| || || Educational planning -- Fiji -- Naitasiri|
| || || Educational development challenges in rural Fiji : a case study of Naitasiri province.|
Author: Cabealawa, Saimoni
Institution: University of the South Pacific.
Subject: Education -- Fiji -- Naitasiri, Educational planning -- Fiji -- Naitasiri
Call No.: Pac LA 2270 .F5 C332 2012
Copyright:Under 10% of this thesis may be copied without the authors written permission
Abstract: Education is a basic right and a pre-requisite for sound economic development. It is the most valuable asset a person can possess. A well-informed and educated people are assets to any society’s well-being. It is through education that individuals can achieve fulfillment, attain their goals, and improve their standard of living. Rural children and adults – most of whom are poverty-stricken – have very limited opportunities to obtain a viable basic education that would help them ‘break free’ from the poverty cycle. Many rural children never frequent a school; many of those who do enroll fail to complete the full primary cycle; and even among those who do complete it, many leave school barely literate. When they do exist, rural schools in remote areas are often in need of repair, poorly equipped and staffed with inadequately trained and under paid teachers. In Fiji, although access to health and education is reasonably good by Pacific standards, the quality of services is poor, especially in rural areas. The present study aims to examine the challenges and constraints of educational development in the rural areas of Fiji with special reference to Naitasiri province. Although the overall research was largely qualitative in nature, the research methodology employed was not restricted to qualitative alone. The data for this research was gathered from both primary and secondary sources. A primary survey was conducted based on structured questionnaire. The study found that while there are many primary schools being established in the rural areas of Fiji, secondary schools are few and are located far from each other. Primary schools are established almost in every three villages to ensure that children have easy access to primary education as well as assisting students who travel long distances to attend other schools. The study suggests that incentives for rural teachers in the form of allowance be increased and this should be categorized depending on the locality of schools.