework will as a result have been subject to a comprehensive evaluation. An independent
review of the total Framework will be conducted every five years.

Pacific Education Development Framework (PEDF) March 2009 4

The Pacific Education Development Framework

Vision: Quality education for all in Pacific Island countries

Mission: to enable each Pacific learner to develop all his/her talents and creativities to the full and
thereby enabling each person to take responsibility for his/her own life and make a meaningful
contribution to the social, cultural and economic development of Pacific society.

Strategic Goals:

1. To achieve universal and equitable participation and access to Pacific

education and training. (Access & Equity)

2. To improve quality and outcomes. (Quality)

3. To achieve efficient and effective utilisation of resources ensuring balanced

and sustained development of Pacific education systems. (Efficiency &
Effectiveness)

Guiding principles and values: The PEDF is underscored by the following core of intrinsic and
enduring values and principles:

• Education as a human right: The human right to education is the foundation of the Pacific
Education Development Framework.

• Holistic approach: By focusing on learning throughout life, the PEDF emphasises the links and
pathways through the various stages or sub-sectors of education and the need to diversify these
pathways to cater for the needs of all learners. This holistic approach is embraced in the four
pillars of education from the UNESCO Jacques Delors report on The Treasure Within – learning
to know, learning to do, learning to be and learning to live together. In the Pacific context these 4
pillars are often contextualised as the ‘heads, hands, heart and soul’ paradigm of holistic lifelong
learning.

• Diversity: mutual respect and valuing of the differences within and between Pacific societies
cultures and values.

• Harmonisation: a shared commitment between countries and development partners to align

development activities with partner countries' national priorities; and giving importance to the
national leadership role in coordinating development assistance with a focus on managing for
results.

• Partnerships: Education and training involves governments, parents, teachers, students,

community organisations and development partners. This PEDF is based on recognition that
Pacific learners will not reach their potential if governments and key stakeholders work in
isolation from each other. Encouraging and sustaining meaningful partnerships in education is
central to realisation of the Framework’s Vision.

Pacific Education Development Framework (PEDF) March 2009 5

SSE1: EARLY CARE & CHILDHOOD EDUCATION (ECCE)
High quality ECCE programmes can benefit countries by promoting cognitive performance of young children,
increasing the efficiency of primary and secondary education, contributing to future productivity and income,
reducing costs of health and other public services, reducing gender inequities and increasing female
participation in the labour force. Although the research base is still relatively thin, particularly in the Pacific
context, existing relevant studies do indicate a high social return on investment in ECCE. Studies have shown
that attendance at some form of preschool is a key determinant of the likelihood of completion of primary
schooling. The further development of ECCE is a key priority of the PEDF. This is the initial access point to
lifelong learning.
Goals/targets: EFA Goal 1: Expanding and improving comprehensive early childhood care and education,
especially for the most vulnerable and disadvantaged children.

Challenges Priorities and Strategies

Access: Although significant progress has been made in Access & Equity: Expansion of the sector to
the region in recent years, the Gross Enrolment Ratio improve access particularly for vulnerable and
(GER) is less than 60% in several countries meaning disadvantaged children
many young children still are not receiving any ECCE.
Focus on inclusion and equity in further
Equity: Children from rural areas and those living in development of the ECCE sector.
poverty are under-represented in ECCE enrolments.
Quality: Implementation of comprehensive
High proportion of female teachers encourages gender quality ECCE programmes grounded in local
stereotypes. cultures and languages. (FEdMM endorsed
priority, 2007)
Quality: Many teachers have little formal ECCE training;
requirements as to what constitutes a qualified ECCE Development of learning and development
teacher vary considerably across the region; teachers are standards for ECCE curriculum.
generally poorly paid.
Development of good quality teaching and
There are very few purpose-built facilities, particularly in learning resources.
rural areas.
Improvement in remuneration and conditions for
Policy and administration: Government support is often ECCE teachers.
problematic since the ECCE sector is not generally seen
Further development and strengthening of ECCE
as part of basic education.
teacher training regionally and nationally.
Knowledge of this sector amongst key stakeholders is
Efficiency & Effectiveness: Development of
often weak and limited.
coherent and holistic national policy and planning
Responsibility for the 0-3 year old children is usually frameworks for the development of the
unclear, increasing the vulnerability of this group. sector.(FEdMM endorsed priority, 2007)
Several countries are yet to develop an ECCE policy. Clarification of government roles and
responsibilities.
Lack of accurate disaggregated data on the sub-sector;
data systems require considerable development. Establishment of coordinating bodies at national
level to provide leadership for development of
There is a lack of evidence-based research and studies on
the sector.
ECCE in the Pacific.
Establishment and strengthening of cross-
sectoral partnerships with relevant Ministries and
NGOs working in the ECCE sector
Strengthening of partnerships and increase in
community participation in the ECCE sector.
Note: ECCE is apriority area under PRIDE

Pacific Education Development Framework (PEDF) March 2009 6

SSE 2: FORMAL SCHOOL EDUCATION (PRIMARY AND SECONDARY)
The first 9 or 10 years of formal schooling forms the core of basic education. Formal schooling needs to be
available to all young people for growth and development to be inclusive. Without this foundation, no society
can develop effectively. Not only must school education be universally accessible, it also must be of high
quality, relevant, and sustainable to equip citizens to improve society and to benefit from social and economic
progress. Accessible school education of high quality provides the foundation for continuous and lifelong
learning. The further development of quality formal school education which is accessible to all children and
provided equitably and in a sustainable way is a core strategy of the PEDF.
Goals/targets: EFA Goal 2: Ensuring that by 2015 all children, with special emphasis on girls and children in
difficult circumstances and from ethnic minorities have access to and complete free and compulsory primary
education of good quality.
EFA Goal 5: Eliminating gender disparities in primary and secondary education by 2005, and achieving
gender equality in education by 2015, with a focus on ensuring girls’ full and equal access to and achievement
in basic education of good quality.
EFA Goal 6: Improving all aspects of the quality of education and ensuring excellence for all, so that
recognised and measurable learning outcomes are achieved, especially in literacy, numeracy and essential life
skills.
MDG 2: Achieve Universal Primary Education
Target 3
Ensure that, by 2015, children, everywhere, boys and girls alike, will be able to complete a full course of
primary education
Indicators
Net enrolment rate in primary education; Proportion of pupils starting grade 1 who reach grade 5; Literacy rate
of 15-24 year olds
MDG 3: Promote gender equality and empower women
Indicator: Ensure that, by 2015, children everywhere, boys and girls alike, will be able to complete a full
course of secondary schooling.

Challenges Priorities & Strategies

Access: All of the countries in the Pacific region are experiencing Access: The achievement of universal
access challenges of some sort. basic education is the first priority of
several countries. Where there is a
The first access challenge is to ensure that all children enrol in
current significant shortfall, countries
school in the early stages of formal education. The second
(PNG, Solomon Islands and Vanuatu)
challenge is to reduce the high rates of student dropout which are
have identified closing this gap as a
common in most countries.
major priority. Several countries are
Equity: Under-representation of girls in student enrolment remains addressing this access gap through
a challenge in the Melanesian countries although gaps are World Bank EFA Fast Track Initiative
generally closing. In most of the other Pacific countries close to
Further development of opportunities for
gender parity has been achieved in compulsory education.
flexible, open and distance learning to
Females are generally under-represented in upper secondary
reach those who have been unable to
education.
access formal schooling to date.
Most PICs are being challenged by boys’ underachievement.
Equity: Priorities include participation
A key challenge is providing an equitable education to students in of girls in upper secondary; development
remote and isolated areas. Issues associated with this challenge are of research strategies to improve the
high cost of provision, difficulties in attracting and retaining educational performance of boys;
teachers to the rural areas and poor quality of resources, transport development and implementation of
and infrastructure. cost-effective strategies for service
Quality: Despite the achievements that have been made in sector delivery to remote and outer island

Pacific Education Development Framework (PEDF) March 2009 7

development, most Pacific countries continue to experience the communities.
challenge of achieving sustainable improvement in quality of
Quality: Investing in teacher quality
education.
needs to be the highest priority
The critical input in quality of education in the Pacific is teacher investment for Pacific countries to
quality. All countries have critical challenges in terms of teacher improve their education systems.
and head teacher/school principal competence. Commitment of
Key specific priorities for many
teachers and principals in terms of leadership remains a major
countries in addressing the quality
challenge
challenge are the development of teacher
High levels of teacher absenteeism in some countries is a clear and principal accountability frameworks
indication of a need that countries have to strengthen teacher and and standards and development of
principal accountability frameworks. ongoing and sustainable programs for in-
service training of teachers and school
Many students are finishing school with inadequate basic literacy,
leaders. FEdMM endorsed (2006)
numeracy and life skills. Others leave school before the proper
partnership involving
acquisition of these skills.
UNESCO,UNICEF,SPBEA and PRIDE
Countries generally have weak capacity in assessment and test is developing regional benchmarks in
development. literacy, numeracy and life-skills. These
Literacy and numeracy tests administered in a number of countries benchmarks to be used for monitoring
in primary schools indicate continuing problems with literacy with quality of education at country and
the number of ‘at risk’ students in English in excess of 40 %. The regional levels.
results of these tests indicate that girls are outperforming boys Comprehensive curriculum review and
consistently and this is another challenge in most countries. redevelopment (including development
The school curricula, despite attempts at redevelopment to meet of curriculum and assessment
vocational and life skill needs, generally remain largely academic frameworks) is one of the top priorities
and do not fully meet needs of all Pacific students. Curriculum in current educational plans in more than
frameworks are either non-existent or at early stages of half of the countries. Central to these
development. reviews is the emphasis being placed on
language and culture and rethinking of
The poor state of the physical learning environment of schools and education policy and practice. FEdMM
classrooms including textbooks, classroom learning materials, endorsed priority (2001 & 2005) to
libraries, ICT tools and the lack of maintenance of school buildings focus on governance and
and infrastructure, represent a major challenge. entrepreneurship in curriculum
This challenge is linked to the issue of sustainable financing of reviews.
education systems and the structure of education outlays in which Further priorities are:
for most systems salaries represent over 90% of recurrent budgets.
Capacity building in Ministries in test
Health and education: Increases in non-communicable diseases are development and implementation.
threatening the lifestyles of Pacific communities and many young
people in school. The links between the education and health Implementation of standards based
sectors are weak and need strengthening. assessment in schools based on defined
learning outcomes.
Development of assessment frameworks
at the national level, in line with
curriculum frameworks. (FEdMM
endorsed priority 2004)
Physical learning environment:
upgrading of classrooms which provide
a sub-standard educational environment
for teaching and learning.
Strengthening of initiatives in promoting
the active involvement of the school
community in the affairs of schools in
order to enhance the quality of facilities
and teaching-learning resources.
(FEdMM priority, 2001)

Pacific Education Development Framework (PEDF) March 2009 8

 Efficiency & Effectiveness: A key
priority (FEdMM endorsed 2006) is
continued advocacy for closer
collaboration between education and
health and strengthening of the linkages
between health and education Ministries
at the national level and between
relevant bodies at regional level.
Note: Across many of these identifies
priority areas PRIDE has been the
main regional vehicle for
implementation in this sub-sector.

Pacific Education Development Framework (PEDF) March 2009 9

SSE 3: TECHNICAL & VOCATIONAL EDUCATION & TRAINING (TVET) The development of skills has been
highlighted repeatedly by Forum Education Ministers and also by Forum leaders, most recently in the 2008
Niue communiqué. The Pacific Plan emphasises the need to strengthen and expand national and, where
appropriate, regional vocational educational and training programs. Despite the importance of TVET for social
and economic development, national governments and regional organisations and development partners in the
Pacific have, until recently, tended to give less emphasis to TVET relative to the other sub-sectors of education.
The further development of this sector is crucial to addressing the needs of a rapidly growing youth cohort and
creating conditions for further economic growth. Strengthening of TVET’s responsiveness to both the needs of
the formal and informal sectors is now a high regional priority. The identification of challenges and priorities
for this sub-sector draws heavily on the recently completed ADB/PIFS study, Skilling the Pacific.
Goals/targets
EFA Goal 3: Ensuring that learning needs of all young people and adults are met through equitable access to
appropriate learning and life skills programmes.
No specific agreed TVET targets but imperatives from Pacific Plan and Niue Leaders (2008) communiqué
highlight priority for development of the TVET sector.
Outcomes to be achieved:
The supply of skills supplied by Pacific TVET systems responds to meet the needs of the informal sector and
the changing labour market demands in the formal sector.

Challenges Priorities & Strategies

Access and equity: Two priorities are shared across the

region: quality improvement and
Across the region, access to organised skills development is
organisational development. The
relatively low in relation to the number of school leavers. Lower-
principal initial priority for quality
income groups, and those in rural areas and outer islands, tend to
improvement is establishment of
have much less access to skills development. Girls and women in
vocational qualification frameworks.
particular tend to be under-enrolled in TVET, or concentrated in
traditional female occupations. The priority for organisational
development is the establishment/
Quality: Training systems tend to operate in isolation of labour
strengthening of apex training
market demand and with little or no employer participation.
organisations and national qualifications
In most countries the ingredients for quality - occupational authorities.
standards, qualified instructors, necessary equipment, and quality
Other priorities include addressing the
assurance mechanisms – are lacking. Poor educational attainment
neglect in training for the informal sector;
of incoming trainees is limiting skill achievements.
establishment of minimum of standards
Significant gaps exist in the level of skills, knowledge and for TVET providers and development of
experience of teachers and work-based instructors. There are also accreditation and audit arrangements for
shortfalls in the number and qualifications of instructors. monitoring of standards.
Infrastructure, equipment and materials also tend to be inadequate
Enhancement of the role, status and
and need upgrading. Quality assurance processes are generally
development of TVET at national level
weak, including skills-testing systems. Accreditation systems and
and mobilisation of resources to enhance
processes for private training providers are weak. Monitoring and
wider understanding and acceptance of
evaluation of the quality TVET outcomes in terms of competencies
TVET in the region (FEdMM endorsed
achieved is another critical weakness.
priority 2005)
Policy, planning and organisation: The ADB/PIFS Skilling the
There is a clear need to increase public
Pacific study found that TVET is the most difficult sub-sector to
and private investment in TVET and to
organise and manage in the education sector.
diversify financing instruments.
Unclear central agency roles hamper the sector. In a number of
A further priority is the development of a
Pacific countries several line ministries, such as the ministries of
Regional Qualifications Register and
education and labour, have overlapping or uncoordinated
subsequently a Regional Qualifications
responsibilities for TVET. Responsibilities of the various
Framework (FEdMM endorsed 2001
supervisory organisations tend to be ill defined. Fragmented and
and 2005).
uncoordinated provision of informal sector training limits effective

Pacific Education Development Framework (PEDF) March 2009 10

use of resources. Key TVET organisations, particularly national The Skilling the Pacific Study was
training councils, often lack the resources to carry out their commissioned by ADB and PIFS with
functions. Ministerial mandate to fill the knowledge
and evidence gap regarding TVET and its
Lack of data and research on TVET is an impediment to progress.
linkage with Pacific and global labour
Managers of institutions lack authority and incentives to improve markets.
performance.
The report of the study released in 2008
Training for the informal sector where the majority of Pacific sets out a number of priority areas for
peoples live and work has tended to be particularly neglected. action at both national and regional level.
Project proposals based on the study have
been developed (for consideration under
EU funding) focused on i) NFE TVET; ii)
Institutional development of TVET; iii)
strengthening of labour market
information; quality assurance systems
and processes.

Pacific Education Development Framework (PEDF) March 2009 11

SSE 4: NON-FORMAL EDUCATION (NFE): Non-formal education in Pacific countries preceded the
establishment of formal systems and as such this sub-sector has a legitimacy of its own and is not dependent for
its energy and quality on government standard setting processes. NFE may also take place within formal
education and training institutions. The sub-sector caters to persons of all ages. NFE does generally not lead to
some form of accreditation. However issues of access, equity and quality are important for NFE, and the sub
sector is pivotal in terms of lifelong learning and attainment of EFA Goals pertaining to literacy and life skills
and also the non formal aspects of TVET. Although the main focus of PRIDE has been the formal sectors, NFE
is a key strategy in realising the vision of the Pacific Plan and as such is an important component of the PEDF.
Goals/targets:
EFA Goal 3: Ensuring that learning needs of all young people and adults are met through equitable access to
appropriate learning and life skills programmes.
EFA Goal 4: Achieving a 50% improvement in levels of adult literacy by 2015, especially for women, and
equitable access to basic and continuing education for all adults.

Challenges Priorities & Strategies

Access & Equity: Data on participation in the NFE sector is Access & Equity: Expansion of literacy
patchy. However it is clear that NFE programmes offer an programs for adults, especially women
important pathway out of poverty for many women and and out of school youth.
disadvantaged target groups.
Quality: Development of appropriate
Quality: A key challenge for NFE in the Pacific is development of quality assurance systems and processes.
appropriate quality assurance mechanisms that take in to account
Active promotion of community
the unques features of the NFE sub sector.
awareness on the importance of Pacific
There is a need for some pathways to be developed for learners to culture, language and identity in NFE
move between the non-formal and formal sectors. programme development.
Policy, coordination and capacity: It is recognised that the Efficiency & Effectiveness: Overall
private sector including traditional structures plays the major role policy and strategy development for the
in provision of NFE independent of government control. Policies NFE sector
on NFE in the Pacific are lacking in most countries. The
Development of agreed coordinating
development of policies needs to address the relations amongst
structures that recognise there are different
providers while safeguarding the special nature of individual
levels and categories of non-formal
providers. At the same time policies need to be linked to national
education.
development strategies and plans, resource allocations and other
commitments. Strengthening of partnerships with and
among NGOs to ensure that they are at the
forefront of delivery of NFE.
Capacity development and training of staff
in NFE at both national and regional level.
Where income generation is the focus of
NFE, policies and strategies for
identification and strengthening of
markets.

Pacific Education Development Framework (PEDF) March 2009 12

SSE 5: TEACHER DEVELOPMENT: IN -ERVICE EDUCATION AND PRE-SERVICE EDUCATION OF TEACHERS;
ENHANCING THE STATUS OF THE TEACHING PROFESSION

There is a substantial body of research internationally which affirms that quality education is not possible without
quality teaching. Teachers are at the heart of every education system, and plans and strategies for the initial
preparation and ongoing professional development of teachers are central elements of the process and dynamic of
achieving goals and targets relating to quality, access and equity in education. This area requires close partnerships
between ministries and teacher training providers. Regional strategies are necessary in the Pacific to support national
strategies in teacher development.
Goals/targets: No specific goals or targets set or endorsed by Forum Education Ministers. Most national
governments have set minimum requirements or standards for pre-service training. A number of countries are
considering standards for ongoing professional development.
Outcomes to be achieved:
Sufficient numbers of appropriately trained and qualified teachers and trainers available in Pacific education &
training systems.
Sustainable programs of lifelong learning for teachers and trainers implemented and monitored.
The teaching profession is valued by the community and attracts people with appropriate skills, attitudes and values.

Challenges Priorities
Quality: Upgrading of pre-service training
Supply and qualifications of teachers: There is a growing shortage
programmes, staffing and resources at
of qualified teachers in the Pacific. Several countries have a backlog
national and regional training institutions.
of untrained teachers.
Induction for beginning teachers to be
Pre-service education: Resourcing of many teacher training formalised.
institutions is far from adequate. Quality and capacity issues are Upgrading programmes for partially trained
critical challenges. teachers.
Teacher education is still heavily influenced by colonial mindsets. Development of sustainable programmes of
Pacific pedagogies need to be developed and encouraged. Aid in-service education based on country needs
dependency is still very strong in the pre service training of teachers. analyses.
Development of innovative strategies using
In-service training: The teaching service is ageing and many ICT and distance learning.
teachers have had insufficient professional development opportunities Enhancing the professional status of teaching
to keep up to date with teaching requirements. Further development of professional
Many countries have remote islands and face severe logistical standards of practice.
challenges and high cost of bringing teachers to in-service training. More selective recruitment of teacher
trainees.
Historical under funding of ISE programs: Many teachers are Development of viable Pacific teacher
receiving little, if any, ISE in their first five years of teaching. education models that link theory, practice
Strengthening the status of teaching as a profession is a critical and research.
challenge in all Pacific countries. Development of initiatives to incorporate
indigenous approaches to teacher education.
The need to strengthen school leadership and the professional Efficiency & Effectiveness: Strengthening of
qualities of principals is a critical challenge across all Pacific existing national data bases to generate
countries. teacher supply and demand projections
Planning for the implementation (as part of
sector wide programs) of training all
untrained teachers as soon as practicable.
Improved coordination and communication
between ministries of education and teacher
training institutions.
Development of regional protocol for teacher
recruitment (FEdMM 2005).

Pacific Education Development Framework (PEDF) March 2009 13

SSE 6: SYSTEM GOVERNANCE & ADMINISTRATION
Education by its nature is acknowledged as a very intensive user of human and financial resources. The goals
set for the education sector and the strategies to be followed therefore need to be well integrated with national
planning policies and planning frameworks. Strengthened governance, planning and policy frameworks are an
essential requirement for sustained improvement in Pacific educational outcomes. Pacific countries are
working closely with development partners to improve the quality of system governance and administration
and the efficiency and effectiveness of development assistance.
Goals/targets: The Paris Declaration on Aid Effectiveness (2005) has the commitment of the major
development partners working in education in the Pacific and has been formally endorsed by seven Pacific
countries, with other countries supporting the declaration in principle. The declaration commits signatories to
support actions in aid management which are based on five core principles: ownership, alignment,
harmonisation, managing for results and mutual accountability
MDG 8: Develop a Global Partnership for Development
Targets: Address the special needs of landlocked and small island developing states.
In cooperation with the private sector, make available the benefits of new technologies, especially information
and communication technologies.

Challenges Priorities & Strategies

Sector planning, donor harmonisation and aid management: Policy and planning: Further
Some countries particularly the Small Island States need further development of sustainable and well
assistance with capacity development in education sector planning, integrated sector frameworks. Further
policy development, research and policy analysis, performance capacity development in policy
indicator development, costing and development of medium term development, planning, M & E,
expenditure frameworks. implementation, finance and costing.
Note: The strengthening of education
Effective management of donor resources remains a key challenge
sector planning at national level,
in most Pacific countries. Countries require capacity development
supported by regional collaboration,
in sector planning and monitoring consistent with their enhanced
has been the key objective of PRIDE.
roles and responsibilities under the Paris Declaration.
Aid management: Strengthening sector
Finance for education: Securing sustainable finance for education
wide approaches to education tailored to
is a major challenge. Most governments have made significant
the local context in each country.
commitments reflected in the high share of government spending
Strengthening commitment to the Paris
allocated to education and also education’s share of GDP which is
Declaration principles amongst
high in the Pacific compared to other regions. There are major
countries, donors, development partners
challenges in the structure of education budgets, with a very high
and strengthening a sense of mutual
proportion allocated to salaries, the relatively small allocations to
accountability in support of these
TVET and NFE and the narrow range of revenue sources.
principles. FEdMM endorsed priority
Monitoring & Evaluation and Education Management 2007).
Information Systems (EMIS)
Financing for education
Challenges include efficiency, functionality and sustainability of
Broadening the revenue base for
EMIS, inadequate and weak infrastructure, and human resource
education and training.
capacity. The lack of appropriate data at country level has
hampered effective monitoring of EFA and MDG goals. Identification of areas where efficiencies
may reduce the salary component of
Small Island States (SISs): The needs of SISs have been
education budgets. (FEdMM endorsed
prioritised by the Forum leaders and are also specifically
priority, 2001 & 2002)
prioritised in the MDGs. Absorptive capacity within these
Ministries is very thin. Monitoring & Evaluation and
Education Management Information
Intergovernmental relations in education: Where there are
Systems (EMIS): Data collection
layers of public decision-making it is vital that roles and

Pacific Education Development Framework (PEDF) March 2009 14

responsibilities are clear and communication processes are improvement; EMIS development and
effective. improvement.
Governance and state fragility: The OECD has identified 5 out Human resource capacity development
of 35 fragile states to be in the Pacific region. The development in EMIS data analysis and interpretation
challenges impacting on education in these countries are more and evaluation. (FEdMM endorsed
complex and urgent than elsewhere: fewer people have relevant priority 2007)
skills, there is more organisational disintegration, the environment
Small Island States (SISs): Capacity
is less enabling to development, there are additional stakeholders,
development and in some cases capacity
and there is a more focused trade-off between short term and long
supplementation.
term.
Intergovernmental relations in
education:
Ensuring capacity development
addresses all relevant levels of authority.
Where appropriate further devolution of
responsibilities to local authorities for
management of schools.
Strengthening accountability at all
levels.
Improving communication processes.
Developing Partnerships
Mobilisation of national and regional
commitment for the priorities identified
in the PEDF. Greater participation by
non-government partners to increase the
level of resources available, and increase
the relevance and effectiveness of the
learning process.

Pacific Education Development Framework (PEDF) March 2009 15

CROSS-CUTTING THEME 1: LANGUAGE & CULTURE: Culture has been defined by Pacific researchers as a
shared way of life of a group embracing knowledge, understanding, skills, values, histories, myths, art and
dance – expressed through language. Maintenance of Pacific languages is central to cultural preservation.
The Rethinking of Pacific Education Initiative and the PRIDE project have been at the forefront and have
given considerable momentum to the promotion of the importance of language and culture in education
sector planning.
Outcome to be achieved: The cultural values, identities, traditional knowledge and languages of Pacific
peoples are recognised and protected (Pacific Plan Objective 11)

Challenges Priorities & Strategies

Language, culture and life skills loss: A critical challenge is Quality: Greater emphasis on Pacific
arresting the loss of language, culture, identity and life skills that vernaculars, with immersion in early
has been occurring through the multi-faceted impacts of years of schooling.
globalisation and the population drifts to the expanding urban
Through a range of strategies, promotion
settlements.
of the unique identity and values of
Language learning in schools: Pacific peoples.
Community misconceptions regarding language learning. Promotion of culture and values
education in schools.
Addressing the mismatch between policy and practice in language
learning in schools. Efficiency & Effectiveness:
Development of language policies in
Exam oriented systems have resulted in neglect of Pacific culture
education and language policy strategy
in curriculum, and educational practice.
frameworks. (FEdMM endorsed
Equity: Inequalities in language learning and outcomes in Pacific priority 2004)
societies based on location and language background.
Establishment of national authorities
Language policy in education such as language commissions.
Pacific countries are grappling with the issue of determining Improve the transmission, cultural
which languages are to be used for learning and assessment. values, skills and knowledge in
The challenge for Pacific countries is to develop language educational systems, particularly in
policies that both enable all students to progress through the schools, for improved sustainable
education system and provide a framework and mechanism for livelihoods and well being and identity
the maintenance and expansion of Pacific languages. to strengthen the cultural sector.
Improve the management of existing
cultural institutions, the professionalism
of cultural workers and producers and
the valuing of higher learning in the area
of culture, as well s further upskilling in
the area of heritage management.
At the national level, development of
sets of strategies to “rethink” the
education system so that it is relevant
and better reflects national (Pacific)
culture, values, skills and traditions.

Pacific Education Development Framework (PEDF) March 2009 16

CROSS-CUTTING THEME 2: STUDENTS WITH SPECIAL EDUCATIONAL NEEDS AND INCLUSIVE
EDUCATION
In its broadest sense inclusive education is an approach which seeks to address the learning needs of all
children, youth and adults with a specific focus on those who are vulnerable to marginalisation and exclusion.
Inclusive education implies that all learners with or without disabilities are able to learn together through
access to common ECCE provisions, schools and community educational settings with an appropriate
network of support services. The commitment to IE approaches and philosophy has become a key priority in
Pacific education since FEdMM 2001. In 2003 the Pacific Forum Leaders endorsed the Biwako Millennium
Framework for Action which advocates an inclusive, barrier-free, rights based society for persons with
disabilities in Asia and the Pacific. Despite policies for compulsory education, there is evidence across the
Pacific of children vulnerable to marginalisation and exclusion through poverty, HIV and AIDS, and physical
isolation due to geographical location.
Goals/targets: At 2002 FEdMM Ministers set a target for Pacific countries in respect of enrolling children
with disabilities in school: Ministers agreed to address the issue of access to education for children with
disabilities in their countries, with a view to increasing the number of such children attending school and,
within the context of each country’s situation and capacity and finance available, aim for a target of 75% of
children with disabilities able to complete a full course of primary school by 2010.
Forum Leaders endorsement of Biwako Millennium Framework for Action.
Inclusive Education Guidelines from a Pacific Perspective, UNESCO, 2007
UN ESCAP Asia/Pacific Proclamation on the Full Participation and Equality of people with Disabilities has
been signed by most Pacific Island countries.

Challenges Priorities & Strategies

Access: Analysis of disability is only beginning in many Quality: Capacity building at all levels –
Pacific countries. addressing both short and long term needs. .
People with disabilities are the poorest and most Efficiency & Effectiveness: Establishment of
marginalised members of society; it is estimated that less Ministry coordinating structures at national
than 10% of children/youth with disability have access to level
any form of education. Negative cultural attitudes Policy development for special needs and
regarding disabled people are still prevalent. inclusive education.
Quality: Trained teachers and inclusive education Enhancing budgetary allocations for school,
strategies are still lacking in many countries; there is a TVET and community development in IE
lack of appropriate teacher equipment; school strategies and approaches.
environments need to be modified for full accessibility.
In-service education for classroom teachers and
Curriculum and assessment procedures tend to be TVET trainers for working with different
inflexible regarding children with special needs. categories of the special needs population.
Policy & institutional framework: Lack of policy Improving Ministry databases to identify and
frameworks for the special needs population; while data track special needs children in communities.
collection and identification of special needs children are
Countries and Ministers to encourage the
still in early stages of development.
paradigm shift from the charity and medical
Lack of early identification and intervention services, models to social and rights-based models of
particularly for visual and aural impairment. disability.
Despite the commitments made at Leaders level, there is a Encouragement of development partners to
need for greater political commitment to legislate provide scholarships for training within the
protection, policy development and implementation. region in SNE and IE.
Transportation and mobility barriers while often really, Note: Above priorities endorsed by FEdMM
are also part of a mindset that restricts participation. 2002 & 2007.

Pacific Education Development Framework (PEDF) March 2009 17

CROSS-CUTTING THEME 3: GENDER AND EQUITY Note: In the FBEAP Review countries acknowledged that
gender and equity issue are of relatively low priority in the education planning context. Despite this there are
still some considerable challenges to be met.
Goals/targets: EFA Goal 5: Eliminating gender disparities in primary and secondary education by 2005, and
achieving gender equality in education by 2015, with a focus on ensuring girls’ full and equal access to and
achievement in basic education of good quality.

EFA Goal 4: Achieving a 50% improvement in levels of adult literacy by 2015, especially for women, and
equitable access to basic and continuing education for all adults.
MDG 3: Promote gender equality and empower women.
Indicator: Ensure that, by 2015, children everywhere, boys and girls alike, will be able to complete a full
course of secondary schooling.
UN Conventions
CEDAW: Convention for the elimination of all discrimination against women.

Challenges Priorities & Strategies

Equitable participation and achievement for both boys and girls. Access & Equity: Improvement of
educational participation of girls in
secondary education and TVET.
Educational participation of girls in secondary education and
Efficiency & Effectiveness:
TVET.
Implementation of integrated strategies for
gender equity in education.
Cultural factors still inhibit female participation in education, Development of advocacy and
particularly in Melanesian countries. communication strategies that address
where appropriate the need for changes in
values, attitudes and practices in respect of
Significant gender differences in literacy in many countries. gender.
Research into educational achievement of
Lagging educational performance of boys in primary and boys and girls.
secondary education. Gender analyses of access and quality to
support education policy and budget
revisions.
Combating geographically related educational disadvantage, in
particular children and youth in remote, rural and urban Commitment of resources to support
settlements. implementation of gender policies that
have been developed.
Note: Above priorities endorsed by
FEdMM 2001.

Pacific Education Development Framework (PEDF) March 2009 18

CROSS-CUTTING THEME 4: INFORMATION AND COMMUNICATIONS TECHNOLOGIES (ICT)
As information and communication technology (ICT) becomes more accessible, Pacific education systems are
making increasing use of the advantages it affords. Many counties, particularly the SISs, are searching for
regional strategies that will assist in addressing access gaps and improve the quality of education. Ministers
and Forum leaders have identified ICT as a priority area for development in education and training. Research
conducted by development partners in other regions in utilisation of ICTs in education has produced
encouraging results with students more interested and motivated, absenteeism reduced, learning as measured
on test scores improved, collaboration and teamwork enhanced, and communication and computational skills
improved. Some preliminary results of trials of the OLPC initiative are also consistent with this research.
There is now a potential for Pacific countries to move beyond incrementalism and with assistance of ICTs
make a quantum leap forward in realising goals of access, quality and equity in education.
Goals/targets: MDG 8: Develop a Global Partnership for Development
Targets:
In cooperation with the private sector, make available the benefits of new technologies, especially information
and communication technologies.

Challenges Priorities & Strategies

Advocacy and understanding: The potential that ICT holds for Access & Equity: Development of models
enhancing learning and improving the delivery of educational to bridge the rural-urban digital divide.
content has only recently begun to be appreciated. Computer Sharing and replication of best practice
literacy is still at a low level including amongst teachers. within the region to improve access and
especially for remote and rural
Access: This is still a major challenge. In several Pacific communities (FEdMM endorsed priority,
countries the majority of school children, particularly in rural 2007).
areas have no access to the internet and little access to
Quality: Promotion of computer literacy
computers. This creates the ‘digital divide’.
amongst teachers. Research and evaluation
Resourcing: cost of accessing ICT is still a serious impediment; of ICT projects in the Pacific. Provision of
budgetary provision is necessary for ongoing recurrent costs. wider access to ICT training at all levels.
Poor levels of communications infrastructure and electricity Making electronic resources more available
supply availability still restrict usage of ICT in many areas. to schools. Making a start in creating an
elearning content capacity into curriculum
There is a need for major investment in human resource capacity development.
and skill development.
Capacity development and awareness about
Policy and system administration: Policies need to be ICT and education in all sectors of
developed within Ministries of education and at whole of education.
government level for development and utilisation of ICT in Efficiency & Effectiveness: Identification
education. of critical success factors for cost-effective
use of ICT. Systematic assessment of
policies, strategies, costs, and benefits.
Development of coherent and coordinated
ICT frameworks at regional, national and
education sector levels.
Encouragement of coordination with
national regulatory authorities to create
national ICT policies.
Priority to be given to ICT needs in
education in context of Regional Digital
Strategy (FEDMM endorsed prioritiy
2004 & 2007).

Pacific Education Development Framework (PEDF) March 2009 19

CROSS-CUTTING THEME 5: EDUCATION FOR SUSTAINABLE DEVELOPMENT (ESD)
The 1987 report of the World Commission on Environment and Development defined sustainable development
as “development that meets the needs of the present without compromising the ability of future generations to
meet their own needs”. Education is critical for promoting sustainable societies and improving capacity to
address environmental and development issues. Pacific Island countries pledged support for ESD in the
Mauritius strategy (2005) for the Further Implementation of the Program of Action for Sustainable
Development of Small Island Developing States.
This section of the PEDF is based on the Pacific ESD framework and Action Plan prepared by UNESCO and
ISP and endorsed by Forum Education Ministers.
Goals/targets: The overall goal of ESD is to integrate the values inherent in sustainable development into all
aspects of learning to encourage changes in behaviour that allow for a more sustainable and just society for all.
The Goal for the Pacific (drawn from the Pacific ESD Framework) is to empower Pacific peoples through all
forms of locally relevant and culturally appropriate education and learning to make decisions and take actions
to meet current and future social, cultural, environmental and economic needs and aspirations.

Challenges Priorities

Pacific nations are highly reliant on biological resources and Note: Detailed priorities are identified in
healthy ecosystems. These systems are being threatened as a the Draft Pacific ESD Action Plan
result of loss of biological diversity, land and coastal (endorsed at FEdMM 2007).
degradation, land and sea-base pollution, changing weather
Main priority is capacity development in
patterns, and increased salinity levels of fresh water to mention
formal and informal education targeting
a few. Lack of understanding among the Pacific peoples and
individual, institutional and systemic
weak institutional capacity in environmental planning and
capacity.
management makes the people of the region vulnerable to these
threats. The ESD framework identifies three
priority areas - formal education and
The challenges affect all Pacific countries but the special
training, community based education and
situation of Small Island States in relation to sustainable
policy and innovation.
development is an acute challenge.
Some specific priorities within these areas
are: course material and sustainability
content development in school and TVET
curriculum;
incorporation of ESD principles in PRIDE
and FEdMM mechanisms;
mainstreaming ESD approaches into
teacher training programmes;
increasing community understanding of
ESD;
researching and highlighting good practice
relating to ESD.

Pacific Education Development Framework (PEDF) March 2009 20

CROSS-CUTTING THEME 6: HIV AND AIDS: The spread of HIV and AIDS is a major cross-cutting
development challenge in the Pacific already impacting significantly on the education sector. The Pacific
Regional HIV and AIDS program notes that HIV and AIDS is now a generalised epidemic in Papua New
Guinea (PNG), and while the rest of region is deemed a low-prevalence environment, the number of HIV
positive cases continues to grow. It is widely recognised that HIV and AIDS has the potential to decimate not
only the health status of Pacific populations but also the social and economic fabric underpinning Pacific
communities.
Goals/targets: MDG Goal 6: Combat HIV and AIDS, malaria and other diseases.
Indicator: Have the spread of HIV and AIDS halted by 2015 and begun to reverse.
The goal of the Pacific strategy is to reduce the spread and impact of HIV and AIDS, while embracing people
infected and affected by the virus.

Challenges Priorities & Strategies

HIV and AIDS is a major cross-sectoral development challenge Reduction in the spread and impact of HIV
in the Pacific. It has reached endemic proportions in PNG and and AIDS.
because of risk factors such as the high proportion of young
Provision of a caring and supportive
people in the population; the significant movement of people
environment for those affected by HIV
into, through and out of the region; and, in particular, high rates
including teachers and students.
of other sexually transmitted infections (STIs) the potential for
HIV and AIDS to have significant education impacts is great. Inclusion of HIV and AIDS prevention into
formal school curricula
HIV and AIDS is also a gender issue. While it affects both men
and women, women are more vulnerable. Mainstreaming HIV and AIDS into
education sector planning and
implementation.
Pacific Regional Strategy on HIV and
AIDS 2004-08 was coordinated by SPC
through a broad consultative process and
endorsed by Forum Leaders in 2004. A
second Pacific Regional Strategy (2009-
2013) has been endorsed by Leaders and is
being implemented by a range of partners.
The strategy embodies a regional approach
where nations work together to develop
more effective responses to HIV and
AIDS.

Pacific Education Development Framework (PEDF) March 2009 21

CROSS-CUTTING THEME 7: YOUTH: Approximately 20% of the population in Pacific countries is in the age
cohort 15-24 years. This cohort is growing rapidly and faster than the education and training opportunities
being provided. A strong message from the FBEAP review has been this lack of opportunity for Pacific youth
directly and indirectly contributing to a vast array of social problems. In many respects TVET (formal and
non-formal) has become the provider of second and third chance opportunities for many young people. A
holistic approach to Pacific youth is needed encompassing development of a range of alternative forms of
secondary education and pathways. Ministries of education are often not the lead agency in youth affairs.
However their role is significant and implications of failure to address youth issues are far-reaching on
education and training.
Goals/targets: A number of the MDGs are linked to youth issues.
MDG 1 (Eradicate extreme poverty and hunger) and MDG 2 (Achieve Universal Primary Education) target
the underlying economic and structural factors which contribute to many of the critical youth issues.
MDG 3 (Promote gender equality and empower women) which targets Gender equality is a critical youth
issue.
MDG 6 (Combat HIV and AIDS, malaria, and other diseases) targets critical health issues impacting on youth
Pacific Plan : Objective under Sustainable Development: Enhancement of advocacy for and coordination of
youth programmes and monitoring status of youth.

Challenges Priorities & Strategies

Out-of-school youth has become a growing marginalised group Establishment of strong government
across the Pacific education and training systems. Countries structures at national level to coordinate
have been struggling with responding to this challenge in terms youth activities.
of providing some meaningful ‘second-chance’ learning
Development of more flexible pathways in
opportunities. With many students not completing secondary
secondary education.
school, youth problems such as violence, substance abuse,
alienation, teenage pregnancies and HIV and AIDS are Development of a qualification system that
assuming serious proportions. This is symptomatic of more gives recognition to achievement through a
serious concerns about the quality and more specifically the range of assessment evidence reducing the
relevance of programmes provided in schools. rate of ‘push outs’ through examination
failure.
Equity: Poor performance of boys in secondary education is a
critical challenge. Greater coordination of policy
interventions targeting youth issues.
Policy and Strategy: There is fragmentation and
compartmentalisation of government country responses to youth Expansion of TVET and NFE to address
issues. Policy frameworks are not generally reflected in the needs of youth who have dropped out
coherent and well coordinated youth strategies. of formal education.
Development of counselling services in
schools and training of personnel.
Giving youth a greater voice in relevant
development dialogue and decision-
making.

Pacific Education Development Framework (PEDF) March 2009 22

CROSS-CUTTING THEME 8: POVERTY: The FBEAP Review has found that one of the major emerging
development challenges in the Pacific is the growing incidence of poverty. Reliable comparable data on
poverty incidence is limited, although all countries have elements of poverty and hardship.
Very high levels are reported in PNG, Solomon Islands, Fiji and Kiribati.
The root causes of this rise in poverty are associated with developments in the global political economy. The
direct manifestation of this in the Pacific is the erosion of traditional safety nets through expanding
urbanisation, population growth and drift from rural and outer island communities and the growth of cash
economies and household cash dependency.
With the conversion of productive land to other uses as a result of urbanisation, food security is becoming a
key issue for many families. With respect to education, this increased poverty, not just in the urban
settlements but also in rural areas, is generating a new marginalised group, for whom traditional service
delivery strategies may not be effective.
Many countries have high rates of access to education but this is in danger of slipping in the face of increasing
poverty as children from poor families tend to have poor attendance rates. This is a key emerging challenge
for Pacific education systems.
Goals/targets: MDG 1: Eradicate extreme poverty and hunger.

Challenges Priorities & Strategies

The challenges associated with increased poverty and Development of differential resourcing
urbanisation are multi-sectoral. arrangements, including school grants
formulae, to reflect high/extreme socio-
Although access rates for basic education are over 90% in the
economic disadvantage.
majority of Pacific countries the challenges of reaching out to
the remaining 10% are considerable and where this group is Review of school fees policies, where
associated with poverty and other forms of disadvantage new appropriate, and where these are seen as a
delivery strategies are needed. barrier to access in basic education.
Development of new and different
strategies to reach out to the poor. [It is
increasingly recognised that the excluded
will not adapt to mainstream systems.]
Development of integrated cross sectoral
approaches to address food security, health,
and housing issues.
Research, household surveys and studies
on barriers to accessing education amongst
the poor and isolated and marginalised
groups.
Explicit consideration to be given to
context of education in development of
National Poverty Reduction Strategies.

Pacific Education Development Framework (PEDF) March 2009 23