THE UNIVERSITY of the SOUTH PACIFIC LIBRARY Author Statement of Accessibility
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THE UNIVERSITY OF THE SOUTH PACIFIC LIBRARY Author Statement of Accessibility Name of Candidate Kalara E. Liku : Degree seniuwa M>A Department School Thesis Title Date of completion of requirements for award 1. This thesis may be consulted in the library without the author's permission Yes 2. This thesis may be cited without the auttiors's permission pioviding it is suitably acknowledged Yes 3. This thesis may be photocopied in whole without the author's written permission Yes/No 4. This thests may be photocopied in proportion without the author's written permission Part that may be copied : Under 10% - - 40-60% 1-20% 60-80% 20-40% Over80% 5. I authorise the university to produce a microfilm or microfiche copy for retention and use in the Library according to rules 1-4 above (for security and preservation purposes mainly) Yes 6. After a period of five years from the date of publication, the USP Library may issue the thesis in whole or in part, in photostat or microfilm or other copying medium, without first seeking the author's written permission. Yes Signed Date Contact Address Permanent Address THE UNIVERSITY OF THE SOUTH PACIFIC LIBRARY DIGITAL THESES PROJECT Author Statement of Accessibility- Part 2- Permission for Internet Access Name of Candidate : Ms. Kalara I, Likuseniuwa Degree : M.A. Department/School : The University of the South Pacific Institution/University :------------------------- ------------------------------- --------------- Thesis Title : A study of a rural secondary school and its community Date of completion of August requirements for award : December, 1999 1. I authorise the University to make this thesis available on the Internet for access by USP authorised users. 2. I authorise the University to make this thesis available on the Internet under the International digital theses project Yes Signed: Date: 11/02/05 Contact Address Permanent Address e-mail: e-mail: July 2004 EF A STUDY OF A RURAL SECONDARY SCHOOL AND ITS COMMUNITY By Kalara Elisabeta Likuseniuwa A thesis submitted in partial fulfilment of the requirements for the degree of MASTER OF ARTS THE UNIVERSITY OF THE SOUTH PACIFIC SUVA, FIJI. APRIL 1999 CERTIFICATION I certify that this thesis is my own work except those sections which have been explicitly acknowledged. I also certify that this thesis has not been previously submitted for a degree at any other university or institution. Kalara E. Likuseniua Endorsed by the Supervisor Professor Tupeni L. Baba. 11 DEDICATION This study is dedicated to my late father, Kasiano Antonio Drau who, even on the last few moments of his life, gasped these words: Raluvequ, na nomu vuli (My daughter, remember to complete your study!) ill ABSTRACT This is an ethnographic study of a rural secondary school and its community, and the relations between them. Features of the school and the community that were studied included: the teachers and their qualifications, the school curriculum, relations between the teachers and the students and also among teachers themselves, the community's social structure, beliefs, food, language, learning strategies, daily activities and epistemology, relations between the school and the community and perceptions of the teachers and the parents towards education. The study found the distance of the school from the urban centres to be the main reason for the students' lack of exposure to the world outside of the village environment. The students complained about the lack of school excursions which they said are always an eye opener for them. The spatial distance that students walk to and from school daily was found to affect their learning in the classroom. The teachers reported that students who walk long distances to school every day are seen to be IV generally tired and not concentrating on their work before the end of the school day. It was found that the long established and existing ethos of the school gives directions for the Principal and her staff for any future development. The School is a Catholic institution, so it acts as a guide for the staff members. Relations between and among the teachers were found to be good and convivial. There was a feeling of comradeship throughout the school, and the teachers attributed this to their kind and hardworking Principal. The present school curriculum was found to be irrelevant for the majority of the school population. The Principal said that she would like to see Vocational studies introduced into the school in the not too distant future She maintained that Vocational studies would better equip the students to fit in their community after leaving school. The teachers at the school were found to be mainly unqualified or under-qualified for their teaching positions. About one third of the teaching staff were under-qualified and untrained, whilst another third were teaching outside their area of expertise. The latter was mainly due to the relatively small population of the distant and isolated rural school. A feature that was found to be either impeding or enhancing students' learning was the teacher-student relationship. The teacher, as a professional determines to a great extent the tone in the classroom. With regard to teachers' absenteeism from the workplace, the study found that it was only after a drastic action being taken against one of them by the Ministry of Education, that it became much improved. A number of mismatches and incongruencies were evident in the study. Perceptions of parents and teachers towards formal education were dissimilar. For example, whereas teachers wanted parents to be constantly enquiring after the education progress of their children, parents tended to think that it would disturb their children's learning if they frequented the school. They felt that anything pertaining to classroom learning is entirely the prerogative of the teacher, for he or she is the professional in the case. The study also identified some mismatches between the nature of learning at home and that which occurred in the classroom. Whereas, at home, the child learns, generally, by observing and imitating passively, in the VI classroom, inquiry and active learning is mostly encouraged. The principal reported that generally, 'learning at the school is like seventy five per cent the teacher and twenty five the student.' At home the child is learning in the context familiar to him, and this learning environment consists of the parents, other elders and peers. In the classroom, the context for learning is different. For example, some students did not cooperate well in their group because they were being placed together with those they did not know well and could not easily work with. Perceptions with regard to epistemology were incongruent. The School Community tends to objectify knowledge and hence the phrase, gone ulu lala or gone tawayaga (meaning empty-headed child or useless child) is used on the student who is unsuccessful in public examinations. In the formal classroom situation the emphasis is on both, the process of learning and the assimilation of knowledge. The students were labeled by the teachers as being passive learners, when they were not contributing in class. The language of learning at home is also incongruent to that in the VII classroom. Different languages have their different corresponding behaviour, according to the culture of the people. The child is somewhat coerced into using a foreign language, which he or she finds hard to relate in. The teachers explained the difficulties faced by the students in expressing themselves in English during class. The students also complained of their dilemma in not understanding what the teachers were saying. VIII ACKNOWLEDGEMENTS I wish to thank the following people who have greatly assisted me in the production of this thesis. My Supervisor, Professor Tupeni L. Baba for his professional advice and inspiration. His critical and constructive comments have had the greatest impact on the thesis. My gratitude also goes to Mrs. L Sandell and Miss Christine Arjun, especially the latter, for the long hours taken in correcting my early drafts. I am also grateful to Dr. A. Nand Sharma for his valuable advice in the preparation of this thesis for its final presentation. I wish to also thank Miss Bessy Kingdom, Lecturer at the Corpus Christi Teachers' College (CCTC) for her great support in reading and correcting the final draft of this thesis. I am also grateful to the Fijian Affairs Board, my kind Sponsor, for being generous during the course of this study. My thanks also goes to the IX Ministry of Education and the Fiji Public Service Commission for granting me in-service to do my study. The financial assistance of the Fijian Teachers Association is also acknowledged. My most sincere gratitude is extended to Mr. Clive Amputch, Insurance and Management Consultant and Director, FAI Insurances (FIJI) Ltd. His generous assistance in the use of his office and resources, and untiring patience, have been a great source of inspiration and courage to me during the compilation of this thesis. He and my sister Biau sat through long hours into the night and greatly assisted me immeasurably in typing the project, I am very grateful to them. I cannot forget my family who have given me extraordinary support during the course of this study. My parents, and especially my daughter, Rosemary, who silently acknowledged the pains I sometimes underwent in the different processes of this study. My sister Filo and only brother, Sefo, I am thankful to you all for your support. My grateful thanks also goes to the Principal and Head of School of Education, Fiji College of Advanced Education, for their support for me all throughout this study. Not forgetting Ro Adi Teimumu Kepa (Marama Lailai mai Burebasaga) for her constant words of wisdom and encouragement. I also acknowledge the support of my colleagues in the School of Education throughout my years at the USP.