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Relevant bibliographies by topics / Education, fiji

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Academic literature on the topic 'Education, fiji'

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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Journal articles on the topic "Education, fiji"

1

Dubey, Akash D. "ICT in Education." International Journal of Information and Communication Technology Education 12, no. 4 (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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Dickie, Dale. "Fiji." International Journal of Music Education os-12, no. 1 (1988): 66–67. http://dx.doi.org/10.1177/025576148801200121.

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3

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

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4

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

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

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6

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

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Goundar, Prashneel Ravisan. "Key Emerging Issues in Higher Education, Fiji." Asian Social Science 15, no. 6 (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, &ldquo;The Fiji National University, The University of the South Pacific which is also &lsquo;the oldest university&rsquo; in the country and The University of Fiji&rdquo;. This paper reviews key emerging issues that are being encountered in higher education (HE) in Fiji. The key issues&rsquo; 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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van Dijk, Karin. "Training, Education and Rehabilitation in Fiji." British Journal of Visual Impairment 12, no. 3 (1994): 122–23. http://dx.doi.org/10.1177/026461969401200328.

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White, Carmen. "Affirmative Action and Education in Fiji: Legitimation, Contestation, and Colonial Discourse." Harvard Educational Review 71, no. 2 (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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Young, John. "Development Education and Social Stratification in Fiji." Practicing Anthropology 12, no. 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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Dissertations / Theses on the topic "Education, fiji"

1

Varani-Norton, Eta. "How Cohesive is Fiji? Social Capital and Education in a Rural Town Community." Thesis, The University of Sydney, 2007. https://hdl.handle.net/2123/28087.

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The problem of developing values of ‘shared citizenship’ in Fiji has long been made difficult by ethnic difference and conflict. Existing literature on political and social relations in Fiji has failed to address the significance of the education system as a factor in bridging the ethnic divide. This study concerns the social capital of a rural town community and how trust, as a bonding agent, can be shaped and strengthened through education.

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2

Puamau, Virisila Qolisaya Lidise. "Affirmative action and racial inequalities in education the case of Fiji /." [St. Lucia, Qld], 1999. http://www.paddle.usp.ac.fj/cgi-bin/paddle?e=p-010off-paddle--00-1--0---0-10-TX--4-------0-11l--11-en-50---20-home---00-3-1-000--0-0-11-0utfZz-8-00&a=file&d=thesis003.

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King, Temalesi Vere. "Utilisation of dental services : it's significance in the education of dental personnel in Fiji." Thesis, The University of Sydney, 1994. http://hdl.handle.net/2123/4895.

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Daveta, Mereoni Laveti. "Inclusive education for children with disabilities in Fiji: Teacher perspectives and attitudes." The University of Waikato, 2009. http://hdl.handle.net/10289/2769.

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The purpose of this research was to examine teacher perspectives and attitudes on inclusive education for children with disabilities in Fiji. Teachers' perspectives and attitudes are crucial in providing insights that could help improve education and services for children with disabilities in regular schools in Fiji. A qualitative approach using semi structured interviews was selected as the methodology for this research. Nine teachers from nine different schools in Suva, the capital city of Fiji, participated in this research. The nine participants were selected from three different school settings. Three of the participants were from special schools, three were from primary schools and three were from secondary schools. Data collected showed that teachers support inclusive education, however, they had reservations on the inclusion of students with severe disabilities. Several factors were identified to influence teachers' attitudes towards inclusion. The most common factors were severity of disability that the students had, inadequate training of teachers on teaching students with disabilities, inadequate government funding, lack of specialised resource personnel and lack of appropriate equipment and resources to support students and teachers in the teaching learning process. Limited commitment from the Ministry of Education and limited participation and consultation of teachers on policy and curriculum design were also identified as contributing factors for non inclusion of students with disabilities in regular schools. Teachers need to change their perspectives and attitudes and schools need to be welcoming and prepared to accept all students with disabilities into the general education system in Fiji.

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5

Tavola, Helen Goodwill. "Secondary education in Fiji : an investigation into school effectiveness in a changing society." Thesis, London School of Economics and Political Science (University of London), 1990. http://etheses.lse.ac.uk/1199/.

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The major issue addressed in this thesis is the quality of secondary education in Fiji, investigating the variables which affect school effectiveness. The theoretical and conceptual perceptives on the quality of education are initially examined with a review of the literature, contrasting western perspectives with those specifically related to developing countries. The main empirical part of this thesis is based on a study of eleven secondary schools in Fiji and the Form Four students in these schools. The aim was to investigate what the critical factors are for improving school effectiveness, measured largely in terms of pupil achievement. The thesis concludes that in-school factors are more important than the antecedent variables of the individual children, such as race or socio-economic status. The stability and strength of school management, principalship, combined with the judicious use of resources emerged as the critical factors in school effectiveness. Various policy implications relating to secondary education in Fiji are drawn on the basis of these findings. A historical study of education in Fiji from pre-colonial times to the present focusses on education within its socio-political parameters and tests the hypothesis that socio-economic and political contexts provide the demand for education. The Grant-in-aid system of education was established in 1916 which provided for government and the people to enter into a partnership in the provision of education. This system is studied as it has proved to be both a strength and a major weakness of the Fiji's education system.

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Lyttle, David Michael John. "Democracy, Dictatorship, and Development - European Union Pacific Development Policy in Action: A study of Fijian society since December 2006." Thesis, University of Canterbury. National Centre for Research on Europe, 2009. http://hdl.handle.net/10092/3741.

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In early December 2006, the Fijian military seized power in a coup led by the Armed Forces commander Commodore Frank Bainimarama. It was a coup long expected, and Fiji’s fourth since 1987. Internationally, the response was swift imposing sanctions and removing or delaying international aid programmes. This has a potentially significant impact on Fiji because it is one of the largest per capita recipients of developmental aid funding in the world. However, it may also have little impact because, despite such assistance, the Fijian GDP has stagnated with an average growth of under 1% for the last 20 years. Other developmental indicators are also bleak. This thesis thus examines the dichotomy between Fiji’s ODA and its apparent inability to arrest the decline of the Fijian lifestyle and economy. However, to review all international developmental programmes across all sectors of Fijian society, while maintaining contemporary relevance and coherency, is untenable. Therefore, the thesis will focus on the European Union and its external relations with Fiji. The EU is one of the most influential partners for Fiji and is often overlooked by scholars, allowing this thesis to make a valuable contribution to developmental studies in the pacific region. The thesis has selected and examines four sectors of Fijian society, that of the Economy, Governance, Sugar, and Education sectors. This is because they are the sectors that the European Union is presently devoting most attention. Therefore, these areas best illustrate Fijian reaction to the importance and effectiveness of EU involvement. Overall, the thesis intends to demonstrate both the efficacy and the attitudes of local representatives to foreign aid programmes, and ultimately provide a unique ‘inside looking out' perspective not typical of publications about Fiji.

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Tuinamuana, Katarina. "Global discourses and local cultures(s) of practice in secondary teacher education in Fiji." Thesis, University of Edinburgh, 2002. http://hdl.handle.net/1842/23231.

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Given that education is widely perceived as imperative to social development and transformation, this thesis examines the discourses surrounding the particular role teacher-education might have in this objective. Of particular interest is the extent to which historical and current socio-economic global imperatives combine to influence how initial secondary teacher-education in Fiji might be reinterpreting and/or reconstructing dominant paradigms of teacher-education. The study asks questions about the role of teacher-education in the reproduction and transformation of these dominant paradigms, with pedagogy contextualised in social and political boundaries, hence the interest in ideology and the underlying assumptions that drive teacher-education. An examination is made of the interface between the processes of teacher-education policy and practice at the level of local culture/s of practice and its associated discourses. The major research question asks: To what extent do globally defined discourses surrounding education impact on the local culture/s of teacher-education practice in the Fiji context? The fieldwork explores the major discourses of practice evident in the way that secondary teacher-education is organised and implemented in Fiji, and considers whether these discourses signify a particular paradigm of teacher-education. The findings note that firstly, the current discourses underpinning the organisation and practice of teacher-education in Fiji, tend to suggest the dominance of technocratic approaches in the form of discourses of ‘routinised practice’. The second major set of findings indicates ‘competing approaches and visions about teacher-education’. Whilst teacher professionalism is high on the agenda of those closely involved with teacher-education in Fiji, there are, however, indications that any humanistic developments in teacher-education that support a more critical pedagogy may well become submerged and therefore change becomes less likely. The thesis concludes by arguing that the intersection of local and global discourses impacts in profound ways on teacher-education, suggesting significant implications for educational policy and its implementation in Fiji.

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Masood, Anjum. "Current needs and practices of rehabilitation in Fiji and Pakistan." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/806.

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9

Govinda, Ishwar Lingam, and n/a. "Teacher preparation for the world of work: a study of pre-service primary teacher education in Fiji." Griffith University. School of Curriculum, Teaching and Learning, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20041021.131036.

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This study was undertaken to selectively investigate pre-service primary teacher education in one of the Pacific island countries, and in particular to explore whether it provides an adequate and enriching professional preparation to beginning teachers with a view to satisfying the demands of work in the field. In doing so, the issue was examined in detail in a teacher education institution located in Fiji, namely, Lautoka Teachers College (LTC). An integration of qualitative and quantitative approaches was employed to explore if beginning teachers from the College are provided with appropriate professional preparation as future teachers. Using LTC as a case study, basic data gathering methods utilized questionnaire surveys, interviews and documentary analyses. Survey-based data were gathered from the beginning teachers to find out their perceptions of the pre-service program that they had completed. Data were also gathered from their Head Teachers to ascertain views on the beginning teachers' professional preparation for the demands of work in their schools. In addition, an interview-based approach explored the perceptions of not only the College staff but also the Ministry of Education officials with regard to the preparation of teachers in meeting the demands of work and responsibilities in the field. Documentary-based research was also used to explore matters associated with teacher preparation at LTC and to integrate the findings with the data obtained in the surveys and interviews. The study indicated that the beginning teachers were not adequately prepared for the demands of work and responsibilities expected of them as perceived by the profession and other stakeholders. A number of factors were found to be contributing to the perceived inadequacy of the professional preparation of beginning teachers. Lack of physical facilities and quality of educational resources together with an outdated curriculum contributed to this situation. At the same time, lack of support from the principal stakeholder in terms of staff professional development and funding was also cited as impacting upon the quality of pre-service teacher education provided to the beginning teachers. An important emergent issue emanating from the study relates to colonial influence on Fiji's education in general, and teacher education at LTC in particular. Some of the problems LTC grappled with were attributable to certain features of the formalised educational system introduced during the colonial era. These aspects, such as the inheritance of the system of educational administration and centralised control, constrained the College in attempting to fulfil its professional role in an appropriate and responsive manner. The administrative system and related context, delivery and assessment elements established in education during the colonial period have been retained and not attuned to contemporary Fiji needs despite the changing times. In overview terms, the presence of these aspects appeared to have impacted negatively on College's effective conduct of its professional role and responsibilities. Further, this study provides specific insights into the pre-service primary teacher education in Fiji, in particular the importance of having relevant policies and programs to ensure the provision of an adequate and enriching professional preparation for teachers to meet the range of work commitments in the field. The study concluded that a number of factors influence the professional preparation of future teachers and these need to be considered with a view to ensuring that teachers are able to meet the demands of their profession. Based on these findings, the study recommends ways and means to improve the pre-service primary teacher education at LTC, which in turn could be expected to enhance the professional preparation of teachers and their competence within the context of teaching in Fiji primary schools. Additionally, some possible areas for future research have been suggested.

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Govinda, Ishwar Lingam. "Teacher preparation for the world of work: a study of pre-service primary teacher education in Fiji." Thesis, Griffith University, 2004. http://hdl.handle.net/10072/366112.

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This study was undertaken to selectively investigate pre-service primary teacher education in one of the Pacific island countries, and in particular to explore whether it provides an adequate and enriching professional preparation to beginning teachers with a view to satisfying the demands of work in the field. In doing so, the issue was examined in detail in a teacher education institution located in Fiji, namely, Lautoka Teachers College (LTC). An integration of qualitative and quantitative approaches was employed to explore if beginning teachers from the College are provided with appropriate professional preparation as future teachers. Using LTC as a case study, basic data gathering methods utilized questionnaire surveys, interviews and documentary analyses. Survey-based data were gathered from the beginning teachers to find out their perceptions of the pre-service program that they had completed. Data were also gathered from their Head Teachers to ascertain views on the beginning teachers' professional preparation for the demands of work in their schools. In addition, an interview-based approach explored the perceptions of not only the College staff but also the Ministry of Education officials with regard to the preparation of teachers in meeting the demands of work and responsibilities in the field. Documentary-based research was also used to explore matters associated with teacher preparation at LTC and to integrate the findings with the data obtained in the surveys and interviews. The study indicated that the beginning teachers were not adequately prepared for the demands of work and responsibilities expected of them as perceived by the profession and other stakeholders. A number of factors were found to be contributing to the perceived inadequacy of the professional preparation of beginning teachers. Lack of physical facilities and quality of educational resources together with an outdated curriculum contributed to this situation. At the same time, lack of support from the principal stakeholder in terms of staff professional development and funding was also cited as impacting upon the quality of pre-service teacher education provided to the beginning teachers. An important emergent issue emanating from the study relates to colonial influence on Fiji's education in general, and teacher education at LTC in particular. Some of the problems LTC grappled with were attributable to certain features of the formalised educational system introduced during the colonial era. These aspects, such as the inheritance of the system of educational administration and centralised control, constrained the College in attempting to fulfil its professional role in an appropriate and responsive manner. The administrative system and related context, delivery and assessment elements established in education during the colonial period have been retained and not attuned to contemporary Fiji needs despite the changing times. In overview terms, the presence of these aspects appeared to have impacted negatively on College's effective conduct of its professional role and responsibilities. Further, this study provides specific insights into the pre-service primary teacher education in Fiji, in particular the importance of having relevant policies and programs to ensure the provision of an adequate and enriching professional preparation for teachers to meet the range of work commitments in the field. The study concluded that a number of factors influence the professional preparation of future teachers and these need to be considered with a view to ensuring that teachers are able to meet the demands of their profession. Based on these findings, the study recommends ways and means to improve the pre-service primary teacher education at LTC, which in turn could be expected to enhance the professional preparation of teachers and their competence within the context of teaching in Fiji primary schools. Additionally, some possible areas for future research have been suggested.<br>Thesis (PhD Doctorate)<br>Doctor of Philosophy (PhD)<br>School of Curriculum, Teaching and Learning<br>Full Text

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Books on the topic "Education, fiji"

1

Gaunder, Padmini. Education & race relations in Fiji 1835-1998. Padmini Gaunder, 1999.

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Commission/Panel, Fiji Islands Education. Learning together: Directions for education in the Fiji Islands. Govt. of Fiji, Ministry of Education, 2000.

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Hoare, Frank. Intercultural exercises for schools in Fiji. Ecumenical Centre for Research Education and Advocacy (ECREA), 2002.

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Plange, Nii-K. Aspects of ageing in Fiji. Fiji Ageing Research, Dept. of Sociology, School of Social and Economic Development, University of the South Pacific, 1987.

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Carpenter, Kenneth D. Pacific Islands: Niue, Tonga, Kiribati, Fiji, Papua New Guinea. American Association of Collegiate Registrars and Admissions Officers, 1996.

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Education in Fiji since independence: A study of government policy. New Zealand Council for Educational Research, 1986.

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Commission, Fiji Human Rights. Fiji national action plan for human rights education, 2003-2005. 2nd ed. Fiji Human Rights Commission, 2003.

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Gundara, Jagdish S. Issues for intercultural education in Fiji: The multicultural Pacific context. Department of Sociology, University of the South Pacific, 1999.

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Hughes, H. G. A. Chronology of education in Fiji, Gilbert and Ellice Islands, and Tonga. Gwasg Gwenffrwd, 1991.

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Environmental Education Curriculum Workshop (1988 Suva, Fiji). Environmental Education Curriculum Workshop report, Suva, Fiji, 7-14 July, 1988. [s.n.], 1988.

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Book chapters on the topic "Education, fiji"

1

Harris, Pauline, Cynthia Brock, Elspeth McInnes, et al. "In Fiji." In International Perspectives on Early Childhood Education and Development. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-6587-8_2.

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Brison, Karen J. "Kindergartens and Culture in Fiji." In Children, Social Class, and Education. Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137464088_2.

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Healey, Nigel. "Higher Education Systems and Institutions, Fiji." In The International Encyclopedia of Higher Education Systems and Institutions. Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_599.

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Healey, Nigel. "Higher Education Systems and Institutions, Fiji." In Encyclopedia of International Higher Education Systems and Institutions. Springer Netherlands, 2018. http://dx.doi.org/10.1007/978-94-017-9553-1_599-1.

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Brison, Karen J. "Introduction: Social Class and Mass Preschool Education in Fiji." In Children, Social Class, and Education. Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137464088_1.

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Koya, Cresantia F. "Civics Education in Fiji: Contradiction or ‘Pedagogy of Hope’?" In Citizenship Pedagogies in Asia and the Pacific. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0744-3_12.

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Dorovolomo, Jeremy, and Billy Fito’o. "Student Teachers’ Perception of Citizenship Education at a Fiji Teachers’ College." In Leadership, Community Partnerships and Schools in the Pacific Islands. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-6483-3_6.

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Havea, Peni Hausia, Antoine De Ramon N’ Yeurt, Apenisa Tagivetaua Tamani, et al. "Resilience in Education: An Example from Primary School in Fiji and Technical Vocational Education and Training." In Climate Change Management. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-40552-6_10.

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Nilan, Pam, Paula Cavu, Isimeli W. Tagicakiverata, and Emily Hazelman. "‘White-Collar’ Work or a ‘Technical’ Career? The Ambitions of Fiji Final-Year School Students." In International Handbook of Education for the Changing World of Work. Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-5281-1_153.

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Kumar, Bimal Aklesh, and Priya Mohite. "Usability Study of Mobile Learning Application in Higher Education Context: An Example from Fiji National University." In Education in the Asia-Pacific Region: Issues, Concerns and Prospects. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4944-6_29.

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Conference papers on the topic "Education, fiji"

1

Yomantas, Elizabeth. "Modeling Skills for Survival: Hidden Curriculum in Rural Fiji Education." In 2019 AERA Annual Meeting. AERA, 2019. http://dx.doi.org/10.3102/1428124.

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Reddy, Pritika, Swaran Ravindra, and Bibhya Sharma. "Digital Literacy Initiative for Person with Disability in Fiji." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.6005.

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The promising use of digital technologies by persons with disabilities (PWDs) for education, employment, social and economic integration in the society is evident. As such, digital skills for the successful utilisation of digital technologies to support, societal inclusion is necessary. This study highlights a case study conducted with a sample of PWDs to evaluate their digital literacy status in Fiji using a digital literacy scale. Furthermore, a digital literacy remediation tool was used to improve the understanding of digital literacy and the digital literacy skills of the selected sample in Fiji. The results reveal that the participants were very low to low digitally literate. The digital literacy remediation was not attempted by any of the participants indicating lack of confidence in attempting technology driven modules. Although the remediation tool was tailored to include the PWDs, there are recommendations from the participants on its further improvements. The digital literacy scale and the digital literacy remediation tool fostered effective learning of digital skills for the persons with disabilities thus paving a way for promoting equity and inclusion in the digital society.

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Prasad, N. S., A. R. Asa, and X. Hongyi. "Attitudes toward Environment Issues and Behavioral Intentions towards Reducing Carbon Footprints: An Empirical Study of Fiji." In 2015 International Conference on Social Science, Education Management and Sports Education. Atlantis Press, 2015. http://dx.doi.org/10.2991/ssemse-15.2015.336.

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Yomantas, Elizabeth. "Learning Indigenous Epistemology, Developing Critical Consciousness, and Reimagining Vocation Through Experiential Education in Rural Fiji." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1570651.

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Bray, Don E., and G. S. Gad. "Establishment of an NDE Center at the Papua New Guinea University of Technology: Scope and Objectives." In ASME 1997 Turbo Asia Conference. American Society of Mechanical Engineers, 1997. http://dx.doi.org/10.1115/97-aa-065.

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Papua New Guinea lies just north of Australia (Fig. 1). It is a developing island nation, with 462,839 km of land area, a population of 3.9 million people, and vast natural resources (Compton’s Interactive Encyclopedia, 1996). It is the largest island in the Oceania region of the world, which also includes Fiji, the Solomon Islands and Vanuatu. Most of these islands share similar resources, and prudent development of the resources requires utilization of nondestructive evaluation (NDE). NDE provides the means for flaw detection and size assessment, as well as evaluation of material degradation such as corrosion and hydrogen attack. These are factors which affect the service life of components and systems. Being aware of the state of degradation of these components and systems will enable cost effective maintenance, and reduce costly and dangerous failures. Recognizing the need for NDE expertise, the Papua New Guinea University of Technology at Lae has initiated a Center for Nondestructive Evaluation. Once operational, the center should serve the entire Oceania region, and provide resources, trained students and expertise that will enable the growth of the NDE industry within that area. It is widely accepted that NDE adds value to a product or process, not just cost. The amount of value is directly related to the engineering education of the personnel making NDE decisions. The growth of the NDE industry in these South Pacific Islands will add to the economy, as well as aid in the further creation of a population of engineers who are well educated in NDE.

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Muthu, Madhan, and Tony Mays. "Structured Access to Curated Open Educational Resources Aligned to National School Curricula: An Experiment in the Commonwealth Member States in the Pacific Region." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.7674.

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We have been witnessing a global experiment in delivering emergency remote teaching using distance learning, internet, web and related technologies, since the World Health Organization announced its assessment that ‘Covid-19 can be characterized as a pandemic’ on 11 March 2020. // The shift to digital has made more teachers and institutions realise the importance of structured access to open educational resources (OER) – learning materials having open licenses. However, availability of OER in a structured way alone, though important, may not increase the use and re-use by teachers and learners. Research evidence suggests that OER use is maximized when they are contextualised for local needs. A survey conducted by COL and the OER Foundation in 2020 highlighted the need for curated OER aligned to national and institutional curricula. // Since much before this unprecedented situation, the Commonwealth of Learning (COL) has been promoting the use of open and distance learning (ODL) to help build more resilient education systems. With a view to helping teachers and learners in the Commonwealth member states in the Pacific region have access to curated OER collections aligned to their national curriculum, COL and PACFOLD with the support of the Ministry of Foreign Affairs and Trade, New Zealand created a platform using EPrints – open-source software developed by the University of Southampton. The platform hosts nationally-defined OER collections with the flexibility of having choices of access points based on the local curriculum taxonomy. At the same time, by defining individual OERs in the collections using structured metadata schema, the national level collections ensure metadata level interoperability. // This paper presents the preliminary findings from a pragmatic attempt to support engagement with OER in the Commonwealth member states in the Pacific region. It also provides insight into the underpinning principles and architecture of the platform, the choices of access points associated with the OER collections, and the metadata schema used to define the collections. The authors of this paper discuss how teachers in the region can use or adapt the OER in the collections in their teaching, and share OER developed by them with all possible users as they respond to the Covid-19 pandemic by moving to remote, blended and/or online teaching. The authors also present the case of the Ministry of Education in Fiji which has started using the platform to organise a collection based on its national curriculum framework.

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Eny, Noveyona, Minda Murni Sri, and Dirgeyasa I. Wy. "Fiki Naki’s Subtitling Strategies in YouTube Channel." In 6th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2021). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211110.150.

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Udagama, Preethi, Chandana Wijayanama, and Manjula Vithanapathirana. "An innovation in Career Guidance in Higher education: Effectiveness and Sustainability of Institutionalization of Service Learning in the University of Colombo." In 2019 From Innovation to Impact (FITI). IEEE, 2019. http://dx.doi.org/10.1109/fiti49428.2019.9037627.

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Nurkholifa, Ferda Fibi Tyas, Eti Poncorini Pamungkasari, and Hanung Prasetya. "Effect of Secondary Education on Exclusive Breastfeeding: Meta-Analysis." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.131.

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ABSTRACT Background: Many studies reported the importance of exclusive breastfeeding for infants. However, there are many obstacles faced by lactating mothers to provide exclusive breastfeeding for their children. This study aimed to investigate the effect of secondary education on exclusive breastfeeding using a meta-analysis. Subjects and Method: Meta-analysis and systematic review were conducted by collecting articles from PubMed, Science Direct, and Google Scholar databases. Keywords used exclusive breastfeeding” AND “secondary education” OR “education for breastfeeding” AND “cross sectional” AND “adjusted odd ratio”. The study population was postpartum mothers. Intervention was secondary education with comparison primary education. The study outcome was exclusive breastfeeding. The inclusion criteria were full text, using English or Indonesian language, and reporting adjusted odds ratio. The articles were selected by PRISMA flow chart. The quantitative data were analyzed using random effect model run on Revman 5.3. Results: 7 studies from Peru, China, Nigeria, Korea, Ireland, Sub-Sahara, and South Australia were met the inclusion criteria. There was high heterogeneity between groups (I2= 94%; p<0.001). This study reported that secondary education reduced exclusive breastfeeding, but it was statistically non-significant (aOR= 0.86; 95% CI= 0.60 to 1.24; p= 0.430). Conclusion: Secondary education reduced exclusive breastfeeding, but it was statistically non-significant. Keywords: exclusive breastfeeding, secondary education, postpartum Correspondence: Ferda Fibi Tyas Nurkholifa. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java. Email: ferdafibi13@gmail.com. Mobile: +6285655778863. DOI: https://doi.org/10.26911/the7thicph.03.131

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Barcia, Kleber, Jennifer Arévalo, and Victor-Hugo Gonzalez. "Modelo Matemático para la Optimización del VRP de una Flota Fija Heterogénea con Ventanas de Tiempo HFFCVRPTW." In The 17th LACCEI International Multi-Conference for Engineering, Education, and Technology: “Industry, Innovation, and Infrastructure for Sustainable Cities and Communities”. Latin American and Caribbean Consortium of Engineering Institutions, 2019. http://dx.doi.org/10.18687/laccei2019.1.1.108.

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Reports on the topic "Education, fiji"

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Marchais, Gauthier, Cyril Brandt, Diego de la Fuente Stevens, et al. BRiCE Project DRC and Niger: Endline Report Teacher Wellbeing and Teaching Quality in Fragile and Conflict-Affected Contexts. Institute of Development Studies, 2022. http://dx.doi.org/10.19088/ids.2022.053.

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This report presents the final results of the Building Resilience in Crisis through Education (BRiCE) research project, which is led by the Institute of Development Studies (IDS) and the Institut Supérieur Pédagogique de Bukavu (ISP Bukavu). The research project is part of the BRiCE education programme funded by the European Commission’s Directorate-General for International Partnerships and led by Save the Children in Niger and the Democratic Republic of the Congo (DRC). This report presents the results of the endline evaluation of two components of the BRiCE education programme: Teacher Professional Development (TPD) and Improving Learning Environments Together (ILET). It also presents an in-depth analysis of teacher wellbeing and teaching quality in the regions of Zinder and Diffa in Niger, and the territories Uvira and Fizi in South Kivu province in the DRC. The report summarises the final results of the project regarding the causes and consequences of violence against teachers, and also investigates teacher’s knowledge on how to deal with the effects of violent conflict at school.

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Puig Gabarró, Pau, Raúl Katz, Hernán Galperin, et al. Medición del impacto socioeconómico del desarrollo de infraestructura de última milla en Ecuador. Inter-American Development Bank, 2022. http://dx.doi.org/10.18235/0004198.

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El presente documento busca adentrarse en la medición del impacto económico y social del despliegue de banda ancha fija en Ecuador. En este sentido, el trabajo se centra en la exploración de dicho impacto sobre los ingresos, el empleo y la participación laboral, atendiendo la heterogeneidad que muestra según el género, el nivel educativo, los grupos etarios y las áreas geográficas. Los resultados permiten comprobar un importante retorno socioeconómico de la iniciativa Ecuador Digital 2.0 y, en particular, del Plan Nacional de Desarrollo de Banda Ancha. Dicho plan, iniciado en 2012, combina acciones sobre la oferta de banda ancha, así como sobre el impulso de la demanda y la adopción de servicios.

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