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A Case Study Exploring Challenges and Opportunities of the Banaban People in Fiji

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A Case Study Exploring Challenges and Opportunities of the Banaban People in Fiji EDUCATION IN THE CONTEXT OF A DISPLACED POPULATION: A CASE STUDY EXPLORING CHALLENGES AND OPPORTUNITIES OF THE BANABAN PEOPLE IN FIJI by RUITI TEBWEBWETEWITI TAWANANG A thesis submitted in fulfillment of the Requirements for the degree of Master of Arts in Education Copyright © 2011 by Ruiti Tebwebwetewiti Tawanang School of Education Faculty of Arts and Law The University of the South Pacific April, 2011 DEDICATION I wish to dedicate this thesis to both my late father TawanangTenikom and mother BanuaoTabutoatau. My parents had been sources of inspiration in encouraging me to diligently and persistently pursue higher and better education. ACKNOWLEGEMENTS First and foremost I would like to thank the Heavenly Father for the strength, perseverance and determination to have this thesis accomplished. There were many challenges encountered in compiling the information and gathering facts. However, in spite of this, I am so grateful that I was able to complete it successfully, through the prayers of those who cared and had continuously encouraged, supported and assisted me produce the final thesis. I wish to thank the following people who have greatly assisted me in the completion of this thesis: • My Supervisor, Dr. Unaisi Nabobo-Baba for her professional guidance, advice, and whose inspirational encouraging support was never a failure. Her continuous critical and constructive contributions to the thesis had provided a way forward. Dr. Unaisi had perhaps the greatest impact on the thesis. • I am also grateful to Dr. Tupeni Baba who provided useful suggestions to the final stage of writing. • The Head of School of Education, USP Faculty of Arts and Law, Mr. TewearikiTeaero for his assistance when I first began on the intent to finalize the research study. His support had given me the confidence to pursue the thesis. I was encouraged and motivated by his advice regarding Banaban education in Fiji, of which little or no literature existed. • The Ministry of Education for the three months approval to conduct fieldwork at Rabi High School. • The Principal, Vice Principal, Assistance Principal, teachers, students and parents of Rabi High School for their continuous support with field data collection. • The indigenous Banaban people living on Rabi for their kindness and willingness to be interviewed. Their contributions had provided a lot of information, which had an immense impact on the success of this thesis. Some materials may not be relevant but Page i of 14 certainly they will provide more information for further research work on this minority group. • Ex-students must be acknowledged for their valuable contributions as well, some of whom, on Rabi island, who have successfully become productive farmers, while others who are currently in higher institutions and in various employment sectors. • The support of my extended family is also acknowledged. These include: my brothers and their family, sisters and their family, cousin sisters and my in-laws, cousin brothers and my in-laws for the persistent interest in the progress of the study. Their continuous enquiry into the progress of the thesis provided strength and the spirit to move forward. • My sincere appreciation goes to my nuclear family that provided me support, encouragement and patience throughout my writing. I had persistently prayed for their perseverance in accommodating the inconvenience in completing this thesis, in view of the dire financial situation my family had to endure. I must acknowledge that their patience had so much impact on the success of this thesis. The family is where all things are possible. I’m so grateful for their unyielding support. Their cooperation and collaboration to this research study was invaluable. • And last but not the least, those people whose names I may not have mentioned. I am so grateful for the help rendered, one way or the other, in the course of this study. I wish to extent my heartfelt gratitude to my dear friend Mr Tave who was an inspiration in the final stage of compilation. His assistance to the final modifying stage of the thesis was indeed a great success. • I am greatly indebted to Mr. Pita Waqawai, a Senior Lecturer, at the Communication Department, Fiji Institute of Technology, who proof read the thesis before it was finally published. A big vinakavakalevu to you, Sir. However, for errors and shortcomings that may be evident in this thesis, I take full responsibility. Page ii of 14 ABSTRACT The minority group of people in this study refers to the Banabans who are the natives of Ocean Island (also known as Banaba). The indigenous Banaban people reside in Fiji on one of its island, known as Rabi. They are amongst the minority groups in Fiji. On Rabi Island, Rabi High School (RHS) was established in 1984 to provide secondary education for the Banaban students. This research study examines the many challenges and issues experienced by the school administration, heads of departments, teachers, parents and students. It also outlines the opportunities related to access and equity in education. The work is reviewed from an indigenous minority group perspective and makes comparative analysis of research conducted in selected developed, developing countries and Pacific Island States. The theoretical and conceptual basis of this research study is drawn from the international and national literature on the education of the minority groups. The literature reveals that some rural schools even in developed countries like USA and UK, also shared the same challenges that are found in this research study. Feminist Standpoint and Post Colonialism are the two theories that have been used to inform and frame the study by way of the notions of “voice”, “other” and “hybridity”. Those who participated in the research study included the Principal of Rabi High School; staff; students; parents; current and retired members of the Rabi Council of Leaders (RCL); selected employees of the RCL; members of Parents, Teachers and Friends Association; ex-students of RHS at the tertiary institutions; RHS drop-outs; and selected church members, including women. The research study utilizes the qualitative case-study method. This research methodology employed participant observation; structured and semi-structured interviews; and documentary analysis. Page iii of 14 The study is guided by five research questions which enabled the researcher to gather comprehensive data and identifying key findings. The first question is centered on the historical background of RHS. The second question focuses on the major challenges of education on Rabi experienced by the Principal, teachers, parents and students of RHS. The study discusses the challenges and issues that are specifically related to the Banaban diaspora. These challenges and issues were found to affect the student educational development both positively and negatively. The fourth question focuses on the changes and potential opportunities that help resolve the various challenges and issues in question one. The fifth and final question addresses the roles played by the Fiji Government, Kiribati Government and Rabi Council of Leaders, in providing better educational opportunities to the Banaban students. The research study concludes with important implications for theory, finance, educational policy, curriculum development and future research. I believe that this is the first research study conducted on the education of the Banabans in Fiji. My interest in writing about my own people has paved a way towards a research topic for my Master of Arts degree in Education. It is envisaged that in future, I may conduct further research, perhaps on other unexplored aspects of this minority population. Page iv of 14 ACRONYMS AGM Annual General Meeting AAMC Association of American Medical AUSAID Australian Agency for International Development BOG Board of Governors CHS Community of High School Cr. Councilor DFL Distant Flexible Learning DEAR Drop Everything and Read EFA Education For All FAB Fijian Affairs Board FCA Fiji College of Agriculture FIT Fiji Institute of Technology FSFE Fiji Seventh Form Examination FSLC Fiji School Leaving Certificate HOD Head of Department IA Internal Assessment KGV and EBS King George the Fifth and Elaine Bacchain School MDGs Millennium Development Goals METT Ministry of Education Training and Technology MPDMA Ministry of Provincial Development and Multi-Ethnic Affairs MOE Ministry of Education MSB Minutes of Staff Briefing MTNYS Mobile Training for National Youth Service NZAID New Zealand International Aid & Development Agency NZPTC New Zealand Pacific Training Centre NZSC New Zealand School Certificate PICs Pacific Island Countries POD Prefects on Duty PSS Provincial Secondary School Page v of 14 PSC Public Service Commission PTFA Parents Teachers and Friends Association PWD Public Works Department RCL Rabi Council of Leaders RHS Rabi High School RJSS Rabi Junior Secondary School SIT Sangam Institute of Technology SPBEA South Pacific Board for Educational Assessment TOD Teachers on Duty USP The University of the South Pacific Page vi of 14 TABLE OF CONTENTS Page Acknowledgements ……………………………………………………………… i Abstract ………………………………………………………………………….. iii Acronyms ………………………………………………………………………… v Table of Contents ………………………………………………………............ vii List of Figures, Maps, Photographs and Tables ………………………………….. xiv CHAPTER 1: INTRODUCTION 1.0 Introduction …………………………………………………………. 1 1.1 Background ………………………………………………………….. 1 1.2 Aim …………………..……………………………………………… 6 1.3 Research Questions… ……………………………………………….
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