6. Progress toward Goals and Targets [1991-1999]

Through the commitments the Government has made to international conventions and declarations, in particular those outlined below, the Government has also recognized the following national goals in relation to education.

Convention on the Rights of the Child (CRC)

Niue ratified the CRC on December 1^st 1995,thereby, making a commitment to the child’s right to education. Article 28 of CRC establishes that right. Education is recognised to be essential for all children. The article stresses the right must be achieved on the basis of equal opportunity". This in summary includes:

• Making primary education compulsory and available free to all;
• Promoting the different forms of secondary education and vocational education;
• Making higher education accessible to all;
• Making educational and vocational information readily available; and
• Taking measures to encourage regular attendance at schools and reducing dropout rates.

International Conference on Population and Development (ICPD)

Niue endorsed the Programme of Action of the International Conference on Population and Development (ICPD) held in Cairo in September 1994. As such, the Government pledged:

• To achieve universal access to quality education, with particular priority being given to primary and technical education and job training, to combat illiteracy and to eliminate gender disparities in access to, retention in, and support for, education;
• To promote non-formal education for young people, guaranteeing equal access for women and men to literacy centres; and
• To introduce and improve the content of the curriculum so as to promote greater responsibility and awareness on the interrelationships between population and sustainable development; health issues, including reproductive health; and gender equity.

Convention for the Elimination of all Forms of Discrimination against Women (CEDAW)

Niue acceded to the CEDAW in [date]. By doing so, the Government acknowledges the strategic objectives contained within CEDAW relating to the elimination of gender discrimination against girls and women. These include:

• Ensuring equal access to education;
• Eradicating illiteracy among women;
• Improving women’s access to vocational training, science and technology and continuing education;
• Developing non-discriminatory education and training;
• Allocating sufficient resources to monitor the implementation of educational reforms.

Copenhagen Declaration on Social Development

• The right of all children to education;
• That school discipline will be administered in a manner consistent with the child’s dignity;
• To encourage the international cooperation in education especially to eliminate ignorance and illiteracy;
• That the education of the child should be directed to developing the personality of the child, their talents and mental and physical abilities: developing respect for the child’s parents, cultural identity, language and values; preparing the child for responsible life in a free society and developing respect for the natural environment;

Education levels are a key indicator of the development and quality of life in any country. Education plays an important role in development through its connections, demographic as well as economic, and social aspects. For example there is a close connection between education, fertility, motility and mobility. When mothers are better educated they tend to have fewer children. Their children’s health status improves and their survival rates are likely to increase. Higher levels of educational attainment also contribute to better qualified labour forces and better economic performance, in comparison with the majority of people who had little or no formal education and training.

Plans or documents reviewed or implemented since 1990:

1989:"Educating the Niue of Tomorrow" document: plan to amalgate eight schools

1990:Amalgamation of schools to form one national primary school

1991:Compulsory redundancy of teachers

1993Implementation of Basic Education Life Skills (BELS) programme at Primary school

1994:Government approval for Niue High School to adopt New Zealand Curriculum

1995:Establishment of In-country Training

1996: Introduction of Child Allowance benefit for all children up to the age of 18

1997:

Meetings with each village community on education policies

Change of criteria for F7 scholarship eligibility (total Sixth Form

certificate grades to qualify for scholarship reduced from 21 to 18)

Education Department initiated Extension Foundation courses for Form 6 students through USP-Niue office

Basic Education and Literacy skills were introduced

Introduction of EMT to the secondary school management structure

Pre-service attachment of Primary School teachers

Niue schools join the UNESCO ASP Project scheme

Implementation of Health Promoting Schools Project

NZODA project: Professional Development and Support Resources [1997- 2001

1998:

Impact surveys of BELS programme to monitor progress. Further change of grading criteria for F7 scholarship grades (total SFC qualifying grades reduced from 18 to 16)Compulsory school-leaving age changed from 14 to 16 yrs

Joint Scholarship Scheme

Launching of Conventions for the Rights of a Child

Increase in Child Allowance benefit

Introduction of EMT to the Niue Primary School management structure

BCT Employment Scheme

1999

NZODA project – upskilling and upgrading of physical and human

resources

Interim agreement with the New Zealand Government for Niue High School to continue its progress on the Accreditation document

Target: To formalise Early Childhood Education policies by year 2000, focusing on the four areas needed for the development of a child: Empowerment, Holistic and Community Development and Relationships.

Indicator 1

This indicator measures the general level of participation of young children in early childhood development programmes. It also indicates Niue’s capacity to prepare young children for primary education. It shows gross enrolment in early childhood development programmes, including public programmes expressed as a percentage of the official age-group which is children aged 4.

Table 1

 Table 2

A Gross Enrolment ratio of 100 has been maintained from 1990 to 1998 with a gender parity of 1.00 indicating universal access to early childhood education. The high gross enrolment ratio in early childhood development programmes indicates Niue’s adequate capacity for this type of programme. This is mainly due to public awareness and introduction of formal Early Childhood Education. The government and the community of Niue recognises the importance of an early, solid grounding in education and the benefits to the primary system and is fully committed to this area of education.

The variations in annual enrolments are mainly due to migration and varying birth rates. During the last decade there have been the following positive outcomes in Early Childhood Education emphasising the goals and targets set at the beginning of the decade.

• Increase in the number of mother helpers, supporting the goal for the encouragement for the wider community to become involved in ECD.
• Mother helper development through USP extension courses, allowing for the parental development in the programme adding to the holistic basis of ECE and the empowerment of parents to assist in the education of their children
• Additional funds have been made available for ECE programmes and materials.
• ECE was centralised in 1998.
• Indicator 2. Percentage of new entrants to Grade 1 with ECD experience

This indicator assesses the proportion of Year 1 students who have received preparation for primary schooling through ECD programmes.

Table 3.

New entrants to primary year 1 who have attended ECE

The chart shows the number of new entrants to primary Year I who have attended some form of early childhood development programme equivalent to 120 hours. The percentage of new entrants to Grade 1 who have attended early childhood education has been maintained at 100% from 1990 to 1998 for both males and females.

It is commonly recognised that participation in ECE programmes plays an important role in a child’s future education, because it shapes attitudes toward learning and develops basic social skills. The effect of ECE activities on children’s cognitive development varies according to the programme.

Some of the differences in enrolment at Year 1 between 1990 and 1998 noted on the data above are due to:

1. migration, especially to New Zealand.
2. ECE’s four-term intake policy, and twice-yearly promotion. This enrolment policy applies from ECE to Year 1
3. low birth rates

2. discrepancies in numbers between Table 4 and Table 2 and Graph 1

1. reflects family movement in to Niue

2) some children moved in to Grade 1 during the year

The centralisation of ECE has made things easier. However, as for Indicator 1, the main challenge ahead is formalising ECE policy. It is also hoped that more training development opportunities will be made available for mother helpers.

Mother helpers were given the opportunity to study through the USP Center.

One of Niue’s foci, consistent with the formalisation of ECE for the future, is to continue training development for mother helpers.