Pacific Education Development Framework Vision Impairment, 2011-2015 (PEDF-VI),Revised 2013

Pacific Education Development Framework Vision Impairment, 2011- 2015 (PEDF-VI),Revised 2013

Frances Gentle &Arthurson Albert (Editors) March 2013

Contact details: Dr Frances Gentle, RIDBC Renwick Centre, Royal Institute for Deaf and Blind Children/University of Newcastle& International Council for Education of People with Visual Impairment (ICEVI) Email: [email protected] 0

Mr Arthurson Albert, Ministry of Education Pohnpei, Federated States of Micronesia Email: [email protected] Front cover design by T. Williamson, RIDBC Renwick Centre.

PEDF-VI: Pacific Education Development Framework – Vision Impairment, 2011-2015 (Revised 2013) Page 2 Contents

Pacific Education Development Framework Vision Impairment, 2011-2015 (PEDF-VI), Revised 2013...... 1

Introduction...... 3

Rates of vision impairment in the Pacific and globally...... 3

Global EFA-VI campaign...... 3

EFA-VI campaign in the Pacific...... 3

Pacific Education Development Framework – Vision Impairment...... 3

Vision, mission and goals...... 3

Definitions...... 3

Implementation of the PEDF-VI in Pacific Island countries...... 3

PEDF-VI Goals, targets, challenges and priorities...... 3

APPENDIX 1...... 3

Contributors to development of the PEDF-VI (2011) and its review in 2013...... 3

APPENDIX 2...... 3

PEDF-VI alignment with the Convention on the Rights of Persons with Disabilities (United Nations, 2006)...... 3

APPENDIX 3...... 3

PEDF-VI alignment with the PEDF Pacific Education Development Framework (Pacific Islands Forum Secretariat, 2009a)...... 3

APPENDIX 4 PEDF-VI REVIEW...... 3

REFERENCES...... 3

Special Note: The editors are indebted to Elsie Taloafiri for her contributions to the original PEDF-VI, produced in early 2011.

PEDF-VI: Pacific Education Development Framework – Vision Impairment, 2011-2015 (Revised 2013) Page 3 Introduction

The Pacific Education Development Framework – Vision Impairment (PEDF-VI) presents the vision, mission, priorities and challenges for the education of children with blindness and low vision in eleven Pacific Island countries. The framework is based upon the Pacific Education Development Framework (PEDF), published by the Pacific Islands Forum Secretariat in 2009. The PEDF-VI represents the first example of applying the cross-cutting themes of “inclusive education” and “special needs” to the PEDF education goals/targets for mainstream schools. The PEDF-VI expresses the perspectives and priorities of 43 representatives of government, non- government and civil society organisations in Pacific Island countries, Australia and New Zealand who attended the Pacific education forums in Sydney Australia (2011) and Auckland New Zealand (2013).

Rates of vision impairment in the Pacific and globally

The World Health Organisation (WHO) estimatesthat there are 285 million people world-wide with vision impairment, including 1.4 million blind children aged 0-15 years who are blind and 12 million children with eye conditions that could be corrected with spectacles (examples, near- sightedness, far-sightedness, and astigmatism).The risk of blindness is five to 10 times greater in developing countries than in industrialised countries, and around 87% of people with vision impairment live in Africa, Asia, Latin America and the Pacific Region (Braille Without Borders, 2010; World Health Organisation, 2011).Research in Pacific Island countries has shown that the major causes of vision impairment are cataract, diabetic eye disease, refractive error, trachoma, and trauma (Keeffe, Konyama, and Taylor, 2002).

It is estimated that only 10% of school-age children with vision impairmentin developing countries attend school (Vision2020 Australia, 2011). In the Pacific Region, it is difficult to gain an accurate understanding of the number of preschool and school-age children with vision impairment as there are limited population-based data on the prevalence and causes of childhood vision impairment (Gilbert, Anderton, Dandona, & Foster, 1999). One major source of government data is clinic surveys; however, these surveys generally do not include questions about the low vision. A second major source of data is school surveys. Howeverenrolment rates

PEDF-VI: Pacific Education Development Framework – Vision Impairment, 2011-2015 (Revised 2013) Page 4 for children with low vision and blindness tend to be low due to exclusionary school enrolment policies(Keeffe et al, 2002).

PEDF-VI: Pacific Education Development Framework – Vision Impairment, 2011-2015 (Revised 2013) Page 5 Global EFA-VI campaign

Concern about school enrolment and retention rates for children with vision impairmentwas the major impetus for the 2006 launch of the EFA-VI global campaign by two of the world’s leading organisations in the field of vision impairment, the International Council for Education of People with Visual Impairment (ICEVI) and World Blind Union (WBU).The campaign, titled “Education for All Children with Visual Impairment” (EFA-VI), aims atensuring that all girls and boys with blindness and low vision enjoy the right to education (ICEVI, 2011).

The EFA-VI campaign is endorsed by UNESCO and UNICEF, and is aligned with the education principles and articles of the UN’sConvention on the Rights of Persons with Disabilities (United Nations, 2006), and UNESCO’s Dakar Framework for Action and Education for All by 2015goals (UNESCO, 2001). TheEFA-VI campaign addresses the Millennium Development Goals ofuniversal primary education, gender equality, and global partnerships for development (ICEVI, 2010).

The fourmeasures of success in implementing the EFA-VI campaign at national levels are(i) increased enrolment rates, (ii) reduced dropout rates, (iii) iimproved access to support services, and (iv) educational achievement for children with vision impairment. These measures are closely linked with governmentmeasures for monitoring the quality of education provision for sighted children. To date, the EFA-VI campaign has been implemented in 12 countries across ICEVI’ssevenglobal regions, including China, Ecuador, Ethiopia, Vietnam, Pakistan, Nepal, Fiji and Papua New Guinea (PNG).

EFA-VI campaign in the Pacific

The EFA-VI campaign was launched in Fiji in 2008, followed by Papua New Guinea (PNG) in 2013. These two Pacific island countries are well respected within the region and internationally for their provision of educational opportunities for children with vision impairment. Both countries have active organisations of people with vision impairment, as well as national special education policies and plans, and government and non-government education and rehabilitation services and programs for children and families.In addition to the two focus EFA-VI countries, regional EFA-VI activities for Pacific Island countries have been provided by ICEVI and WUB

PEDF-VI: Pacific Education Development Framework – Vision Impairment, 2011-2015 (Revised 2013) Page 6 through partnerships with other regional organisations. Since 2008, regional activities have included presentations at regional conferences and forums; training programs in orientation and mobility, disability-inclusive education, and early childhood care and education (ECCE); and support in establishing braille production centres in Fiji, Samoa, Solomon Islands, Kiribati and PNG.Organisations that have partnered with ICEVI and WBU in the Pacific include national education and health ministries, AusAID, NZAid, Royal Institute for Deaf and Blind Children (RIDBC), Vision Australia (VA),South Pacific Educators in Vision Impairment (SPEVI), Pacific Disability Forum (PDF), Pacific Islands Forum Secretariat (PIFS), and national organisations of persons with disabilities and parents and caregivers.

Pacific Education Development Framework – Vision Impairment

The Pacific Education Development Framework – Vision Impairment (PEDF-VI) presents the priorities for education of children and youth with blindness and low vision in elevenPacific Island countries. The priorities were developed during Pacific education forums held in Sydney Australia and Auckland New Zealand during 2011 and 2013 (see Appendix 1 for a list of PEDF- VI contributors). The forumsbrought together education and rehabilitation specialists in the field of vision impairment, organisations of parents and people with disabilities, students with vision impairment, orientation and mobility professionals, and allied health professionals.

Vision, mission and goals The PEDF-VI vision, mission and goals are closely aligned with the Pacific Education Development Framework 2009-2015 (Pacific Islands Forum Secretariat, 2009a). The vision is quality education for all children, including children with vision impairment in Pacific Island countries. The PEDF-VI mission is to enable each Pacific learner, including each learner with vision impairment to develop all his/her talents and creativities to the full and thereby enabling each person to take responsibility for his/her own life and make a meaningful contribution to the social, cultural and economic development of Pacific society. The goals of the PEDF-VI are drawn from the PEDF strategic goals, which are as follows:  To achieve universal and equitable participation and access to Pacific education and training (Access & Equity);  To improve quality and outcomes (Quality); and  To achieve efficient and effective utilisation of resources ensuring balanced and sustained development of Pacific education systems (Efficiency & Effectiveness). PEDF-VI: Pacific Education Development Framework – Vision Impairment, 2011-2015 (Revised 2013) Page 7 PEDF-VI: Pacific Education Development Framework – Vision Impairment, 2011-2015 (Revised 2013) Page 8 The three key purposes for developing the PEDF-VI are as follows: 1. To support the efforts of government, non-government and civil society organisations in Pacific Island countries in promoting education for children with vision impairment, including children with additional/multiple disabilities and deafblindness; 2. To establish education priorities for children with vision impairment in Pacific Island countries that may be addressed through regional collaboration and support of the Pacific Islands Forum Secretariat (PIFS); and 3. To apply the vision, mission and goals of the PIFS “Pacific Education Development Framework 2009-2015” to education for children and youth with vision impairment, including those with additional/multiple disabilities and deafblindness.

The Pacific Education Development Framework – Vision Impairment (PEDF-VI) is aligned withthe guiding principles and values of recent international and regional laws, strategies and frameworks promoting the right to equality of education access and participation for persons with disabilities. Of particular relevance to Pacific Island countries are the Pacific Education Development Framework 2009-2015(Pacific Islands Forum Secretariat, 2009a), the Pacific Regional Strategy on Disability 2010-2015 (Pacific Islands Forum Secretariat, 2009b); the Convention on the Rights of Persons with Disabilities (United Nations, 2006); the Education for All by 2015 goals (UNESCO, 2001); the ICEVI and WBU Education for All Children with Visual Impairment (EFA-VI) global campaign (ICEVI, 2011); and the Principles and Standards for the Education of Children and Youth with Vision Impairment, Including Multiple Disabilities (SPEVI, 2004). Appendices 2 and 3 provide greater details of the areas of alignment between the PEDF-VI, the Pacific Education Development Framework, and the Convention on the Rights of Persons with Disability.

Definitions Disability. In this document, the term “disability” is drawn from the Convention on the Rights of Persons with Disability (United Nations, 2006) and the Pacific Regional Strategy on Disability 2010-2015(Pacific Islands Forum Secretariat, 2009) as follows: Disability results from the interaction between persons with impairment and attitudinal and environmental barriers that hinder their full and effective

PEDF-VI: Pacific Education Development Framework – Vision Impairment, 2011-2015 (Revised 2013) Page 9 participation in society on an equal basis with others. Persons with disabilities include those who have long-term physical, mental, intellectual or sensory impairmentthat in interaction with various barriers may hinder their full and effective participation in society on an equal basis with others (Pacific Islands Forum Secretariat, 2009; United Nations, 2006).

The World Health Organisation defines low vision as corrected visual acuity of less than 6/18 and blindness as a corrected visual acuity of less than 3/60 (World Health Organisation, 1980).

Implementation of the PEDF-VI in Pacific Island countries It is anticipated that the PEDF-VI will be implemented through Pacific regionalism, as described in the Pacific Education Development Framework (Pacific Islands Forum Secretariat, 2009s). Regionalism is based upon countries in the Pacific region working together for their joint and individual benefit. As noted by the Pacific Islands Forum Secretariat (2009a), regionalism “embraces a ‘bottom up’ approach to education sector development and planning, complemented by a ‘top down’ perspective that is based upon global commitments and the Pacific Plan which has been endorsed by the Forum Leaders” (p. 10).

The Pacific EFA-VI Forum participants are committed to promoting implementation of the PEDF-VI in their home countries and within their organisations. Their efforts will be complemented by the efforts of the Pacific Islands Forum Secretariat (PIFS), the Pacific Disability Forum, ICEVI, WBU and other regional bodies working to promote the rights of children with disabilities and their families. Collaboration between organisations will help ensure the PEDF-VI priorities are implemented with accountability, transparency and integrity. Appendix 4 presents a template that will be used by Pacific Island countries to annually monitor and review their implementation of PEDF-VI priorities at the national level.

PEDF-VI Goals, targets, challenges and priorities The following section presents an update of the priorities and challenges for education of children with vision impairment, including those with additional/multiple disabilities and deafblindness, in tenPacific Island Countries that were represented at the 2011 and 2013 Education Forums in Australia and New Zealand. It is noted that the Cook Islands attended the 2013 forum, and participated in the regional discussions that took place. At this stage, Cook

PEDF-VI: Pacific Education Development Framework – Vision Impairment, 2011-2015 (Revised 2013) Page 10 Islands hasnot yet identified priorities and challenges in the field of education for children with vision impairment.

PEDF-VI: Pacific Education Development Framework – Vision Impairment, 2011-2015 (Revised 2013) Page 11 FEDERATED STATES OF MICRONESIA 1. Early Care & Childhood 2.Formal School Education (Primary & Secondary) 3. Tertiary Education &Technical & Vocational Education (ECCE) Education & Training (TVET) Goals/targets: Early detection Goals/targets: By 2015, students with VI will complete Goals/targets: By 2015, students with VI in VOC & &identification of students (VI) by primary & secondary education with diploma Tech training with structured program/services 2015 Challenges Priorities/ Challenges Priorities/strategies Challenges Priorities/strategies  Lack of trained strategies Limited/ lack of trained  Reintroduce FSM  Limited TVET  Instructional plan aligned to personnel to  Identify personnel to provide VI Disability Policy to training general curriculum conduct early training services Congress to become a centers&  Seek funding source for screening supports and  Limited resources to Law (not resolution) institutes equipment and other needed &assessment, resources ensure free quality  Establish a FSM  Access to supplies and to provide  Strengthen education is consistently National Disability outside centers  Identify support resource to interventions for regional, state provided to children & Board difficult and provide training or distance identified &local parents  Establish a formal and expensive counselling, distance diagnosis or infants&toddlers supports to  Need stronger consistent  Limited assessment with VI & other address relationship between TA/Consultancy government  Develop procedures &guidelines physical ECCE services providers relationship with awareness and to support impairment priority & (health, education, Australia & other donor support formalization/structuring of TVET strategies parents) countries& agencies programs/services for students  Accessibility to facilities with disabilities &services 4. Non-Formal Education (NFE) 5. In-Service & Pre-Service Education of Teachers; & Enhancing Status of 6.System Governance & Administration Teaching profession Goals/targets: NGO commitment to Goals/targets: Growth in training Goals/targets: Disability policy and funding vision impairment (VI) opportunities Challenges Priorities/ Challenges Priorities/strategies Challenges Priorities/strategies  Need for strategies No training  Seek cost effective  No comprehensive national  Submit Disability Policy draft to be strong and  Organize DPO opportunities training projectsand policy or administration enacted into law committed with &lack of/or alternate delivery procedures for people with  Promote ratification/signing of NGO in all assignments inconsistent models, such as disabilities aged 21+ CRPD four FSM  Establish a training of distance education  Limited funding and resources.  Establish a Committee/Board states to national DPO trainers in for service  Political configuration of the represented by national &four support VI Committee/ needed areas providers and other nation with national states to ensure ownership & PEDF-VI: Pacific Education Development Framework – Vision Impairment, 2011-2015 (Revised 2013) Page 12 and LV Board stakeholders government and four commitment to addressingthe autonomous states issues & needs of PWD of the nation Cross-cutting Themes: 1. Language & Culture; 2. Inclusive education & Students with special education needs; 3. Gender & Equity; 4. Information & Communications Technologies (ICT); 5. Education for sustainable development (ESD); 6. HIV & AIDS; 7. Youth; 8. Poverty

FIJI ISLANDS 1. Early Care & Childhood Education (ECCE) 2.Formal School Education (Primary & 3. Tertiary Education &Technical & Secondary) Vocational Education & Training (TVET) Goals/targets: Early detection, assessment, Goals/targets: Quality Education Goals/targets: Improve Programs intervention Challenges Priorities & Challenges Priorities & Challenges Priorities & Strategies  Late referrals for Strategies  Limited specialist Strategies  Limited teachers to  Increase programs appropriate intervention  Increase awareness teachers in  Pre-service and teach programs and train teachers  Need for qualified trained of the importance of mainstream schools in-service teacher  Limited equipment to meet needs. teachers to teach ECCE early intervention  Limited VI resources training programs and materials  Seek funding for for children with vision  Ongoing pre-service for teachers and  Increase VI resources and impairment and in-service learners resources equipment  Unavailability of a training  High teacher-student  Increase support curriculum for ECCE  Establish taskforce ratio staff (Vision Impaired/ Blind to draft ECCE Students) curriculum (VI) 4. Non-Formal Education (NFE) 5. In-Service & Pre-Service Education of 6.System Governance & Administration Teachers; & Enhancing Status of Teaching profession Goals/targets: Capacity Building/Life Skills Training Goals/targets: Training/ Capacity Building Goals/targets: Improve Proficiency/ Management Challenges Priorities & Challenges Priorities & Challenges Priorities & Strategies  Funding to conduct Strategies  Unavailability of Strategies  Limited personnel  Increase personnel training  Seek funding from specialist training in  Training – seek to attend to the to meet demands  Limited personnel to donor agencies local universities and assistance for educational needs  Ongoing capacity conduct training  Conduct train-the- teacher training specialist training of students with building to improve trainer programs institutions (scholarships) vision efficiency and  Unavailability of impairmentand management funds to support schools PEDF-VI: Pacific Education Development Framework – Vision Impairment, 2011-2015 (Revised 2013) Page 13 training Cross-cutting Themes: 1. Language & Culture; 2. Inclusive education & Students with special education needs; 3. Gender & Equity; 4. Information & Communications Technologies (ICT); 5. Education for sustainable development (ESD); 6. HIV & AIDS; 7. Youth; 8. Poverty

PEDF-VI: Pacific Education Development Framework – Vision Impairment, 2011-2015 (Revised 2013) Page 14 KIRIBATI 1. Early Care & Childhood Education (ECCE) 2.Formal School Education (Primary & Secondary) 3. Tertiary Education &Technical & Vocational Education & Training (TVET) Goals/targets: Promote parent and government Goals/targets: Increased school enrolments of children with Goals/targets: awareness of rights of young children with VI VI Challenges Priorities & Strategies Challenges Priorities & Strategies Challenges Priorities &  Identification  Establish parental support  Parents do not wish Parent awareness of education  TVET under the Strategies ofchildren with group to enrol their for their children with responsibility of  Request vision impairment  Contact island councils children with disabilities the Ministry of MOE  Distance to outer for information on outer disabilities Request accommodation for Labour, Human registration islands islands  Children with VI not children with disabilities in Resource of TVET  Embarrassment,fear  Consolidate ECCE in catered for in mainstream schools (when the Development – and overprotective Tarawa (main capital mainstream schools children are ready) not MOE attitude of parents to island) and then extend to  Curriculum Design an appropriate responsibility their children with outer islands modification needed curriculum for learners with since 2007 disabilities attending  Deliver parent ECCE for Disability school disabilities school awareness workshops in Tarawa Request Braille Production  Limited trained  Recruit and train retired  Braille Production Unit resources (egseek ECCE teachers or & experienced teachers to Unit requires AusAID or other financial local teacher training teach ECCE resources support) programs in  Request MOE/Teacher  local teacher training Request to MOE /Teacher education of children Training College to programs in Training College to include with disabilities include training in ECCE education of children training for disabilities in their in their programs with disabilities programs

PEDF-VI: Pacific Education Development Framework – Vision Impairment, 2011-2015 (Revised 2013) Page 15 KIRIBATI (CONT.) 4. Non-Formal Education (NFE) 5. In-Service & Pre-Service Education of 6.System Governance & Administration Teachers; & Enhancing Status of Teaching profession Goals/targets: MOE responsibility for non- Goals/targets: Teacher training assistance Goals/targets: Government leadership formal education Challenges Priorities & Strategies Challenges Priorities & Challenges Priorities & Strategies Strategies  Non formal  Request MOE to  No qualified teacher  Non-formal education,  Parents pressing matter education and consider taking full to deliver pre-  Request assistance TVET and disability to request Government TVET have been responsibility for the service teacher for Teacher school not yet to take full transferred to dispersed part(s) of training programs training (VI) prioritized in the responsibility for Non MLHRD and education and from international Kiribati Development formal education, TVET MISA training schools university e.g. Plans, strategic plans, and Disability school from other RIDBC Renwick etc  MOE & MISA to form a ministries Centre  Ministry of Education working committee to  Request MOE responsible to ECCE establish action plans for registration of non- and school education of education rights of formal education regular children; but disadvantaged and ECCE for children with minority children disabilities is jointly under Ministry of Internal and Social Affairs (MISA) and MOE

Cross-cutting Themes: 1. Language & Culture; 2. Inclusive education & Students with special education needs; 3. Gender & Equity; 4. Information & Communications Technologies (ICT); 5. Education for sustainable development (ESD); 6. HIV & AIDS; 7. Youth; 8. Poverty

PEDF-VI: Pacific Education Development Framework – Vision Impairment, 2011-2015 (Revised 2013) Page 16 NAURU ISLAND 1. Early Care & Childhood Education (ECCE) 2.Formal School Education (Primary & 3. Tertiary Education &Technical & Secondary) Vocational Education & Training (TVET) Goals/targets:Parent support and teacher training Goals/targets:Inclusion of children with special Goals/targets: Inclusion of learners with needs special needs in TVET programs Challenges Priorities & Strategies Challenges Priorities & Strategies Challenges Priorities &  Identifying children  In-service training and  Limited trained  Increased government  Accepting children Strategies with vision workshops for current teachers focus on children with with special needs  Preparing TVET impairment teachers  Children with special needs within TVET programs to  Limited parent  Establish parent vision  Implement mobile include and support support group impairmentnot teaching service to support children  Limited trained  Train teachers in the included in support students with with special needs teachers field of special mainstream disabilities  Reaching out to education schools  Establish friendly children with special learning environment in needs schools

4. Non-Formal Education (NFE) 5. In-Service & Pre-Service Education of Teachers; 6.System Governance & Administration & Enhancing Status of Teaching profession Goals/targets: Goals/targets:Teacher training courses Goals/targets: Challenges Priorities & Strategies Challenges Priorities & Strategies Challenges Priorities &  Need teacher  Availability of courses Strategies training courses (VI) in colleges

PEDF-VI: Pacific Education Development Framework – Vision Impairment, 2011-2015 (Revised 2013) Page 17 PALAU ISLANDS 1. Early Care & Childhood Education (ECCE) 2.Formal School Education (Primary & 3. Tertiary Education &Technical & Secondary) Vocational Education & Training (TVET) Goals/targets:Program and Agencies to work Goals/targets:All children with special needs & VI Goals/targets:By 2015, VOC & Tech training together for early detection and identification of have the opportunity to participate in curricular or with structured programs/services are young children (VI), and to work with parents to find non-curricular activities with non-disabled peers and available for special needs students to include ways to better train service providers by 2015. will complete primary and secondary education with those with VI, based on their interest in school diploma by 2015. or community. Challenges Priorities & Strategies Challenges Priorities & Strategies Challenges Priorities &  Identify children  Improve and strengthen  Limited acceptance Enforcement of the law  Limited programs Strategies with vision collaboration between and inclusion of all regarding education of to support and  Continuous impairment agencies in locating children students in general all children with sustain student awareness  Parent with vision impairment education activities disabilities interests and to programs/activitie awareness and  Disability awareness and  Need of additional Awareness and in- nurture future s for government counselling education programs for training for teachers service training careers and community to  Professional parents and communities and related service programs promoting  Insufficient local promote and development in  Professionaltrainingprograms providers education of children community (private support the equal ECCE (vision to provide appropriate  Equipment and with special needs. businesses and employment impairment) services to children and materials to Empowering parents to government) effort opportunity law families/caretakers accommodate student become active members to provide on-site for students with learning needs of School Study, training special needs and  Physical accessibility Evaluation and  Limited trained especially adults and curriculum Individual Educational personnel with accommodations for Plan and Parent Teacher  Limited resources visionimpairment special needs Association teams (fiscal & human) children to learn with Establish formal and  Inadequate non-disabled peers. consistent accessibility TA/Consultancy infrastructure relationship with Australia

PEDF-VI: Pacific Education Development Framework – Vision Impairment, 2011-2015 (Revised 2013) Page 18 PALAU ISLANDS (CONT.) 4. Non-Formal Education (NFE) 5. In-Service & Pre-Service Education of Teachers; 6.System Governance & Administration & Enhancing Status of Teaching profession Goals/targets: Employ staff trained to teach and Goals/targets: All teachers and related service providers Goals/targets: work with children with vision impairment from will have awareness and basic understanding of an early age; and inclusive of parents and family individuals with disabilities including VI; and will members or important caretakers. accept responsibility for educating them with support from other appropriate programs or agencies. Challenges Priorities & Strategies Challenges Priorities & Strategies Challenges Priorities &  Salaries  Employ teachers and  Support from Continued awareness Strategies  Trainers related service appropriate and related through national policy providers. government ministries and UN conventions for  Train existing all to comply with teachers, parents and existing laws for children related services and adults with special providers in how best needs. to educate and accommodate all special needs children. Cross-cutting Themes: 1. Language & Culture; 2. Inclusive education & Students with special education needs; 3. Gender & Equity; 4. Information & Communications Technologies (ICT); 5. Education for sustainable development (ESD); 6. HIV & AIDS; 7. Youth; 8. Poverty

PEDF-VI: Pacific Education Development Framework – Vision Impairment, 2011-2015 (Revised 2013) Page 19 PAPUA NEW GUINEA 1. Early Care & Childhood Education 2.Formal School Education (Primary & Secondary) 3. Tertiary Education &Technical & (ECCE) Vocational Education & Training (TVET) Goals/targets:Government recognition of ECCE Goals/targets:Enrolment of more children with VI at all Goals/targets: Increased students with education levels of education (elementary, primary, secondary, VI enrolled inTVET programs tertiary) Challenges Priorities & Strategies Challenges Priorities & Strategies Challenges Priorities &  Teacher Teacher Training for  Access to school for Appoint/delegate 1 -3 teachers to  Enrol more Strategies Training ECCE and SERCs on VI all children with VI coordinate VI activities in the students Liaise with  Awareness and Strategizing on basic  Knowledge and SERCs/ mainstream schools with VI principals &teachers Referral for knowledge and skills on skills training on VI Conduct regular training for into tertiary to enrol students with further support VI for stakeholders (Pre-service and In- Teachers and Parents on VI  Teacher disabilities  Assessment and Resource materials for service teachers and Provide appropriate educational training in Training for Identification ECCE trainings and Parents) resource materials for Vi students job environmental  Network children use  Resource materials&  Modify and make adaptations to specializati changes and  Stakeholders Early childhood training assistive devices different environmental settings on teachers adaptations Support for SERC teachers  Unfriendly Hold regular stakeholders’  Awareness Liaise with  Resource &parents/guardians environmental meetings on VI programs& in tertiary government and Materials factors activities institutions private sectors for job placement. Workshop for trainers Fee subsides by NDoE 4. Non-Formal Education (NFE) 5. In-Service & Pre-Service Education of Teachers; & 6.System Governance & Enhancing Status of Teaching profession Administration Goals/targets:Access &inclusion of people with Goals/targets: Encourage and finance trainers to upgrade their Goals/targets: Appropriate policy for VI in work &social activities without qualifications through further professional training VI/PNG discrimination

PEDF-VI: Pacific Education Development Framework – Vision Impairment, 2011-2015 (Revised 2013) Page 20 Challenges Priorities & Strategies Challenges Priorities & Strategies Challenges Priorities &  Limited Liaise with Government Increase number of NDoE to secure and include Signatory to Strategies facilities & Department, and other professional trainers to funding for train the trainer the Pacific Promote signing trained service providers to provide conduct further IE programs for staff of SERCs Education of PEDF using the personal appropriate training and training Seek overseas funding for Development established  Resource opportunity for learners with Unqualified lecturers at post-graduate program Framework network –NBDP, materials&as VI Primary Teachers’ Encourage field teachers to (PIFS, 2009). PNGBU, NSEC, sistive Collaborate with all service Colleges register and upgrade their Ministry for devices providers to network Insufficient credits qualifications through CNSI. Community Raise awareness program allocation to colleges for Development Special Education Cross-cutting Themes: 1. Language & Culture; 2. Inclusive education & Students with special education needs; 3. Gender & Equity; 4. Information & Communications Technologies (ICT); 5. Education for sustainable development (ESD); 6. HIV & AIDS; 7. Youth; 8. Poverty

SAMOA 1.Early Care & Childhood Education 2.Formal School Education (Primary & Secondary) 3. Tertiary Education &Technical & (ECCE) Vocational Education & Training (TVET) Goals/targets:Introduction of early intervention Goals/targets: To ensure that children with vision Goals/targets:To ensure that proper (VI) programs; partnerships between educators, impairment have access to free and quality education learning and life skills programmes be parents, and other professionals made available Challenges Priorities & Challenges Priorities & Strategies Challenges Priorities &  Lack of awareness of Strategies  Limited teacher  Strengthen partnership between  Ensure equal Strategies inclusive education  Strengthen the and student National Health Services and NGOs opportunities are  Specific (IE) programs for VI participation of knowledge of  Screening programs for school aged provided for training children parents in the Braille children with vision impairment by students with VI at relevant to ECCE programs  Cost of equipment NHS in partnership with Senese& the National meet the and access MESC University of changes  Limited inclusive  Braille literacy training for students, Samoa, Polytechnic, education support teachers and parents. University of the services for  Provision of all necessary South Pacific for learners with equipment and support services people with vision impairment through partnerships and donor disability funding support

PEDF-VI: Pacific Education Development Framework – Vision Impairment, 2011-2015 (Revised 2013) Page 21 4. Non-Formal Education (NFE) 5. In-Service & Pre-Service Education of Teachers; & 6.System Governance & Enhancing Status of Teaching profession Administration Goals/targets: Key stakeholders working to Goals/targets: Teacher training in EFA-VI Goals/targets: Signing and ratifying the achieve EFA-VI targets and goals by 2015 CRPD and a national disability policy Challenges Priorities & Strategies Challenges Priorities & Strategies Challenges Priorities &  Everyon  Provision of spectacles  Limited awareness of  EFA-VI in-service training  Samoa has Strategies e is not aware and visual aids for the EFA-VI campaign programs for mainstream not formally  Ministry of Women of EFA-VI the children and adults by amongst the teaching school teachers through close signed and Community and targets and optical workshop profession liaison with disability ratified the Social Development goals  Conduct EFA-VI school  Skills exchange professionals and the National CRPD to work closely with and community awareness amongst vision University of Samoa  Adoption of a Nuanua O Le Alofa programs professionals national (national advocacy  Goals to be translated into throughout Samoa disability group) to ratify the Samoan policy CRPD

Cross-cutting Themes: 1. Language & Culture; 2. Inclusive education & Students with special education needs; 3. Gender & Equity; 4. Information & Communications Technologies (ICT); 5. Education for sustainable development (ESD); 6. HIV & AIDS; 7. Youth; 8. Poverty SOLOMON ISLANDS 1. Early Care & Childhood Education 2.Formal School Education (Primary & 3. Tertiary Education &Technical & Vocational (ECCE) Secondary) Education & Training (TVET) Goals/targets:Establish vision screening Goals/targets: Enrol students with low vision Goals/targets: Include clients with LV in vocational and blindness (LV) centres Challenges Priorities & Strategies Challenges Priorities & Strategies Challenges Priorities & Strategies  Human resources: Do  Trained ECE teachers  Human  Incorporate module  Disadvantaged in  Special entry scheme to not have the knowledge to do basic eye resources: Need in teacher training schooling vocational schools and skills in detecting screening qualified curriculum (education)  Give clients with vision LV and disability  Involve parent and special  ECE teachers to do impairmentopportunities  Parental support family members with education attachment to to gain qualifications, Counselling and teachers Disability Centres empowerment, and awareness (provide service for independence LV & Blind) 4. Non-Formal Education (NFE) 5. In-Service & Pre-Service Education of 6.System Governance & Administration Teachers; & Enhancing Status of Teaching profession Goals/targets: Provide training in ADL for people Goals/targets: Establish a Core Unit/Course – Goals/targets: Establish an Inclusive education PEDF-VI: Pacific Education Development Framework – Vision Impairment, 2011-2015 (Revised 2013) Page 22 with low vision & blindness education - VI policy Challenges Priorities & Strategies Challenges Priorities & Strategies Challenges Priorities & Strategies  Isolation  Work with families  Human  Liaise with teacher  No inclusive  Develop inclusive and relatives resources: Need training college and education policy education policy  Detection and referral for curriculum  Reflect upon the system units/courses on development unit to principles and priorities  Gained “activities for special include a core of the CRPD and PEDF daily living” ADL education and unit/course on  Empowered disability disability (including (including LV and blindness) vision impairment) Cross-cutting Themes: 1. Language & Culture; 2. Inclusive education & Students with special education needs; 3. Gender & Equity; 4. Information & Communications Technologies (ICT); 5. Education for sustainable development (ESD); 6. HIV & AIDS; 7. Youth; 8. Poverty

PEDF-VI: Pacific Education Development Framework – Vision Impairment, 2011-2015 (Revised 2013) Page 23 TONGA 1.Early Care & Childhood Education (ECCE) 2.Formal School Education (Primary & Secondary) 3. Tertiary Education &Technical & Vocational Education & Training (TVET) Goals/targets: As many children with vision Goals/targets: To ensure that children with vision Goals/targets: To ensure that proper impairment as possible seen by a (specialist) qualified impairment have access to free and quality education learning and life skills programmes be vision impairment specialist made available Challenges Priorities & Strategies Challenges Priorities & Strategies Challenges Priorities &  Limited services,  More people set in local  Limited support  Address more qualified  Not enough Strategies trained professionals geography services teachers programs  Public (personnel) and  Encourage people to  Limited equipment  In service training addressing awareness/ equipment provide locally  Limited understanding  Pre service special needs education  PAFT – parents as  Encourage community of teachers (in  More awareness programs  Limited  Local or first teachers participation/awareness handling the students  Courses taken would opportunities international  Liaise with parents in the classroom) incorporate disability  Community fundraising for about services available  Financial concerns education as component of view equipment  DEP resourced to  Family denial or lack qualification program.  Equipment provide awareness to of understanding  Abolish fees for children parents and community with disabilities

4. Non-Formal Education (NFE) 5. In-Service & Pre-Service Education of Teachers; & 6.System Governance & Enhancing Status of Teaching profession Administration Goals/targets: Goals/targets: Goals/targets:

Challenges Priorities & Strategies Challenges Priorities & Strategies Challenges Priorities & Strategies

PEDF-VI: Pacific Education Development Framework – Vision Impairment, 2011-2015 (Revised 2013) Page 24 TUVALU 1.Early Care & Childhood Education (ECCE) 2.Formal School Education (Primary & 3. Tertiary Education &Technical & Vocational Secondary) Education & Training (TVET) Goals/targets: Early detection and identification of Goals/targets:By 2015, students with VI will Goals/targets:By 2015, students with VI in VOC all students (VI) by 2015 complete primary and secondary with diploma & Tech training with structured program/services Challenges  Lobby the government  Currently schools do Register the special Challenges Priorities &  Service is not to introduce special not have a system to school Level of education is Strategies available in our education as a priority include children with Work with very low Raise the profile of country  Provide basic VI Ministry of Children with special Children with VI  Lack of understanding education to cater for Facilities are not Education to needs have low esteem Conduct capacity- from parents and the needs of children available in school consider the needs Parents are over building workshop families as well as the with special needs,  The existing special of special children protecting their children Raise awareness of community especially VI school isn’t a Raise awareness especially children with parents and try to registered school at VI break cultural the moment. barriers 4. Non-Formal Education (NFE) 5. In-Service & Pre-Service Education of 6.System Governance & Administration Teachers; & Enhancing Status of Teaching profession Goals/targets:NGO commitment to vision Goals/targets:Growth in training opportunities Goals/targets:Disability Policy and funding impairment (VI) Challenges Priorities & Strategies Challenges Priorities & Challenges Priorities &  Lack of support from  Raise awareness by Lack of expertise to Strategies No disability policy Strategies NGOs involving people with VI train people with VI as  Create a No financial support to  Government ‘s  No legal documents to  Lobby the agencies in well as the public sustainable cater for the policy commitment support VI order to accept the fact of program to keep development  Work in partnership  Negative attitude inclusiveness of VI in the current trainers with existing NGOs in the region partners in employed developing policy for PWDs Cross-cutting Themes: 1. Language & Culture; 2. Inclusive education & Students with special education needs; 3. Gender & Equity; 4. Information & Communications Technologies (ICT); 5. Education for sustainable development (ESD); 6. HIV & AIDS; 7. Youth; 8. Poverty

PEDF-VI: Pacific Education Development Framework – Vision Impairment, 2011-2015 (Revised 2013) Page 25 VANUATU 1.Early Care & Childhood Education (ECCE) 2.Formal School Education (Primary & 3. Tertiary Education &Technical & Vocational Secondary) Education & Training (TVET) Goals/targets: Upgrade pre-school teachers’ Goals/targets: Increase access and completion of Goals/targets: Increase in completion rates and knowledge and skills of content formal education standard of qualifications and skills for employment and livelihood Challenges Priorities &Strategies Challenges Priorities &Strategies Challenges Priorities &Strategies  More teachers  VITE to expand and  Access to  Ensure all school age  To better  Meet the demand for trained in intensify its Curriculum universal primary children are prepare employment amongst special needs delivery in ECCE education encouraged through learners for students with areas and then especially in Inclusive  Curriculum review school grants to qualification disabilities employed Education to ensure to address learning attend school and  Recruit qualified staff to that teachers are trained outcomes  Revised curriculum is employment deliver programs in special needs  Improved data implemented to  Curriculum  USP, APTC and other collection to address children with caters for ECE Teacher Training include children special needs children with Centers provide with special needs  Ensure data shows special needs training to cater for progress in inclusive children with special education outcomes needs. 4. Non-Formal Education (NFE) 5. In-Service & Pre-Service Education of 6.System Governance & Administration Teachers; & Enhancing Status of Teaching profession Goals/targets: Clear information and Goals/targets: Upgrade and up-skilled teachers to Goals/targets: Legislation and policies are encouragement to parents to understand their impact on quality education updated to better meet the changes and challenges rights for barrier-free learning environments Challenges Priorities &Strategies Challenges Priorities &Strategies Challenges Priorities &Strategies  Work with schools,  Continue  Time and  VITE to ensure that  Legislation  Continue to work on the NGOs and families awareness to resources to its Inclusive Education Act, to encourage parents, NGOs and address children Education plans Teaching Service Act, engagement with school leaders with special needs caters for children VIT, VNTC and VITE inclusive education about rights for issues with special needs Acts to ensure that children with Inclusive Education

PEDF-VI: Pacific Education Development Framework – Vision Impairment, 2011-2015 (Revised 2013) Page 26 special needs practices are adopted Cross-cutting Themes: 1. Language & Culture; 2. Inclusive education & Students with special education needs; 3. Gender & Equity; 4. Information & Communications Technologies (ICT); 5. Education for sustainable development (ESD); 6. HIV & AIDS; 7. Youth; 8. Poverty

PEDF-VI: Pacific Education Development Framework – Vision Impairment, 2011-2015 (Revised 2013) Page 27 APPENDIX 1 Contributors to development of the PEDF-VI (2011) and its review in 2013

2011 2013 Country Contributors and their organisations Foru Foru m m NZ Aust Cook Islands Ms Ngaria Stephenson, Inclusive Education Advisory & Assistive √ Technology National Coordinator, Cook Islands Ministry of Education Federated Mr Arthurson Albert, Director of Special Education, Ministry of Education, √ √ States of Pohnpei Micronesia Fiji Islands Mrs Mereoni Daveta, Disability Inclusion Coordinator, Access to Quality √ √ Education Program (AQEP), & former Senior Education Officer Special Education, Fiji Ministry of Education Mrs Barbara Farouk, Director, Fiji Society for the Blind √ Ms Vilisi Salafabisi, Coordinator Community-Based Rehabilitation √ √ Services, Fiji Society for the Blind Mr Rakesh Chand, Board Member, United Blind Persons of Fiji √ Ms Lanieta Tuimabu, President, United Blind Persons of Fiji √ Ms Makereta Musukasau, Acting Head Teacher, Fiji School for the Blind, √ Ministry of Education Ms Sovaia Sisi Coalala, Inclusive Education Teacher, Fiji School for the √ Blind, Ministry of Eduction Kiribati Mrs Bonoue Kaiteie Tabaka, Senior Education officer, (ECCE & Inclusive √ √ Education), Kiribati Ministry of Education Mr Teuai Tainimake, Teacher, Te Toa Matoa, Tarawa √ √ Ms Anne Clark, Advisor, Kiribati Special School, Tarawa √ Nauru Island Ms Jean Akubor, Teacher in Charge, Able Disable Centre, Meneng District √ Palau Islands Mr Ason B. Ngirmedur, Student, Omekesang √ Mr Natus Misech, Parent, Palau parents Empowered & former Vice √ √ President, Omekesang Papua New Mr Arnold Koima, Inclusive Education Inspector, PNG National √ √ Guinea Department of Education Ms Cecilia Bagore, Education Coordinator, Mount Sion Centre for Disabled √ Persons, Goroka, Eastern Highlands Province Mr John Joseph, Lecturer, Callan Studies Institute, PNG √ Mr James Aiwa, Higher Research student, James Cook University, √ √ Townsville Qld& Goroka University, PNG

PEDF-VI: Pacific Education Development Framework – Vision Impairment, 2011-2015 (Revised 2013) Page 28 2011 2013 Country Contributors and their organisations Foru Foru m m NZ Aust Samoa Ms Faaolo Utumaopu, Promotion & Awareness, NOLA √ Ms Makerita Tuimavave, Outreach Inclusive Education Advisor, Senese √ √ Special School, SeneseLotopa Campus Mr Ben Clare, Inclusive Education Officer, Senese Special School √ √ Solomon Mr Benedict Esibaea, Director Primary, Ministry of Education √ √ Mrs Elsie Taloafiri, Manager, Services for Vision Impaired and Blind, √ √ Islands Ministry of Heath and Medical Services Mr Edwin Babanisi, Representative, Services for Vision Impaired and Blind, √ Ministry of Heath and Medical Services Tonga Ms Kalolaine Moeaki, Ministry of Education, Women Affairs & Culture, √ Nuku'alofa Mr UlisePilimaMisa (known as Mr RhemaMisser), Former Chairman and √ Founder, Naunau'oeAlamaite Tonga Association Ms Lita Liutai, Tonga Red Cross halaFaufa’ahau √ Tuvalu Ms Matakina Simii, Committee Member and Treasurer, Fusi Alofa √ Association Vanuatu Mr Roy Obed, Director of Education Services, Department of Education √ Mr Jim Knox Allanson, Coordinator Inclusive Education Services, √ Department of Education Mrs Janet Selwyn, Parent representative, Disability Promotion and √ √ Advocacy Association, Santo Australia Ms Jane Ellis, Vision Australia √ Prof Jill Keeffe, Centre for Eye Research Australia& former 1st Vice √ President ICEVI Dr Gillian Gale, Lecturer, RIDBC Renwick Centre √ Ms Tricia d’Apice, RIDBC Teleschool √ New Zealand Mr Paul Manning, Executive Officer, Parents of Vision Impaired New √ √ Zealand (PVI NZ) PDF Mr Setareki Macanawai, Chief Executive, Pacific Disability Forum √ √ PIFS Mr Frederick Miller, former Disability Coordination Officer, PIFS √ Mr Laisiasa Merumeru, Disability Coordination Officer, Pacific Islands √ Forum Secretariat ICEVI Ms Frances Gentle, ICEVI First Vice President & former Pacific √ √ Chairperson, & Lecturer, RIDBC Renwick Centre/University of Newcastle NSW SPEVI Assoc. Prof. Paul Pagliano, James Cook University, & former President √ √ SPEVI President WBU Dr Kevin Murfitt, Chair, WBU Pacific-Oceania Sub-Region& Vision √ √ Australia

PEDF-VI: Pacific Education Development Framework – Vision Impairment, 2011-2015 (Revised 2013) Page 29 APPENDIX 2 PEDF-VI alignment with the Convention on the Rights of Persons with Disabilities (United Nations, 2006)

The PEDF-VI is aligned with the general principles and articles of the Convention on the Rights of Persons with Disabilities (United Nations, 2006), in particular the following sections of Articles 21 and 24 that have relevance to the rights of children and adults with vision impairment:

Article 21: Freedom of expression and opinion, and access to information Countries are to take appropriate steps to make sure people with disability have the right to say what they think and share their ideas like other people do. Some steps that countries should take include:  providing public information in other formats (such as Braille or electronically) in a timely way and at no extra cost;  letting people with disability use Braille, sign language and other types of communication when they deal with government agencies; and  encouraging the media and Internet providers to make their services accessible to people with disability.

Article 24: Education People with disability have a right to education, like other people do. Countries are to make sure that their general education systems include people with disability at all levels and aim to allow the full development of a person’s potential. To do that, countries are to make sure that: 1. schools make some changes to accommodate for students with disability; and 2. people with disability get the support they need in the general education system, or 3. people with disability have access to special support in specialised schools that help them get the most out of their education and learn other life skills.

Countries are to help people with disability learn life and social skills. This includes taking appropriate steps to:

PEDF-VI: Pacific Education Development Framework – Vision Impairment, 2011-2015 (Revised 2013) Page 30  make it possible for people with disability to learn other types of communication, such as sign languages and Braille, and skills that will help them move around freely;  arrange for people to support and mentor them; and  make sure that students who are blind, deaf or deaf/blind are taught in the types of communication they can understand (United Nations, 2006).

PEDF-VI: Pacific Education Development Framework – Vision Impairment, 2011-2015 (Revised 2013) Page 31 APPENDIX 3 PEDF-VI alignment with the PEDF Pacific Education Development Framework (Pacific Islands Forum Secretariat, 2009a).

ThePEDF-VI education priorities for education of children with vision impairment are aligned with the sixSub-Sector Education (SSE) themes and Cross-Cutting Theme 2 of the Pacific Education Development Framework (PEDF). The SSE themes emphasise the principle of lifelong learning and the need for diversity of learning pathways to cater for the needs of all learners, and Cross-Cutting Theme 2 addresses the right to inclusive education for children who are marginalised and disadvantaged (Pacific Islands Forum Secretariat, 2009a).

PEDF SSE1 Early care and childhood education (ECCE): High quality ECCE programmes can benefit countries by promoting cognitive performance of young children, increasing the efficiency of primary and secondary education, contributing to future productivity and income, reducing costs of health and other public services, reducing gender inequities and increasing female participation in the labour force.

PEDF SSE2 Formal school education (primary and secondary): The first nine or ten years of formal schooling form the core of basic education. Formal schooling needs to be available to all young people for growth and development to be inclusive. Without this foundation, no society can develop effectively. Not only must school education be universally accessible, it also must be of high quality, relevant, and sustainable to equip citizens to improve society and to benefit from social and economic progress. Accessible school education of high quality provides the foundation for continuous and lifelong learning.

PEDF SSE3 Technical and vocational education and training (TVET):The development of skills has been highlighted repeatedly by Forum Education Ministers and also by Forum leaders, most recently in the 2008 Niue communiqué. The Pacific Plan emphasises the need to strengthen and expand national and, where appropriate, regional vocational educational and training programs. The further development of this sector is crucial to addressing the needs of a rapidly growing youth cohort and creating conditions for further economic growth.

PEDF-VI: Pacific Education Development Framework – Vision Impairment, 2011-2015 (Revised 2013) Page 32 PEDF SSE 4 Non-formal education (NFE):Non-formal education in Pacific countries preceded the establishment of formal systems and as such this sub-sector has a legitimacy of its own and is not dependent for its energy and quality on government standard setting processes … However issues of access, equity and quality are important for NFE, and the sub sector is pivotal in terms of lifelong learning and attainment of EFA Goals pertaining to literacy and life skills and also the non-formal aspects of TVET.

PEDF SSE 5 Teacher development: In-service education and pre-service education of teachers; enhancing the status of the teaching profession: There is a substantial body of research internationally which affirms that quality education is not possible without quality teaching. Teachers are at the heart of every education system, and plans and strategies for the initial preparation and ongoing professional development of teachers are central elements of the process and dynamic of achieving goals and targets relating to quality, access and equity in education.

PEDF SSE6 System governance and administration: Education by its nature is acknowledged as a very intensive user of human and financial resources. The goals set for the education sector and the strategies to be followed therefore need to be well integrated with national planning policies and planning frameworks. Strengthened governance, planning and policy frameworks are an essential requirement for sustained improvement in Pacific educational outcomes.

PEDF Cross-Cutting Theme 2: Students with special educational needs and inclusive education: In its broadest sense inclusive education is an approach which seeks to address the learning needs of all children, youth and adults with a specific focus on those who are vulnerable to marginalisation and exclusion. Inclusive education implies that all learners with or without disabilities are able to learn together through access to common ECCE provisions, schools and community educational settings with an appropriate network of support services.

PEDF-VI: Pacific Education Development Framework – Vision Impairment, 2011-2015 (Revised 2013) Page 33 APPENDIX 4 PEDF-VI REVIEW PACIFIC EDUCATION DEVELOPMENT FRAMEWORK VISION IMPAIRMENT (PEDF-VI)– REVIEW OF IMPLEMENTATION

COUNTRY YEAR Review completed by …………………………………………………………………………...... ……………… ………………………………………… .... …. Review Date ……………………………………………………. Target area of education Implementation Evaluation Comments system Tick (1) Early Care & Childhood Education Activities implemented Date By whom?

(2) Formal School Education (Primary & Secondary) (3) Tertiary Education &Technical & Vocational Education & Training (TVET) (4)Non-Formal Education (NFE) (5) In-Service & Pre-Service Education of Teaches (6) System Governance & Administration PEDF-VI Goals/Targets

PEDF-VI Priorities/strategies Resources used (human, physical, financial) Information & data Future collected (& directions sources)

PEDF-VI: Pacific Education Development Framework – Vision Impairment, 2011-2015 (Revised 2013) Page 34 PEDF-VI: Pacific Education Development Framework – Vision Impairment, 2011-2015 (Revised 2013) Page 35 REFERENCES

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