| || || Maeltoka, George Jonathan.|
| || || An examination of cultural gaps : a case study in selected primary schools in Vanuatu|
Author:Maeltoka, George Jonathan.
Institution: University of the South Pacific.
Call No.: Pac LC 213 .3 .V3 M34 2010
Copyright:Under 10% of this thesis may be copied without the authors written permission
Abstract: There is growing concern that the negative impacts of Formal Education in literacy skill development and poor achievements amongst indigenous primary students in Vanuatu have raised manifold learning barriers regarding the notion of a quality and relevant education system. The philosophical perspectives about why indigenous children have to be facilitated as achievers in a foreign-driven learning environment illuminate the issue of cultural gaps in a dual-education system in Vanuatu, the legacy of the condominium regime. According to the literature and practitioners (apart from Vanuatu), as far back as the 1950s, culture and the child’s mother tongue have always been considered as two of the essential components in formal education. Unfortunately, according to this study this vision is yet to be recognized and acted upon as a critical component for the improvement of the existing framework in the country’s formal education system. This is particularly true of the attempt to establish a national educational policy and framework that contextualizes a mandate for policy-makers, educators, curriculum developers and non-professional partners to nurture quality formal teaching/learning situations in Vanuatu’s contemporary classrooms. In such contexts, the need to utilize cultural inclusiveness in a curriculum framework which ensures the notions of collectivity, adaptability, flexibility, and a holistic and cooperative approaches in the formal schooling experiences of indigenous children, is indisputable. This study has illuminated some cultural gaps in education and their implications for the school culture and its impact on ni-Vanuatu children. This system has inadequately prepared them as school leavers to contribute to the country’s socioeconomic activities and their own personal development when they leave the formal education system. The study, therefore, suggests some form of additional or enriching education program is needed to correct the shortcomings found in the existing dualsystem where culture and vernacular languages have been devalued in the formal teaching/learning situations.