Academic literature on the topic 'Association of Development Research and Training Institutes of Asia and the Pacific'

Recent years the phenomenon of global value chains (GVCs) has attracted great attention of international organizations. Many of them are involved in the study of GVCs, primarily the Organization for Economic Cooperation and Development, the UN Commission on Trade and Development, the World Trade Organization, the World Bank, the World Intellectual Property Organization and others, including regional international organizations, such as the Association of Southeast Asian Nations Asia, UN Economic and Social Commission for Asia and the Pacific, African Development Bank, etc. The purpose of this article is to identify how the role and position of international organizations in the global market for GVC research has changed, both in terms of specific content and in terms of interaction with individual scientists and other international and national institutions. GVC research by international organizations makes an important contribution to the understanding the contradictory features of international fragmentation, the participation of countries, regions, industries and individual firms in it. The publications of international organizations have a common research paradigm: they all recognize the importance of GVCs for national economic development. A similar conceptual framework for the study of GVCs is combined with the research specialization of international organizations, which reflects the main focus of the activity of one or another organization. The availability of research specialization is accompanied by continuity and coordination of research; the conclusions of international organizations do not contradict, but rather complement each other. The most important feature of all publications of international organizations is also their practical orientation, the focus on elaborating recommendations for national policies aimed at maximizing the benefits of participation in GVCs and minimizing the risks of such integration. A key feature of the research of international organizations is their generalizing nature, which allows highlighting the key trends in the development of GVCs and perspective areas for future research. Conducting large-scale research and the development of expert estimates in the field of GVCs became possible due to the availability of significant financial, intellectual and statistical resources of international organizations, including databases (TiVA, EORA, AMNE). The availability of such resources allows not only to conduct generalizing and comparative studies on a large array of macro and micro data, but also to carry out “pioneering” studies, which are a real increment of scientific knowledge in the field of GVC. Obtaining important generalizing or “pioneering” conclusions became possible due to the development of multilateral research cooperation of international organizations with individual researchers, universities, other international institutes and “think tanks”.

Education in Oceania continues to reflect the embedded implicit and explicit colonial practices and processes from the past. This paper conceptualises a cultural approach to education and leadership appropriate and relevant to the Republic of the Marshall Islands. As elementary school leaders, we highlight Kanne Lobal, a traditional Marshallese navigation practice based on indigenous language, values and practices. We conceptualise and develop Kanne Lobal in this paper as a framework for understanding the usefulness of our indigenous knowledge in leadership and educational practices within formal education. Through bwebwenato, a method of talk story, our key learnings and reflexivities were captured. We argue that realising the value of Marshallese indigenous knowledge and practices for school leaders requires purposeful training of the ways in which our knowledge can be made useful in our professional educational responsibilities. Drawing from our Marshallese knowledge is an intentional effort to inspire, empower and express what education and leadership partnership means for Marshallese people, as articulated by Marshallese themselves. Introduction As noted in the call for papers within the Waikato Journal of Education (WJE) for this special issue, bodies of knowledge and histories in Oceania have long sustained generations across geographic boundaries to ensure cultural survival. For Marshallese people, we cannot really know ourselves “until we know how we came to be where we are today” (Walsh, Heine, Bigler & Stege, 2012). Jitdam Kapeel is a popular Marshallese concept and ideal associated with inquiring into relationships within the family and community. In a similar way, the practice of relating is about connecting the present and future to the past. Education and leadership partnerships are linked and we look back to the past, our history, to make sense and feel inspired to transform practices that will benefit our people. In this paper and in light of our next generation, we reconnect with our navigation stories to inspire and empower education and leadership. Kanne lobal is part of our navigation stories, a conceptual framework centred on cultural practices, values, and concepts that embrace collective partnerships. Our link to this talanoa vā with others in the special issue is to attempt to make sense of connections given the global COVID-19 context by providing a Marshallese approach to address the physical and relational “distance” between education and leadership partnerships in Oceania. Like the majority of developing small island nations in Oceania, the Republic of the Marshall Islands (RMI) has had its share of educational challenges through colonial legacies of the past which continues to drive education systems in the region (Heine, 2002). The historical administration and education in the RMI is one of colonisation. Successive administrations by the Spanish, German, Japanese, and now the US, has resulted in education and learning that privileges western knowledge and forms of learning. This paper foregrounds understandings of education and learning as told by the voices of elementary school leaders from the RMI. The move to re-think education and leadership from Marshallese perspectives is an act of shifting the focus of bwebwenato or conversations that centres on Marshallese language and worldviews. The concept of jelalokjen was conceptualised as traditional education framed mainly within the community context. In the past, jelalokjen was practiced and transmitted to the younger generation for cultural continuity. During the arrival of colonial administrations into the RMI, jelalokjen was likened to the western notions of education and schooling (Kupferman, 2004). Today, the primary function of jelalokjen, as traditional and formal education, it is for “survival in a hostile [and challenging] environment” (Kupferman, 2004, p. 43). Because western approaches to learning in the RMI have not always resulted in positive outcomes for those engaged within the education system, as school leaders who value our cultural knowledge and practices, and aspire to maintain our language with the next generation, we turn to Kanne Lobal, a practice embedded in our navigation stories, collective aspirations, and leadership. The significance in the development of Kanne Lobal, as an appropriate framework for education and leadership, resulted in us coming together and working together. Not only were we able to share our leadership concerns, however, the engagement strengthened our connections with each other as school leaders, our communities, and the Public Schooling System (PSS). Prior to that, many of us were in competition for resources. Educational Leadership: IQBE and GCSL Leadership is a valued practice in the RMI. Before the IQBE programme started in 2018, the majority of the school leaders on the main island of Majuro had not engaged in collaborative partnerships with each other before. Our main educational purpose was to achieve accreditation from the Western Association of Schools and Colleges (WASC), an accreditation commission for schools in the United States. The WASC accreditation dictated our work and relationships and many school leaders on Majuro felt the pressure of competition against each other. We, the authors in this paper, share our collective bwebwenato, highlighting our school leadership experiences and how we gained strength from our own ancestral knowledge to empower “us”, to collaborate with each other, our teachers, communities, as well as with PSS; a collaborative partnership we had not realised in the past. The paucity of literature that captures Kajin Majol (Marshallese language) and education in general in the RMI is what we intend to fill by sharing our reflections and experiences. To move our educational practices forward we highlight Kanne Lobal, a cultural approach that focuses on our strengths, collective social responsibilities and wellbeing. For a long time, there was no formal training in place for elementary school leaders. School principals and vice principals were appointed primarily on their academic merit through having an undergraduate qualification. As part of the first cohort of fifteen school leaders, we engaged in the professional training programme, the Graduate Certificate in School Leadership (GCSL), refitted to our context after its initial development in the Solomon Islands. GCSL was coordinated by the Institute of Education (IOE) at the University of the South Pacific (USP). GCSL was seen as a relevant and appropriate training programme for school leaders in the RMI as part of an Asia Development Bank (ADB) funded programme which aimed at “Improving Quality Basic Education” (IQBE) in parts of the northern Pacific. GCSL was managed on Majuro, RMI’s main island, by the director at the time Dr Irene Taafaki, coordinator Yolanda McKay, and administrators at the University of the South Pacific’s (USP) RMI campus. Through the provision of GCSL, as school leaders we were encouraged to re-think and draw-from our own cultural repository and connect to our ancestral knowledge that have always provided strength for us. This kind of thinking and practice was encouraged by our educational leaders (Heine, 2002). We argue that a culturally-affirming and culturally-contextual framework that reflects the lived experiences of Marshallese people is much needed and enables the disruption of inherent colonial processes left behind by Western and Eastern administrations which have influenced our education system in the RMI (Heine, 2002). Kanne Lobal, an approach utilising a traditional navigation has warranted its need to provide solutions for today’s educational challenges for us in the RMI. Education in the Pacific Education in the Pacific cannot be understood without contextualising it in its history and culture. It is the same for us in the RMI (Heine, 2002; Walsh et al., 2012). The RMI is located in the Pacific Ocean and is part of Micronesia. It was named after a British captain, John Marshall in the 1700s. The atolls in the RMI were explored by the Spanish in the 16th century. Germany unsuccessfully attempted to colonize the islands in 1885. Japan took control in 1914, but after several battles during World War II, the US seized the RMI from them. In 1947, the United Nations made the island group, along with the Mariana and Caroline archipelagos, a U.S. trust territory (Walsh et al, 2012). Education in the RMI reflects the colonial administrations of Germany, Japan, and now the US. Before the turn of the century, formal education in the Pacific reflected western values, practices, and standards. Prior to that, education was informal and not binded to formal learning institutions (Thaman, 1997) and oral traditions was used as the medium for transmitting learning about customs and practices living with parents, grandparents, great grandparents. As alluded to by Jiba B. Kabua (2004), any “discussion about education is necessarily a discussion of culture, and any policy on education is also a policy of culture” (p. 181). It is impossible to promote one without the other, and it is not logical to understand one without the other. Re-thinking how education should look like, the pedagogical strategies that are relevant in our classrooms, the ways to engage with our parents and communities - such re-thinking sits within our cultural approaches and frameworks. Our collective attempts to provide a cultural framework that is relevant and appropriate for education in our context, sits within the political endeavour to decolonize. This means that what we are providing will not only be useful, but it can be used as a tool to question and identify whether things in place restrict and prevent our culture or whether they promote and foreground cultural ideas and concepts, a significant discussion of culture linked to education (Kabua, 2004). Donor funded development aid programmes were provided to support the challenges within education systems. Concerned with the persistent low educational outcomes of Pacific students, despite the prevalence of aid programmes in the region, in 2000 Pacific educators and leaders with support from New Zealand Aid (NZ Aid) decided to intervene (Heine, 2002; Taufe’ulungaki, 2014). In April 2001, a group of Pacific educators and leaders across the region were invited to a colloquium funded by the New Zealand Overseas Development Agency held in Suva Fiji at the University of the South Pacific. The main purpose of the colloquium was to enable “Pacific educators to re-think the values, assumptions and beliefs underlying [formal] schooling in Oceania” (Benson, 2002). Leadership, in general, is a valued practice in the RMI (Heine, 2002). Despite education leadership being identified as a significant factor in school improvement (Sanga & Chu, 2009), the limited formal training opportunities of school principals in the region was a persistent concern. As part of an Asia Development Bank (ADB) funded project, the Improve Quality Basic Education (IQBE) intervention was developed and implemented in the RMI in 2017. Mentoring is a process associated with the continuity and sustainability of leadership knowledge and practices (Sanga & Chu, 2009). It is a key aspect of building capacity and capabilities within human resources in education (ibid). Indigenous knowledges and education research According to Hilda Heine, the relationship between education and leadership is about understanding Marshallese history and culture (cited in Walsh et al., 2012). It is about sharing indigenous knowledge and histories that “details for future generations a story of survival and resilience and the pride we possess as a people” (Heine, cited in Walsh et al., 2012, p. v). This paper is fuelled by postcolonial aspirations yet is grounded in Pacific indigenous research. This means that our intentions are driven by postcolonial pursuits and discourses linked to challenging the colonial systems and schooling in the Pacific region that privileges western knowledge and learning and marginalises the education practices and processes of local people (Thiong’o, 1986). A point of difference and orientation from postcolonialism is a desire to foreground indigenous Pacific language, specifically Majin Majol, through Marshallese concepts. Our collective bwebwenato and conversation honours and values kautiej (respect), jouj eo mour eo (reciprocity), and jouj (kindness) (Taafaki & Fowler, 2019). Pacific leaders developed the Rethinking Pacific Education Initiative for and by Pacific People (RPEIPP) in 2002 to take control of the ways in which education research was conducted by donor funded organisations (Taufe’ulungaki, 2014). Our former president, Dr Hilda Heine was part of the group of leaders who sought to counter the ways in which our educational and leadership stories were controlled and told by non-Marshallese (Heine, 2002). As a former minister of education in the RMI, Hilda Heine continues to inspire and encourage the next generation of educators, school leaders, and researchers to re-think and de-construct the way learning and education is conceptualised for Marshallese people. The conceptualisation of Kanne Lobal acknowledges its origin, grounded in Marshallese navigation knowledge and practice. Our decision to unpack and deconstruct Kanne Lobal within the context of formal education and leadership responds to the need to not only draw from indigenous Marshallese ideas and practice but to consider that the next generation will continue to be educated using western processes and initiatives particularly from the US where we get a lot of our funding from. According to indigenous researchers Dawn Bessarab and Bridget Ng’andu (2010), doing research that considers “culturally appropriate processes to engage with indigenous groups and individuals is particularly pertinent in today’s research environment” (p. 37). Pacific indigenous educators and researchers have turned to their own ancestral knowledge and practices for inspiration and empowerment. Within western research contexts, the often stringent ideals and processes are not always encouraging of indigenous methods and practices. However, many were able to ground and articulate their use of indigenous methods as being relevant and appropriate to capturing the realities of their communities (Nabobo-Baba, 2008; Sualii-Sauni & Fulu-Aiolupotea, 2014; Thaman, 1997). At the same time, utilising Pacific indigenous methods and approaches enabled research engagement with their communities that honoured and respected them and their communities. For example, Tongan, Samoan, and Fijian researchers used the talanoa method as a way to capture the stories, lived realities, and worldviews of their communities within education in the diaspora (Fa’avae, Jones, & Manu’atu, 2016; Nabobo-Baba, 2008; Sualii-Sauni & Aiolupotea, 2014; Vaioleti, 2005). Tok stori was used by Solomon Islander educators and school leaders to highlight the unique circles of conversational practice and storytelling that leads to more positive engagement with their community members, capturing rich and meaningful narratives as a result (Sanga & Houma, 2004). The Indigenous Aborigine in Australia utilise yarning as a “relaxed discussion through which both the researcher and participant journey together visiting places and topics of interest relevant” (Bessarab & Ng’andu, 2010, p. 38). Despite the diverse forms of discussions and storytelling by indigenous peoples, of significance are the cultural protocols, ethics, and language for conducting and guiding the engagement (Bessarab & Ng’andu, 2010; Nabobo-Baba, 2008; Sualii-Sauni & Aiolupotea, 2014). Through the ethics, values, protocols, and language, these are what makes indigenous methods or frameworks unique compared to western methods like in-depth interviews or semi-structured interviews. This is why it is important for us as Marshallese educators to frame, ground, and articulate how our own methods and frameworks of learning could be realised in western education (Heine, 2002; Jetnil-Kijiner, 2014). In this paper, we utilise bwebwenato as an appropriate method linked to “talk story”, capturing our collective stories and experiences during GCSL and how we sought to build partnerships and collaboration with each other, our communities, and the PSS. Bwebwenato and drawing from Kajin Majel Legends and stories that reflect Marshallese society and its cultural values have survived through our oral traditions. The practice of weaving also holds knowledge about our “valuable and earliest sources of knowledge” (Taafaki & Fowler, 2019, p. 2). The skilful navigation of Marshallese wayfarers on the walap (large canoes) in the ocean is testament of their leadership and the value they place on ensuring the survival and continuity of Marshallese people (Taafaki & Fowler, 2019; Walsh et al., 2012). During her graduate study in 2014, Kathy Jetnil-Kijiner conceptualised bwebwenato as being the most “well-known form of Marshallese orality” (p. 38). The Marshallese-English dictionary defined bwebwenato as talk, conversation, story, history, article, episode, lore, myth, or tale (cited in Jetnil Kijiner, 2014). Three years later in 2017, bwebwenato was utilised in a doctoral project by Natalie Nimmer as a research method to gather “talk stories” about the experiences of 10 Marshallese experts in knowledge and skills ranging from sewing to linguistics, canoe-making and business. Our collective bwebwenato in this paper centres on Marshallese ideas and language. The philosophy of Marshallese knowledge is rooted in our “Kajin Majel”, or Marshallese language and is shared and transmitted through our oral traditions. For instance, through our historical stories and myths. Marshallese philosophy, that is, the knowledge systems inherent in our beliefs, values, customs, and practices are shared. They are inherently relational, meaning that knowledge systems and philosophies within our world are connected, in mind, body, and spirit (Jetnil-Kijiner, 2014; Nimmer, 2017). Although some Marshallese believe that our knowledge is disappearing as more and more elders pass away, it is therefore important work together, and learn from each other about the knowledges shared not only by the living but through their lamentations and stories of those who are no longer with us (Jetnil-Kijiner, 2014). As a Marshallese practice, weaving has been passed-down from generation to generation. Although the art of weaving is no longer as common as it used to be, the artefacts such as the “jaki-ed” (clothing mats) continue to embody significant Marshallese values and traditions. For our weavers, the jouj (check spelling) is the centre of the mat and it is where the weaving starts. When the jouj is correct and weaved well, the remainder and every other part of the mat will be right. The jouj is symbolic of the “heart” and if the heart is prepared well, trained well, then life or all other parts of the body will be well (Taafaki & Fowler, 2019). In that light, we have applied the same to this paper. Conceptualising and drawing from cultural practices that are close and dear to our hearts embodies a significant ontological attempt to prioritize our own knowledge and language, a sense of endearment to who we are and what we believe education to be like for us and the next generation. The application of the phrase “Majolizing '' was used by the Ministry of Education when Hilda Heine was minister, to weave cultural ideas and language into the way that teachers understand the curriculum, develop lesson plans and execute them in the classroom. Despite this, there were still concerns with the embedded colonized practices where teachers defaulted to eurocentric methods of doing things, like the strategies provided in the textbooks given to us. In some ways, our education was slow to adjust to the “Majolizing '' intention by our former minister. In this paper, we provide Kanne Lobal as a way to contribute to the “Majolizing intention” and perhaps speed up yet still be collectively responsible to all involved in education. Kajin Wa and Kanne Lobal “Wa” is the Marshallese concept for canoe. Kajin wa, as in canoe language, has a lot of symbolic meaning linked to deeply-held Marshallese values and practices. The canoe was the foundational practice that supported the livelihood of harsh atoll island living which reflects the Marshallese social world. The experts of Kajin wa often refer to “wa” as being the vessel of life, a means and source of sustaining life (Kelen, 2009, cited in Miller, 2010). “Jouj” means kindness and is the lower part of the main hull of the canoe. It is often referred to by some canoe builders in the RMI as the heart of the canoe and is linked to love. The jouj is one of the first parts of the canoe that is built and is “used to do all other measurements, and then the rest of the canoe is built on top of it” (Miller, 2010, p. 67). The significance of the jouj is that when the canoe is in the water, the jouj is the part of the hull that is underwater and ensures that all the cargo and passengers are safe. For Marshallese, jouj or kindness is what living is about and is associated with selflessly carrying the responsibility of keeping the family and community safe. The parts of the canoe reflect Marshallese culture, legend, family, lineage, and kinship. They embody social responsibilities that guide, direct, and sustain Marshallese families’ wellbeing, from atoll to atoll. For example, the rojak (boom), rojak maan (upper boom), rojak kōrā (lower boom), and they support the edges of the ujelā/ujele (sail) (see figure 1). The literal meaning of rojak maan is male boom and rojak kōrā means female boom which together strengthens the sail and ensures the canoe propels forward in a strong yet safe way. Figuratively, the rojak maan and rojak kōrā symbolise the mother and father relationship which when strong, through the jouj (kindness and love), it can strengthen families and sustain them into the future. Figure 1. Parts of the canoe Source: https://www.canoesmarshallislands.com/2014/09/names-of-canoe-parts/ From a socio-cultural, communal, and leadership view, the canoe (wa) provides understanding of the relationships required to inspire and sustain Marshallese peoples’ education and learning. We draw from Kajin wa because they provide cultural ideas and practices that enable understanding of education and leadership necessary for sustaining Marshallese people and realities in Oceania. When building a canoe, the women are tasked with the weaving of the ujelā/ujele (sail) and to ensure that it is strong enough to withstand long journeys and the fierce winds and waters of the ocean. The Kanne Lobal relates to the front part of the ujelā/ujele (sail) where the rojak maan and rojak kōrā meet and connect (see the red lines in figure 1). Kanne Lobal is linked to the strategic use of the ujelā/ujele by navigators, when there is no wind north wind to propel them forward, to find ways to capture the winds so that their journey can continue. As a proverbial saying, Kanne Lobal is used to ignite thinking and inspire and transform practice particularly when the journey is rough and tough. In this paper we draw from Kanne Lobal to ignite, inspire, and transform our educational and leadership practices, a move to explore what has always been meaningful to Marshallese people when we are faced with challenges. The Kanne Lobal utilises our language, and cultural practices and values by sourcing from the concepts of jouj (kindness, love), kautiej (respect), and jouj eo mour eo (reciprocity). A key Marshallese proverb, “Enra bwe jen lale rara”, is the cultural practice where families enact compassion through the sharing of food in all occurrences. The term “enra” is a small basket weaved from the coconut leaves, and often used by Marshallese as a plate to share and distribute food amongst each other. Bwe-jen-lale-rara is about noticing and providing for the needs of others, and “enra” the basket will help support and provide for all that are in need. “Enra-bwe-jen-lale-rara” is symbolic of cultural exchange and reciprocity and the cultural values associated with building and maintaining relationships, and constantly honouring each other. As a Marshallese practice, in this article we share our understanding and knowledge about the challenges as well as possible solutions for education concerns in our nation. In addition, we highlight another proverb, “wa kuk wa jimor”, which relates to having one canoe, and despite its capacity to feed and provide for the individual, but within the canoe all people can benefit from what it can provide. In the same way, we provide in this paper a cultural framework that will enable all educators to benefit from. It is a framework that is far-reaching and relevant to the lived realities of Marshallese people today. Kumit relates to people united to build strength, all co-operating and working together, living in peace, harmony, and good health. Kanne Lobal: conceptual framework for education and leadership An education framework is a conceptual structure that can be used to capture ideas and thinking related to aspects of learning. Kanne Lobal is conceptualised and framed in this paper as an educational framework. Kanne Lobal highlights the significance of education as a collective partnership whereby leadership is an important aspect. Kanne Lobal draws-from indigenous Marshallese concepts like kautiej (respect), jouj eo mour eo (reciprocity), and jouj (kindness, heart). The role of a leader, including an education leader, is to prioritise collective learning and partnerships that benefits Marshallese people and the continuity and survival of the next generation (Heine, 2002; Thaman, 1995). As described by Ejnar Aerōk, an expert canoe builder in the RMI, he stated: “jerbal ippān doon bwe en maron maan wa e” (cited in Miller, 2010, p. 69). His description emphasises the significance of partnerships and working together when navigating and journeying together in order to move the canoe forward. The kubaak, the outrigger of the wa (canoe) is about “partnerships”. For us as elementary school leaders on Majuro, kubaak encourages us to value collaborative partnerships with each other as well as our communities, PSS, and other stakeholders. Partnerships is an important part of the Kanne Lobal education and leadership framework. It requires ongoing bwebwenato – the inspiring as well as confronting and challenging conversations that should be mediated and negotiated if we and our education stakeholders are to journey together to ensure that the educational services we provide benefits our next generation of young people in the RMI. Navigating ahead the partnerships, mediation, and negotiation are the core values of jouj (kindness, love), kautiej (respect), and jouj eo mour eo (reciprocity). As an organic conceptual framework grounded in indigenous values, inspired through our lived experiences, Kanne Lobal provides ideas and concepts for re-thinking education and leadership practices that are conducive to learning and teaching in the schooling context in the RMI. By no means does it provide the solution to the education ills in our nation. However, we argue that Kanne Lobal is a more relevant approach which is much needed for the negatively stigmatised system as a consequence of the various colonial administrations that have and continue to shape and reframe our ideas about what education should be like for us in the RMI. Moreover, Kannel Lobal is our attempt to decolonize the framing of education and leadership, moving our bwebwenato to re-framing conversations of teaching and learning so that our cultural knowledge and values are foregrounded, appreciated, and realised within our education system. Bwebwenato: sharing our stories In this section, we use bwebwenato as a method of gathering and capturing our stories as data. Below we capture our stories and ongoing conversations about the richness in Marshallese cultural knowledge in the outer islands and on Majuro and the potentialities in Kanne Lobal. Danny Jim When I was in third grade (9-10 years of age), during my grandfather’s speech in Arno, an atoll near Majuro, during a time when a wa (canoe) was being blessed and ready to put the canoe into the ocean. My grandfather told me the canoe was a blessing for the family. “Without a canoe, a family cannot provide for them”, he said. The canoe allows for travelling between places to gather food and other sources to provide for the family. My grandfather’s stories about people’s roles within the canoe reminded me that everyone within the family has a responsibility to each other. Our women, mothers and daughters too have a significant responsibility in the journey, in fact, they hold us, care for us, and given strength to their husbands, brothers, and sons. The wise man or elder sits in the middle of the canoe, directing the young man who help to steer. The young man, he does all the work, directed by the older man. They take advice and seek the wisdom of the elder. In front of the canoe, a young boy is placed there and because of his strong and youthful vision, he is able to help the elder as well as the young man on the canoe. The story can be linked to the roles that school leaders, teachers, and students have in schooling. Without each person knowing intricately their role and responsibility, the sight and vision ahead for the collective aspirations of the school and the community is difficult to comprehend. For me, the canoe is symbolic of our educational journey within our education system. As the school leader, a central, trusted, and respected figure in the school, they provide support for teachers who are at the helm, pedagogically striving to provide for their students. For without strong direction from the school leaders and teachers at the helm, the students, like the young boy, cannot foresee their futures, or envisage how education can benefit them. This is why Kanne Lobal is a significant framework for us in the Marshall Islands because within the practice we are able to take heed and empower each other so that all benefit from the process. Kanne Lobal is linked to our culture, an essential part of who we are. We must rely on our own local approaches, rather than relying on others that are not relevant to what we know and how we live in today’s society. One of the things I can tell is that in Majuro, compared to the outer islands, it’s different. In the outer islands, parents bring children together and tell them legends and stories. The elders tell them about the legends and stories – the bwebwenato. Children from outer islands know a lot more about Marshallese legends compared to children from the Majuro atoll. They usually stay close to their parents, observe how to prepare food and all types of Marshallese skills. Loretta Joseph Case There is little Western influence in the outer islands. They grow up learning their own culture with their parents, not having tv. They are closely knit, making their own food, learning to weave. They use fire for cooking food. They are more connected because there are few of them, doing their own culture. For example, if they’re building a house, the ladies will come together and make food to take to the males that are building the house, encouraging them to keep on working - “jemjem maal” (sharpening tools i.e. axe, like encouraging workers to empower them). It’s when they bring food and entertainment. Rubon Rubon Togetherness, work together, sharing of food, these are important practices as a school leader. Jemjem maal – the whole village works together, men working and the women encourage them with food and entertainment. All the young children are involved in all of the cultural practices, cultural transmission is consistently part of their everyday life. These are stronger in the outer islands. Kanne Lobal has the potential to provide solutions using our own knowledge and practices. Connie Joel When new teachers become a teacher, they learn more about their culture in teaching. Teaching raises the question, who are we? A popular saying amongst our people, “Aelon kein ad ej aelon in manit”, means that “Our islands are cultural islands”. Therefore, when we are teaching, and managing the school, we must do this culturally. When we live and breathe, we must do this culturally. There is more socialising with family and extended family. Respect the elderly. When they’re doing things the ladies all get together, in groups and do it. Cut the breadfruit, and preserve the breadfruit and pandanus. They come together and do it. Same as fishing, building houses, building canoes. They use and speak the language often spoken by the older people. There are words that people in the outer islands use and understand language regularly applied by the elderly. Respect elderly and leaders more i.e., chiefs (iroj), commoners (alap), and the workers on the land (ri-jerbal) (social layer under the commoners). All the kids, they gather with their families, and go and visit the chiefs and alap, and take gifts from their land, first produce/food from the plantation (eojōk). Tommy Almet The people are more connected to the culture in the outer islands because they help one another. They don’t have to always buy things by themselves, everyone contributes to the occasion. For instance, for birthdays, boys go fishing, others contribute and all share with everyone. Kanne Lobal is a practice that can bring people together – leaders, teachers, stakeholders. We want our colleagues to keep strong and work together to fix problems like students and teachers’ absenteeism which is a big problem for us in schools. Demetria Malachi The culture in the outer islands are more accessible and exposed to children. In Majuro, there is a mixedness of cultures and knowledges, influenced by Western thinking and practices. Kanne Lobal is an idea that can enhance quality educational purposes for the RMI. We, the school leaders who did GCSL, we want to merge and use this idea because it will help benefit students’ learning and teachers’ teaching. Kanne Lobal will help students to learn and teachers to teach though traditional skills and knowledge. We want to revitalize our ways of life through teaching because it is slowly fading away. Also, we want to have our own Marshallese learning process because it is in our own language making it easier to use and understand. Essentially, we want to proudly use our own ways of teaching from our ancestors showing the appreciation and blessings given to us. Way Forward To think of ways forward is about reflecting on the past and current learnings. Instead of a traditional discussion within a research publication, we have opted to continue our bwebwenato by sharing what we have learnt through the Graduate Certificate in School Leadership (GCSL) programme. Our bwebwenato does not end in this article and this opportunity to collaborate and partner together in this piece of writing has been a meaningful experience to conceptualise and unpack the Kanne Lobal framework. Our collaborative bwebwenato has enabled us to dig deep into our own wise knowledges for guidance through mediating and negotiating the challenges in education and leadership (Sanga & Houma, 2004). For example, bwe-jen-lale-rara reminds us to inquire, pay attention, and focus on supporting the needs of others. Through enra-bwe-jen-lale-rara, it reminds us to value cultural exchange and reciprocity which will strengthen the development and maintaining of relationships based on ways we continue to honour each other (Nimmer, 2017). We not only continue to support each other, but also help mentor the next generation of school leaders within our education system (Heine, 2002). Education and leadership are all about collaborative partnerships (Sanga & Chu, 2009; Thaman, 1997). Developing partnerships through the GCSL was useful learning for us. It encouraged us to work together, share knowledge, respect each other, and be kind. The values of jouj (kindness, love), kautiej (respect), and jouj eo mour eo (reciprocity) are meaningful in being and becoming and educational leader in the RMI (Jetnil-Kijiner, 2014; Miller, 2010; Nimmer, 2017). These values are meaningful for us practice particularly given the drive by PSS for schools to become accredited. The workshops and meetings delivered during the GCSL in the RMI from 2018 to 2019 about Kanne Lobal has given us strength to share our stories and experiences from the meeting with the stakeholders. But before we met with the stakeholders, we were encouraged to share and speak in our language within our courses: EDP05 (Professional Development and Learning), EDP06 (School Leadership), EDP07 (School Management), EDP08 (Teaching and Learning), and EDP09 (Community Partnerships). In groups, we shared our presentations with our peers, the 15 school leaders in the GCSL programme. We also invited USP RMI staff. They liked the way we presented Kannel Lobal. They provided us with feedback, for example: how the use of the sail on the canoe, the parts and their functions can be conceptualised in education and how they are related to the way that we teach our own young people. Engaging stakeholders in the conceptualisation and design stages of Kanne Lobal strengthened our understanding of leadership and collaborative partnerships. Based on various meetings with the RMI Pacific Resources for Education and Learning (PREL) team, PSS general assembly, teachers from the outer islands, and the PSS executive committee, we were able to share and receive feedback on the Kanne Lobal framework. The coordinators of the PREL programme in the RMI were excited by the possibilities around using Kanne Lobal, as a way to teach culture in an inspirational way to Marshallese students. Our Marshallese knowledge, particularly through the proverbial meaning of Kanne Lobal provided so much inspiration and insight for the groups during the presentation which gave us hope and confidence to develop the framework. Kanne Lobal is an organic and indigenous approach, grounded in Marshallese ways of doing things (Heine, 2002; Taafaki & Fowler, 2019). Given the persistent presence of colonial processes within the education system and the constant reference to practices and initiatives from the US, Kanne Lobal for us provides a refreshing yet fulfilling experience and makes us feel warm inside because it is something that belongs to all Marshallese people. Conclusion Marshallese indigenous knowledge and practices provide meaningful educational and leadership understanding and learnings. They ignite, inspire, and transform thinking and practice. The Kanne Lobal conceptual framework emphasises key concepts and values necessary for collaborative partnerships within education and leadership practices in the RMI. The bwebwenato or talk stories have been insightful and have highlighted the strengths and benefits that our Marshallese ideas and practices possess when looking for appropriate and relevant ways to understand education and leadership. Acknowledgements We want to acknowledge our GCSL cohort of school leaders who have supported us in the development of Kanne Lobal as a conceptual framework. A huge kommol tata to our friends: Joana, Rosana, Loretta, Jellan, Alvin, Ellice, Rolando, Stephen, and Alan. References Benson, C. (2002). Preface. In F. Pene, A. M. Taufe’ulungaki, & C. Benson (Eds.), Tree of Opportunity: re-thinking Pacific Education (p. iv). Suva, Fiji: University of the South Pacific, Institute of Education. Bessarab, D., Ng’andu, B. (2010). Yarning about yarning as a legitimate method in indigenous research. International Journal of Critical Indigenous Studies, 3(1), 37-50. Fa’avae, D., Jones, A., & Manu’atu, L. (2016). Talanoa’i ‘a e talanoa - talking about talanoa: Some dilemmas of a novice researcher. AlterNative: An Indigenous Journal of Indigenous Peoples,12(2),138-150. Heine, H. C. (2002). A Marshall Islands perspective. In F. Pene, A. M. Taufe’ulungaki, & C. Benson (Eds.), Tree of Opportunity: re-thinking Pacific Education (pp. 84 – 90). Suva, Fiji: University of the South Pacific, Institute of Education. Infoplease Staff (2017, February 28). Marshall Islands, retrieved from https://www.infoplease.com/world/countries/marshall-islands Jetnil-Kijiner, K. (2014). Iep Jaltok: A history of Marshallese literature. (Unpublished masters’ thesis). Honolulu, HW: University of Hawaii. Kabua, J. B. (2004). We are the land, the land is us: The moral responsibility of our education and sustainability. In A.L. Loeak, V.C. Kiluwe and L. Crowl (Eds.), Life in the Republic of the Marshall Islands, pp. 180 – 191. Suva, Fiji: University of the South Pacific. Kupferman, D. (2004). Jelalokjen in flux: Pitfalls and prospects of contextualising teacher training programmes in the Marshall Islands. Directions: Journal of Educational Studies, 26(1), 42 – 54. http://directions.usp.ac.fj/collect/direct/index/assoc/D1175062.dir/doc.pdf Miller, R. L. (2010). Wa kuk wa jimor: Outrigger canoes, social change, and modern life in the Marshall Islands (Unpublished masters’ thesis). Honolulu, HW: University of Hawaii. Nabobo-Baba, U. (2008). Decolonising framings in Pacific research: Indigenous Fijian vanua research framework as an organic response. AlterNative: An Indigenous Journal of Indigenous Peoples, 4(2), 141-154. Nimmer, N. E. (2017). Documenting a Marshallese indigenous learning framework (Unpublished doctoral thesis). Honolulu, HW: University of Hawaii. Sanga, K., & Houma, S. (2004). Solomon Islands principalship: Roles perceived, performed, preferred, and expected. Directions: Journal of Educational Studies, 26(1), 55-69. Sanga, K., & Chu, C. (2009). Introduction. In K. Sanga & C. Chu (Eds.), Living and Leaving a Legacy of Hope: Stories by New Generation Pacific Leaders (pp. 10-12). NZ: He Parekereke & Victoria University of Wellington. Suaalii-Sauni, T., & Fulu-Aiolupotea, S. M. (2014). Decolonising Pacific research, building Pacific research communities, and developing Pacific research tools: The case of the talanoa and the faafaletui in Samoa. Asia Pacific Viewpoint, 55(3), 331-344. Taafaki, I., & Fowler, M. K. (2019). Clothing mats of the Marshall Islands: The history, the culture, and the weavers. US: Kindle Direct. Taufe’ulungaki, A. M. (2014). Look back to look forward: A reflective Pacific journey. In M. ‘Otunuku, U. Nabobo-Baba, S. Johansson Fua (Eds.), Of Waves, Winds, and Wonderful Things: A Decade of Rethinking Pacific Education (pp. 1-15). Fiji: USP Press. Thaman, K. H. (1995). Concepts of learning, knowledge and wisdom in Tonga, and their relevance to modern education. Prospects, 25(4), 723-733. Thaman, K. H. (1997). Reclaiming a place: Towards a Pacific concept of education for cultural development. The Journal of the Polynesian Society, 106(2), 119-130. Thiong’o, N. W. (1986). Decolonising the mind: The politics of language in African literature. Kenya: East African Educational Publishers. Vaioleti, T. (2006). Talanoa research methodology: A developing position on Pacific research. Waikato Journal of Education, 12, 21-34. Walsh, J. M., Heine, H. C., Bigler, C. M., & Stege, M. (2012). Etto nan raan kein: A Marshall Islands history (First Edition). China: Bess Press.

AbstractDisaster medicine has come to the forefront and has become the focus of interest not only in the medical community, but also in the eyes of the public. The 5th APCDM was convened in Vancouver, Canada, 27–30 September 2000. It brought together over 300 delegates from 32 countries to share their experiences and thoughts regarding disaster events and how to effectively manage them.The conference was devoted to the task of establishing priorities and creating an Agenda for Action. From the discussions, key actions required were defined:Communications: (1) Identify existing regional telehealth groups and gather lessons to be learned from them; (2) Form a telehealth advisory group to work with regional groups to compile telehealth initiatives, identify international protocols in telehealth already in existence, and solicit feedback before setting international standards; and (3) Increase corporate partnerships in the fields of telehealth and telecommunications, and invite corporations to send delegates to future APCDM meetings. This should be an initiative of the APCDM, the World Association of Disaster and Emergency Medicine (WADEM), or the European Society of Emergency Medicine.Education and research: (1) Formalize education in disaster medicine and management. The World Health Organization and WADEM should take a leadership role; (2) WADEM is requested to hold a conference with a focus on qualitative research; (3) WHO is requested to continue the provision of international research teams, but to advocate for the development of national disaster research infrastructure; (4) Make research findings and reports available on web sites of such organizations as WHO and PAHO; (5) Develop the translation of research for community utilization. The WHO and PAHO are organizations that are requested to consider this action; and (6) WADEM/APCDM are requested to focus future conferences on applied research.Information and data: (1) Create an “Information and Data Clearinghouse on Disaster Management” to collect, collate, and disseminate information; (2) Collect data using standardized tools, such as CAR or Hazmat indices; (3) Analyze incentives and disincentives for disaster readiness and establish mechanisms for addressing the obstacles to preparedness; and (4) WADEM is requested to develop a web site providing a resource list of interdisciplinary institutions and response activities, organized by country, topic, and research interests. Links to other pertinent web sites should be provided.Interdisciplinary development: (1) Focus on the interdisciplinary nature of disaster response through more conferences encompassing grassroots efforts and through WADEM publications; (2)Develop and apply a standardized template of Needs Assessment for use by multidisciplinary teams. Team Needs Assessment is essential to determine the following: (a) Local response and international assistance required; (b) Appropriate command system; and (c) Psychosocial impact and support necessary.Psychosocial aspects: (1) Incorporate relief for caregivers into action plans. This should include prime family members who also are caregivers; and (2) Implement measures that give survivors control over the recovery process.Response management. (1) Define relationships and roles between governments, military and security personnel, non-governmental organizations (NGOs), and civic groups. Use an international legal framework and liability to reinforce accountability of disaster responders; (2) Establish a more sophisticated use of the media during disasters; (3) Establish standards in key areas. WADEM is requested to write “White Papers” on standards for the following areas: (a) management, (b) health/public health, (c) education/training, (d) psychosocial, and (e) disaster plans; (4) Establish task forces to anticipate and resolve issues around evolving and emerging disasters (e.g., chemical and biological terrorism, landmines, emerging infectious diseases). WADEM was again identified as the vehicle for promoting this action.The responsibility of the next meeting of the Asia-Pacific Conference on Disaster Medicine will be to measure progress made in these areas by assessing how well these collective decisions have been implemented.

The World Health Organization Constitution “enshrines the highest attainable standard of health as a fundamental right of every human being. The right to health includes access to timely, acceptable, and affordable health care of appropriate quality … as well as the underlying determinants of health, such as … access to health-related education and information.”1 On the other hand, “social determinants of health can themselves pose barriers to education … and ‘damaged brains and bodies’ cannot learn optimally.”2 While there are no clear-cut solutions to such multifactorial issues involving complex-systems, the sustainable developmental goals of the United Nations development agenda beyond 2015 address both health and education.3 Health research fundamentally underpins the key aspiration of the sustainable development goals to realize universal health coverage.3 It is the responsibility of researchers and publishers to make this research available and accessible to all those who need it, in order to assist policymakers and practitioners to progressively realize the right to health of every global citizen. It would seem that the speed and reach of present-day information and communication technology would have facilitated the dissemination of health information. “However, despite the promises of the information revolution, and some successful initiatives, there is little if any evidence that the majority of health professionals in the developing world are any better informed than they were 10 years ago.”4 This observation made over a decade ago still holds true today. How can we advance access to health information and publication in our current “glocal” situation? How can the health information produced by research conducted by our students, residents and fellows, be shared with all those who may need and use the information? The Philipp J Otolaryngol Head Neck Surg has been actively pursuing multiple means of ensuring the availability of our research and innovation through traditional means, including indexing on various Index Medici and databases. While our visibility has increased dramatically in the 10 years of my editorship, we need to explore new paradigms, trends and innovations, especially with regard the social media. This includes using Facebook, Twitter, LinkedIn and RSS feeds, to name a few. It also calls us to consider the transition to a full open access model and adopting Creative Commons licenses. It is timely that the Asia Pacific Association of Medical Journal Editors (APAME) will explore this very theme of shifting paradigms, trends and innovations in advancing access to health information and publication in the forthcoming APAME2015 Annual Convention and Joint Meeting with the Western Pacific Region Index Medicus at the Sofitel Philippine Plaza and WHO Western Pacific Region Office from August 24-26 (http://apame2015.healthresearch.ph) in conjunction with the Global Health Forum 2015 at the Philippine International Convention Center (http://www.forum2015.org). Close to a thousand editors, reviewers, authors, researchers, librarians, and publishers of medical journals from Asia Pacific states, local delegates representing various institutions and organizations, including the Department of Science and Technology - Philippine Council for Health Research and Development (PCHRD), Department of Health, University of the Philippines Manila, Medical and Health Librarians Association of the Philippines (MAHLAP), the Philippine Medical Association, the Philippine Nursing Association, the Philippine Dental Association and others will exchange ideas in three days of meetings, scientific sessions and workshops. At the same time, the over 70 conjoint Forum 2015 sessions across 2 tracks covering 6 themes will provide “a platform where several other thousand key global actors in health gather to learn, debate and shape the global agenda on research and innovation for health, to arrive at new solutions that are driving health equity and socio-economic development.” Whether you are a beginning researcher or a seasoned scientist, a novice trainee or senior subspecialist, a community-based health worker or health policy-maker, there will be something for you to learn and share at these meetings that recognize “people (are) at the center of health research and innovation.” Medical and health professions students, ORL-HNS residents and consultants of all training and academic institutions are particularly enjoined to participate in this rare opportunity that will benefit us as well as the people we serve. Meet me at the Forum!

In referencing the title of Chris Candlin's (2008) plenary, this paper focuses on the continuing concern to align research and practice in applied linguistics, and more particularly in language for specific purposes (LSP) and professional communication. We examine how Candlin identified practices for trading places between research and practice and for creating synergies between them – and in so doing opened up new spaces for enquiry and understanding in the field. We identify and critically examine four approaches that Candlin developed to promote the alignment of research and practice: through particular research tools and methodologies, through the investigation of professional settings and inter-domain constructs (such as quality, trust and risk), through a concern with both rigour and relevance in relation to research and training, and through a focus on ‘critical moments of interaction’ in ‘crucial sites of engagement’ (Candlin 2008). To this end, we draw on the diverse domains and trajectories of enquiry outlined in the opening plenary symposium at the 4th Asia-Pacific Language for Specific Purposes & Professional Communication Association Conference from five standpoints: in recent impact case studies of professional communication in the Hong Kong context (Cheng 2017), in a ‘multi-perspectival’ account of Candlin's enacted philosophy of teaching and learning (Moore 2017), in examining the communicative basis of expertise (Sarangi 2017) and the concept of interdiscursivity (Jones 2017), and in the extensive fieldwork and analysis of workplace talk underlying the development of resources for new migrants in New Zealand (Holmes & Riddiford 2017). In conclusion, we pay tribute to an inspirational researcher and teacher whose influence will continue to impact applied linguistics for decades to come.

Before United Nations Convention on Biodiversity (CBD) 1993, documentation of traditional forest related knowledge on medicinal plants did not consider much the issue of sustainable development and sharing of benefits with knowledge holders. While some academicians obtained their higher degrees from research on local knowledge, the indigenous and local communities providing the knowledge gained little. With the signing of CBD, countries have taken efforts to document the traditional knowledge to achieve CBD’s triple objective on conserving biological diversity, using natural resources sustainably and fairly and equitably sharing benefits deriving from the use of genetic resources. As a party to CBD, Malaysian government implemented a traditional knowledge (TK) documentation project on medicinal and aromatic plants of the aborigines (Orang Asli) in Peninsular Malaysia since 2007. In line with CBD and Malaysia’s National Policy on Biological Diversity (1998), the process of TK documentation among 15 Orang Asli sub-ethnic groups involved a comprehensive approach. A wide range of activities were carried out, namely conducting rapid rural appraisal, holding workshop on awareness raising, obtaining prior informed consent, carrying out socio-economic household survey, capacity building on documentation among the Orang Asli communities, database development, lab analysis of selected potential medicinal plants, developing prototype products and development of benefit sharing mechanism. Malaysia’s comprehensive model of TK documentation has attracted national and world attention. In 2013-2014, FRIM receives funding to conduct TK related R&D and training projects from (a) the Ministry of Agriculture (RM5.56 million), (b) international Islamic Development Bank (US$30,000), (c) United Nations Development Program and Global Environment Fund (US$533,000), and (d) Asia Pacific Association of Forestry Research Institutions (APAFRI) (US$1,500).

“Castles in the clouds, flying by; men will build them till they die; don’t they know it’s all a lie, tumbling castles make them cry; still they try…1” Identity is shaped by thoughts, ideas, feelings and emotions; expressed in words, actions and expressions; and recorded for posterity in mentifacts and artifacts. “Paper” (or “plastic”) identity, found on various identification cards, electronic databases, resumés and curriculum vitaes, is not necessarily be the same as the “flesh and blood” or real-life identity known best to those with whom face-to-face interaction takes place over long periods of time in various day-to-day situations. Status is both achieved and ascribed, and the degree to which one or the other contributes more draws the thin line between the real and apparent. To achieve means “to carry out successfully (accomplish);” “to get or attain as a result of exertion (reach),” or “to attain a desired end or aim (to become successful).”2 To ascribe, on the other hand, comes from the restored spelling of the Middle English ascrive, etymologically derives from the Old French. ascrivre, "to attribute, inscribe," and the Latin ascribere "to write in, to add to in a writing," from ad- "to" + scribere "to write."3 To ascribe is to refer to a supposed cause, source, or author, and “suggests an inferring of cause, quality or authorship” as in the case of “forged paintings formerly ascribed to masters.”4 Achievement rightfully bestows an earned “headship,” implied in its etymology from the Old.French. achever "to finish," from the phrase à chef (venir) "at an end, finished," the Vulgate Latin *accapare, from the Latin ad caput (venire). Literally, both the Old.French and Latin phrases mean "to come to a head," from the Latin caput "head.”5 Ascription is flattery at best; but worse when self-generated and perpetuated. Are vicarious experiences that become “personal accomplishments,” casual visits and observations that become “further training and fellowships,” comments and editing (even supervisory positions) that metamorphose into “research and co-authorships” any different from the fictitious medals of a dictator? Awards beget awards. Those who are thus preceded by reputation may loom “larger than life.” Do such giants stand on feet of clay? Our circles are a microcosm of the nation and world around us. Public servants who believe the fictions crafted by themselves and their coutillons continue to claim the right to rule (rather than the obligation to serve). Are we dazzled by the dream? What do we aspire for? Et tu? _________________________ The first meeting of the Asia Pacific Association of Medical Journal Editors (APAME) was held in Seoul, the Republic of Korea last May 4-5, 2008 co-hosted by the World Health Organization Western Pacific Regional Office.6 APAME’s vision, it was agreed, would be to promote health care through the dissemination of quality health information in the Asia Pacific Region. The association also established the following aims: To upgrade publishing standards of health journals and books, paper-based or electronic; To develop an aggregated indexing system for health articles published in the Asia Pacific Region; and To enhance optimal access to health articles. The development of the Western Pacific Region Index Medicus (WPRIM) and the Global Health Library (GHL) are much-needed efforts to ensure the dissemination of and universal access to reliable health information essential to health development. These efforts will level the playing field for authors, editors, peer reviewers, publishers and subscribers in developing countries, elevating loco-regional research and publishing to the global arena. Following our continued compliance with established standards, we anticipate inclusion of the Philipp J Otolaryngol Head Neck Surg in the WPRIM. Through its President Gil M. Vicente, and the Board of Trustees, our Society blazes new trails to lead us beyond the confines of self-directed concerns toward new horizons of hope for our various publics, present and future. Efforts aimed at health-promotion and disease-prevention, side by side with involvement in ecological and environmental concerns may prove to be as, or even more important, than the equally quixotic pursuit of cutting-edge diagnostic and therapeutic advances. What use are these when they are beyond the reach of most? “When the time of our particular sunset comes, our ‘thing,’ our accomplishment, won’t matter a great deal. But the clarity and concern with which we have loved others will speak with vitality of the great gift of life we have been to each other.”7

Abstract: Nowadays, Vietnamese women are participating actively in parts of the economy that were previously deemed male domain. Women are involved in business activities at all levels in Vietnam, making significant contributions to the economic development of the country. By December 2011, there were 81,226 small and medium enterprises headed by women, accounting for 25% of the total number of enterprises in the country (GSO, 2013). In Vietnam, despite recent economic development, socio-cultural and legal barriers are still very difficult for women since the general perception in society is that a woman’s main duty is to be a good housewife and mother and they are also often perceived as weak, passive and irrational (VWEC, 2007). Even though the studies related to women entrepreneurship development are quite extensive, amongst them only a limited number of researches on the role of legal and socio - cultural barriers on women entrepreneurs in the context of Vietnam have been investigated. Thus, supported by the World Trade Institute (WTI) in Bern, Switzerland, the researchers have chosen this as the subject of this study. Based on a quantitative survey of 110 companies in Hanoi and adjacent areas, the research has taken legal and socio - cultural barriers and explored their effect on the development of women entrepreneurship in the context of Vietnam in order to indicate how women entrepreneurs perceive the impact of socio-cultural factors, economic impacts, and policy reforms on their entrepreneurial situations and initiatives, and to then provide policy implications for promoting women’s entrepreneurship and gender equality in Vietnam. Keywords Entrepreneurship, female entrepreneurs, gender equality, Vietnam References Acs, Z. & Varga, A. (2005) ‘Entrepreneurship, agglomeration and technological change’, Small Business Economics, 24, 323---334. Avin, R.M & Kinney, L.P (2014). Trends in Female Entrepreneurship in Vietnam Preliminary paper presented at the 23th Annual Conference on Feminist Economics sponsored by IAFFE, University of Ghana, Accra, Ghana, June 27-29, 2014.Avin, R.-M., & Kinney, L. P. (2014) ‘Trends in Women entrepreneurship in Vietnam’, 23rd Annual Conference on Feminist Economics, Ghana: 27 – 29 June.Bruton, G. D., Ahlstrom, D., & Obloj, K. (2008). Entrepreneurship in emerging economies: where are we today and where should the research go in the future. Entrepreneurship: Theory and Practice, 32(1), 1–14.Bunck, J. M. (1997) Women and Post Cold War Socialism: the cases of Cuba and Vietnam, 7th Annual Meeting, Association for the Study of Cuban Economy, University of Miami, Knight Center, Hyatt Hotel, August 7-9 1997 Central Population and Housing Census Steering Committee (2010), The 2009 Vietnam Population and Housing Census: Completed Results, Statistical Publishing House, available at: http://vietnam.unfpa.org/webdav/site/vietnam/shared/Census%20publications/3_Completed-Results.pdf Chari, M. D., & Dixit, J. (2015). Business groups and entrepreneurship in developing countries after reforms. Journal Of Business Research,68, 1359-1366.Djankov, S. , R. L. Porta , F. Lopez-de-Silanes and A. Schleifer (2002) The Regulation of Entry, Quarterly Journal of Economics CXVII (1): 1-37Food and Agricultural Organisation and United Nations Development Programme (2002) ‘Gender Differences in the Transitional Economy of Vietnam: Key Gender Findings – Second Vietnam Living Standards Survey, 1997 – 1998’. Vietnam: Food and Agricultural Organisation and United Nations Development Programme. Available at: http://www.fao.org/docrep/005/ac685e/ac685e00.htm [Accessed 7 December 2015].Fuentelsaz, L., González, C., Maícas, J., & Montero, J. (2015). ‘How different formal institutions affect opportunity and necessity entrepreneurship’. Business Research Quarterly, 18(4), 246-258. Gallup, J (2004) The wage labor market and inequality in Vietnam. In Economic growth, poverty, and household welfare in Vietnam edited by Paul Glewwe, Nisha Agrawal, and David Dollar. Washington, D.C.: The World Bank.General Statistics Office of Vietnam (GSO) (2014), Population and employment Report 2014Global Entrepreneurship Monitor. (2013). Vietnam report 2013. United Kingdom. Retrieved from: www.gemconsortium.orgHampel-Milagrosa, A., Pham, H., Nguyen, Q., and Nguyen, T. (2010) ‘Gender-Related Obstacles to Vietnamese Women Entrepreneurs’. Vietnam: United Nations Industrial Development Organisation and Vietnam Chamber of Commerce and Industry. Available at: http://www.un.org.vn/en/publications/publications-by-agency/doc_details/294-gender-related-obstacles-to-vietnamese-women-entrepreneurs. html [Accessed 7 December 2015].Hang, T.T.T. (2008), “Women’s leadership in Vietnam: opportunities and challenges”, Signs, Vol. 34 No. 1, pp. 16-21. Hirschman, C. and V. M. Loi (1996) Family and Household Structure in Vietnam: Some glimpses from a recent survey, Pacific Affairs Vol 69 (No. 2 (Summer 1996)): 229-249Hoang, B.T. (2010), “Rural employment and life: challenges to gender roles in Vietnam’s agriculture at present”, paper presented at the FAO-IFAD-ILO Workshop on Gaps, Trends and Current Research in Gender Dimensions of Agricultural and Rural Employment: Differentiated Pathways Out of Poverty Rome, 31 March-2 April 2009, available at: www.fao-ilo.org/fileadmin/user_upload/fao_ilo/pdf/Papers/16_march/Thinh_final.pdf Hoang, C., Hoang, C.L.T.S, Nguyen, T.P.C, Ngo, T.P.L, Tran, T.N, Vu, T.L (2013), The women’s access to land in contemporary Vietnam. UNDP Report 2013Hoskisson, R. E., Eden, L., Lau, C.M., &Wright, M. (2000). Strategy in emerging economies. Academy of Management Journal, 43(3), 249–267.ILO (2011) ‘Creation of an enabling environment for women entrepreneur in Vietnam: Mainstreaming gender issues in government policy on enterprise development’, Hanoi.International Finance Corporation (2006) A National Survey of Women Business Owners in Vietnam. Joint survey with Gender and Entrepreneurship Markets (GEM) and the Mekong Private Sector Development Facility (MPDF), Washington, DC, IFCInternational Labour Organisation (2007) ‘Women’s Entrepreneurship Development in Vietnam’. Vietnam: International Labour Organisation.International Labour Organization and the Ministry of Labour, Invalids and Social Affairs of Vietnam (2010), The Informal Economy in Vietnam, ILO/MOLISA, Hanoi.Kibria, N. (1990) Power Patriarchy and Gender Conflict in the Vietnamese Immigrant Community, Gender and Society Vol 4 (No 1 (March 1990)): 9-24 Luke, N. , S. R. Schuler , B. T. T. Mai , P. V. Thien and T. H. Minh (2007) Exploring Couple Attributes and Attitudes and Marital Violence in Vietnam, New York, Sage PublicationsMai thi Thanh Thai, Nguyen Hoang Anh (2016): The impact of culture on the creation of enterprises (2016), Journal for International Business and Entrepreneurship Development, Vol.9, No.1, pp.1 – 22McChesney, F. (1987) Rent extraction and rent creation in the economic theory of regulation, Journal of Legal Studies 16 de Soto, H. (2000) The Mystery of Capital: Why capitalism Triumphs in the west and Fails everywhere Else, New York, Basic BooksMinniti, M. (2010) ‘Women entrepreneurship and Economic Activity’, European Journal of Development Research, 22, pp. 294 – 312.Nguyen, B. (2011) ‘The Changes of Women’s Position: The Vietnam Case’, International Journal of Innovative Interdisciplinary Research, 1, pp. 126 – 138.Nguyen, B. (2012) ‘Abortion in Present Day Vietnam’, International Journal of Academic Research in Business and Social Sciences, 2 (1), pp. 56 – 61.Nguyen, C., Frederick, H., & Nguyen, H. (2014). Female entrepreneurship in rural Vietnam: An exploratory study. International Journal Of Gender And Entrepreneurship, 6(1), 50-67. Nijssen, E.J. (2014), Entrepreneurial Marketing: An Effectual Approach, Routledge, New York, NY.Raven, P., & Le, Q. (2015). Teaching business skills to women: Impact of business training on women’s microenterprise owners in Vietnam. International Journal Of Entrepreneurial Behaviour And Research, 21(4), 622-641. Rubio-Bañón, A., & Esteban-Lloret, N. (2015). Research article: Cultural factors and gender role in female entrepreneurship. Suma De Negocios Terrell, K., and Troilo, M. (2010) ‘Values and Women entrepreneurship’, International Journal of Gender and Entrepreneurship, 2 (3), pp. 260 – 286.Thanh, H.X., Anh, D.N. and Tacoli, C. (2005), “Livelihood diversification and rural-urban linkages in Vietnam’s red river delta”, Discussion Paper No. 193, International Food Policy Research Institute (IFPRI), available at: http://ideas.repec.org/p/fpr/fcnddp/193.htmlThe World Economic Forum (2015) ‘The Global Gender Gap Report 2015’. Switzerland: The World Economic Forum. Available at: http://reports.weforum.org/global-gender-gap-report-2015/ [Accessed 8 December 2015].Thi, L. (1995) Doi Moi and female workers: a case study of Ha Noi, in: V. M. Moghadam (ed.), Economic reforms, women's employment and social politics, Helsinki, World Institute for Development Research Tien, P. N. (2010) Overarching view of Gender Equality in Vietnam”, 2010, Conference on Commemoration of International Women’s Day 2010, “Beijing + 15, Looking back, reaching forward, Gender Equality and Women Empowerment 15 years after the Fourth World Conference on Women, Ha Noi, 12 March 2010.United Nations Development Programme (2012) ‘Women’s Representation in Leadership in Vietnam’. Vietnam: United Nations Development Programme.United Nations Development Programme (2015) ‘Human Development Report 2014’. USA: United Nations Development Programme. Available at: http://hdr.undp. org/en/content/human-development-report-2014 [Accessed 10 December 2015].United Nations Industrial Development Organization (UNIDO). (2010). Gender related obstacles to Vietnamese Women Entrepreneurs. Vienna, Austria.Vietnam Women Entrepreneurs Council (2007) Women’s entrepreneurship development in Vietnam. International Labor Organization, Vietnam.Vuong, H., and Tran, D. (2009) ‘The Cultural Dimensions of the Vietnamese Private Entrepreneurship’, The IUP Journal of Entrepreneurship Development, 6 (3 & 4), pp. 54 – 78.VWEC (2007), Women’s Entrepreneurship Development in Vietnam, Vietnam Chamber of Commerce and Industry (VCCI) and the International Labour Organization (ILO) Report, Vietnam Women Entrepreneurs Council, available at: www.ilo.org/wcmsp5/groups/public/@asia/@ro-bangkok/documents/publication/wcms_100456.pdf Williamson, O. (2000) ‘The New Institutional Economics: Taking Stock, Looking ahead’, Economic Literature, 38, pp. 595 – 693.World Bank (2011a) ‘Vietnam Country Gender Assessment’. USA: World Bank. Available at: http://documents.worldbank.org/curated/en/2011/11/15470188/vietnam-country-gender-assessment [Accessed 7 December 2015]. World Bank (2011b). Vietnam development report 2012: Market economy for a middle- income Vietnam, Washington DC: The World Bank.World Bank (2012), Vietnam Country Gender Assessment, World Bank Country Office, HanoiWorld Bank (2015), World Bank Database, Available at: http://data.worldbank.org/country/vietnam [Accessed 9 December 2015].World Development Indicators (WDI) (2012), The World Bank, Washington, DC.Zhu, L., Kara, O., Chu, H.M.,Chu, A. (2015), ‘Women entrepreneurship: Evidence from Vietnam’, Journal of Business and Entrepreneurship, vol. 26, no. 3, pp. 103-128 lity in Vietnam.

I have only ever owned one pig. It didn’t have a name, due as it was for the table. Just pu‘aka. But I liked feeding it; nothing from the household was wasted. I planned not to become attached. We were having a feast and a pig was the one essential requirement. The piglet came to us as a small creature with a curly tail. It would not even live an adult life, as the fully-grown local pig is a fatty beast with little meat. Pigs are mostly killed when partly grown, when the meat/fat ratio is at its optimum. The pig was one of the few animals to accompany Polynesians as they made the slow journey across the islands and oceans from Asia: pigs and chickens and dogs. The DNA of island pigs reveals details about the route taken that were previously hidden (Larsen et al.). Of these three animals, pigs assumed the most ceremonial importance. In Tonga, pigs often live an exalted life. They roam freely, finding food where they can. They wallow. Wherever there is a pool of mud, often alongside a road, there is a pig wallowing. Huge beasts emerge from their pools with dark mud lining their bellies as they waddle off, teats swinging, to another pleasure. Pig snouts are extraordinarily strong; with the strength of a pig behind them, they can dig holes, uproot crops, and generally wreak havoc. How many times have I chased them from my garden, despairing at the loss of precious vegetables I could get no other way? But they must forage. They are fed scraps, and coconut for protein, but often must fend for themselves. Despite the fact that many meet an early death, their lives seem so much more interesting than those lived by the anonymous residents of intensive piggeries in Australia, my homeland. When the time came for the pig to be sacrificed to the demands of the feast, two young Tongan men did the honours. They also cooked the pig on an open fire after skewering it on a pole. Their reward was the roasted sweetmeats. The ‘umu was filled with taro and cassava, yam and sweet potato, along with lū pulu and lū ika: tinned beef and fish cooked in taro leaves and coconut cream. In the first sitting, all those of high status—church ministers, college teachers, important villagers and pālangi like me—had the first pick of the food. Students from the college and lowly locals had the second. The few young men who remained knew it was their task to finish off all of the food. They set about this activity with intense dedication, paying particular attention to the carcass of the pig. By the end of the night, what was left of our little pig was a pile of bones, the skeleton taken apart at every joint. Not a scrap of anything edible remained. In the early 1980s, I went to live on a small island in the Kingdom of Tonga, where my partner was the Principal of an agricultural college, in the main training young men for working small hereditary mixed farms. Memories of that time and a recent visit inform this reflection on the contemporary Tongan diet and problems associated with it. The role of food in a culture is never a neutral issue. Neither is body size, and Tongans have traditionally favoured the large body as an indication of status (Pollock 58). Similarly the capacity to eat has been seen as positive. Many Tongans are larger than is healthy, with 84% of men and 93% of women “considered overweight or obese” (Kirk et al. 36). The rate of diabetes, 80% of it undiagnosed, has doubled since the 1970s to 15% of the adult population (Colagiuri et al. 1378). In the Tongan diaspora there are also high rates of so-called “metabolic syndrome,” leading to this tendency to diabetes and cardiovascular disease. In Auckland, for instance, Pacific Islanders are 2.5 times more likely to suffer from this condition (Gentles et al.). Its chief cause is not, however, genetic, but comes from “differences in obesity,” leading to a much higher incidence of cardiovascular disease and diabetes (Gentles et al.). Deaths from diabetes in Tonga are common. When a minister’s wife in the neighbouring village to mine died, everyone of status on the island attended the putu. Though her gangrenous foot could have been amputated, the family decided against this, and she soon died from the complications of her diabetes. On arrival at the putu, as well as offering gifts such as mats and tapa, participants lined up to pay very personal respects to the dead woman. This took the form of a kiss on her face. I had never touched a dead person before, let alone someone who had died of gangrene, but life in another culture requires many firsts. I bent down and kissed the dry, cold face of a woman who had suffered much before dying. Young men of the family pushed sand over the grave with their own hands as the rest of us stood around, waiting for the funeral food: pigs, yes, but also sweets made from flour and refined sugar. Diet and eating practices are informed by culture, but so are understandings of illness and its management. In a study conducted in New Zealand, sharp differences were seen between the Tongan diaspora and European patients with diabetes. Tongans were more likely “to perceive their diabetes as acute and cyclical in nature, uncontrollable, and caused by factors such as God’s will, pollution in the environment, and poor medical care in the past”, and this was associated “with poorer adherence to diet and medication taking” (Barnes et al. 1). This suggests that as well as being more likely to suffer from illnesses associated with diet and body size, Tongans may also be less likely to manage them, causing these diseases to be even more debilitating. When James Cook visited the Tongan group and naively named them the Friendly Islands, he was given the customary hospitality shown to one of obviously high status. He and his officers were fed regularly by their hosts, even though this must have put enormous pressure on the local food systems, in which later supply was often guaranteed by the imposition of tapu in order to preserve crops and animals. Further pressure was added by exchanges of hogs for nails (Beaglehole). Of course, while they were feeding him royally and entertaining his crew with wrestling matches and dances, the local chiefs of Ha‘apai were arguing about exactly when they were going to kill him. If it were by night, it would be hard to take the two ships. By day, it might be too obvious. They never could agree, and so he sailed off to meet his fate elsewhere (Martin 279-80). As a visitor of status, he was regularly fed pork, unlike most of the locals. Even now, in contemporary Tonga, pigs are killed to mark a special event, and are not eaten as everyday food by most people. That is one of the few things about the Tongan diet that has not changed since the Cook visits. Pigs are usually eaten on formal feasting occasions, such as after church on the Sabbath (which is rigorously kept by law), at weddings, funerals, state occasions or church conferences. During such conferences, village congregations compete with each other to provide the most lavish spreads, with feasting occurring three times a day for a week or more. Though each pola is spread with a range of local root crops, fish and seafood, and possibly beef or even horse, the pola is not complete unless there is at least one pig on it. Pigs are not commercially farmed in Tonga, so these pigs have been hand- and self-raised in and around villages, and are in short supply after these events. And, although feasts are a visible sign of tradition, they are the exception. Tongans are not suffering from metabolic syndrome because they consume too much pork; they are suffering because in everyday life traditional foods have been supplanted by imports. While a range of traditional foods is still eaten, they are not always the first choice. Some imported foods have become delicacies. Mutton flap is a case in point. Known as sipi (sheep), it is mostly fat and bone, and even when barbequed it retains most of its fat. It is even found on outer islands without refrigeration, because it can be transported frozen and eaten when it arrives, thawed. I remember once the local shopkeeper said she had something I might like. A leg of lamb was produced from under the counter, mistakenly packed in the flap box. The cut was so unfamiliar that nobody else had much use for it. The question of why it is possible to get sipi in Tonga and very difficult to get any other kind of fresh meat other than one’s own pigs or chickens raises the question of how Tonga’s big neighbours think of Pacific islands. Such islands are the recipients of Australian and New Zealand aid; they are also the recipients of their waste. It’s not uncommon to find out of date medications, banned agricultural chemicals, and food that is really unsuitable for human consumption. Often the only fresh and affordable meat is turkey tails, chicken backs, and mutton flap. From July 2006 to July 2007, New Zealand exported $73 million worth of sheep off-cuts to the Pacific (Edwardes & Frizelle). Australia and the US account for the supply of turkey tails. Not only are these products some of the few fresh meat sources available, they are also relatively inexpensive (Rosen et al.). These foods are so detrimental to the health of locals that importing them has been banned in Fiji and independent Samoa (Edwardes & Frizelle). The big nations around the Pacific have found a market for the meat by-products their own citizens will not eat. Local food sources have also been supplanted as a result of the high value placed on other foods, like rice, flour and sugar, which from the nineteenth century became associated with “civilisation and progress” (Pollock 233). To counter this, education programs have been undertaken in Tonga and elsewhere in the Pacific in order to promote traditional local foods. These have also sought to address the impact of high food imports on the trade balance (Pollock 232). Food choices are not just determined by preference, but also by cost and availability. Similarly, the Tonga Healthy Weight Loss Program ran during the late 1990s, but it was found that a lack of “availability of healthy low-cost food was a problem” to its success (Englberger et al. 147). In a recent study of Tongan food preferences, it was found that “in general, Tongans prefer healthier traditional, indigenously produced, foods”, but that they are not always available (Evans et al. 170). In the absence of a consistent supply of local protein sources, the often inferior but available imported sources become the default ingredient. Fish in particular are in short supply. Though many Tongans can still be seen harvesting the reef for seafood at low tide, there is no extensive fishing industry capable of providing for the population at large. Intensive farming of pigs has been considered—there was a model piggery on the college where I lived, complete with facilities for methane collection—but it has not been undertaken. Given the strongly ceremonial function of the pig, it would take a large shift in thinking for it to be considered an everyday food. The first cooked pig I encountered arrived at my house in a woven coconut leaf basket, surrounded by baked taro and yam. It was a small pig, given by a family too poor to hold the feast usually provided after church when it was their turn. Instead, they gave the food portion owed directly to the preacher. There’s a faded photo of me squatting on a cracked linoleum floor, examining the contents of the basket, and wondering what on earth I’m going to do with them. I soon learnt the first lesson of island life: food must be shared. With no refrigeration, no family of strapping youths, and no plans to eat the pig myself, it had to be given away to neighbours. It was that simple. Even watermelon went off within the day. In terms of eating, that small pig would have been better kept until a later day, when it reached optimum size, but each family’s obligation came around regularly, and had to be fulfilled. Feasting, and providing for feasting, was a duty, even a fatongia mamafa: a “heavy duty” among many duties, in which the pig was an object deeply “entangled” in all social relations (Thomas). A small pig was big enough to carry the weight of such obligations, even if it could not feed a crowd. Growing numbers of tourists to Tonga, often ignored benignly by their hosts, are keen to snap photos of grazing pigs. It is unusual enough for westerners to see pigs freely wandering, but what is more striking about some pigs on Tongatapu and ‘Eua is that they venture onto the reefs and mudflats at low tide, going after the rich marine pickings, just as their human counterparts do. The silhouette of a pig in the water as the tropical sun sinks behind, caught in a digital frame, it is a striking memory of a holiday in a place that remains largely uninterested in its tourist potential. While an influx of guests is seen by development consultants as the path to the nation’s economic future, Tongans bemusedly refuse to take this possibility seriously (Menzies). Despite a negative trade balance, partly caused by the importation of foreign food, Tonga survives on a combination of subsistence farming and remittances from Tongans living overseas; the tourist potential is largely unrealised. Dirk Spennemann’s work took a strange turn when, as an archaeologist working in Tonga, it became necessary for him to investigate whether these reef-grazing pigs were disturbing midden contents on Tongatapu. In order to establish this, he collected bags of both wet and dry “pig excreta” (107). Spenemann’s methodology involved soaking the contents of these bags for 48 hours, stirring them frequently; “they dissolved, producing considerable smell” (107). Spennemann concluded that pigs do appear to have been eating fish and shellfish, along with grass and “the occasional bit of paper” (107). They also feed on “seaweed and seagrass” (108). I wonder if these food groups have any noticeable impact on the taste of their flesh? Creatures fed particular diets in order to create a certain distinct taste are part of the culinary traditions of the world. The deli around the corner from where I live sells such gourmet items as part of its lunch fare: Saltbush lamb baguettes are one of their favourites. In the Orkneys, the rare and ancient North Ronaldsay Sheep are kept from inland foraging for most of the year by a high stone fence in order to conserve the grass for lambing time. This forces them to eat seaweed on the beach, producing a distinct marine taste, one that is highly valued in certain Parisian restaurants. As an economy largely cut out of the world economic loop, Tonga is unlikely to find select menus on which its reef pigs might appear. While living on ‘Eua, I regularly took a three hour ferry trip to Tongatapu in order to buy food I could not get on my home island. One of these items was wholemeal flour, from which I baked bread in a mud oven we had built outside. Bread was available on ‘Eua, but it was white, light and transported loose in the back of truck. I chose to make my own. The ferry trip usually involved a very rough crossing, though on calmer days, roof passengers would cook sipi on the diesel chimney, added flavour guaranteed. It usually only took about thirty minutes on the way out from Nafanua Harbour before the big waves struck. I could endure them for a while, but soon the waves, combined with a heavy smell of diesel, would have me heading for the rail. On one journey, I tried to hold off seasickness by focussing on an island off shore from Tongatapu. I went onto the front deck of the ferry and faced the full blast of the wind. With waves and wind, it was difficult to stand. I diligently stared at the island, which only occasionally disappeared beneath the swell, but I soon knew that this trip would be like the others; I’d be leaning over the rail as the ocean came up to meet me, not really caring if I went over. I could not bear to share the experience, so in many ways being alone on the foredeck was ideal for me, if I had to be on the boat at all. At least I thought I was alone, but I soon heard a grunt, and looked across to see an enormous sow, trotters tied front and back, lying across the opposite side of the boat. And like me, she too was succumbing to her nausea. Despite the almost complete self-absorption seasickness brings, we looked at each other. I may have imagined an acknowledgement, but I think not. While the status of pigs in Tongan life remains important, in many respects the imposition of European institutions and the availability of imported foods have had an enormous impact on the rest of the Tongan diet, with devastating effects on the health of Tongans. Instead of the customary two slow-cooked meals, one before noon and one in the evening (Pollock 56), consisting mostly of roots crops, plantains and breadfruit, with a relish of meat or fish, most Tongans eat three meals a day in order to fit in with school and work schedules. In current Tongan life, there is no time for an ‘umu every day; instead, quick and often cheaper imported foods are consumed, though local foods can also be cooked relatively quickly. While some still start the day by grabbing a piece of left over cassava, many more would sit down to the ubiquitous Pacific breakfast food: crackers, topped with a slab of butter. Food is a neo-colonial issue. If larger nations stopped dumping unwanted and nutritionally poor food products, health outcomes might improve. Similarly, the Tongan government could tip the food choice balance by actively supporting a local and traditional food supply in order to make it as cheap and accessible as the imported foods that are doing such harm to the health of Tongans References Barnes, Lucy, Rona Moss-Morris, and Mele Kaufusi. “Illness Beliefs and Adherence in Diabetes Mellitus: A Comparison between Tongan and European Patients.” The New Zealand Medical Journal 117.1188 (2004): 1-9. Beaglehole, J.C. Ed. The Journals of Captain James Cook on his Voyages of Discovery: The Voyage of the Resolution and Discovery 1776-1780. Parts I & II. Cambridge: Hakluyt Society, 1967. ­­­____. Ed. The Journals of Captain James Cook on his Voyages of Discovery: The Voyage of the Resolution and Adventure 1772-1775. Cambridge: Hakluyt Society, 1969. Colagiuri, Stephen, Ruth Colgaiuri, Siva Na‘ati, Soana Muimuiheata, Zafirul Hussein, and Taniela Palu. “The Prevalence of Diabetes in the Kingdom of Tonga.” Diabetes Care 28.2 (2002): 1378-83. Edwardes, Brennan, and Frank Frizelle. “Globalisation and its Impact on the South Pacific.” The New Zealand Medical Journal 122.1291 (2009). 4 Aug. 2010 Englberger, L., V. Halavatau, Y. Yasuda, & R, Yamazaki. “The Tonga Healthy Weight Loss Program.” Asia Pacific Journal of Clinical Nutrition 8.2 (1999): 142-48. Gentles, Dudley, et al. “Metabolic Syndrome Prevalence in a Multicultural Population in Auckland, New Zealand.” Journal of the New Zealand Medical Association 120.1248 (2007). 4 Aug. 2010 Kirk, Sara F.L., Andrew J. Cockbain, and James Beasley. “Obesity in Tonga: A cross-sectional comparative study of perceptions of body size and beliefs about obesity in lay people and nurses.” Obesity Research & Clinical Practice 2.1 (2008): 35-41. Larsen, Gregor, et al. “Phylogeny and Ancient DNA of Sus Provides New Insights into Neolithic Expansion in Island Southeast Asia and Oceania.” Proceedings of the National Academy of Sciences of the United States of America 104.12 (2007): 4834-39. Martin, John. Tonga Islands: William Mariner’s Account, 1817. Neiafu, Tonga: Vava‘u, 1981. Menzies, Isa. “Cultural Tourism and International Development in Tonga: Notes from the Field”. Unpublished paper. Oceanic Passages Conference. Hobart, June 2010. Pollock, Nancy J. These Roots Remain: Food Habits in Islands of the Central and Eastern Pacific since Western Contact. Honolulu: Institute for Polynesian Studies, 1992. Rosen, Rochelle K., Judith DePue, and Stephen T. McGarvey. “Overweight and Diabetes in American Samoa: The Cultural Translation of Research into Health Care Practice.” Medicine and Health/ Rhode Island 91.12 (2008): 372-78. Spennemann, Dirk H.R. “On the Diet of Pigs Foraging on the Mud Flats of Tongatapu: An Investigation in Taphonomy.” Archaeology in New Zealand 37.2 (1994): 104-10. Thomas, Nicholas. Entangled Objects: Exchange, Material Objects and Colonialism in the Pacific. Cambridge, Massachusetts: Harvard UP, 1991.

IntroductionIn regional Australia and New Zealand, museums and art galleries are increasingly becoming primary sites of cultural engagement. They are one of the key tourist attractions for regional towns and expected to generate much needed tourism revenue. In 2017 in New South Wales alone, there were three million visitors to regional galleries and museums (MGNSW 13). However, apart from those (partially) funded by local councils, they are often run on donations, good will, and the enthusiasm of volunteers. Regional museums and galleries provide some paid, and more unpaid, employment for ageing populations. While two-thirds of Australia’s population lives in capital cities, the remainder who live in regional towns are likely to be in the 60+ age cohort because people are choosing to retire away from the bustling, growing cities (ABS). At last count, there were about 3000 museums and galleries in Australia with about 80% of them located in regional areas (Scott). Over the last 40 years, this figure has tripled from the 1000 regional and provincial museums estimated by Peter Piggott in his 1975 report (24). According to a 2014 survey (Shaw and Davidson), New Zealand has about 470 museums and galleries and about 70% are located outside capital cities. The vast majority, 85%, have less than five, full-time paid staff, and more than half of these were run entirely by ageing volunteers. They are entrusted with managing the vast majority of the history and heritage collections of Australia and New Zealand. These ageing volunteers need a diverse range of skills and experience to care for and interpret collections. How do you find the time and budget for professional development for both paid staff and volunteers? Many professional development events are held in capital cities, which are often a significant distance from the regional museum—this adds substantially to the costs of attending and the time commitment required to get there. In addition, it is not uncommon for people working in regional museums to be responsible for everything—from security, collection management, conservation, research, interpretation and public programs to changing the light bulbs. While there are a large number of resources available online, following a manual is often more difficult than learning from other colleagues or learning in a more formal educational or vocational environment where you can receive timely feedback on your work. Further, a foundational level of prior knowledge and experience is often required to follow written instructions. This article will suggest some strategies for low cost professional development and networking. It involves planning, thinking strategically and forming partnerships with others in the region. It is time to harness the power of modern communications technology and use it as a tool for professional development. Some models of professional development in regional areas that have been implemented in the past will also be reviewed. The focus for this article is on training and professional development for workers in regional museums, heritage sites and keeping places. Regional art galleries have not been included because they tend to have separate regional networks and training opportunities. For example, there are professional development opportunities provided through the Art Galleries Association of Australia and their state branches. Regional galleries are also far more likely to have one or more paid staff members (Winkworth, “Fixing the Slums” 2). Regional Museums, Volunteers, and Social CapitalIt is widely accepted that regional museums and galleries enhance social capital and reduce social isolation (Kelly 32; Burton and Griffin 328). However, while working in a regional museum or gallery can help to build friendship networks, it can also be professionally isolating. How do you benchmark what you do against other places if you are two or more hours drive from those places? How do you learn from other colleagues if all your colleagues are also isolated by the ‘tyranny of distance’ and struggling with the same lack of access to training? In 2017 in New South Wales alone, there were 8,629 active volunteers working in regional museums and galleries giving almost five million hours, which Museums and Galleries NSW calculated was worth over $150 million per annum in unpaid labour (MGNSW 1). Providing training and professional development to this group is an investment in Australia’s social and cultural capital.Unlike other community-run groups, the museums and heritage places which have emerged in regional Australia and New Zealand are not part of a national or state branch network. Volunteers who work for the Red Cross, Scouts or Landcare benefit from being part of a national organisation which provides funding, support workers, a website, governance structure, marketing, political advocacy and training (Winkworth, “Let a Thousand Flowers” 11). In Australia and New Zealand, this role is undertaken by the Australian Museums and Galleries Association AMaGA (formerly Museums Australia) and Museums Aotearoa respectively. However, both of these groups operate at the macro policy level, for example organising annual conferences, publishing a journal and developing Indigenous policy frameworks, rather than the local, practical level. In 1995, due to their advocacy work, Landcare Australia received $500 million over five years from the federal government to fund 5000 Landcare groups, which are run by 120,000 volunteers (Oppenheimer 177). They argued successfully that the sustainable development of land resources started at the local level. What do we need to do to convince government of the need for sustainable development of our local and regional museum and heritage resources?Training for Volunteers Working in Regional Museums: The Current SituationAnother barrier to training for regional museum workers is the assumption that the 70:20:10 model of professional development should apply. That is, 70% of one’s professional development is done ‘on the job’ by completing tasks and problem-solving; 20% is achieved by learning from mentors, coaches and role models and 10% is learnt from attending conferences and symposia and enrolling in formal courses of study. However, this model pre-supposes that there are people in your workplace whom you can learn from and who can show you how to complete a task, and that you are not destroying or damaging a precious, unique object if you happen to make a mistake.Some museum volunteers come with skills in research, marketing, administration, customer service or photography, but very few come with specific museum skills like writing exhibition text, registering an acquisition or conserving artefacts. These skills need to be taught. As Kylie Winkworth has written, museum management now requires a [...] skills set, which is not so readily found in small communities, and which in many ways is less rewarding for the available volunteers, who may have left school at 15. We do not expect volunteer librarians to catalogue books, which are in any case of low intrinsic value, but we still expect volunteers in their 70s and 80s to catalogue irreplaceable heritage collections and meet ever more onerous museum standards. That so many volunteers manage to do this is extraordinary. (“Let a Thousand Flowers” 13)Workers in regional museums are constantly required to step outside their comfort zones and learn new skills with minimal professional support. While these challenging experiences can be very rewarding, they are also potentially damaging for our irreplaceable material cultural heritage.Training for museum professionals has been on the agenda of the International Council of Museums (ICOM) since 1947 (Boylan 62). However, until 1996, their work focused on recommending curricula for new museum professionals and did not include life-long learning and on-going professional development. ICOM’s International Committee for the Training of Personnel (ICTOP) and the ICOM Executive has responded to this in their new curricula—ICOM Curricula Guidelines for Professional Museum Development, but this does not address the difficulties staff or volunteers working in regional areas face in accessing training.In some parts of Australia, there are regional support and professional development programs in place. For example, in Queensland, there is the Museum Development Officer (MDO) network. However, because of the geographic size of the state and the spread of the museums, these five regionally based staff often have 60-80 museums or keeping places in their region needing support and so their time and expertise is spread very thinly. It is also predominantly a fee-for-service arrangement. That is, the museums have to pay for the MDO to come and deliver training. Usually this is done by the MDO working with a local museum to apply for a Regional Arts Development Fund (RADF) grant. In Victoria there is a roving curator program where eligible regional museums can apply to have a professional curator come and work with them for a few days to help the volunteers curate exhibitions. The roving curator can also provide advice on “develop[ing] high quality exhibitions for diverse audiences” via email, telephone and networking events. Tasmania operates a similar scheme but their two roving curators are available for up to 25 days of work each year with eligible museums, provided the local council makes a financial contribution. The New South Wales government supports the museum advisor program through which a museum professional will come to your museum for up to 20 days/year to give advice and hands-on training—provided your local council pays $7000, an amount that is matched by the state government—for this service. In 2010, in response to recommendations in the Dunn Report (2007), the Collections Council of Australia (CCA) established a pilot project with the City of Kalgoorlie-Boulder in Western Australia and $120,000 in funding from the Myer Foundation to trial the provision of a paid Collections Care Coordinator who would provide free training, expertise and support to local museums in the region. Tragically, CCA was de-funded by the Cultural Ministers Council the same year and the roll-out of a hub and spoke regional model was not supported by government due to the lack of an evidence base (Winkworth, “Let a Thousand Flowers” 18). An evaluation of the trial project would have tested a different model of regional training and added to the evidence base.All these state-based models (except the aborted Collections Care hub in Western Australia) require small regional museums to compete with each other for access to a museum professional and to successfully apply for funding, usually from their local council or state government. If they are successful, the training that is delivered is a one-off, as they are unlikely to get a second slice of the regional pie.An alternative to this competitive, fly-in fly-out, one-off model of professional development is to harness the technology and resources of local libraries and other cultural facilities in regional areas. This is what the Sydney Opera House Trust did in March 2019 to deliver their All about Women program of speakers via live streaming to 37 satellite sites throughout Australia and New Zealand.Harnessing Technology and Using Regional Library Infrastructure to Provide Training: ScenarioImagine the following scenario. It is a Monday morning in a regional library in Dubbo, New South Wales. Dubbo is 391 km or five hours drive by car from the nearest capital city (Sydney) and there are 50 regional museums within a 100 km radius. Ten people are gathered in a meeting room at the library watching a live stream of the keynote speakers who are presenting at their national museums conference. They are from five regional museums where they work as volunteers or part-time paid staff. They cannot afford to pay $2000, or more, to attend the conference, but they are happy to self-fund to drive for an hour or two to link up with other colleagues to listen to the presentations. They make notes and tweet in their questions using the conference twitter handle and hashtag. They have not been exposed to international speakers in the industry before and the ideas presented are fresh and stimulating. When the conference breaks for morning tea, they take a break too and get to know each other over a cuppa (provided free of charge by the library). Just as the networking sessions at conferences are vitally important for the delegates, they are even more important to address social isolation amongst this group. When they reconvene, they discuss their questions and agree to email the presenters with the questions that are unresolved. After the conference keynote sessions finish, the main conference (in the capital city) disperses into parallel sessions, which are no longer available via live stream.To make the two-hour drive more worthwhile and continue their professional development, they have arranged to hold a significance assessment workshop as well. Each museum worker has brought along photographs of one item in their collection that they want to do more research on. Some of them have also brought the object, if it is small and robust enough to travel. They have downloaded copies of Significance 2.0 and read it before they arrived. They started to write significance reports but could not fully understand how to apply some of the criteria. They cannot afford to pay for professional workshop facilitators, but they have arranged for the local studies librarian to give them an hour of free training on using the library’s resources (online and onsite) to do research on the local area and local families. They learn more about Trove, Papers Past and other research tools which are available online. This is hands-on and computer-based skills training using their own laptops/tablets or the ones provided by the library. After the training with the librarian, they break into two groups and read each other’s significance reports and make suggestions. The day finishes with a cuppa at 2.30pm giving them time to drive home before the sun sets. They agree to exchange email addresses so they can keep in touch. All the volunteers and staff who attended these sessions in regional areas feel energised after these meetings. They no longer feel so isolated and like they are working in the dark. They feel supported just knowing that there are other people who are struggling with the same issues and constraints as they are. They are sick of talking about the lack of budget, expertise, training and resources and want to do something with what they have.Bert (fictional name) decides that it is worth capitalising on this success. He emails the people who came to the session in Dubbo to ask them if they would like to do it again but focus on some different training needs. He asks them to choose two of the following three professional development options. First, they can choose to watch and discuss a recording of the keynote presentations from day two of the recent national conference. The conference organisers have uploaded digital recordings of the speakers’ presentations and the question time to the AMaGA website. This is an option for local libraries that do not have sufficient bandwidth to live stream video. The local library technician will help them cast the videos to a large screen. Second, they can each bring an object from their museum collection that they think needs conservation work. If the item is too fragile or big to move, they will bring digital photographs of it instead. Bert consulted their state-based museum and found some specialist conservators who have agreed to Skype or Facetime them in Dubbo free of charge, to give them expert advice about how to care for their objects, and most importantly, what not to do. The IT technician at Dubbo Library can set up their meeting room so that they can cast the Skype session onto a large smart screen TV. One week before the event, they will send a list of their objects and photographs of them to the conservator so that she can prepare, and they can make best use of her time. After this session, they will feel more confident about undertaking small cleaning and flattening treatments and know when they should not attempt a treatment themselves and need to call on the experts. Third, they could choose to have a training session with the council’s grants officer on writing grant applications. As he assesses grant applications, he can tell them what local councils look for in a successful grant application. He can also inform them about some of the grants that might be relevant to them. After the formal training, there will be an opportunity for them to exchange information about the grants they have applied for in the past—sometimes finding out what’s available can be difficult—and work in small groups to critique each other’s grant applications.The group chooses options two and three, as they want more practical skills development. They take a break in the middle of the day for lunch, which gives them the opportunity to exchange anecdotes from their volunteer work and listen to and support each other. They feel validated and affirmed. They have gained new skills and don’t feel so isolated. Before they leave, Alice agrees to get in touch with everyone to organise their next regional training day.Harnessing Technology and Using Regional Library Infrastructure to Provide Training: BenefitsThese scenarios need not be futuristic. The training needs are real, as is the desire to learn and the capacity of libraries to support regional groups. While funding for regional museums has stagnated or declined in recent years, libraries have been surging ahead. In August 2018, the New South Wales Government announced an “historic investment” of $60 million into all 370 public libraries that would “transform the way NSW’s public libraries deliver much-needed services, especially in regional areas” (Smith). Libraries are equipped and charged with the responsibility of enabling local community groups to make best use of their resources. Most state and national museum workers are keen to share their expertise with their regional colleagues: funding and distance are often the only barriers. These scenarios allow national conference keynote speakers to reach a much larger audience than the conference attendees. While this strategy might reduce the number of workers from regional areas who pay to attend conferences, the reality is that due to distance, other volunteer commitments, expense and family responsibilities, they probably would not attend anyway. Most regional museums and galleries and their staff might be asset-rich, but they are cash-poor, and the only way their workers get to attend conferences is if they win a bursary or grant. In 2005, Winkworth said: “the future for community museums is to locate them within local government as an integral part of the cultural, educational and economic infrastructure of the community, just like libraries and galleries” (“Fixing the Slums” 7). Fourteen years on, very little progress has been made in this direction. Those museums which have been integrated into the local council infrastructure, such as at Orange and Wagga Wagga in western New South Wales, are doing much better than those that are still stuck in ‘cultural poverty’ and trying to operate independently.However, the co-location and convergence of museums, libraries and archives is only successful if it is well managed. Helena Robinson has examined the impact on museum collection management and interpretation of five local government funded, converged collecting institutions in Australia and New Zealand and found that the process is complex and does not necessarily result in “optimal” cross-disciplinary expertise or best practice outcomes (14158).ConclusionRobinson’s research, however, did not consider community-based collecting institutions using regional libraries as sites for training and networking. By harnessing local library resources and making better use of existing communications technology it is possible to create regional hubs for professional development and collegiate support, which are not reliant on grants. If the current competitive, fly-in fly-out, self-funded model of providing professional development and support to regional museums continues, then the future for our cultural heritage collections and the dedicated volunteers who care for them is bleak. Alternatively, the scenarios I have described give regional museum workers agency to address their own professional development needs. This in no way removes the need for leadership, advocacy and coordination by national representative bodies such as AMaGA and Museums Aotearoa. If AMaGA partnered with the Australian Library and Information Association (ALIA) to stream their conference keynote sessions to strategically located regional libraries and used some of their annual funding from the Department of Communication and the Arts to pay for museum professionals to travel to some of those sites to deliver training, they would be investing in the nation’s social and cultural capital and addressing the professional development needs of regional museum workers. This would also increase the sustainability of our cultural heritage collections, which are valuable economic assets.ReferencesAustralian Bureau of Statistics. “2071.0—Census of Population and Housing: Reflecting Australia—Snapshot of Australia, 2016”. Canberra: Australian Bureau of Statistics, 2017. 17 Mar. 2019 <https://www.abs.gov.au/ausstats/abs@.nsf/Lookup/by%20Subject/2071.0~2016~Main%20Features~Snapshot%20of%20Australia,%202016~2>.Boylan, Patrick. “The Intangible Heritage: A Challenge and an Opportunity for Museums and Museum Professional Training.” International Journal of Intangible Heritage 1 (2006): 53–65.Burton, Christine, and Jane Griffin. “More than a Museum? Understanding How Small Museums Contribute to Social Capital in Regional Communities.” Asia Pacific Journal of Arts & Cultural Management 5.1 (2008): 314–32. 17 Mar. 2019 <http://apjacm.arts.unimelb.edu.au/article/view/32>.Dunn, Anne. The Dunn Report: A Report on the Concept of Regional Collections Jobs. Adelaide: Collections Council of Australia, 2007.ICOM Curricula Guidelines for Professional Museum Development. 2000. <http://museumstudies.si.edu/ICOM-ICTOP/comp.htm>.Kelly, Lynda. “Measuring the Impact of Museums on Their Communities: The Role of the 21st Century Museum.” New Roles and Issues of Museums INTERCOM Symposium (2006): 25–34. 17 Mar. 2019 <https://media.australianmuseum.net.au/media/dd/Uploads/Documents/9355/impact+paper+INTERCOM+2006.bb50ba1.pdf>.Museums and Galleries New South Wales (MGNSW). 2018 NSW Museums and Galleries Sector Census. Museums and Galleries of New South Wales. Data and Insights—Culture Counts. Sydney: MGNSW, 2019. 17 Mar. 2019 <https://mgnsw.org.au/wp-content/uploads/2019/02/2018-NSW-Museum-Gallery-Sector-Census.pdf>Oppenheimer, Melanie. Volunteering: Why We Can’t Survive without It. Sydney: U of New South Wales P, 2008.Pigott, Peter. Museums in Australia 1975. Report of the Committee of Inquiry on Museums and National Collections Including the Report of the Planning Committee on the Gallery of Aboriginal Australia. Canberra: Australian Government Printing Service, 1975. 17 Mar. 2019 <https://apo.org.au/node/35268>.Public Sector Commission, Western Australia. 70:20:10 Framework Learning Philosophy. Perth: Government of Western Australia, 2018. 17 Mar. 2019 <https://publicsector.wa.gov.au/centre-public-sector-excellence/about-centre/702010-framework>.Robinson, Helena. “‘A Lot of People Going That Extra Mile’: Professional Collaboration and Cross-Disciplinarity in Converged Collecting Institutions.” Museum Management and Curatorship 31 (2016): 141–58.Scott, Lee. National Operations Manager, Museums Australia, Personal Communication. 22 Oct. 2018.Shaw, Iain, and Lee Davidson, Museums Aotearoa 2014 Sector Survey Report. Wellington: Victoria U, 2014. 17 Mar. 2019 <http://www.museumsaotearoa.org.nz/sites/default/files/documents/museums_aotearoa_sector_survey_2014_report_-_final_draft_oct_2015.pdf>.Smith, Alexandra. “NSW Libraries to Benefit from $60 Million Boost.” Sydney Morning Herald 24 Aug. 2018. 17 Mar. 2019 <https://www.smh.com.au/politics/nsw/nsw-libraries-to-benefit-from-60-million-boost-20180823-p4zzdj.html>. Winkworth, Kylie. “Fixing the Slums of Australian Museums; or Sustaining Heritage Collections in Regional Australia.” Museums Australia Conference Paper. Canberra: Museums Australia, 2005. ———. “Let a Thousand Flowers Bloom: Museums in Regional Australia.” Understanding Museums—Australian Museums and Museology. Eds. Des Griffin and Leon Paroissien. Canberra: National Museum of Australia, 2011. 17 Mar. 2019 <https://nma.gov.au/research/understanding-museums/KWinkworth_2011.html>.