> Mrs Peaua Tu> '> ipulotu Heimuli, Deputy Director of Education
> (Secondary Schools and Professional Services)
> Tonga Ministry of Education
>
> Technical Vocational and education training, economic and human resource development in Tonga
>
>
> Abstract
> There are three parts to this paper. The first part focuses on the general overview of TVET, economic and human resource development in Tonga. This is done by giving a brief introduction on Tonga's education system, its economy and its human resource development (HRD); its priorities to develop TVET education programs. The second focuses on the range of existing programs; issues and concerns; recent developments and problems facing the providers. This is based on an empirical study that was carried out randomly amongst some of the providers focusing on their views and perspectives on programs offering. It attempts to examine issues and concerns arising from the study. The third part cites the conclusion and recommendations for future developments of TVET and the economic and HRD in Tonga. This is done with particular reference to recommend regional projects that will definitely support further educational programs, short and long term benefits to Tonga and the capabilities of regional organisation to provi
de assistance for quality training at competitive prices. These demands will definitely contribute to the efforts to overcome the growing unemployment of young people and adults in the Kingdom.
>
>
> Background
> The Kingdom of Tonga consists of about 170 small islands, 36 of which are inhabited. The islands spread over approximately 360 000 sq km of the Pacific Ocean. Its land area of 747 square kilometres spread over 700 000 sq kms of territorial ocean rich in natural resources such as fish, shellfish etc. Its nearest neighbours are Fiji to the north west, Niue to the East and Samoa to the north east. The capital, Nuku> '> alofa, is located on the biggest island, Tongatapu. The Kingdom falls naturally into three main groups: the largest is the Tongatapu, second is Vava> '> u Group and the Ha> '> apai Group.
>
> The 1996 census enumerated of approximately 100,000 persons for the whole of Tonga of which number of males exceeds that of females; and 98% of these were ethnic Tongans (95.5%) and part Tongans (2.8%). The Tongans are Polynesian by race, culture and language. They speak Tongan, a member of the Polynesian languages. English and Tongan are the two official languages. The population distribution reflects perceived access to quality services and economic advantages rather than available land area. Approximately 65% of the population reside on the main island of Tongatapu, with only 38% of the total land area; 16% in Vava'u, with 21% of the land area; 9% in Ha> '> apai, with 19% of the land area: 5% in > '> Eua with 13% the land area and only 3% in the two Niuas, with 10% of the land area.
>
> The population has grown at a decreasing rate towards the 21st century due to improved health care, better standard of hygiene and also due to migration.
>
> Employment. The employment survey of 1990 showed that not only 95.7% of the work force, which comprises about 55% of the population aged 15 and above, was employed, but that Tonga still has a basically subsistence economy, despite the efforts of the Government since 1965 to diversify it and promote industrial and business developments. About 38% of people are employed and over 50% of men employed, work in the agriculture sector. The manufacturing sector, which constitutes the second largest employment sector, employs 15% of the work force and over 40% of the employed women. Women make up one third of the work force and basically many are in the teaching profession.
>
> Economy> . The private sector remains the mainstay of the economy, although its share in national income has remained fairly constant over the last decade. Squash is emerging as the major source of income for this sector in the 1990s. The area under cultivation for squash increased from 200 acres in 1987 to 5, 223> acres in 1994 yielding a total of 17 000 metric tonnes for export and grossing earnings of $18 million.
>
> We have increased earnings from tourism - visits increased by 27.8%. The National Reserve Bank Quarterly bulletin, 2000 reports on a large program of public investment and continuing high remittances flow estimated at T$53m in 1994 to T$70m in 1999 and T$90m in 2000, which contributed to the higher growth of the economy. However matters of grave concern to the Government and which must be addressed include:
> * the growing foreign trade deficit which grew from $23.2 m in 1980 to $66.8m in 1992 (although more than adequately covered by surpluses on services, remittances income and official transfers)
> * the growing size of the Civil service and upward revision of salaries and wages which consequently increased the share of salaries and wages in the Recurrent Budget at the expense of other services
> * the pension liability of the Government.
>
> Thus, although employment levels are high, there is recognition that economic growth must be supported by increased productivity and such increases require high levels of investment, improved organisational arrangements, better management and a skilled and motivated labour force.
>
> Agriculture and fishing are the chief economic activities in Tonga employing approximately 70 percent of the people. About 50% of the population work predominantly at a subsistence level. The principal cash crops are pumpkins, coconuts, bananas, and vanilla, which account for one third of Tonga> '> s exports. Still, much food needs to be imported. Many Tongans seek employment overseas so private remittances from overseas to Tongan communities are important. In 1999 remittances to Tonga were over $70 million and in 2000 over $90 million resulted from private remittances to the Kingdom.
>
> Industry, including construction, manufacturing, and mining, employs the second largest number of people. Nuku> '> alofa has a small industrial park. Manufactured goods include concrete blocks, small excavators, clothing, and furniture. New Zealand, Australia and Japan are Tonga> '> s principal trading partners.
>
> Increased imports in recent years have created a trade deficit. However, tourism, money sent home by Tongans working abroad and external aid help offset the negative balance of payments, allowing Tonga to maintain a reasonably well balanced budget. Great Britain, New Zealand, and Australia are the principal aid donors.
>
> Most of the member states of the Pacific region are small by world standards, excepting Papua New Guinea, but all of them have access to the vast resources of the Pacific Ocean. However, marine resources in the region other than for subsistence purposes, have been largely under-utilised by the islands governments themselves for lack of financial and skilled human resources. It has been estimated that the South Pacific fisheries supply about 40% of the world> '> s catch but these resources are exploited by other fishing nations such as Japan, the US, South Korea and Taiwan, bringing then income of $US 1.5billion in 1993. The Pacific Islands whose waters they fished received about $50m in access fees. Tonga, as with all other Pacific countries, has considerable fisheries potential since it has access to extensive sea areas and has hardly tapped its considerable pelagic sea resources. The World Bank (1993) calculated yield of 50,000 tonnes which brings in an incomes of just over T$1 million a year, while im
ported fish products is just slightly under that amount.
>
> The greatest potential for Tonga lies in the exploitation of deep sea species, notably, albacore, yellowfin, and bigeye tune and deep bottom fish such as snapper. To assist Pacific countries, such as Tonga to maintain some control over the exploitation of their marine resources and to earn more income from them adhoc fishing arrangements need to be replaced with multilateral contracts. Legislation has been enforced to protect and enhance marine environmental resources. Th> e Pacific Island countries need some continuous effective training programs in their various Ministries of Fisheries amongst their staff and the Tonga Maritime Polytechnic Institute has currently offering good marine courses. University of the South Pacific and Forum Fisheries can provide technical support and training. TMPI has arranged linkages with Auckland University of Technology, Manukau Institute of Technology and Nelson Fishing Polytechnic.
>
> Agriculture has continued to be the mainstay of most Pacific Island economies, despite the encouragements by governments of the developments of manufacturing industries. Subsistence farming also continues to be important components of agricultural developments. However, increasingly commercial farming and its technical farming are assuming importance. In fact, in the climate of economic recessions of today, which has reduced the volume and size of external assistance from traditional donors, Pacific countries are being forced to step up programs aimed at improving exports and the income derived from them particularly in the primary sectors such as agriculture and fisheries. Low or stagnant economic growth combined with rising populations are increasingly constraining the efforts of governments to maintain, let alone, improve and expand essential social services, such as education and health.
>
> But although income generating activities are important, the issues of ensuring appropriate agricultural developments and practices based on judicious management of the environment to avoid over exploitation and harmful practices are just as important.
>
> In the very vulnerable environment of the Pacific, where there is a far greater interdependence and interactions between man and the environment, there is urgent need to provide education and training programs for the farmers, both commercial and subsistence, to adopt sustainable methods of farming which can increase productivity but at the same time safeguard the natural heritage. But since the most appropriate organisation to deliver such training is largely staffed by unskilled technical support staff, the first priority is providing those technical staff with the approximate mix of training and education programs.
>
> Education
> The formal education system is divided into three stages: Primary (six years), secondary school (seven years) and post secondary (generally three months to three years depending on the type of training offered). TVET subjects are thought in secondary schools as elective subjects and TVET programs are offered in the postsecondary education systems. Students are offered basic education courses from Class 1 up to Form 5 and are free to choose their specialised subjects in Form 6 and 7.
>
> Education is free and compulsory for children from the ages of 6 and 14 or unless a child has completed six years of primary education. The administration of Tonga> '> s education is highly centralised. Most of the decisions relation to education are vested in the Minister of Education (under the Education Act 1974) from issues related to educational aims and objectives, syllabi, prescriptions, school curricula, teacher appointments to dismissal of pupils in public schools. The Hon. Minister has set the Ministry> '> s vision for 2001 that technical and vocational education training is our first priority.
>
> He has expressed this Vision for the 21st century as to further expand and develop TVET in order to provide sustain life long relevant and quality education for all Tonga Human Resources in order to meet the social, economic and personal challenges of the knowledge-based economy. The Ministry of Education has therefore set its Action Plan to develop TVET programs and this will be included in the Establishment of the National University in 2002. However, Tonga has faith to put this vision into action by planning this to be in place by 2002. >
>
> Tonga as a small Pacific Island state should provide the range of skills development training programs required for its economic and social development utilising Open learning and distance education. The COL/DFID three year Pacific Island regional project assists in this development utilising modern communication and information technology. This Government of Tonga (GOT) has stated its 21st development priority goals as raising exports, diversifying agricultural product, expanding manufacturing, fishing and tourism and to continue training skilled human resources in TVET for exporting as well as increasing our skilled labour force. TVET should be further expanded and developed and also establishing it in our National University in 2002.
>
> The government in 1999 operates most primary schools (90.6%), while churches sponsor most secondary schools. 53% of post secondary education is provided by the government and 47% by non-government systems (MOE Annual Report, 1999). Tonga> '> s literacy rate, nearly 100%, is among the highest in the Pacific and it has the highest number of academics per head of population in the world. However, some of those PhD human resources have migrated overseas and occupy the top posts in University of the South Pacific and SPBEA. They continue to send remittances to Tonga for its economic development.
>
>
>
> Society
> Tonga has retained much of its Polynesian culture. There is respect for traditional authority and customs and the lifestyle is conservative. Christianity has been thoroughly integrated into Tongan society. All commerce and recreation are prohibited on Sundays, the Christian day of rest, and much of Tonga social life is structured around the church. Urban Tongans rely on imported foods. People in rural areas are largely self sufficient, relying on foods from their gardens and fish caught from the ocean. Everyone is expected to contribute to the well being of the extended family, which typically includes parents, siblings, grandparents, aunts, uncles and cousins. Men head the extended family, while women typically play supportive roles. However, in some families women are the breadwinners. Because of its culture Tongans migrating overseas still send money for their families in Tonga hence this income helps the development of the economy in Tonga. However, the question is will the next generation contin
ue to send remittances to Tonga?
>
> Competitive sports such as soccer and rugby are very popular. Tonga will continue to train these sports not only to represent Tonga but also to continue to export them overseas. There is a great need to have some further sports training for our youth is this field as we need to have more people such as Jonah Lomu, Alatini, Vainikolo and Toutai Kefu to name a few. Tongans are very talented musicians and some Tongan soloists performed in Sydney Opera House, as they naturally have good voices so there is a need to train Tongan youths to become professional singers.
>
> The Tongan National Centre, located in Nuku> '> alofa, displays and promotes Tongan culture and art, including tapa cloth, a decorative bark cloth made by Tongan women from the mulberry trees. Tongan artisans also create weavings and wood carvings. Handicraft should be part of the programs to be developed. Institute of Youth, Sports and Culture will be included in the new National University.
>
> TVET and economic and human resource development
>
> Definitions
> The UNESCO world education report, (2000, 65) reporting on the Convention on TVET view to stimulate the exchange of information and experiences strengthening international cooperation in this field defines TVE as:
> ...> all forms and levels of the educational process involving, in addition to general knowledge, the study of technologies and related sciences and the acquisition of practical skills, know-how, attitudes and understanding relation to occupations in the various sectors of economic and social life.>
>
> It is in this perspective that TVE have in recent years come to be more clearly recognised as being an essential component in life long learning.
>
> TVET systems in the Pacific Island countries therefore should be designed as developmental life experiences with cultural and environmental aspects in addition to their economic dimensions. The systems need to be open, flexible and learner oriented. Pacific Island TVET must provide the learner with knowledge and skills for specific jobs. It must also prepare individuals more generally for life and the world of work.
>
> TVET is for personal, social and economic benefit. It needs to be based on a learning culture shared by individuals, industry, different economic sectors and government in which individuals are empowered to take progressively more responsibility for the own knowledge-management and independent learning while public and and private providers ensure programs that facilitate access to and through the pathways of lifelong learning.
>
> TVET in Pacific Island schools and universities must emphasise articulation, accreditation and recognition of prior learning to enhance students' learning opportunities. In Tonga for an example, the Tonga Institute of Science and Technology seeks to link with overseas universities and polytechnics as mentioned for this purpose. Perhaps the biggest challenge which TVET is to coordinate the needs of a general and a vocational education through curriculum, pedagogy and delivery.
>
> To achieve TVET transition from school to the workplace it needs a holistic approach which captures academic and the vocational, the theory and the applied, knowing and doing, and the use of the head and the hand. This requires effective partnerships with schools and with industry and other economic sectors which embrace shared values, shared curricula, shared resources, and shared outcomes.
>
> To achieve all of these aspirations for TVET a number of urgent considerations must be addressed:
> * The status and prestige of TVET must be enhanced in the eyes of the community and the media. This includes raising the status of teachers in TVET. The Tonga Institute of Science and Technology and Tonga Institute of Education have developed partnerships in their training courses. Partnerships like this cannot only raised status of TVET teachers but also students.
> * The sectors of education must achieve more effective inter-relationships to facilitate more pathways for learners. NZODA has awarded in country scholarships for students in Tonga Institute of Science and Technology for TVET training.
> * There must be flexibility in program administration and curriculum design to facilitate a smooth passage through life long learning. Partnerships with Tonga Institute of Science and Technology and Tonga Institute of Education with overseas institutions ensures that this should be well achieved.
> * Career guidance and counselling is of the utmost important for all clients of the education and training systems. A career and counselling team from various Tonga TVET institutions visit the secondary schools towards the end of the year conducting career counselling students on available TVET programs of studies.
> * All stakeholders, particularly industry and educationalists, must be involved in new TVE partnerships. The MOE form partnerships with MOF and Ministry of Labour and Commerce to ensure that Tonga conduct effective TVET programs.
> * The high cost of many TVE programs must be addressed. Projects for requesting funding from international funding agencies could assist Tonga in their efforts for TVET economic and HRD.
> * The lifelong learning continuum will be best sustained if there is a diversity of funding, a diversity of providers and a diversity of delivery mechanisms.
> * > Quality assurance is essential to ensure a new higher status for TVE. Attempts have been made to link with overseas institutions. Tonga Institute of Education is working closely with Christchurch College of Education and Tonga Institute of Science and> Technology is linking with Auckland University of Technology and Manukau Institute of Technology. Moreover, Tonga is amongst the seven countries that are in the IMO White List so other Pacific Island marine training needs can be addressed in Tonga cheaply as Tonga Institute of Science and Technology courses are internationally recognised.
>
> In Tonga selection methods (sitting National Examinations) tended to favour children from socially and economically better off families (academic secondary schooling that led to higher education) while children from poorer families were channeled towards vocational schooling that was essentially terminal. Award of incountry scholarships can help those children who are in need of TVET.
>
> People working in the field of technical and vocational education hold the view that technical and vocational education needs new thrusts to make it contribute to both socio-economic and individual development in a more effective way. The establishment of coordinated education and training systems that will ensure flexible access to learning and training throughout life or learning on demand, for young people as well as those requiring retraining in mid life, is thought to be one method of increasing the effectiveness of technical and vocational education.
>
> The UNDP HD Report 1993, Human Development broadens the scope of people> '> s choices. This report defines HD as:
> Development of people for the people by the people. Development of the people means investing in human capabilities, whether in education or health or skills, so that they can work productively and creatively. Development for the people means ensuring that the economic growth they generate is distributed widely and fairly> ...> Development by the people (means the)> ...> . giving of everyone a chance to participate.
>
> If Human Development (HD) is essentially about the empowerment of all individuals and the improvement of the quality of life of the groups and communities to which they belong, HRD is necessarily concerned with the advancement of human capabilities (education and training) and the acquisition of the skills and knowledge indispensable to that transformation process. But if HRD is to be worthwhile and effective it should occur in the wider context of HD and be much more than just the planned increase of competencies and knowledge; it should also be concerned with their appropriateness and pre-eminence in the scale of needs of the communities in which they are applied, the purposes to which they are put and their impacts, both in the short and long terms, on those communities. HRD can only be meaningful and valuable if ultimately it can assist individuals and communities and their heirs to live healthy, fulfilling, peaceful and productive lives and in harmony with their environment and the world and to sust
ain that quality of life in perpetuity.
>
> Tonga, in terms of both the narrow and wider applications of HRD definitions, has been performing relatively satisfactorily in its tasks of investing in human capabilities, in generating sufficient economic growth to maintain and sustain the level and quality of that investment and in ensuring parity of participation in the process. It has also accomplished relatively satisfactory results in its tasks of developing the capabilities of its human resources. The World Bank (March, 1993; May, 1993) and UNDP (April 1994) assessments of Tonga> '> s performances in HRD and HD reached the same conclusions. Tonga still ensures that it keeps training its human resources although some work overseas, as they will continue to send remittances to Tonga for its TVET, economic and human resource development.
>
> Disposal income, which comes in large measure from continuing increases in remittances, appears to be a better indicator of living standards in Tonga than GDP. It has in part paid for the ability to participate in development improvements such as >
> * electrification
> * better standards of housing
> * parity between rural and urban areas in access to services such as health, water, and primary education
> * the high employment rate of 95.7%
> * increasing participation of women in economic activities (women make up one-third of the employed labour force)
> * to supplement the public expenditure on education and health services, which is already high at 3.8% for Health and 7.2% for education of GNP and exceeds 30% of the total Government Recurrent Expenditure.
>
> Performance in education and training
> Tonga> '> s performance indicators in education and training are also relatively satisfactory in comparison with other pacific countries. The World Bank reported that Tonga> '> s educational and training achievements are one of the most impressive in the South Pacific region (1993:26.) Primary education is free and compulsory (since the 1862 Code of Laws), and participation is 100%; secondary coverage approaches 100%; adult literacy rate is 99% in Tongan and 70% in English; access to primary education is 100% and to secondary education is almost 100% to Form 5 level; % of trained teachers at the primary level is 100%; teacher/pupil ratio at the primary and secondary levels are respectively 1:22 and 1:18 and public expenditure for education as percentage of GNP is 7.2% and the public expenditure on education as percentage of the total public expenditure is 8.5%.
>
> In addition to these formal courses, a variety of ad hoc short courses are offered by both Government departments and the private sector. The upgrading training for civil service staff is the responsibility of the Establishment Division of the Prime Minister> '> s Department, and in recent years they have concentrated on administrative and management training for middle and high level administrators and supervisors, and staff development exercise for clerical, technical and other support staff. Most government departments conduct their own in-house staff training programs conducted by their own senior staff or with some external assistance. Most non government organisations also conduct educational and training programs: church groups, youth groups, businesses, women> '> s groups, etc in a wide variety of areas of needs ranging from leadership training to specific skills training such as the repair and maintenance of small engines and making cement blocks and cement water tanks.
>
> HRD needs in Tonga
> Tonga HRD needs can be categorised under 4 major divisions:
> * Technical and vocation education
> * Administrative and financial services
> * Economic sector
> * The social services sectors
>
> Within each category, the education and training needs are further grouped under short courses and attachments; certificate and diploma programs; undergraduate training; and postgraduate studies. In the scientific and technical category, although the training needs are mostly at the trades level to service the needs of the general public and the private sector, there were also needs for higher level specialised training to improve the services of the government departments and accelerate development of the private sector. A HRD 1993 study found that much of the identified training needs emanated from Government Departments, particularly at the middle levels, where the needs are for both formal long term training and for upgrading of existing staff. In the Ministry of Agriculture, for instance, it was found that 58% of the 211 staff employed at the technical level have had no training in agriculture and yet these are the staff whose major responsibility is working with and advising farmers in the field. The
y need in the long term formal training preferably at the diploma level to ensure that they have a sound theoretical and practical base to develop the capabilities that would earn them credibility with the communtities they work with. Intensive short courses need to be very much practical oriented programs to provide the skills which they need immediately to function more effectively. >
>
> At the Ministry of Health, the priority has always been since the 1960s, the training of medical doctors. Between 1986 and 1992, there was high failure rate at 31.8% of medical students. 21 doctors were being trained in 1993 by only 14 remained in 1994. Recently, some failures had to do their BSc first before continue on their training MBBS in Fiji School of Medicine.
>
> NZODA currently awards incountry scholarships for students to carry out their studies in Tonga TVET e.g. students at Tonga Institute of Science and Technology.
>
> The most common needs identified in both the formal and private sectors were management training; management of organisations and human resources, leadership training, corporate planning and staff development. While the needs of the private sector are mainly in technical and vocational skills training, it is also quite obvious that if the private sector is to grow and assume the roles it has been assigned to play in the development process, it needs to be injected with the high level skills and knowledge to provide it not only with vision but with the knowledge, skills and pragmatism required to transform those dreams into social and economic realities.
>
> Identified priority training needs of the main sectors
>
> The training needs are shown below in order of priority, the preferred mode of training, and the availability of the training:
>
> 1. Science and technology - Tonga Institute of Science and Technology offers Certificate and Diploma courses in areas of maritime and technical training targeting to formal and private sectors. Degree courses can be carried out in Australia, New Zealand and US. Tonga is planning to extend Tonga Institute of Science and Technology courses in the near future.
>
> 2. Economic sector
>
> Fisheries; fish handling and processing; fishing methods (harvesting techniques); tropical fisheries; refrigeration for Ministry staff and commercial fishermen - short courses and attachments to University of the South Pacific in collaboration with Forum Fisheries; TMPI, University of the South Pacific, FIT and TAFE.
>
> There is a need a project to strengthen the capabilities of Pacific Island nations to utilise more effectively their fisheries resources and to manage those resources at sustainable levels. This will happen by providing training for Fisheries Department staff in the region to enable them to conduct training for commercial fisherman and fish handling and processing and in fishing methodologies and in the management of sustainable marine resources. Technical support and training should include specific skills training of new fishing techniques, fish handling techniques, fish processing and quality control, and practical skills in the management of sustainable marine resources, and the abilities to transmit such skills and knowledge to commercial and private fishermen. Such skills and knowledge are needed by all countries of the Pacific who have yet to learn fully utilise, manage and control the exploitation of their marine resources.
>
> Accounting and advanced computing - diploma and short courses at CDTC; report writing skills PMO-aquaculture and research management Australia and New Zealand and teaching at Tonga Institute of Education.
>
> Agriculture - General agriculture, CDTC, commercial farming; technical farming, management at CDTC, nutrition, target at the ministry staff and private sector at MAF extension services or at University of the South Pacific; Teaching adults at Tonga Institute of Education; food technology, animal feed, industrial chemistry, horticulture, extension services and landscaping either degree or short attachment to Australia or New Zealand
>
> Tourism and hospitality (both private and formal sectors) general courses, marketing, job creation and employment, entrepreneurial skills, accounting, economics, management at CDTC and the New Institute. Vocational training includes training at the Tonga Institute of Education offers Diploma of Education for both primary and secondary > teaching and also postgraduate teaching and learning programs at cheaply fees e.g. $125.00 per semester compared with that in overseas countries. This is recognised by various universities in New Zealand eg. Massey University.
>
> 3. Administration and financial services
> Administration and management skills were identified as two of the priority training needs for the Ministry of Education. Tonga, therefore, participated in the UNESCO administration and management training for Head Teachers in the region. However, it was found that such training need to be incorporated into the pre-service training of teachers. This was incorporated into Tonga Institute of Education training programs.
>
> Other areas include:
> Information and communication, for formal and private sectors in University of the South Pacific, Australia, or New Zealand
> Environmental control, protection and management for formal sector
> Library and documentation for formal sectors on attachment courses
> Short courses on evaluation and assessment at PMO Training Centre for private and formal sectors.
>
> The Training Unit of the Establishment Division (Prime Minister> '> s Office) in collaboration with University of the South Pacific and other rim country and funding agencies, have been conducting short courses to address specific management issues.
>
> 4. Social Services
>
> Education
> The importance of the role that education plays in the development of human societies and in improving the condition and the quality of life of people in any society is well documented. Education is accepted as a basic human need. People need it to develop the basic knowledge; attitudes, values and skills that they must have for additive education and the tools that are necessary for each individual to become a fully functional member of his/her society. Education also plays a key role in sustaining and accelerating overall development. Education does provide the knowledge, skills, values and attitudes that individuals need everywhere to manage complex technical and scientific projects, to further human knowledge in pure and applied areas, which are necessary for further development, to achieve balance between human population and natural resources and to maintain equilibrium in the fast changing world of today. It is a life long process. The participation, therefore, of all human beings in this process,
through both the formal and non formal processes, and through the utilisation of both formal and informal institutions and resources is a crucial and critical issue for all countries, including the member countries of the Pacific.
>
> However, despite relatively high investments in education by all countries of the Pacific, access to and equity of participation at all levels continues to be major developmental concerns. In recent years, therefore, many Pacific countries have been investigating several alternatives to increasing educational and training opportunities at the post secondary levels, primarily but which might also be applicable at the first two levels. One of the most feasible options is distance education. The advantages are fairly obvious; internal and external migrations for educational purposes will be significantly reduced. Distance Education is not necessarily cheap or easy to administer and deliver but it can be made cost, effective and responsive to identified and emerging needs, and it can, within a relatively short period of time and with minimum investment, significantly increase access and effective participation in education and training in priority developmental areas. Further developments is very much needed
to extend the DECC programs especially when the university will start next year.
>
> Health services
> Target at formal sector - Degree and specialised courses in surgery, obstetrics and gynaecology, psychiatry, radiology, pediatrics, internal medicine in FSM or in Australia, or in New Zealand Dentistry; public health; pharmacy and microbiology and pathology; nursing; pediatric, theatre, intensive car> e and medical care course is carried out at certificate and diploma courses at Queen Salote School of Nursing and is now linking with Auckland University of Technology. Trained nurses in Tonga can register and get jobs in New Zealand.
>
> Under the Tonga Government Sixth Development Plan the government has established the HRD Planning and Statistics Unit at the Establishment Division (PMO) to develop and monitor a national human resources plan and to maintain a statistical database on civil servants. The unit formulated a project plan of six phases:
> * preliminary preparations
> * assessment of the current HR situation
> * forecasting future needs and trends
> * formulation of the plan
> * implementation of policy actions and programs
> * review.
>
> Financial assistance from New Zealand to develop a project which will establish the appropriate strategies and framework for effective coherent national human resource planning which would direct future HRD activities.
>
> However, each government department should develop its own HRD database. The MOE will attempt to computerise its personnel.
>
> Issues and concerns: recent developments
> Issues relating to learning and training for the development of the human resources that will be required in Tonga in the 21st century are those that confront Tonga in an age of rapid social, economic and technological change. The political unrest in Fiji has encouraged our Kingdom to establish our National University in 2002 and the current planning of this is also our priorities. Using ICT to deliver courses in the University and for civil servants is proposed. Graduates can teach and can carry out research work and post graduate studies in certain areas. One of our senior educators said:
> We can continue to keep our HR training and we can still export human resources to overseas countries because they can send more remittance. ICT can assist us in our effort.
>
> However, there is concern about what will happen in the next ten years. Will the next generation continue to send remittances from overseas? Tongans should continue to encourage that as so much money come into the country if they are skilled labour.
>
> Tonga believes that globalization, the enhanced mobility of labour forces and the rapid advancement of information and communication technologies force people to work in the field of technical and vocational education. The establishment of a coordinated education and training system that will ensure flexible access to learning and training throughout life, or learning on demand, for young people as well as those requiring retraining in mid life is thought to be one method of increasing the effectiveness of technical and vocational training.
>
> As a nongovernment education officer said 'we ought to have our own training, as our students can not enter teachers college, as they are not qualified to enter. Bridging courses for those people should be offered.' It is better to carry out research work in order to be sure of the quality of training offered. For example, teacher educators as action researchers. A teacher educator commented that research work is an excellent idea to introduce in Tonga Institute of Education courses as we can identify the weaknesses and then strengthen them in order to produce quality secondary and primary teachers. Teachers from teachers college running staff developments for TMPI and industrial students at the Tonga Institute of Education can do their practical in tempi workshops and TMPI can do the Tonga Institute of Education courses. Sharing HRD for training them as well as sharing the material resources. Distance Education and communication centre, which was established in 1995, offers short term programs for the Mi
nistry of Health and others who need computer literate HR.
>
> Staff Development through NZODA has been developed in Tonga training of advisors to train teachers and principals management programs. One nongovernment school Deputy Principal reports that we can now develop our manual, organisationa> l chart job descriptions with the help of the staff from NZODA. They can work together side by side with government teachers.
>
> Recommended regional projects and concluding remarks
> It is apparent from the discussion above that Tonga is already addressing many of the identified training needs or has developed the capability to meet the training needs that have been identified at the diploma, certificate and informal levels. It is also apparent that some of the identified needs are also being addressed by regional institutions and organisations or other national institutions within the Pacific Region. But it is also evident that there are other forms of training, particularly the higher level scientific and technical training which cannot be met either through national or regional efforts either in the immediate future or in the long term. These specialised training needs, since the numbers required are relatively small, are best dealt with by rim country institutions.
>
> It is seen that the short empirical study has evaluated the training needs and recommends the following for regional treatments taking into account variables such as Tonga> '> s resources capabilities to support such programs, the short and long term benefits to Tonga, and the capabilities of regional organisation to provide quality training at competitive prices and that are likely to gain the respect and support of sponsoring agencies.
>
> * Distance Education: the training of personnel to staff national distance education centres. These include professional staff to write and adapt course materials, managers of such centres and coordination of activities, and the training of support staff such as media technicians. This is the focus of the Commonwealth of Learning three year regional project working in cooperation with 11 other pacific countries.
> *
> * Fisheries: the training of fisheries staff in the region to enable them to conduct training of commercial fishermen in fish handling and processing, in new fishing methodologies and in the management of sustainable marine resources. Forum Fisheries are recommended to collaborate in establishing this training program.
> *
> * Agriculture: the training of Ministry of Agriculture personnel in the region in commercial and technical farming and in the management of sustainable development and in dissemination such skills through the extension mode.
> *
> * Information and dissemination: the training of media personnel and technical support staff and the coordination of human resources to facilitate information collection and dissemination within the region. Such information should include common definitions of levels of skills within professional categories, types of training available within the region, and existing human resources in the region. It is recommended that the capabilities of the Commonwealth of Learning and SPC be strengthened to improve its training capabilities in this area and its information services in the region.
> *
> * Sports: the establishment of a regional body to provide training for sports staff in the region to enable them to provide more effective national training programs and to coordinate all sporting activities within the region from athletics to soccer and rugby. Such an organisation does not yet exist. It will mean recurrent contributions from national governments and/or sports organisations.
> *
> * Creative and traditional arts: the training of future artists and craftsmen and women of the region. There is as yet no such formal training program at the tertiary levels. Recommend assistance from University of the South Pacific to initiate these programs in our new university.
> *
> * > Administration and management: the training of higher level administrative and management staff through distance education modes, providing managerial support services to all national governments and to train local counterparts to monitor national training activities so that in the long term they can assume responsibility for such training are requi> red. Funding for such training would provide mechanism to develop national capabilities on planning, training and managing of human resources.
> *
> * Marketing: training in marketing skills, including market research skills, quality control, processing of products and presentation skills, and the collection and dissemination of market information to the region in areas of particular interest to the region are required. For example in agriculture, fisheries and traditional arts and crafts. It is recommended that the capabilities of the Forum Secretariat be strengthened to improve its services in these areas to the region.
> *
> * Post secondary teachers: the training of post secondary teachers and trainers of adult learners in all areas is needed. Such training does not yet exist. It is recommended that Internet system be in place so that the teachers gain access to do this course by open learning and distance education methodologies.
>
> Concluding remarks
> Information gathered and experiences from this Conference will complement and strengthen the Tonga Ministry of Education> '> s technical and vocational training projects currently funded by international funding organisations such as UNESCO, Commonwealth of Learning, NZODA and AUSAID. It will also be paramount to the development of a national framework for technical and vocation education in Tonga to be equal with international standards, yet catering for Tonga> '> s needs towards providing a skilled human resource base for its national development.
>
> This conference will no doubt provide a good opportunity to develop strategies for the reform of technical and vocation education in assisting the economic and human resources development of Tonga in order to meet challenges of the knowledge based society of the twenty first century. This will be a rewarding experience for all participants from UNESCO member states as we can strengthen our faith and put our vision into action to strengthen TVET, economic and HRD development in our countries in the 21st century.
>
> Strengthening national development capacities, the international sharing of experiences and multilateral actions through networking are important strategies.
>
> Tonga addresses the challenges for technical and vocational education in this century by promoting the fostering of partnerships between the education sector and the world of work. Such partnerships aim to promote opportunities for learning the skills necessary for employment, including self employment especially with a view to narrowing gender and economic disparities.
>
> Future development of TVET and economic and HRD in Tonga require appropriate skills both technical and social to cope with the challenges presented by the evolving needs of the work place. Education and training systems that respond adequately to these demands will contribute to the efforts to overcome the growing unemployment and marginalization of young people and adults in Tonga.
>
> In conclusion, small Pacific Island countries like Tonga should share its resources and utilitise them to its full potential in order to meet the desperate needs for employment opportunities for our people in the 21st century - not only to work in our countries but perhaps continue to train a skilled work force for other overseas as remittances to our country largely to our economy.
>
> References:
> Report on the Regional Meeting of Ministers of Planning and Senior Planners on Human Development Strategies in the Pacific, 17-19 May 1994 Forum Secretariat Headquarters, Suva, Fiji: Tonga Government.
> Review of Operations of Ministry of Agriculture and Forestry, Final Report: Tonga Lincoln International Ltd, May 1993
> Tonga National Reserve Bank Quarterly Bulletin, June 2000
> UNDP Human Development Report 1993 New York, Oxford University Press.
> UNDP Human Resources development: Intersectoral Coordination and Other Issues> , ESCAP, UNDP, New York, 1992.
> UNDP National Approaches to Human Resources Development in the Pacific, ESCAP, UNDP, New York, 1991.
> UNDP National Approaches to Human Resources Development in South Asia, ESCAP, UNDP, New York, 1991.
> UNDP Pacific Human Development Report: Putting People First, April 1994 (Provisional Edition).
> UNESCO World Education Report 2000
> World Bank: Kingdom of Tonga Agriculture Strategy Review, October 10,1990. Report No. 8544-TON, Agriculture Department V. Asia Regional Office
> World Bank: Pacific Island Economies: Toward Efficient and Sustainable Growth: Volume 6: Kingdom of Tonga: Country Economic Memorandum, March 8, 1993: Country Department III, East Asia and Pacific Region
>
> About the author
> Mrs Peaua Malia Fatima Heimuli is Deputy Director of Education (Secondary Schools, Exams and Curriculum Unit) in the Tongan Ministry of Education. She holds a BSc in Maths and Chemistry from the university of the South Pacific (Fiji) and an MA in Educational Reform and National Development from York University (UK). Her teaching experiences include as a science and mathematics teacher and she has also had appointments as Deputy Principal and Principal. She was a science curriculum writer for one year and has held her current position for the last 15 months. She was educated in Tonga and New Zealand.
>
> Official Address: Curriculum Development Unit, Ministry of Education, PO Box 61,Nuku'alofa Tonga
> Email address: <mailto:pheimuli@kalianet.to>
>
>
> http://www.ait.tafe.sa.edu.au/unevoc/2001conf/downloads/heimuli_paper.doc
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