Emily Moala

notes from a meeting with Emily Moala about the different USp Centres, on 18 August, 2003

Remote Acess

• "running well"
• the program is funded by the Government Human Resources Dept
• the program reaches to the outer islands with local tutors and summer school
• the government wants USP to roll out to Manihiki, the northern most island

Tutai Parima

notes from an interview with Tutai Parima, Marshall Islands centre, on August 19, 2003

Access

• 12 computers to internet in lab, always spare computers (4 or 5?)
• 8am-9pm
• Sometimes have to stay later for satelite tutorials
• not open at weekends, except for satelite tutorials, vbc, etc
  • bigger font, too blurry
  • vbc and audio stream is getting better
  • they can watch the videos at the centres when they miss a class
  • they prefer to atch it later becvause they can rewind
• PS101 tutor in Video Conference went really well

Students

• most students are full time workers so need later classes or recordings of video courses
• some have computer access at work
• they can watch the videos at the centres when they miss a class
  • they prefer to watch it later becvause they can rewind
• a few older people don't have computer experience, and they ask questions when they are lost
• most know how to use computers

Questioning Authority

• a few are too shy to talk on the mic, "but I've had asome really good students just blowing the lecturers, but we have students who prefer to just listen in"
• "Ah that's allright we'll just listen" when the mic was busted
• they'll ask other students, shy in big classes

Studying

• many students come in to study in the library or other classroom
• many do their assignments by typing them in the computer
• the classroom is too big and eerier "people can see you"

Language

• taught:english
• output:english
• discussion:some prefer their own language, she helps with language in some classes
• "most people here speak english"
• some staff speak maori, but :"i think english alone is fine, everyone speaks english"

Group Learning

• we've had problems come up, so we need help from each other, so we make plans to meet in the library, and also in the kitchen late at night, bring their own biscuits and food and work together in small groups 3-4-5 students"

Training

• Internet classes needed: "some students don't know how to use internet, but it is hard to get them together to teach them"
  • they have different working schedules
• using email: "show them something new and they are 'awesome'"
• "sometimes I get them to logon to their email system"
• but I don't mind becvause they just come in one by one"

Other people to speak to

• Centre Director
• helper at computer lab: Ngateina Rani

Cook Islands Education

notes taken by Alim from Cook Islands education for the 21st century : priorities & needs. Suva, Fiji : The University of the South Pacific, 1997. on 25 August, 2003

questions for followup marked in bold italics

Creating a Learning Society

"The focus of education should not be on how many classrooms but rather on a learning society" -

• Q: What does this mean: "learning society"?
  • A: Partnership btwn gov, ngo, volunteers, private co's, and families
• Q: How can we focus on it? What role can tech play?

Tech and Education

"The role of new technologies in the future development of education was emphasised, as was the the importance of distance education, adult education and in service teacher training's as key components in effort to strengthen and make education more relevant" - Papamama Pokino, Associate Minister of Education

• Q: Why is current mode not relevant?
• Q: What can make education more relevant?

Key function for secondary school levels

• prepare students for research and teaching
• to provide high specialized training courses accepted to the need of economic and social life
• to be open to all as to cater for the many of aspects of life long education in the widest sense
• to be centers of international cooperation

Economic Factors

"Question: How relevant is the present curriculum to economic recovery and growth in which every member country will be active for decades to come? Answer: the answer is very little." - (Hon Papamama Pokino MP, Associate Minister of Education,5th March 1997)

• Q: What would make it more relevant?

Ewan Smith, private sector

"in our age where some South Pacific countries are offering 24 hour worldwide direct dial sex, our classroom still have 1960s teaching technology"

• Q: follow up, as we have his emails (ewan@airraro.co.ck, esmith@image.co.ck, esmith@oyster.net.ck)

Other facts

• 85% of our secondary school leavers are entering the adult world with little or nothing to show for this education or little education relevant to their attitude, interests or relevant to the economic opportunities that Cook Is offers
• children entering education system as excited and motivated pre-schoolers are leaving secondary school disinterested and with little desire for ongoing learning
• no music in the curriculum, no craft, no agricultural technology and only limited art and sports
• still lining children up in straight line behind desk in badly light and maintained classrooms, in tropical heat with inadequate facilities and expecting them to perform well
• 7 years ago in Polynesian Way the state of education in the outer islands described as 'unpardonable'
• teaching staff still underpaid