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Journal articles on the topic 'Education Education Fiji'

Author: Grafiati

Published: 4 June 2021

Last updated: 18 February 2022

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1

Dubey, Akash D. "ICT in Education." International Journal of Information and Communication Technology Education 12, no. 4 (October 2016): 37–50. http://dx.doi.org/10.4018/ijicte.2016100104.

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In recent times, most of the developing countries have concentrated themselves on evolving with the help of Information and Communication Technologies, Republic of Fiji being one of them. Fiji National University, one of the leading universities in Fiji has been playing a very important role for the development of the country. In this paper, the author has evaluated and analyzed the concerns of the in-service students who are studying in Fiji National University. This paper follows the Concern-Based Adoption Model (CBAM) model to evaluate the stages of concern of 109 in-service students who are pursuing Bachelor of Education degree and also teach in primary and secondary schools in Fiji. The results showed that the in-service students have high concerns on the self-oriented levels. The results also exhibited a pattern between teaching experience of these in-service students and their stages of concern. Based on the analysis of results, the necessary steps have been recommended for the development of ICT in education.

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2

Taylor, Neil, and Colin Macpherson. "Environmental education in Fiji." International Research in Geographical and Environmental Education 2, no. 1 (March 1993): 3–10. http://dx.doi.org/10.1080/10382046.1993.9964892.

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3

Abbott, Paul V. "Endodontic Education In Fiji." Australian Endodontic Newsletter 23, no. 2 (February 11, 2010): 41–43. http://dx.doi.org/10.1111/j.1747-4477.1997.tb00107.x.

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4

Naz, Rafia. "Sex Education in Fiji." Sexuality & Culture 18, no. 3 (November 27, 2013): 664–87. http://dx.doi.org/10.1007/s12119-013-9204-3.

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5

Crossley, Michael. "Education in Fiji since independence." International Journal of Educational Development 8, no. 2 (January 1988): 145. http://dx.doi.org/10.1016/0738-0593(88)90059-4.

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6

Dickie, Dale. "Fiji." International Journal of Music Education os-12, no. 1 (November 1988): 66–67. http://dx.doi.org/10.1177/025576148801200121.

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7

van Dijk, Karin. "Training, Education and Rehabilitation in Fiji." British Journal of Visual Impairment 12, no. 3 (November 1994): 122–23. http://dx.doi.org/10.1177/026461969401200328.

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8

Goundar, Prashneel Ravisan. "Key Emerging Issues in Higher Education, Fiji." Asian Social Science 15, no. 6 (May 31, 2019): 96. http://dx.doi.org/10.5539/ass.v15n6p96.

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Fiji, an island nation located in the South Pacific has three major higher education institutions namely, “The Fiji National University, The University of the South Pacific which is also ‘the oldest university’ in the country and The University of Fiji”. This paper reviews key emerging issues that are being encountered in higher education (HE) in Fiji. The key issues’ faced by these universities, is showing a similar trend in higher education internationally which this paper examines. Plagiarism continues to be a global phenomenon which the literature objectively highlights along with problems arising due to heavy workload and negligence of not incorporating inclusive education. The paper explores possible solutions to these issues drawing evidence from the available literature. Further research on individual universities would provide greater data for analysis as well as broader solutions to the issues.

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9

Auxier, C. R., Peter M. Forster, and Selina C. Kuruleca. "Counseling in Fiji." Journal of Mental Health Counseling 27, no. 2 (April 1, 2005): 142–48. http://dx.doi.org/10.17744/mehc.27.2.jg83yyqdtp7ewdel.

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This article discusses the evolving role of mental health counseling in Fiji in the context of current social and cultural changes. Although counseling traditionally has been reserved for cultural elders and the clergy, the term counselor is being redefined, due to Western influences, to include persons who are formally educated and trained to provide mental health services. Contemporary issues such as changing gender roles, violence, and suicide are discussed as forces that are influencing the need for trained mental health counselors. This article discusses the current status of educating and credentialing counselors in Fiji and emphasizes counselor education that stresses methods suited to the cultural characteristics of persons in the region.

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10

Young, John. "Development Education and Social Stratification in Fiji." Practicing Anthropology 12, no. 1 (January 1, 1990): 4–17. http://dx.doi.org/10.17730/praa.12.1.b786276kp21365g4.

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The transformation of Pacific Island societies into modern nation states necessarily involves change from a subsistence economy to an industrial mode of production. Development education will play an important role in the success or failure of efforts to industrialize in the training of an indigenous group of business managers and bureaucrats. These individuals must be given a practical understanding of western economics and organizational forms which may be adapted to the needs of their societies and serve in turn to instruct others. The knowledge that they gain often will be applied in traditional cultural contexts that require careful assessment and consideration. In particular, existing social hierarchies may be threatened by change and become a hindrance to knowledge transfer, thus diminishing the chances for carrying out successful development efforts.

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11

White, Carmen. "Affirmative Action and Education in Fiji: Legitimation, Contestation, and Colonial Discourse." Harvard Educational Review 71, no. 2 (July 1, 2001): 240–69. http://dx.doi.org/10.17763/haer.71.2.p1057320407582t0.

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In this article, Carmen M. White analyzes the debate about affirmative action policies in education in Fiji and explores the impact of colonial discourses on the debates. She asserts that, much like in the United States, affirmative action policies in Fiji have been intended to correct past injustices to minority and underprivileged groups. She shows how proponents of affirmative action use a colonial discourse that undercuts the power of their argument and yet paradoxically fails to acknowledge the historical roots of the lower educational attainment of the Fijian population. In considering similarities of debate on this issue between the United States and Fiji, White offers an additional perspective from which to understand the affirmative action debate. (pp. 240–268)

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12

Mellor, Lorna, and Penny Hoskins. "Problems of Diabetes Education in Different Cultures." Diabetes Educator 12, no. 4 (September 1986): 384–86. http://dx.doi.org/10.1177/014572178601200409.

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Views of diabetes educa tion in several parts of the world are presented. Im pressions of diabetes care in Tanzania, Ethiopia, Fiji, Papua New Guinea, and in various Australian cultures are discussed.

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13

LANDER, HARRY. "MEDICAL EDUCATION IN FIJI AND THE SOUTH PACIFIC." Australian and New Zealand Journal of Medicine 16, S2 (April 1986): 304–8. http://dx.doi.org/10.1111/imj.1986.16.s2.304.

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14

Nabobo, Unaisi, and Jennie Teasdale. "Education for cultural identity: A Fiji case study." Prospects 25, no. 4 (December 1995): 695–706. http://dx.doi.org/10.1007/bf02334145.

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15

Szmedra, Philip, Anand Chand, Mohit Prasad, Thomas DeTitta, and Cathy Rozmus. "Using community theater to improve diabetes education in Fiji." International Journal of Diabetes in Developing Countries 38, no. 4 (February 8, 2018): 502–8. http://dx.doi.org/10.1007/s13410-018-0610-9.

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16

Luteru, Pa'o. "Secondary education in Fiji — a key to the future." International Journal of Educational Development 13, no. 2 (April 1993): 195–96. http://dx.doi.org/10.1016/0738-0593(93)90015-r.

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17

Shameem, Nikhat. "Language education needs for multilingualism in Fiji primary schools." International Journal of Educational Development 27, no. 1 (January 2007): 39–60. http://dx.doi.org/10.1016/j.ijedudev.2006.04.015.

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18

Yomantas, Elizabeth Laura. "New Possibilities for Culturally Responsive Experiential Education in Teacher Education." Journal of Experiential Education 44, no. 1 (January 20, 2021): 31–49. http://dx.doi.org/10.1177/1053825921989078.

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Background: Understanding how students conceptualize culturally responsive service learning (CRSL) before and after an experiential education (EE) program has the potential to inform the instructional and theoretical designs and long-term possibilities of EE programs in teacher education. Purpose: To (a) explore students’ early-trip conceptions of CRSL in comparison with their end of trip conceptions while on a month-long EE program in rural Fiji and (b) examine which self-reported experiences facilitated the transformation of participant understandings of CRSL. Methodology/Approach: This study was situated in EE theory and critical pedagogy and utilized a narrative inquiry methodology. Findings/Conclusions: Students held traditional notions of service in their early-trip definitions. In their end of trip definitions, the participants’ definitions transformed to include new understandings. Implications: CRSL is a complex concept that requires cyclical reflexivity and self-interrogation. In teacher education, CRSL can serve as a springboard for meaningful culturally responsive fieldwork experiences. Further CRSL programming and research are needed to expand the field and open new possibilities in teacher education and beyond.

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19

Botfield, Jessica R., Sera Ratu, Esiteri Turagabeci, Jane Chivers, Loren McDonald, Eleanor G. Wilson, and Yan Cheng. "Sexuality education for primary school students with disability in Fiji." Health Education Journal 80, no. 7 (April 23, 2021): 785–98. http://dx.doi.org/10.1177/00178969211011227.

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Background: People with disability have the same sexual and reproductive health needs and rights as people without disability, yet experience considerable barriers in accessing information and services. The Reproductive and Family Health Association of Fiji, Family Planning Australia, and disability stakeholders implemented a comprehensive sexuality education (CSE) disability inclusion project to increase access for students with disability to age-appropriate sexuality education. Method: A train the trainer model was utilised, whereby staff and disability stakeholders undertook competency-based training on delivering sexuality education to teachers and people with disability, then trained and supported teachers working in special disability schools to provide sexuality education to students. An evaluation explored the acceptability and effectiveness of the project, utilising baseline and endline surveys and interviews. Findings: From 2016 to 2018, the CSE disability project reached teachers and students in nine special disability schools in Fiji. At project completion, teachers reported increased confidence overall in teaching about sexuality and relationships, and students demonstrated increased knowledge regarding puberty and body changes. Interview findings suggested the project contributed to overcoming silence and stigma for people with disability and promoting safety for young people. Conclusion: Age- and developmentally appropriate sexuality education for people with disability is essential for equipping them with necessary knowledge and skills. The CSE disability project utilised a collaborative, capacity building approach to co-design and implement sexuality education in special disability schools in Fiji. With commitment from stakeholders, this could be sustained and expanded to support students with disability in achieving optimal sexual and reproductive health.

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20

Kala, Shareeni Shashi. "ICT Education in Fiji, Issues and Challenges Faced by Tertiary Education Sector: An Empirical Survey." Education Journal 2, no. 3 (2013): 91. http://dx.doi.org/10.11648/j.edu.20130203.16.

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21

Lotherington, Heather. "Language choices and social reality: Education in post‐colonial Fiji." Journal of Intercultural Studies 19, no. 1 (April 1998): 57–67. http://dx.doi.org/10.1080/07256868.1998.9963455.

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22

Ali, Wahab. "Coping with Education during Lockdowns amidst COVID-19 Pandemic." Global Research in Higher Education 4, no. 2 (May 27, 2021): p31. http://dx.doi.org/10.22158/grhe.v4n2p31.

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The outbreak of Corona Virus disease (COVID-19) in China in December 2019 has rapidly morphed into an unprecedented health, economic and educational crisis globally. This study focuses on tertiary students’ perspectives on Emergency Remote Learning (ERT) amidst COVID-19 Pandemic. The schools in Fiji closed its doors to face-to-face classes on 20th March, 2020 and tertiary institutes followed suit. This study was conducted to establish how tertiary students were coping with online learning at a university in Fiji. Subsequently, telephone interviews were held as it was most appropriate method at this time of lock down and social distancing amidst COVID 19 Pandemic. A meta-synthesis methodology was also adopted for this study and pertinent literature was visited to capture the essence of continued learning during these unprecedented times. Findings reveal that students were slowly adapting to online learning or E-Learning. Findings also reveal that lack of gadgets like laptops and desktops were major issues faced by the students. This is followed by lack of access to high quality internet and connectivity problems followed by lack of confidence in using online learning platforms. This exploratory paper proposes that students need to be well versed with technology and technological gadgets to enhance learning especially during these exceptional times.

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23

Muralidhar, Srinivasiah. "The role of language in science education: Some reflections from Fiji." Research in Science Education 21, no. 1 (December 1991): 253–62. http://dx.doi.org/10.1007/bf02360479.

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24

Bullock, Janis. "Early Care, Education, and Family Life in Rural Fiji: Experiences and Reflections." Early Childhood Education Journal 33, no. 1 (August 2005): 47–52. http://dx.doi.org/10.1007/s10643-005-0019-1.

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25

Burnett, Greg, Kusum Prakash, and Vinata Sharma. "Negotiating conflicting discourses of quality teaching in Fiji: Initial teacher education and practicum at the University of the South Pacific." Waikato Journal of Education 24, no. 1 (May 17, 2019): 1–10. http://dx.doi.org/10.15663/wje.v24i1.647.

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This article identifies a number of conflicting discourses informing education in Fiji and their impact on Initial Teacher Education (ITE) students. The socially constructivist progressivism of the Ministry of Education and the ITE provider is being eroded by a set of socially conservative discourses symptomatic of neoliberal education reforms elsewhere. It is the Practicum where the conflict is most acutely evidenced. To highlight the conflict 90 ITE students, as ethno-graphic fieldworkers, have used an accepted quality teaching checklist to record the teaching they witnessed while on practicum. The resulting misalignments between discourses of quality teaching identified in this article and highlighted by ITE students contributes to debates about what constitutes effective teaching in Fiji. Additionally, despite the multi-discursive reality of Fijian education the article suggests ITE based on a learning-centred rather than learner-centred approach where teachers make critical choices for teaching based on links between pedagogy, context and consequence.

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26

Tagicakiverata, Isimeli Waibuta, and Pam Nilan. "Veivosaki-yaga: a culturally appropriate Indigenous research method in Fiji." International Journal of Qualitative Studies in Education 31, no. 6 (January 15, 2018): 545–56. http://dx.doi.org/10.1080/09518398.2017.1422293.

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27

Puamau, Priscilla Qolisaya. "A Post-colonial Reading of Affirmative Action in Education in Fiji." Race, Ethnicity and Education 4, no. 2 (June 1, 2001): 109–23. http://dx.doi.org/10.1080/136113320120055954.

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28

Tent, Jan. "A profile of the Fiji English lexis." English World-Wide 22, no. 2 (December 31, 2001): 209–45. http://dx.doi.org/10.1075/eww.22.2.03ten.

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The vocabulary of Fiji English is one of its most distinguishing features. English has a profound influence upon the lives of all Fiji Islanders — it is the principal language of government, the judiciary, education and commerce. This paper examines some of the sources and features of the Fiji English lexis, the most common of which include: borrowings, reborrowings, calques, new coinages, semantic shifts, archaisms, and hybrid compounds. It also outlines some of the lexical affinities with and divergences from other varieties of English.

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29

Riddle, Charles. "REVIEWS: Optimistic view of the Pacific's Fourth Estate and education." Pacific Journalism Review : Te Koakoa 11, no. 1 (April 1, 2005): 202–4. http://dx.doi.org/10.24135/pjr.v11i1.832.

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Review of Mekim Nius: South Pacific media, politics and education, by David RobieAt its core, Mekim Nius argues a clear position university level education is central to the health of South Pacific journalism and its democracies. To do this Robie is ambitious with the book's scope, declaring three broad aims: a study of the critical influence of teritary education on Pacific journalists and their profession; an analysis of the political, economic and legal frameworks in which Fiji and PNG journalists have operated since; and outline of the development of journalism education in the South Pacific.

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30

Tuinamuana, Katarina. "Reconstructing Dominant Paradigms of Teacher Education: Possibilities for pedagogical transformation in Fiji." Asia-Pacific Journal of Teacher Education 35, no. 2 (May 2007): 111–27. http://dx.doi.org/10.1080/13598660701268544.

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31

Ram, Sharan, Sari Andajani, and Masoud Mohammadnezhad. "Parent’s Perception regarding the Delivery of Sexual and Reproductive Health (SRH) Education in Secondary Schools in Fiji: A Qualitative Study." Journal of Environmental and Public Health 2020 (January 9, 2020): 1–8. http://dx.doi.org/10.1155/2020/3675684.

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Background. Adolescent Sexual and Reproductive Health (SRH) remains a challenge globally. This study aims to gauge the perceptions of parents towards the delivery of SRH education in mainstream public secondary schools in Fiji. Methods. The qualitative study design was used to collect the data from parents in Suva, Fiji, from July to August 2018. A semistructured questionnaire was developed to run Focus Group Discussion (FGD) among parents residing in Suva who had school-attending children from years 11 to 13. Parents were recruited from five schools with the help of students. Twenty-six parents of which 10 were males, aged between 38 and 65, participated in this study. Consent was obtained from each participant prior to the data collection stage. Data collected were transcribed verbatim and were analyzed thematically. Ethical approvals were obtained before collecting the data. Results. Seven themes emerged which included the provision of school-based sex education, parental involvement with school-based sex education, sex education at home, age-appropriate incremental sex education, ethnic variations regarding sex education, barriers and facilitators for the delivery of school-based sex education, and perceived ideal version of sex education. Conclusions. Findings from this study suggest for policy and programs to match parents, schools, and students’ expectations. Effective interventions need to involve and help parents to take a more active part to change policy, program, and advocacy for relevant SRH education.

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32

Robie, David. "Café Pacific and online censorship in Fiji." Pacific Journalism Review : Te Koakoa 6, no. 1 (January 1, 2000): 86–101. http://dx.doi.org/10.24135/pjr.v6i1.677.

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A commentary on how, more than a decade after the military coups, a hangover from the post-coup 1990 Constitution of Fiji cast a shadow on the media and journalism education methodology in 1998, in spite of the new "free specch" 1997 Constitution.

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33

Tent, Jan. "Yod deletion in Fiji English: Phonological shibboleth or L2 English?" Language Variation and Change 13, no. 2 (July 2001): 161–91. http://dx.doi.org/10.1017/s0954394501132035.

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It is not difficult to find grammatical and lexical markers of Fiji English. But are there any phonological features that identify an individual as a speaker of this regional variety of English? For the vast majority of Fiji Islanders, English is their second (or third) language, and their accents clearly identify their linguistic background (e.g., indigenous Fijian or Indo-Fijian). However, one pronunciation feature seems to be shared by a vast majority of speakers of English in Fiji: the deletion of yod in non-primary stressed /Cju/ syllables. This article considers variation in yod pronunciation according to ethnicity, age, gender, and education and examines whether yod deletion is a phonological shibboleth of Fiji English or merely a feature of L2 English.

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Chand, Satish Prakash. "Challenges Faced by Curriculum Developers in Implementing Multilingual Education in Fiji Classrooms." Curriculum and Teaching 30, no. 1 (January 1, 2015): 85–94. http://dx.doi.org/10.7459/ct/30.1.07.

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35

Lynch, Teresa, and Nick Szorenyi. "Dilemmas Surrounding Information Technology Education in Developing Countries: A Study in Fiji." Electronic Journal of Information Systems in Developing Countries 21, no. 1 (March 2005): 1–19. http://dx.doi.org/10.1002/j.1681-4835.2005.tb00136.x.

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36

Goundar, Prashneel Ravisan. "Outlining the Language Policy and Planning (LPP) in Fiji; Taking Directions From Fiji Islands Education Commission Report of 2000." English Language Teaching 12, no. 7 (June 7, 2019): 61. http://dx.doi.org/10.5539/elt.v12n7p61.

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Language is something many individuals take for granted. It is usually when we discover that our language (or language variety) is different from and perhaps less valued than, the language of others or that our options are somehow limited, either because ‘we do not speak/understand a language or language variety, or use it inappropriately or ineffectively in a particular context that we begin to pay attention to language’. This paper gives a sketch of Language Policy and Planning (LPP) which is becoming a well-researched field for many academics as well as postgraduate students. The article provides the latest pertinent information on Fiji’s LPP, the linguistic background as well as the medium of instruction (MOI). It further deliberates on the recommendations from the Fiji Islands Education Commission Report of 2000 which is a well-articulated document that provides an overt grounding for LPP in the South Pacific.

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37

Ezeala, Christian Chinyere, Mercy Okwudili Ezeala, and Niraj Swami. "Strengthening the admissions process in health care professional education: focus on a premier Pacific Island medical college." Journal of Educational Evaluation for Health Professions 9 (November 30, 2012): 11. http://dx.doi.org/10.3352/jeehp.2012.9.11.

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Relying solely on measures of intellectual aptitude and academic performance in university admissions can be disadvantageous to underprivileged students. The Fiji School of Medicine primarily uses such measures to evaluate and select student applicants, and the introduction of supplementary assessments could provide better access for students from disadvantaged backgrounds. This study examined the need for supplementary assessments in the admission process, types of additional assessments needed, and stakeholders??views on a multi-entry multi-exit strategy currently in use at the Fiji School of Medicine. A survey of the key stakeholders was conducted in February and March 2012 using closed and open ended questionnaire. One hundred and twenty-two validated questionnaires were self-administered by key stakeholders from the College of Medicine, Nursing and Health Sciences (CMNHS) and Fiji Ministries of Education and Health, with a response rate of 61%. Returned questionnaires were analysed quantitatively and qualitatively. Sixty-five percent of respondents supported the introduction of supplementary assessments, 49% favoured admissions test, and 16% preferred assessing non-academic factors. Many respondents supported the School?占퐏 multi-entry multi-exit strategy as a ?占퐂ood policy??that provided ?占퐀lexibility??and opportunity for students, but should be better regulated. These findings demonstrate the need for supplementary assessments in the selection process and for continued support for the use of multi-entry multi-exit strategy at the school.

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38

Lin, Sherry. "Reviewer Acknowledgements for Higher Education Studies, Vol. 9, No. 3." Higher Education Studies 9, no. 3 (August 30, 2019): 135. http://dx.doi.org/10.5539/hes.v9n3p135.

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Higher Education Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated. Higher Education Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://recruitment.ccsenet.org and e-mail the completed application form to hes@ccsenet.org. Reviewers for Volume 9, Number 3 Antonina Lukenchuk, National Louis University, USA Arbabisarjou Azizollah, Zahedan University of Medical Sciences, Iran Arwa Aleryani, Saba University, Yemen Ausra Kazlauskiene, Siauliai University, Lithuania Donna.Smith, The Open University, UK Evrim Ustunluoglu, Izmir University of Economics, Turkey Firouzeh Sepehrianazar, Orumieh University, Iran Gregory S. Ching, Fu Jen Catholic University, Taiwan Hüseyin Serçe, Selçuk University, Turkey John Cowan, Edinburgh Napier University, United Kingdom Kartheek R. Balapala, University Tunku Abdul Rahman, Malaysia Laith Ahmed Najam, Mosul University, Iraq Lung-Tan Lu, Fo Guang University, Taiwan Mei Jiun Wu, Faculty of Education, University of Macau, China Najia Sabir, Indiana University Bloomington, USA Nicos Souleles, Cyprus University of Technology, Cyprus Prashneel Ravisan Goundar, Fiji National University, Fiji Sumita Chowhan, Jain University, India Tuija A. Turunen, University of Lapland, Finland Zahra Shahsavar, Shiraz University of Medical Sciences, Iran

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Harris, Pauline, Cynthia H. Brock, Elspeth McInnes, Alexandra Diamond, Bec Neill, Jenni Carter, and Eleni Giannakis. "Co-Constructing Culturally Sustaining Practices for Fostering Young Children’s Literacy in Fiji." Journal of Research in Childhood Education 34, no. 1 (January 2, 2020): 127–52. http://dx.doi.org/10.1080/02568543.2019.1692105.

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40

Taylor, Neil, and Keith Lucas. "The Trial of an Innovative Science Programme for Preservice Primary Teachers in Fiji." Asia-Pacific Journal of Teacher Education 25, no. 3 (November 1997): 325–43. http://dx.doi.org/10.1080/1359866970250308.

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41

Lin, Sherry. "Reviewer Acknowledgements for Higher Education Studies, Vol. 10, No. 1." Higher Education Studies 10, no. 1 (February 27, 2020): 144. http://dx.doi.org/10.5539/hes.v10n1p144.

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Higher Education Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated. Higher Education Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please contact us for the application form at: hes@ccsenet.org Reviewers for Volume 10, Number 1 Antonina Lukenchuk, National Louis University, USA Aynur Yürekli, İzmir University of Economics, Turkey Bahar Gün, İzmir University of Economics, Turkey Barbara N. Martin, University of Central Missouri, USA Cristina Sin, CIPES (Centre for Research in Higher Education Policies), Portugal Deniz Ayse Yazicioglu, Istanbul Technical University, Turkey Donna.Smith , The Open University, UK Hüseyin Serçe, Selçuk University, Turkey James Badger, University of North Georgia, USA Laith Ahmed Najam, Mosul University, IRAQ Meric Ozgeldi, Mersin University, Turkey Mpoki Mwaikokesya, University of Dar-es-Salaam, Tanzania Nicos Souleles, Cyprus University of Technology, Cyprus Olusola Ademola Olaniyi, Prince Mohammad Bin Fahd University, Saudi Arabia Prashneel Ravisan Goundar, Fiji National University, Fiji Robin Rawlings, Walden University, USA Sadeeqa Sadeeqa, Lahore College for Women University Lahore, Pakistan Savitri Bevinakoppa, Melbourne Institute of Technology, Australia Semiyu Adejare Aderibigbe, University of Sharjah, UAE Teguh Budiharso, Center of Language and Culture Studies, Indonesia Yousef Ogla Almarshad, Aljouf University, Saudi Arabia

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Maekawa, Miko, Priyatma Singh, Dhrishna Charan, Nagisa Yoshioka, and Takuia Uakeia. "Livelihood Re-Establishment of Emigrants from Kiribati in Fiji." Journal of Disaster Research 14, no. 9 (December 1, 2019): 1277–86. http://dx.doi.org/10.20965/jdr.2019.p1277.

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People from Kiribati, especially after obtaining college degrees, tend to have a desire to migrate abroad to obtain further education and good jobs and, to some extent, due to the impacts of climate change. Nineteen percent of I-Kiribati migrants in Fiji who responded to our survey indicated climate change as a factor for their migration, but their primary reasons were to seek better education and employment. When seeking employment, their lack of English-language skills and professional qualifications posed challenges. However, those who had prepared well in advance tend to find jobs relatively smoothly after migration. When settling in a new area, people tended to rely on family connections, community groups, and other social supports as sources of network and safety net.

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Ram, Sharan, and Masoud Mohammadenzhad. "Sexual and reproductive health in schools in Fiji: a qualitative study of teachers' perceptions." Health Education 120, no. 1 (January 6, 2020): 57–71. http://dx.doi.org/10.1108/he-02-2019-0005.

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PurposeTeachers are a key to success for school-based sex health education programmes; however, they may not be able to consistently implement it due to a myriad of reasons. This study aimed to explore the perceptions of teachers regarding the delivery of sexual and reproductive health (SRH) education in secondary schools in Fiji.Design/methodology/approachA qualitative study design was used to collect the data from SRH education teachers in Suva, Fiji between July and August 2018. This study included teachers who taught sex education for at least two years. Five focus group discussions (FGDs) were run using a semi-structure questionnaire among groups stratified by gender. Data collected were transcribed verbatim and thematically analyzed.FindingsThe study findings reveal that implementation of SRH education is vague, not mandatory and not comprehensive. Teachers acknowledged that SRH was not adequately covered in homes and underscored its importance for young people. Teachers viewed schools as ideal place for delivering sex education, however, could not consistently implement due to a lack of adequate information and skills, feared negative parental reaction, felt uncomfortable delivering sensitive topics and in most cases felt apprehensive to discuss sexuality issues in light of lack of training and resources.Originality/valueTo improve SRH education delivery, there need to be a focus on strengthening capacity building of teachers through pre-service and in-service health education, improved monitoring, evaluation and context–specific resource development and allocation.

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Mangubhai, Francis, and France Mugler. "The Language Situation in Fiji." Current Issues in Language Planning 4, no. 3-4 (December 2003): 367–459. http://dx.doi.org/10.1080/14664200308668058.

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Murray, Kathryn, and Peter Carter. "Fatal Drownings in Fiji." Asia Pacific Journal of Public Health 29, no. 1 (January 2017): 28–34. http://dx.doi.org/10.1177/1010539516685610.

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Drowning is a newly comprehended public health concern in Fiji. Defined as “the process of experiencing respiratory impairment from submersions or immersion in liquid,” drowning has been identified as one of Fiji’s 5 leading causes of death for those aged 1 to 29 years. The aim of this article was to develop the most parsimonious model that can be used to explain the number of monthly fatal drowning cases in Fiji. Based on a cross-section of 187 drowning incidents from January 2012 to April 2015, this observational study found the number of monthly drownings in Fiji was significantly affected by monthly rainfall ( P = .008, 95% confidence interval = 0.10-0.62) and the number of days comprising public holidays/weekends ( P = .018, 95% confidence interval = 0.06-0.60). Furthermore, the multiple coefficient of determination ( r2 = .4976) indicated that almost half the variation in drownings was explained by rainfall and public holidays/weekend periods. Inadequate supervision, an inability to identify or carry out safe rescue techniques, and limited water-safety knowledge were identified as common risk factors. To overcome this preventable cause of death, technically guided interventions need to be actively embedded into a range of government policies and community health promotions, disaster management, and education programs.

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White. "Between Academic Theory and Folk Wisdom: Local Discourse on Differential Educational Attainment in Fiji." Comparative Education Review 45, no. 3 (2001): 303. http://dx.doi.org/10.2307/1188768.

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White, Carmen M. "Between Academic Theory and Folk Wisdom: Local Discourse on Differential Educational Attainment in Fiji." Comparative Education Review 45, no. 3 (August 2001): 303–33. http://dx.doi.org/10.1086/447674.

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Muralidhar, Srinivasiah. "Solid water is denser than liquid water: Students' experiences of science lessons in fiji." Research in Science Education 18, no. 1 (December 1988): 276–82. http://dx.doi.org/10.1007/bf02356605.

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Shameem, Nikhat. "Multilingual Proficiency in Fiji Primary Schools." Journal of Multilingual and Multicultural Development 23, no. 5 (October 2002): 388–407. http://dx.doi.org/10.1080/01434630208666476.

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Taylor, Neil, Tema Maiwaikatakata, Emele Biukoto, Wili Suluma, and Richard K. Coll. "Improving Elementary Science Education in a Developing Country: A Case Study from Fiji." International Journal of Educational Reform 17, no. 2 (April 2008): 133–52. http://dx.doi.org/10.1177/105678790801700205.

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