TFF policy: Sustaining Compulsory and Affordable Education Long Term

The slides (converted to PDF) is a presentation by PNG Insight at the ANU/UPNG 2018 Conference. It highlighted the 5 *goals* of the Tuition Fee-Free Policy and evaluated the challenges; and made 3 practical recommendations to sustain the policy long term.

The 5 goals are:

1. Access is improved for all children, especially girls;

2. Retentions is enhanced where more children complete 9 years of primary education [13 years of pre-primary to secondary education inclusive] 

3. Quality of education is improved for all grade of elementary to primary levels;

4. Education management is strengthen across all administrative levels [implementing & monitoring TFFE policy];

5. Equity is enhanced to ensure quality education is available for all children in all communities across the country.

More than 7 years of implementing the TFF policy there is a need to completely review the whole process. The presentation gives 3 practical recommendations to not only sustain but also strengthen the TFF policy.

You can download the Tuition Fee Free Education Policy in PNG PDF here (⇒ PDF download)

Declaimer: All attempts have been made to ascertain the factuality of information presented in this academic paper. Please, let the writer know if there is anything you wish to point out in the comment section. You can use the Contact Form or Twitter (Follow @PNG_Insight).

Book Review: Secondary Education in Fiji – A Key to the Future by Helen Tavola

Content Summary

Helen Tavola identified three (3) areas as fundamental to the development of Ministry of Education Ministry in Fiji. Namely the Policy variables, political context and government’s Grant-in-school fee subsidy. The three areas formed the basis of her research work. 

She carried out the fieldwork in 11 schools in different geographic areas in Fiji and among wide ethnic composition. One of the social issues that stood out was the disparity in ethnicity and population of children in schools in the colonial eras and before and after Fiji’s independence in 1970. However, it is ominous that Helen’s attempts to address the three (3) issues hinges on the racial divide among the different ethnic groups and their social and economic standings in Fiji societies.

Identifiably, the Native Fijians concentrated more on subsistence and rural agriculture in the early part of developments in of the Education Ministry in Fiji. 

In retrospect, the other ethnicities view education as a way to liberate themselves and encouraged their children to actively seek further education. This resulted in the disparity in the level of education and qualification. The Native Fijians are generally less educated than the other Fiji ethnicities.

Read the complete review in PDF view below.