DOCSLIB.ORG

MESC School Staffing Manual

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
MESC School Staffing Manual FA'AVAE I LE ATUA SA MOA GOVERNMENT OF SAMOA Ministry of Education, Sports and Culture SCHOOL STAFFING MANUAL SECTION 6 SCHOOL STAFFING 2 6.1 INTRODUCTION The Ministry of Education, Sports and Culture (MESC) has recently implemented a series of new policy initiatives designed to improve the equity and efficiency of school staffing and enhance the quality of educational delivery in Samoan government schools. The introduction of common and consistent staffing formulae will: ensure that all schools receive a fair share of available teachers, provide a basis for allocating teachers that is easily understood by principals and school communities, and allow the future staffing needs of schools to be accurately determined and acted upon. The School Staffing Manual provides advice to MESC staff and principals on the school staffing process. The School Staffing Manual brings together key aspects of staffing policy, school organization, curriculum provision and teacher duties, to assist principals in the management of schools. 3 6.2 SCHOOL STAFFING POLICIES 6.2.1 School Enrolment Primary Schools: The maximum student enrolment of a Primary School should not exceed 750 students. The maximum student enrolment capacity (SEC) of a Primary School is to be determined by the following formulae: Student Enrolment Capacity = Number of Classrooms x 40 A Primary School whose enrolment is in excess of their SEC must limit the enrolment of students to Year 1 in the subsequent years to students from its nominated contributing villages until its SEC has been complied with. A Primary School whose enrolment is less than its SEC may enrol students at all year levels until it reaches its SEC. Priority must be given to students from its nominated contributing villages prior to enabling students from other villages. Secondary Schools or Colleges The maximum student enrolment of a Secondary School/College should not exceed 750 students. A Secondary School/College whose enrolment is in excess of 750 students must limit student enrolments to Year 9 students from its district until its enrolment is less than 750. A Secondary School/College whose enrolment is less than 750 may enrol students at all levels in accordance with its facilities provision and the MESC class size requirements. Priority for enrolment be given to students from its district prior to enrolling students from other districts. 6.2.2 School Staffing Formula & Staffing Entitlement Primary Schools: . The Staffing Entitlement of each primary school will be calculated on a base formula of one teacher to every 30 students. The staffing entitlement will be calculated on a rounded up basis. Schools with eight-year levels will have at least three teachers. Schools with less than 8 year levels will have at least two teachers. Secondary Schools or Colleges . The staffing entitlement of each Secondary School or College will be calculated on a staffing formula of one teacher to every 20 students. The staffing entitlement will be calculated on a rounded up basis. A Size Adjustment Factor (SAF) will apply to all schools below 200 enrolment as follows: 4 Enrolment SAF Schools between 161 – 200 +1 teacher Schools between 121 – 160 +2 teachers Schools between 81 – 120 +3 teachers Schools up to 80 students +4 teachers 6.2.3 School Organisation 6.2.3.1 Hours of Attendance Primary Schools The required school attendance hours for primary students are: Years 1 to 3 8 am to 12.30 pm Years 4 to 8 8 am to 1.30 pm. including one 30 minutes interval. Secondary Schools The required school attendance hours for Year 9 to Year 13 students are 8:00am to 1:45pm including a 30 minutes interval. 6.2.3.2 Class Sizes Primary Schools All class sizes must be within the targets set out below considering the classrooms available. - for single level classes, the target is 30 students per class (maximum 40 students) - for dual level classes, the target is 25 students per class (maximum 35 students) - for multiple level classes, the target is 20 students per class (maximum 30 students) - multiple level classes should not, if possible, contain students from more than three class levels. - year 1 classes should not exceed a maximum of 30 students. Secondary Schools There must not be more than forty (40) students in any secondary class. 6.2.3.3 Curriculum Provision The following guidelines should be used for the school timetable and for allocating teacher duties. The Principal is to determine the hours of instruction for each subject in the school curriculum having regard to the guidelines outlined in the next section. The Principal is to approve the school timetable which allocates the weekly hours of instruction for each subject. The implementation of these guidelines will ensure that a balanced and comprehensive curriculum is provided to all students in Samoan government schools. 5 Primary Schools Years 1 – 3 The minimum hours of instruction for primary students in years 1 to 3 is 20 hours a week and in years 4-8 it is 25 hours a week. The following sample timetables are provided as a guide. Year One Number of hours/week Samoan 10.00 Mathematics 2.30 Poems and Speech 1.00 training Printing 1.00 Health 1.00 Science 1.00 Story/drama 1.00 Art/PE 1.30 Singing/Games 1.00 Total 20.00 Year Two Number of hours/week Samoan 6.40 Mathematics 3.20 Oral English 2.30 Printing 1.20 Health 1.20 Science 1.20 Story/drama/Poems 1.00 Art/Craft 1.00 PE 0.30 Singing/Games 1.00 Total 20.00 Year Three Number of hours/week Samoan 5.00 English 5.00 Mathematics 3.20 Printing 1.40 Health 1.00 Science 1.00 Reading 1.00 Art/Music 0.30 P.E 0.30 Singing/Games 1.00 Total 20.00 Years 4 - 8 Minimum time allocations in minutes per day (or equivalent periods) Core Subjects English 60 mins Samoan 45 mins Mathematics 45 mins Science 45 mins Social Science 45 mins The balance of the timetable week should be allocated to the non-core subjects of Physical Education, Art/Craft and Music. 6 Secondary Schools Years 9 – 11 Minimum time allocations hours per week (or equivalent periods) Core Subjects Options English 4 hours Food and Textile Technology 2 hours Samoan 3 hours Design Technology 2 hours Mathematics 3 hours Agricultural Science 2 hours Science 3 hours Business Studies 2 hours Social Education 3 hours Physical Education 1 hour Music / Visual Arts 1 hour These guidelines specify minimum time allocations. The total of core and optional subjects should equal 25 hours per week. Where a small number of options is offered the time allocation to core subjects should be increased to meet the 25 hour weekly requirement. Years 12 – 13 Minimum time allocations 5 hours per week (or equivalent periods) per subject. Core Subject Options English Geography History Biology Chemistry Physics Science (year 12 only) Mathematics Accounting Economics Typing (Year 12 only) Development Studies (Year 13 only) Agriculture Science Computer Studies (Year 13 only) Samoan Food & Textiles Technology (Year 12) Design Technology (Year 12) 6.2.3.4 Teachers Duties The normal hours of duty for primary and secondary teachers are 40 hours per week. This time includes: Class teaching. Other duties. Preparation and correction. It is important that all teachers are treated fairly in the allocation of these three components. Principals will use the following guidelines to organise and assign teaching and other duties. 7 Class Teaching Primary Primary teachers may be assigned up to 25 hours (or equivalent periods) of class teaching time per week. Secondary Minimum 16 hours per week (or equivalent periods) Average 18 hours per week (or equivalent periods) Maximum 20 hours per week (or equivalent periods) The Deputy Principal should have a teaching load of at least 10 hours (or equivalent periods) per week. Other Duties Teachers may be given time allocations for undertaking duties other than class teaching. For example Head of Department, Form Teacher, Culture Days, School Sport and Field Trips etc. Teachers with the lightest class teaching loads can be expected to take a greater proportion of other duties. Preparation and Correction Time Preparation and correction will make up the difference between class teaching and other duties, and the required 40 hours of duty per week. A teacher on the maximum class teaching time should have at least 15 hours of preparation and correction per week. Class Teaching + Other Duties + Preparation & Correction = 40 Hours per week For Example: 20 hours + 5 hours + 15 hours = 40 hours 6.3. THE STAFFING OPERATION The Ministry of Education, Sports and Culture has decided upon a staffing formula by which schools will be provided with a fair and equitable entitlement to teachers. They have also established an annual process that will enable: school staffing entitlements to be calculated; the staffing needs of each school to be determined; excess teachers to be identified and re-assigned; and, the graduates from Faculty of Education (FoE) to be allocated to meet school needs. 6.3.1 Staffing Formulae and Staffing Entitlement 6.3.1.1 Primary Schools The staffing entitlement of each primary school will be calculated on a base formula of one teacher to every 30 students. The staffing entitlement will be calculated on a rounded up basis. Example: A school which has a total enrolment of 273 students will have a staffing entitlement of 273 ÷ 30 = 9.1 which is rounded to 10 teachers. 8 Schools with 8 year levels will have at least 3 teachers and schools with less than 8 year levels will have at least two teachers. Primary schools with less than 100 students may seek special consideration by way of an extra teacher if they can show that class organisation is difficult.
Load more

Recommended publications
  • Community Integrated Management Plan Palauli East, Savaii
    Community Integrated Management Plan Palauli East, Savaii Implementation Guidelines 2018 COMMUNITY INTEGRATED MANAGEMENT PLAN IMPLEMENTATION GUIDELINES Foreword It is with great pleasure that I present the new Community Integrated Management (CIM) Plans, formerly known as Coastal Infrastructure Management (CIM) Plans. The revised CIM Plans recognizes the change in approach since the first set of fifteen CIM Plans were developed from 2002-2003 under the World Bank funded Infrastructure Asset Management Project (IAMP) , and from 2004-2007 for the remaining 26 districts, under the Samoa Infrastructure Asset Management (SIAM) Project. With a broader geographic scope well beyond the coastal environment, the revised CIM Plans now cover all areas from the ridge-to-reef, and includes the thematic areas of not only infrastructure, but also the environment and biological resources, as well as livelihood sources and governance. The CIM Strategy, from which the CIM Plans were derived from, was revised in August 2015 to reflect the new expanded approach and it emphasizes the whole of government approach for planning and implementation, taking into consideration an integrated ecosystem based adaptation approach and the ridge to reef concept. The timeframe for implementation and review has also expanded from five years to ten years as most of the solutions proposed in the CIM Plan may take several years to realize. The CIM Plan is envisaged as the blueprint for climate change interventions across all development sectors – reflecting the programmatic approach to climate change adaptation taken by the Government of Samoa. The proposed interventions outlined in the CIM Plans are also linked to the Strategy for the Development of Samoa 2016/17 – 2019/20 and the relevant ministry sector plans.
    [Show full text]
  • Conflicting Power Paradigms in Samoa's
    Copyright is owned by the Author of the thesis. Permission is given for a copy to be downloaded by an individual for the purpose of research and private study only. The thesis may not be reproduced elsewhere without the permission of the Author. CONFLICTING POWER PARADIGMS IN SAMOA’S “TRADITIONAL DEMOCRACY” FROM TENSION TO A PROCESS OF HARMONISATION? A thesis presented in partial fulfilment of the Requirements for the degree of Doctor of Philosophy in Political Science at Massey University, Albany, New Zealand Christina La’alaai-Tausa 2020 COPYRIGHT Copyright is owned by the Author of the thesis. Permission is given for a copy to be downloaded by an individual for the purpose of research and private study only. The thesis may not be reproduced elsewhere without the permission of the Author. 2 ABSTRACT This research argues that the tension evident between western democracy and Samoa’s traditional leadership of Fa’amatai has led to a power struggle due to the inability of the government to offer thorough civic education through dialectical exchange, proper consultation, discussion and information sharing with village council leaders and their members. It also argues that Fa’amatai are being disadvantaged as the government and the democratic system is able to manipulate cultural practices and protocols to suit their political needs, whereas village councils are not recognized or acknowledged by the democratic system (particularly the courts), despite cultural guidelines and village laws providing stability for communities and the country. In addition, it claims that, despite western academics’ arguments that Samoa’s traditional system is a barrier to a fully-fledged democracy, Samoa’s Fa’amatai in theory and practice in fact proves to be more democratic than the democratic status quo.
    [Show full text]
  • Samoa Visitor Survey
    Samoa International Visitor Survey January – June 2018 Prepared for Samoa Tourism Authority by New Zealand Tourism Research Institute Auckland University of Technology www.nztri.org October 2018 Acknowledgements NZTRI would like to acknowledge the Samoa Tourism Authority (special mention to Kitiona Pogi, Dulcie Wong Sin, Jeddah Leavai and the broader email collection and processing team) and Samoa Immigration for their support in this ongoing research. This report was prepared by Simon Milne, Mindy Sun, Jeannie Yi, Caroline Qi, and Birthe Bakker. ii Executive Summary This report focuses on the characteristics, expectations and expenditure patterns of international tourists who visited Samoa by air between 1 January and 30 June 2018. The data presented is collected from an online departure survey (http://www.samoasurvey.com/). There were 3,297 individual respondents to the survey (5 % of visitors during the period) - representing a total of 5,899 adults and 1,501 children in terms of local expenditure analysis (the latter figure equates to 11% of all visitors during the period – based on national visitor arrival data from the Samoa Bureau of Statistics). The initial survey period of 1 January and 30 June 2018 acts as a pilot to refine and develop the survey further. During this survey period we registered good responses from all markets with the exception of visitors from American Samoa, this market has therefore been removed from the current analysis. The survey invitation has now been amended to specifically encourage, visitors from American Samoa to complete the survey and the market will be incorporated in future reporting. Three in five (60%) of visitors surveyed come from New Zealand with 23% coming from Australia.
    [Show full text]
  • O Tiafau O Le Malae O Le Fa'autugatagi a Samoa
    O TIAFAU O LE MALAE O LE FA’AUTUGATAGI A SAMOA: A STUDY OF THE IMPACT OF THE LAND AND TITLES COURT’S DECISIONS OVER CUSTOMARY LAND AND FAMILY TITLES by Telea Kamu Tapuai Potogi A thesis submitted in fulfillment of the requirement for the degree of Master of Arts Copyright © 2014 by Telea Kamu Tapuai Potogi School of Social Sciences Faculty of Arts, Law & Education The University of the South Pacific August 2014 DECLARATION I, Telea Kamu Tapuai Potogi, declare that this thesis is my own work and that, to the best of my knowledge, it contains no material previously published, or substantially overlapping with material submitted for the award of any other degree at any institution, except where due acknowledgement is made in the text. Signature……………………………………………..Date…………………………….. Name …………………………………………………………………………………... Student ID No. ………………………………………………………………………… The research in this thesis was performed under my supervision and to my knowledge is the sole work of Mr. Telea Kamu Tapuai Potogi. Signature……………………………………………..Date…………………………….. Name …………………………………………………………………………………... Designation ……….…………………………………………………………………… Upu Tomua Le Atua Silisili ese, fa’afetai ua e apelepelea i matou i ou aao alofa, ua le afea i matou e se atua folau o le ala. O le fa’afetai o le fiafia aua ua gase le tausaga, ua mou atu fo’i peau lagavale ma atua folau sa lamatia le faigamalaga. O lenei ua tini pao le uto pei o le faiva i vai. Mua ia mua o ma fa’asao i le Atua o le Mataisau o le poto ma le atamai. O Lona agalelei, o le alofa le fa’atuaoia ma le pule fa’asoasoa ua mafai ai ona taulau o lenei fa’amoemoe.
    [Show full text]
  • The Samoan Aidscape: Situated Knowledge and Multiple Realities of Japan’S Foreign Aid to Sāmoa
    THE SAMOAN AIDSCAPE: SITUATED KNOWLEDGE AND MULTIPLE REALITIES OF JAPAN’S FOREIGN AID TO SĀMOA A DISSERTATION SUBMITTED TO THE GRADUATE DIVISION OF THE UNIVERSITY OF HAWAI‘I AT MĀNOA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN GEOGRAPHY DECEMBER 2012 By Masami Tsujita Dissertation Committee: Mary G. McDonald, Chairperson Krisnawati Suryanata Murray Chapman John F. Mayer Terence Wesley-Smith © Copyright 2012 By Masami Tsujita ii I would like to dedicate this dissertation to all who work at the forefront of the battle called “development,” believing genuinely that foreign aid can possibly bring better opportunities to people with fewer choices to achieve their life goals and dreams. iii ACKNOWLEDGEMENTS This dissertation is an accumulation of wisdom and support from the people I encountered along the way. My deepest and most humble gratitude extends to my chair and academic advisor of 11 years, Mary G. McDonald. Her patience and consideration, generously given time for intellectual guidance, words of encouragement, and numerous letters of support have sustained me during this long journey. Without Mary as my advisor, I would not have been able to complete this dissertation. I would like to extend my deep appreciation to the rest of my dissertation committee members, Krisnawati Suryanata, Terence Wesley-Smith, Lasei Fepulea‘i John F. Mayer, and Murray Chapman. Thank you, Krisna, for your thought-provoking seminars and insightful comments on my papers. The ways in which you frame the world have greatly helped improved my naïve view of development; Terence, your tangible instructions, constructive critiques, and passion for issues around the development of the Pacific Islands inspired me to study further; John, your openness and reverence for fa‘aSāmoa have been an indispensable source of encouragement for me to continue studying the people and place other than my own; Murray, thank you for your mentoring with detailed instructions to clear confusions and obstacles in becoming a geographer.
    [Show full text]
  • Savai'i Volcano
    A Visitor’s Field Guide to Savai’i – Touring Savai’i with a Geologist A Visitor's Field Guide to Savai’i Touring Savai'i with a Geologist Warren Jopling Page 1 A Visitor’s Field Guide to Savai’i – Touring Savai’i with a Geologist ABOUT THE AUTHOR AND THIS ARTICLE Tuapou Warren Jopling is an Australian geologist who retired to Savai'i to grow coffee after a career in oil exploration in Australia, Canada, Brazil and Indonesia. Travels through Central America, the Andes and Iceland followed by 17 years in Indonesia gave him a good understanding of volcanology, a boon to later educational tourism when explaining Savai'i to overseas visitors and student groups. His 2014 report on Samoa's Geological History was published in booklet form by the Samoa Tourism Authority as a Visitor's Guide - a guide summarising the main geological events that built the islands but with little coverage of individual natural attractions. This present article is an abridgement of the 2014 report and focuses on Savai'i. It is in three sections; an explanation of plate movement and hotspot activity for visitors unfamiliar with plate tectonics; a brief summary of Savai'i's geological history then an island tour with some geologic input when describing the main sites. It is for nature lovers who would appreciate some background to sightseeing. Page 1 A Visitor’s Field Guide to Savai’i – Touring Savai’i with a Geologist The Pacific Plate, The Samoan Hotspot, The Samoan Archipelago The Pacific Plate, the largest of the Earth's 16 major plates, is born along the East Pacific Rise.
    [Show full text]
  • Lauga Mo Le Sulu Samoa 2015
    O LE SULU SAMOA EKALESIA FAAPOTOPOTOGA KERISIANO SAMOA O LE NUSIPEPA FAA-LE-LOTU NA FAAVAEINA I LE T.A. 1839 FAAVAEINA 1839 O LE SULU SAMOA FEPUARI 2014 email: [email protected] -Main Office: Ph. 24414, Ext 30 - website: www.cccs.org.ws Ua Suia Pomu i le Tala Lelei ia Keriso I tausaga o le Taua Tele Lona Lua a le Lalolagi (World War II 1939-1945), o le fili numera tasi o Iakopo Tesasa, o tagata Iapani, aemaise lava fitafita Iapani. faaauau itulau e 6 “Tago! Tago i O le misionare LMS mulimuli na nofo i Avao, Misi Teveli, (Rev. J.B. Deverell, le Telefoni! ma le faifeau Avao, Susuga Tavita Kirisimasi Salaa Fiti, pu’eina i le 2011. O le a Talanoa loa i lolomi atu i le Sulu Samoa o Mati le tala i le Lotu Faamanatu a Avao. lou To’alua!” Alofa i le Atua, Alofa i (O se tala mai le Taua Tele Lonalua a le Lalolagi - 1939-1945. ma le mafuaaga o ni faigata ogaoga lou Tuaoi, Alofa ia Oe o tutupu nei i malo o Sasa’e Ua a’oa’o mai tatou e le Tusi tootuli i luma o le Atua ma tatou Tutotonu (Middle East) i le va o Paia, ina ia tafatolu lo tatou alofa: faato’ese ia te ia ona o sese e tele Isaraelu ma atunuu Moselemu, lea alofa i le Atua; alofa i le lua te tuaoi; tatou te faia ma le anoano o mea foi e aafia atu ai ma le Au Kerisiano alofa ia te oe.
    [Show full text]
  • Samoa Socio-Economic Atlas 2011
    SAMOA SOCIO-ECONOMIC ATLAS 2011 Copyright (c) Samoa Bureau of Statistics (SBS) 2011 CONTACTS Telephone: (685) 62000/21373 Samoa Socio Economic ATLAS 2011 Facsimile: (685) 24675 Email: [email protected] by Website: www.sbs.gov.ws Postal Address: Samoa Bureau of Statistics The Census-Surveys and Demography Division of Samoa Bureau of Statistics (SBS) PO BOX 1151 Apia Samoa National University of Samoa Library CIP entry Samoa socio economic ATLAS 2011 / by The Census-Surveys and Demography Division of Samoa Bureau of Statistics (SBS). -- Apia, Samoa : Samoa Bureau of Statistics, Government of Samoa, 2011. 76 p. : ill. ; 29 cm. Disclaimer: This publication is a product of the Division of Census-Surveys & Demography, ISBN 978 982 9003 66 9 Samoa Bureau of Statistics. The findings, interpretations, and conclusions 1. Census districts – Samoa – maps. 2. Election districts – Samoa – expressed in this volume do not necessarily reflect the views of any funding or census. 3. Election districts – Samoa – statistics. 4. Samoa – census. technical agencies involved in the census. The boundaries and other information I. Census-Surveys and Demography Division of SBS. shown on the maps are only imaginary census boundaries but do not imply any legal status of traditional village and district boundaries. Sam 912.9614 Sam DDC 22. Published by The Samoa Bureau of Statistics, Govt. of Samoa, Apia, Samoa, 2015. Overview Map SAMOA 1 Table of Contents Map 3.4: Tertiary level qualification (Post-secondary certificate, diploma, Overview Map ................................................................................................... 1 degree/higher) by district, 2011 ................................................................... 26 Introduction ...................................................................................................... 3 Map 3.5: Population 15 years and over with knowledge in traditional tattooing by district, 2011 ...........................................................................
    [Show full text]
  • Monitoring and Evaluation Report
    MONITORING AND EVALU ATION REPORT FOR THE PERIOD ENDING 31 MARCH 2020 Table of Contents EXECUTIVE SUMMARY ................................................................................................................................................... 2 CONSUMER PROTECTION .............................................................................................................................................. 6 INDUSTRIAL RELATIONS & FOREIGN EMPLOYMEE EMPLOYMENT PERMITS ................................................................ 9 OCCUPATIONAL SAFETY AND HEALTH ........................................................................................................................ 13 FOREIGN INVESTMENT ENTERPRISES .......................................................................................................................... 17 APPENDICES: ................................................................................................................................................................... i Table 1: Joint Industrial Relations/FEEP Summary of Findings - SAVAII ..................................................................... i Table 2: Joint Industrial Relations/FEEP Summary of Findings - UPOLU ................................................................ xvi Table 3: Occupational Safety and Health Common Findings/Issues ................................................................... xxxvi Table 4: Inspection of Foreign Investment Enterprises registered in FY2016/17 Findings - UPOLU ...............
    [Show full text]
  • Individuality, Collectivity, and Samoan Artistic Responses to Cultural Change
    The I and the We: Individuality, Collectivity, and Samoan Artistic Responses to Cultural Change April K Henderson That the Samoan sense of self is relational, based on socio-spatial rela- tionships within larger collectives, is something of a truism—a statement of such obvious apparent truth that it is taken as a given. Tui Atua Tupua Tamasese Taisi Efi, a former prime minister and current head of state of independent Sāmoa as well as an influential intellectual and essayist, has explained this Samoan relational identity: “I am not an individual; I am an integral part of the cosmos. I share divinity with my ancestors, the land, the seas and the skies. I am not an individual, because I share a ‘tofi’ (an inheritance) with my family, my village and my nation. I belong to my family and my family belongs to me. I belong to my village and my village belongs to me. I belong to my nation and my nation belongs to me. This is the essence of my sense of belonging” (Tui Atua 2003, 51). Elaborations of this relational self are consistent across the different political and geographical entities that Samoans currently inhabit. Par- ticipants in an Aotearoa/New Zealand–based project gathering Samoan perspectives on mental health similarly described “the Samoan self . as having meaning only in relationship with other people, not as an individ- ual. This self could not be separated from the ‘va’ or relational space that occurs between an individual and parents, siblings, grandparents, aunts, uncles and other extended family and community members” (Tamasese and others 2005, 303).
    [Show full text]
  • Ethnographic Assessment and Overview National Park of American Samoa
    PACIFIC COOPERATIVE STUDIES UNIT UNIVERSITY OF HAWAI`I AT MĀNOA Dr. David C. Duffy, Unit Leader Department of Botany 3190 Maile Way, St. John #408 Honolulu, Hawai’i 96822 Technical Report 152 ETHNOGRAPHIC ASSESSMENT AND OVERVIEW NATIONAL PARK OF AMERICAN SAMOA November 2006 Jocelyn Linnekin1, Terry Hunt, Leslie Lang and Timothy McCormick 1 Email: [email protected]. Department of Anthropology, University of Connecticut Beach Hall Room 445, U-2176 354 Mansfield Road Storrs, Connecticut 06269-2176 Ethnographic Assessment and Overview The National Park of American Samoa Table of Contents List of Tables and Figures iii List of Slides v Preface: Study Issues vi Maps vii Key to Maps x I. The Environmental Context 1 Climate and Vegetation 1 The National Park Environments 4 II. Archaeology and Samoan Prehistory 8 Early Settlement 8 Later Inland Settlement 9 Late Prehistoric Period 9 European Contact and the Historical Period 10 Archaeology in the National Park Units 10 III. Research Methodology 15 Documentary Phase 15 Field Research 15 Limitations of the Research 17 IV. Ethnohistory 22 Myths and Legends Relevant to the Park 22 The European Contact Period 25 Western Ethnohistorical and Ethnographic Reports 31 V. Agriculture and Domestically Useful Plants 46 Tutuila Unit 46 Ta'u Unit 49 Ofu Unit 51 Summary 52 VI. Marine Resources 53 Tutuila Unit 53 Ta'u Unit 57 Ofu Unit 58 Summary 61 i VII. Medicinal Plants 63 Ofu Unit 63 Ta'u Unit 66 Tutuila Unit 66 Summary 67 VIII. Analysis of Freelist Data 75 Crops and Cultivated Plants 76 Medicinal Plants 81 Fish and Marine Species 84 Animals and Birds 86 Summary of the Freelist Results 88 IX.
    [Show full text]
  • 2016 CENSUS Brief No.1
    P O BOX 1151 TELEPHONE: (685)62000/21373 LEVEL 1 & 2 FMFM II, Matagialalua FAX No: (685)24675 GOVERNMENT BUILDING Email: [email protected] APIA Website: www.sbs.gov.ws SAMOA 2016 CENSUS Brief No.1 Revised version Population Snapshot and Household Highlights 30th October 2017 1 | P a g e Foreword This publication is the first of a series of Census 2016 Brief reports to be published from the dataset version 1, of the Population and Housing Census, 2016. It provides a snapshot of the information collected from the Population Questionnaire and some highlights of the Housing Questionnaire. It also provides the final count of the population of Samoa in November 7th 2016 by statistical regions, political districts and villages. Over the past censuses, the Samoa Bureau of Statistics has compiled a standard analytical report that users and mainly students find it complex and too technical for their purposes. We have changed our approach in the 2016 census by compiling smaller reports (Census Brief reports) to be released on a quarterly basis with emphasis on different areas of Samoa’s development as well as demands from users. In doing that, we look forward to working more collaboratively with our stakeholders and technical partners in compiling relevant, focused and more user friendly statistical brief reports for planning, policy-making and program interventions. At the same time, the Bureau is giving the public the opportunity to select their own data of interest from the census database for printing rather than the Bureau printing numerous tabulations which mostly remain unused.
    [Show full text]