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FIJI IN-SCHOOL CITIZENSHIP EDUCATION PROJECT RESEARCH ON CITIZENSHIP EDUCATION; LONGITUDINAL STUDY FROM FEBRUARY TO DECEMBER 2010.

BASELINE CE PERCEPTION SURVEY OF CLASSES 3 and 4 STUDENTS AND TEACHERS IN THE WESTERN DIVISION

CE Workshop: 11th and 12th February, 2010 Follow Up Visits: March 2 to the 5th, 2010 Students’ Survey: April 1st to the 30th, 2010 Evaluation Data Collection: May 24th to the 28th, 2010 National Implementation Workshop: Oct 26th to the 28th, 2010 Final Data Analysis and Compilation: November 10th to December 9th, 2010.

Compilation: Joseph Veramu Curriculum Development Specialist UNDP / Ministry of Education

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Contents Introduction CE Research Project General Baseline Perception Basic Information Students Baseline Survey Teachers Survey Follow Up Visits Teachers Responses Sampling of 13 schools

3 5 7 9 13 15 23 24 35

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Introduction This publication reports on a research exercise from February 11

th

to

th

December 9 2010. Its purpose is to ascertain the impact of Citizenship Education on students and teachers in 30 sample schools in the Western Division. The research was undertaken based on a request of the CE Board for more concrete data to show the impact of Citizenship Education in schools. Citizenship education is not about trying to fit everyone into the same mould, or creating the 'model', or 'good', citizen. It is about enabling primary school children, teachers and the public to make their own decisions and to take responsibility for their own lives and contribute positively to their communities. Citizenship education is used to refer to an educational activity – that is, to the process of helping learners learn how to become active, informed and responsible citizens. The principal justification for citizenship education derives from the nature of democracy. Democracies need active, informed and responsible citizens – citizens who are willing and able to take responsibility for themselves and their communities and contribute to the life process. These capacities do not develop unaided. They have to be learned. While a certain amount of citizenship may be picked up through ordinary experience in the home or at work, it can never in itself be sufficient to equip citizens for the sort of active role required of them in today's complex and diverse Fiji society. How does it benefit primary school children? It helps them to develop selfconfidence and successfully deal with significant life changes and challenges such as bullying and discrimination. It gives them a voice: in the life of their schools, in their communities and in society at large. It enables them to make a positive contribution, by developing the expertise and experience needed to claim their rights and understand their responsibilities, and preparing them for the challenges and opportunities of adult and working life. Citizenship education also brings benefits for primary schools, other educational organizations and for Fiji‟s society at large. It helps to produce motivated and responsible learners, who relate positively to each other, to staff and to the surrounding community. For Fiji‟s society, it helps to create an active and responsible citizenry, willing to participate in the life of the nation and the wider world and play its part in the democratic process. Wherever it occurs, citizenship education has the same basic aims and purposes. It is education for citizenship – that is, education which aims to help

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learners learn how to become active, informed and responsible citizens. More specifically, it aims to prepare them for life as citizens of a democracy.

Reference: (1) Notes on citizenship education are based on Chapter One of the CPD handbook Making

Sense

of

Citizenship.

Citizenship

www.citizenshipfoundation.org

4

Education:

http://


CE Research Project Methodology Data was collected over a 10 month period in the Western Division during the following occasions and times: th

th

CE Workshop: 11 and 12 February, 2010 Follow Up Visits: March 2

nd

th

to the 5 , 2010

st

th

Studentsâ€&#x; Survey: April 1 to the 30 , 2010 th

th

Evaluation Data Collection: May 24 to the 28 , 2010 th

th

National Implementation Workshop: Oct 26 to the 28 , 2010 th

th

Final Data Analysis and Compilation: November 10 to December 9 , 2010.

Data was collected through focus group discussion notes on February 11

th

and 12;

through observation notes and questionnaires administered to teachers on March 2 th

st

nd

to

th

the 5 ; through students questionnaires administered on April 1 to the 30 ; through Evaluation questionnaires administered on May 24

th

to the 28

th

and through

th

questionnaires and observation notes on October 26 to the 28th, 2010. The data analysis and compilation was carried out on November 10

th

to

th

December 9 , 2010. The following 30 primary schools in the western division were part of the survey of BASELINE CE PERCEPTIONS OF CLASSES 3 and 4 TEACHERS AND STUDENTS.

1.

Vuda District School

2.

Lomolomo Public School

3.

Lautoka Ahmadiya Muslim Primary School

4.

Lautoka Fijian School

5.

Lautoka Methodist Primary School

6.

Lautoka Sanatan Primary School

7.

Drasa Avenue Primary School

8.

Lautoka Central Primary School

9.

Lautoka Muslim Primary School

10. St Thomas Primary School 11. Jasper Williams Primary School 12. Lovu Sangam Primary School 13. Nadi Airport Primary School 14. Namaka Public School 15. Mount St Mary Primary School 16. Sabeto District Primary School: 17. Cuvu District Primary School

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18. Sigatoka District Primary School: 19. Sigatoka Methodist Primary School 20. St Joan of Arc Primary School 21. Ra School for Special Education 22. Rakiraki District Primary School 23. Ellington Primary School 24. Rarawai Primary School 25. Vatukoula Primary School 26. Arya Prahshala Primary School 27. Tavua District Primary School: 28. Lautoka Chinese Primary School 29. Drasa Indian Primary School 30. Nadi Primary School

The teachers of the 30 selected schools had attended the Citizenship Education th

workshop from February 11th and 12 2010 to be trained in piloting the CE Resources for Classes 3 and 4. There had been follow-up visits to the schools from March 2

nd

th

to the 5 2010 to

monitor the progress of their piloting of the CE resources. st

th

A studentsâ€&#x; perception survey had been carried out from April 1 to the 30 2010. th

A follow up national implementation workshop was carried out on October 26 to th

the 28 2010. During this period, additional data had been accessed from participants from 13 of the 30 research schools.

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General Baseline Perception Survey (February 11th and 12th, 2010)

Summary Gender: - 51.7% of teachers from the 30 participating schools that took part in the survey were females. 48.3% were males.

Racial Spread: - 63.7% were Fijians, 27.5% were Indo Fijians and 8.6% were of other ethnic groups.

Teaching Experiences: 46.5% of teachers had teaching experiences in the range of 1-5 years. 32.7% had teaching experiences between 6 and 15 years. 18.9% had taught for between 16 to 26 years.

Citizenship Education Knowledge: None of the teachers had received any formal training in Citizenship Education either through workshops, courses or other training prior to the intervention of the CE Project.

29.3% had been aware of the term Citizenship Education prior to attending the CE workshop. Only 8.6% were aware that Citizenship Education was a curriculum perspective integrated into other subjects.

None of the respondents had listened to the national radio programs where CE issues were covered on a regular basis.

GENDER Male:

28

Female:

30

RACIAL SPREAD: Fijians:

37

Indo Fijians:

16

Others:

5

Teaching Experience 1-5

27

7


6-10

11

11-15

8

16-20

9

21-25

2

26+

1

How many participants have received formal training in Citizenship Education either through short workshops, courses or other training? None: 0%

How many participants were aware of the term Citizenship Education before they attended this workshop? 17 / 58

How many were aware that Citizenship Education is a curriculum perspective integrated into other primary school subjects? 5 / 58

How many participants listen to the National Radio Program: Teachers World or Education Bytes (which carried information on CE)? None: 0%

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Basic Information The following basic information on each of the 30 schools were provided teachers at the CE Pilot Workshop (February 11th and 12th, 2010). Vuda District School: 1 teacher: Female/Fijian Teaches Class 3; Came in 2010; Has 42 students. There are 11 teachers in the school; Teaches moral values; Has morning devotion. First time to hear the word CE or to know it principles. . Feels that her school has conducive environment that is open to CE. Lomolomo Public School: 1 teacher: Female: Indo Fijian. Transferred in 2010 from Sabeto. Teaches class 3. Multiracial school drawing students from villages and settlements around Lomolomo. Has 25 students. No CE programs. Feel that some minor aspects of CE are taught in Health Science in Class 8 dealing with values of cleanliness. Lautoka Ahmadiya Muslim Primary School: 2 female teachers: 1 Fijian and 1 Indo Fijian Teacher 1: Teaches class 3 with 27students. This is a Muslim School. Majority however are Fijians 95%. 5% are Muslims and others. Students come from poor backgrounds. Due to lack of teaching resources we improvise with whatever we can find to help in our teaching. No idea of CE. First time we are hearing the term. Teacher 2: Teaches class 4 with 27 students. Students are good at sports and extra-curricular activities rather than academic subjects. No idea of CE. Lautoka Fijian School: 2 Female Fijian Tecahers Teacher 1: Teaches class 4 with 24 students. There are 16 teachers of which 3 are Indo Fijians. Majority are Fijians. No idea of CE. Teacher 2: Teaches class 3 with 30 students: First year in the school. No idea of CE; just perception of being good citizens. Lautoka Methodist Primary School Teacher 1: School is big with 800 students. There are 27 staff. It is a multiracial school with majority Fijians. Teaches class 3 with 41 students. Students from poverty backgrounds with many social problems. Use scraps for teaching aids given the financial problems of students and school management. No knowledge of CE but teaches values to students. Teacher 2: Class 4 Teacher with 40 students. Majority are Fijians. No knowledge of CE but teaches values to students as a personal initiative. Problems with students learning due to disadvantaged social backgrounds. Lautoka Sanatan Primary School th Teacher 1 (Indo Fijian Female) 7 year in this school. Multiracial school. 80% are Fijians from low socio economic areas; Also from islands and rural areas. School suffers from burglaries. Teaches class 3 with 15 students. Lunches are not nutritious. New to the concept of CE. Teacher 2: Male Fijian. Every Mondays he washes the school verandahs due to drunkardsâ€&#x; who excrete on it in the weekend. Teaches 36 children in Class 4. Not familiar with CE. Drasa Avenue Primary School Teacher Male Fijian: Teaches class 4 with 38 children of different ethnic backgrounds including other countries. Parents are well off. Never hesitate to ask questions. Very confident, very motivated children. Not familiar with CE. But instils character building values. Teacher Male Fijian: Teaches class 3 with 40 students No knowledge of CE. Finds that children are very vocal. School has 312 students with 9 teachers. Lautoka Central Primary School

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Teacher 1 (Indo Fijian female): Teaches class 4 with 38 students. Rich family backgrounds. Highly educated parents. Teaches moral values, OHS, Road safety. There are litter monitors etc. Students from international backgrounds. New to CE. Teacher 2: Male Fijian. Class 3 with 35 students. No idea of CE but teaches values. Has had to adjust to the values of the school given that he taught in a rural school prior to coming here. Lautoka Muslim Primary School Teacher 1: Indo Fijian Male; Teaches class 3 with 37 students. No idea of CE. But instils religious values to students. Multiracial school. Very democratic school management. Some classrooms were burnt last year so there is sharing of limited resources with other classes. Teacher 2: Fijian Male: Class 4 with 31 students. Mainly Indo Fijian students. She had heard about CE from a colleague who had attended a previous workshop. They had not shared anything about it but she had learnt something from looking at the CE resources they brought back. No knowledge of CE. Teaching values in the classroom. St Thomas Primary School Teacher 1: Female Fijian: Teaches Class 4 with 39 students. Multiracial school. Learnt about CE last year from the Class 5 and 6 teachers who attended the CEP workshop in August 2009. They ran a professional development workshop for the other teachers who had not attended the workshop. CE however has not been integrated into school subjects. Bought some teaching resources with her own funds due to limited resources. Students are very vocal nd Teacher 2: This is her 2 year of teaching. New to this school. Teaches Class 3; with 38 students. No idea of CE. Jasper Williams Primary School Teacher 1 (Fijian female): 3rd year as a teacher. Teaches class 4 with 31 students. Multiracial school with majority Fijians. Students however are very inquisitive. Eager to learn. No idea of CE but teaches values. Teacher 2: First year teaching in this school. Not familiar with CE but teaches Scripture in the school. Teaches class 3 with 30 students Lovu Sangam Primary School Teacher 1: Indo Fijian female: Teaches class 3 with 26 students. Students from poverty backgrounds. No knowledge of CE. Instils values in classes. Teacher 2: Teaches class 4 with 39 students. No knowledge of CE. Students from poverty stricken backgrounds. Teaches values in class. Nadi Airport Primary School Teacher 1: Female Rotuman: Teaches values, Scriptures and other values education. Teaches class 3 with 33 students, Multiracial school. No Formal CE. Teacher 2: Male Fijian. Teaches class 4 with 36 students. No idea of CE but tech values education Namaka Public School Teacher (Indo Fijian female) Teaches class 3 with 37 students. Multiracial school. No idea of CE though she teaches values. Mount St Mary Primary School Teacher 1 : Female Fijian: Teaches class 3 with 40 students.. She teaches virtues in her class. No knowledge of CE. Teacher 2: She teaches class 4 with 35 students. No idea of CE. Sabeto District Primary School:

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Teacher (Fijian Male) Teaches class 4 with 21 students. Has attended previous CE workshop. Was able to implement some CE resources in Health Science. Was able to practice sustainable gardening methods in the school. Teacher 2 (Female Fijian) Teaches class 3 with 20 students. CE knowledge has been very useful in environment issues. Cuvu District Primary School Teacher 1: Fijian Male; Class 4 with 17 students. Mainly Fijian students. No knowledge of CE. Teacher 2: Fijian Female: Teaches class 3 with 15 students. First time she is hearing about CE. They have moral values education. Sigatoka District Primary School: Teacher 1: Fijian Female: Teaches class 3 with 40 students. Moral values are taught with scriptures in the mornings.No idea whatsoever about CE. Teacher 2: Male Fijian. Teaches class 4 with 29 students. No idea of CE but teachers moral education. Sigatoka Methodist Primary School Teacher 1: Fijian female. Teaches class 4 with 40 students. No idea of CE. but teaches Scriptures and moral education. Teacher 2: Teaches class 3 with 30 students. No idea of CE. But she teaches moral values and Scriptures on a daily basis. St Joan of Arc Primary School Teacher 1: Teaches Class 3 with 33 students. Multiracial school. No idea of CE but school teaches values and moral education. Teacher 2: Teaches Class 4 with 37 students. No idea of CE. But teaches childrenâ€&#x;s rights and values in his classes. Ra School for Special Education Teacher 1: Indian Female: Teachers Class 3 with a roll of 11.No prior knowledge of CE. Teacher 2: Indian Male: Teaches 6 students who are Fijian boys in Class 3. No prior knowledge off CE. Rakiraki District Primary School Teacher : Indian Female: Teaches class 4 with 33 students. No idea of CE. School is in a rural area. Ellington Primary School Teacher (Female Fijian) Teaches class 4 with 33 students. No prior knowledge of CE. She teaches rights and values education. This is a rural school in a poor farming community. Rarawai Primary School Teacher 1: Indo Fijian Male. Teaches class 4 with 24 students. Students are from farming communities. No idea of CE. Teacher 2: Male Fijian. Classes 3 with 25 students. Multiracial school. No idea of CE. Students are mainly children of workers of the Fiji Sugar Corporation. Students come from Fiji and other countries that make up the Corporation workforce. No idea of CE. Vatukoula Primary School Teacher 1: Female Fijian: Teaches class 3 with 42 students. No prior knowledge of CE. Teaches religious values. Poor community with depressed gold mining industry. Teacher 2: Fijian Female. Teaches class 4 with 40 students. No prior knowledge of CE. Teaches some childrenâ€&#x;s rights and values. Poverty stricken community. Arya Prahshala Primary School

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Teacher 1: Class 4 with 32 students. New to the school. No prior knowledge of CE. Teacher 2: Class 3 with 30 students. No prior knowledge of CE. The school is in a poor farming community. Tavua Distract School: Teacher 1: Male Fijian Teaches class 3 with a roll of 18. Mainly Fijian students with some disciplinary issues. No prior knowledge of CE. Teacher 2: Male Fijian. Teaches class 4 with 21 students. No prior knowledge of CE. Lautoka Chinese Primary School Teacher 1: Female Fijian: Teaches Class 3 with 45 students. Multiracial but with very few Chinese and mainly Fijians students. No prior knowledge of CE. She teaches childrenâ€&#x;s rights and values education to her students. Teacher 2: Female Indo Fijian: Started this year. Teaches class 4 with 33 students. No prior knowledge of CE. Drasa Indian Primary School Teacher 1: Female Indo Fijian: First year. Teaches Class 3 with 34 students. No prior knowledge of CE. Teacher 2: Male Indo Fijian: First time in this school. Teaches Class 3 with 24 students. No knowledge of CE. Nadi Primary School Teacher 1: Female Fijian: Teaches Class 4 with 36 students. CE is a new concept that we are not familiar with. Students come from low socio economic status. Teacher 2: Male Rotuman: Teaches class 3 with f 20 students. No knowledge of CE .

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STUDENTS BASELINE CE PERCEPTION SURVEY OF CLASSES 3 and 4 STUDENTS IN THE WESTERN DIVISION (April 1st to the 30th, 2010) The baseline perception survey had a sampling of 10 students per school. 30 schools with 10 each sampling of class 3 students totalled 300. 30 schools with 10 each sampling of Class 4 students totalled 300.

Baseline Students Perception Survey on Citizenship Education: Class 3 KNOWLEDGE Differences between groups of people Govt elections and voting Local and national issues and happenings Environment issues

Know a lot 20.8%

Know quite a lot 29.1%

Know a little 25.1%

Know nothing 25%

0%

0%

36%

64%

0%

0%

64%

36%

0%

0%

32%

68%

About 49.9% of Class 3 students indicated in their responses that they were aware of differences between ethnic groups. This knowledge was due to awareness in the curriculum and through interaction in their multicultural classrooms. All respondents in the survey did not have sufficient knowledge of government elections, local/national events or environmental issues. This can be put down to their tender ages. A curriculum perspective like Citizenship Education integrated at this class level with various subjects can inculcate themes of basic democracy, human rights and civics. Given the multicultural milieu of all students in the survey, intercultural awareness can form the basis of active learning engagements in their school environments. Teaching Methods (Which of the following would students like to see in their schools?) Class 3 Would like to see Not sure / No Do not want to opinion see Encouraging group 77.4% 22.6% 0% work presentation by students Videos and films 94.6% 5.4% Visits from people in 60% 40% 0% local communities

Drama activity and

75%

25%

0% 13


role plays Text books 60% 35% 5% Worksheets 60% 35% 5% The Class 3 respondents indicated a preference for student centred teaching methods. This is through group work; videos/films; drama activities/role plays; visits from people in the local communities and the use of worksheets. Baseline Students Perception Survey on Citizenship Education: Class 4 KNOWLEDGE Know a lot Know quite a Know a little Know lot nothing Differences 4% 5.5% 25% 65.5% between groups of people Govt elections 2% 3% 8.3% 86.7% and voting Local and 14.2% 28.7% 33.3% 23.8% national issues and happenings Environment 32.4% 5.4% 18.9% 43.3% issues

Teaching Methods: (Which of the following would students like to see in their schools?) Class 4 Would like to see Not sure / No Do not want to opinion see Encouraging group 91.3% 8.7% 0% work presentation by students Videos and films 43.3% 45.4% 11.3% Visits from people in 54.3% 16.6% 29.1% local communities Drama activity and 88.7% 3.2% 8.1% role plays Text books 35.4% 12.9% 51.6% Worksheets 82.2% 11.4% 6.4% Class 4 students in this sampling did not have ample knowledge of differences between groups of people, issues such as government elections, and local/national happenings. The school, either through the formal curriculum or through teachersâ€&#x; initiatives, provided very little or no information on these issues. It was assumed that since students had studied these issues in Class 3 that there was no need to recap/revise these issues in Class 4 although the importance of recapping on civic themes throughout their school lives is very important. Students however had more knowledge of environmental issues. The Class 4 students indicated that they wanted to see student centred methods such as group work (with opportunities for presentations by learners), role plays and the use of worksheets. Worksheets implied a desire by students to work on exercises at their own pace, as opposed to long teacher talk and copious notes on the board. Students also indicated that from time to time they wanted to have speakers from the community talking to them on civics and related themes.

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Teachers Survey th

The following survey conducted on May 28 2010 provides feedback from teachers in the 30 sample schools on how they have improved teaching and learning processes in their classrooms as a result of CE interventions. The incremental changes (reported in detail in the next section) have seen a move towards student-centred classrooms. The CE program has enabled teachers to engage with students at the basic teaching and learning levels. The CE resources with their glossy full colour and simple explanations have encouraged students to learn. Where students encounter difficult words or explanations, they have attempted to learn „in context‟ by following the illustrations or diagrams. The CE resources have also personalised knowledge so students can identify with them. These are in topics such as “Taking Care of Personal Belongings.” The resources use local scenarios and situations. This has enabled students to learn through identifying with the various scenarios. In the words of teachers, “The resource materials encouraged students to learn the real life situations which were not clear in each individual‟s life. They are able to see different places and things they hear of, but have not seen, through the materials. They try to compare it with their own context. Resources have helped them understand their world and the outer world. It has given them more ideas than they already have. It creates an eagerness in the children‟s minds to know more about CE. It helps them to relate to their environment, community, and to respect themselves. CE resources help students to work hard, develop and instil knowledge on their roles in society and to the community. They are able to see different places and things they hear of, but have not seen, through the materials. They try to compare them with their own context. Locally based pictures and examples are easy to understand, colourful illustrations motivate them and the activities are hands-on so students really enjoy it.”

NAME OF SCHOOL

How do the CE resources assist students to understand their local environment and global links?

.1. Ellington primary

To the question of how CE has been applied to their classroom teaching and the reason for this application, the majority of respondents indicated that they were able to integrate CE into all their teaching subjects. It has made learning more meaningful and interesting.

Sometimes children do not understand the difficult words we use. The pictures in the resources attracts their attention and they understand things a lot better

How has CE been applied to your teaching? Why?

YES, it can be applied to all learning areas since it makes learning more interesting and meaningful

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How is CE beneficial to children in your class?

How does CE affirm your students to live meaningful lives?

It helps to mould students Children learn and to become responsible practice good and law abiding citizens. citizenship in Allows them to understand school and in the one another and to live in real world. peace and harmony


2.RAKIRAKI DISTRICT 3.RA SPECIAL SCHOOL 5. VATUKOULA PRIMARY 6. FSC PRIMARY

The resources have relevant information that relates to our everyday life as, Taking care of personal belongings

It helps them to understand the different ideas with the resource materials. The local pictures help them grasp ideas better

Yes‌CE can be applied in most subjects I teach in class

YES, the materials are very useful and have lightened the load of teachers. The themes for CE helps to integrate different subjects

They are able to understand their rights and duties to the nation and ultimately be good citizens

Yes, the resource materials can be used in all subjects and this allows the values to be disseminated through all the subjects.

Resources are locally based and easy for children to see for themselves and learn. Most students are born and bred in towns so the resources enabled them to see a context different from the familiar.

Yes, the themes can be easily intergrated into all the subjects

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Children learn to be responsible in their everyday lives

Students learn morals and values and of the importance of living the 5 themes in their lives

CE helps to teach children their rights and the responsibilities Children learn about being that go with them.. responsible in everything They learn about they do caring and respecting others in school and in their community CE helps a lot with the discipline issues in school.

They are aware of local environments and will help create a cordial atmosphere everywhere they go.

Children appreciate the environment they live in and are proud citizens

Children learn to be friendly to their environments and to people.


7. ARYA KANYA PATHSHALA 8. DRASA INDIAN 9. LOVU SANGAM 10. JASPER WILLIAMS

The resources depict pictures of local environment which they adapted quickly to. Discussions were quickly generated

CE is easily integrated into all our teaching.

I try to integrate the 5 themes in my teaching

Children learn to stand on their own two feet and discuss freely about one another’s cultures and beliefs

They are able to understand their rights and duties to the nation and ultimately be good citizens

Yes, the resource materials can be used in all subjects and this allows the values to be disseminated through all the subjects.

The resources have helped pupils understand their world using local examples as given in the in the resources. It helps them to be responsible, have good manners etc.

Yes, CE resources help a teacher integrate the resources and themes in all subject areas making it easier for children to understand.

Pictures help a lot to bring about learning in any class.

CE helps and guides students to be better citizens on Fiji

The resource materials give students a sense of ownership, being a responsible person and a good decision maker in whatever they do.

Yes, CE caters for all subjects where children learn something new and interesting which has something to do with their daily lives

Students understand something new every day and they want to learn more

Children learn to share and identify new ideas as they go along

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CE helps a lot with the discipline issues in school.

Children appreciate the environment they live in and are proud citizens


11. LAUTOKA SANATAN 12. LTKA AHMADIYYA 13. LTKA FIJIAN 14. LTKA METHODIST

Children get to understand that there’s always a purpose for doing things and the values that they are practicing through them

Help them to picture the things happening around them and look for solutions

Yes, definitely. Through CE, children come to understand why teaching particular subjects and topics are important and how are they important as well. Yes, it will improve my children’s behaviour and they will become better citizens.

They understand their environment better. Localizing the learning concepts really helped them understand the concepts better.

Yes, by integrating in all subjects and across concepts. Involving local concepts enables children to understand concepts better

By looking at the pictures of people and their surroundings

No, some topics are not covered under CE

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Children are following classroom rules effectively. They are aware of do’s and don’ts in the school

Students become more aware of their responsibilities towards their school, parents and community as a whole. They learn to lead a more positive meaningful life

They will become better behaved citizens in future. Behavior will improve

Children value hard work and they become more accepting of the multicultural society they live in

It helps to broaden understanding and learning by the children ad children easily pick up what is expected of them

CE teaches children about good moral behaviours and its importance in their daily lives

They have learnt to work closely together without racial barriers getting in the way.

It helps them be good students and better citizens of Fiji


15. DRASA AVENUE 16. LTKA CENTRAL 17. LTKA MUSLIM 18. LTKA CHINESE SCH

Since the teaching aids and resources were locally based, the children were quite amazed about the resources especially the resources on the environment. Makes them understand the world better The resources are contextualized into the environment of a Fiji student. It enhances the known before they move into the unknown. They know their surroundings and the environment better.

Locally based pictures and examples are easy to understand, colourful illustrations motivate them and the activities are handson so students really enjoy it

Definitely, because learning can only be lifelong and meaningful it there is a lesson to be learnt. Integrating CE would achieve this.

The depth of learning is there and children become responsible. Resources are eye-catching too.

Not necessarily all, it could be applied where necessary because other subject areas have to be considered also.

Children are seen as working together and become more responsible.

Yes, wherever applicable, I am able to integrate CE into the lessons across different subjects.

Children learn to respect others, take turns, value things around them.

Yes, because repetition strengthens ideas and puts it into long term memory.

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Children will think twice before taking any action and will be more responsible.

Children are more responsible and committed to their school work

Through pictures, children are able to visualize better and thus they remember well and become life-long learners.

When children learn to practice and actualize the learning in classrooms, they should become better citizens.

Children learn to think positively. It provides different perspective for understanding their world.


Their discipline is improved and creativity is also tapped

Yes. I see that all 5 themes are significant because they prepare our children well for their future.

CE is applicable only in some areas

Children learn to speak on issues concerning their life and that of their environment.

Yes. All themes are valuable in my teaching because they cover all the values needed in the subject areas

Yes, I am able to do that and students show commitment to learning too.

Children come up with a variety of ideas and CE has enhanced this ability

Children share their experiences. They are beginning to feel for their environment and discussing ways of looking after it.

22. SABETO DIST

Resources have CE can be applied helped them where applicable understand their in all subjects world and that because this outside. It has given would make for them more ideas than less teaching but they already have more learning.

With the use of resources, children have the opportunity to explore, discover and express themselves.

23. NADI AIRPORT SCHOOL

19. ST THOMAS PRI

I would, in order to prepare my children to be a better citizen and a better leader in the future

It creates an eagerness in the children’s’ minds to know more about CE. Helps them to relate to their environment, community, and to respect themselves.

20. VUDA DISTRICT

The resource materials encouraged students to learn the real life situations which were not clear n each individuals’ life

21. LOMOLOMO PUBLIC

The reality of the pictures

They are able to see different places and things they hear of, but have not seen , through the materials. They try to compare it with their own context.

Yes, because it will greatly benefit my pupils in all areas of their lives

20

Children learn to be more responsible in the classroom. They learn to give their best in school

CE has begun to plant a seed in children’s lives that will stay with them for the rest of their lives. If the seed is well-planted, success will be the outcome.

They are able to learn about respecting our environment and themselves and to be good citizens in the long run.


24. NAMAKA PUBLIC 25. MT. ST. MARY’S 26. NADI PRIMARY 27. CUVU DISTRICT 28. SIGATOKA DISTRICT

The clear and CE can be applied colourful pictures in most subject help them understand areas and children what is being are able to bring imparted in the out the CE classroom themes easily after they have understood them CE resources help students to work hard, develop and instill knowledge on their roles in society and to the community

Yes, the pictures and resources given can be used in other lessons

First class pictures are offered and children appreciate and learn to leek after their environment

Yes, because it helps children to think and understand the different themes and lessons we can learn from the different subjects.

Helps children to think and come out from heir comfort zones. Helps to broaden their knowledge from the known to unknown.

Children are more mindful of whatever they do and the things around them

Can use the same resources for other lessons. Children understand better.

Children learn to work together and work in a flexible learning environment

Children are able to think over the themes and apply it/them to topics they learn. They understand the importance of the themes and apply it/them to their classroom and at home

Students are able to realize what is really happening and what they can do, to improve their lifestyle. We can mold them, but it is up to the individual; how he/she chooses to live their life. CE helps them to make good decisions.

By visualizing the real CE is used in pictures, students are Yes. It will help other subjects and able to understand children to with Values the environment and correlate what she education the people living has studied and around them make links to other subjects. CE resources help students to work hard, develop and instill knowledge on their roles in society and to the community

Yes, the pictures and resources given can be used in other lessons

21

Can use the same resources for other lessons. Children understand better.

It gives them a sense of identity and to be a responsible citizen of Fiji

Children learn to work together and work in a flexible learning environment


29. ST. JOAN OF ARC 30. SIGATOKA METHODIST

They are able to see different places and things they hear of, but have not seen, through the materials. They try to compare it with their own context. Locally based pictures and examples are easy to understand, colourful illustrations motivate them and the activities are handson so students really enjoy it

Yes, I am able to do that and students show commitment to learning too.

Yes, because repetition strengthens ideas and puts it into long term memory.

22

Children come up with a variety of ideas and CE has enhanced this ability

Children share their experiences. They are beginning to feel for their environment and discussing ways of looking after it.

Children will think twice before taking any action and will be more responsible.

Children learn to think positively. It provides different perspective for understanding their world.


FOLLOW UP VISIT ON EVALUATION OF CLASSES 3 and 4 CE RESOURCES th

th

There was a follow up visit to the Western Division on May 24 to the 28 2010 to ascertain the progress being made on the 30 sample schools. The visits enabled CE staff to get feedback on strengths and weaknesses of the Classes 3 and 4 CE Resources and ways of improving them. The teachers had filled in evaluation forms which provided details of how they had used the resources and areas of improvement to maximise learning in Class 3 and 4 classrooms. During the visits, staff had the opportunity to talk with the teachers involved in the implementation and piloting of CE. Summary of Findings (a) Teachers were all very excited about the resources and most were able to integrate CE themes in their teaching. (b) They were also able to integrate CE across the different subjects they taught in their respective classes. (c) Positive comments were received about the resources and the teaching of CE as a crosscurricular perspective. (d) Head teachers were personally involved in the CE implementation and were excited about the program. They commented on CEâ€&#x;s usefulness in bringing about behavioural changes in students (e) Many of the sample schools had gone on to implement programs such as: Scouting and girl guides, Environment awareness, Rubbish bin design competitions from materials around them. Traffic light systems to challenge children and lessen discipline problems Values used as group names Signs around the school depicting values and ethics Cultural awareness weeks Assembly with full flag raising ceremony and national anthem Improving school gardens and the compound (f) Pictures and texts in the Classes 3 and 4 resources made teaching very contextual and brought urban settings right into their classrooms. The same experience was seen for students in urban settings who were not exposed to rural experiences.

23


TEACHERS RESPONSES ON STRENGTHS AND CHALLENGES OF THE CE RESOUCES AS UTILISED IN THEIR CLASSES 3 AND 4 CLASSES th

th

This survey was undertaken from May 24 to the 28 , 2010 to ascertain how beneficial to students the CE resources had been. These resources had been made available on February th th 11 and 12 to teachers from the 30 sample schools. The survey covered 29 schools with the exception of Tavua District Primary School. (1) Do the resource materials give useful information to the students? All respondents indicated that the CE resources provided useful information on civics in addition to reinforcing the themes of subjects that were being taught. (2) How do the materials assist students to understand the world? Respondents noted that the resources have helped learners to understand their world using local examples as given in the in the resources. The resources assisted them to be responsible, and have good manners. They give students a sense of ownership, the notion of being responsible and being good decision makers in whatever they do. It was noted that locally based pictures and examples are easy to understand; the colourful illustrations motivate them and the activities are hands-on so students really enjoy it. The CE resources help students to work hard, develop civic knowledge on their roles in society as inculcated through the materials. Respondents said that by visualizing the pictures, students are able to understand the environment and the people living around them. (3) What purpose does CE serve as a curriculum purpose? Respondents noted that CE can play a role in the holistic development of children. It portrays accepted behaviour that help learners. It is noted that CE serves as a useful tool in moulding children to be responsible and informed learners in society. We teach values such as how to look after our environment, how to care for others and the importance of being good citizens. Respondents said that when CE is integrated into school subjects, it teaches children to be informative, resourceful and to be good citizens. CE helps children to understand the curriculum better. With the themes being integrated, children can see values in everything they are taught in class. (4) What do you see to be the weaknesses of CE? Most respondents did not see weakness in the CE resources. One respondent however noted if the math materials could be related more to topics that is taught daily. Another said that they needed co-operation from parents, as well to see that the values/virtues instilled in children from school is maintained and followed at home so that children become better with practice. A respondent said that they required more workshops so that teachers can share experiences and improvements can be made. Another respondent said that the materials provided were only for teacher reference and not for students. (5) Would you apply CE to all your teaching? Why? All respondents with the exception of 2 said that CE could be applied to all their teaching because it can be easily integrated through the 5 thematic areas. (6) How is CE used to benefit children in your class? Respondents noted that CE helps to teach children their rights and the responsibilities that go with them. They learnt about caring and respecting others in school and in their community. Children learnt to practice good citizenship in school and in the real world. One respondent said that in her class, children were following classroom rules effectively. They were aware of doâ€&#x;s and donâ€&#x;ts in the school and presented a cordial atmosphere everywhere they went. Respondents noted that students broadened their understanding and learning of what is

24


expected of them. They learnt new things every day and they were eager to learn more. Respondents admitted that the depth of learning was there and children learnt to be more responsible in the classroom. They learnt to give their best in school. Children learnt to think and to come out of their comfort zones. It helped to broaden their knowledge from the known to the unknown. (7) Do you consider the 5 themes to be significant to your teaching? Why? Respondents said that the 5 themes were significant to their teaching as they were related to all their subjects. The themes were very well integrated to the different subject areas. (8) How do they assist students to live full and meaningful lives? Respondents noted that CE helped to mould students to become responsible and law abiding citizens. It allowed them to understand one another and to live in peace and harmony. Respondents noted that students learnt morals, values and of the importance of living the 5 CE themes in their lives. Children learnt to stand on their own two feet and discuss freely about one anotherâ€&#x;s cultures and beliefs. CE helps and guides students to be better citizens of Fiji. They learn about being responsible in everything they do.

NAME OF SCHOOL

(9) What do you see to be strengths of CE? Respondents said that the materials that were provided were well presented and enabled children to learn effectively. It allowed children to have a sense of wanting to become good citizens. Children got a chance to learn and practice good values throughout and to finally become better persons. This helped them to face every day challenges. It enabled the teacher to teach lessons holistically and not in fragments. The integration of CE into lessons across the curriculum also helped to build racial harmony. Students learnt better about their own people and surroundings. Respondents said that CEâ€&#x;s strengths lay in its being an integral part of the curriculum and could be blended in at any time. It also touched on moral issues. Students learnt to be critical thinkers. Learning is much more meaningful and enjoyable through the approach provided by CE. Respondents said that the resources helped children in their everyday learning and future. It built on the character of students and promoted critical thinking and self realization.

QUESTIO N 1

QUESTION 2

QUESTION 3

QUESTION 4

QUESTIO N5

QUESTI ON 6

QUESTION 7

QUESTIO N8

Do the resource materials give useful informatio n to the students?

How do the materials assist students to understand the world?

What What do you purpose see to be the does CE weaknesses serve as a of CE? curriculum purpose?

Would you apply CE to all your teaching? Why?

How is CE used to benefit childre n in your class?

Do you consider the 5 themes to be significant to your teaching? Why?

How do they assist students to live full and meaningf ul lives?

25

QUESTIO N9 What do you see to be strengths of CE


2.RAKIRAKI DISTRICT

RESPONCE

.1. Ellington primary

YES

YES

Sometimes children do not understand the difficult words we use. The pictures in the resources attracts their attention and they understand things a lot better

The resources have relevant information that relates to our everyday life as, Taking care of personal belongings

CE comprises many issues which also correlate with the curriculum. It helps children understand the curriculum better.

When CE is intergrated, it teaches children to be informative, resourceful and to be good citizens through all the lessons in class

NIL

YES, it can be applied to all learning areas since it makes learning more interestin g and meaningf ul

The previous way of teaching has been reshaped by CE approaches, but it is a good change

26

Yes‌CE can be applied in most subjects I teach in class

Childre n learn and practice good citizens hip in school and in the real world.

Children learn to be responsi ble in their everyda y lives

All themes are related and can easily be used in all our subjects.

All 5 themes are significant because it contributes to nation building – that being a good citizen begins at home and in schools.

It helps to mould students to become responsi ble and law abiding citizens. Allows them to understa nd one another and to live in peace and harmony

With the CE resource s students understa nd issues better

Students learn morals and values and of the importanc e of living the 5 themes in their lives

Colourful resources and relevant informatio n for everyday living


5. VATUKOULA PRIMARY

3.RA SPECIAL SCHOOL

YES

YES

6. FSC PRIMARY

YES

It helps to highlight through the different subjects we teach, the curriculum perspectives like CE

More workshops should be conducted for schools who missed out because it is an important programme

They are able to understand their rights and duties to the nation and ultimately be good citizens

The beautiful resources provided can be used to teach any subject.

Lack of resource materials for the whole school

Resources are locally based and easy for children to see for themselves and learn. Most students are born and bred in towns so the resources enabled them to see a context different from the familiar.

We teach values such as how to look after our environment , how to care for others and the importance of being good citizens.

It helps them to understand the different ideas with the resource materials. The local pictures help them grasp ideas better

YES, the materials are very useful and have lightened the load of teachers. The themes for CE helps to intergrate different subjects

Yes, the resource materials can be used in all subjects and this allows the values to be disseminat ed through all the subjects. Yes, the themes can be easily intergrated into all the subjects

Nil

27

CE helps to teach children their rights and the responsi bilities that go with them.. They learn about caring and respecti ng others in school and in their commun ity CE helps a lot with the disciplin e issues in school.

They are aware of local environ ments and will help create a cordial atmosph ere everywh ere they go.

Yes, the 5 themes can be taught in all lessons

Children learn about being responsibl e in everything they do

It develops values like learning to live and work with others regardless of difference s

Yes, all 5 themes are significant and provides a holistic approach to learning

Children appreciate the environme nt they live in and are proud citizens

The CE resources is the CE’s greatest strength

Yes, it corelates all the moral and educational values taught in the curriculum.

Children learn to be friendly to their environme nts and to people.

The strengths of CE are in the themes and the need to build them into pupils.


7. ARYA KANYA PATHSHALA 8. DRASA INDIAN 9. LOVU SANGAM

YES

YES

YES

The resources depict pictures of local environment which they adapted quickly to. Discussions were quickly generated

They are able to understand their rights and duties to the nation and ultimately be good citizens

The resources have helped pupils understand their world using local examples as given in the in the resources. It helps them to be responsible, have good manners etc.

I It has broadened the children’s knowledge on how to use and protect their environment

The beautiful resources provided can be used to teach any subject.

CE can be intergrated in all subjects and helps students learn more

t should be included as subject that is taught for at least 10minutes /day

CE is easily intergrated into all our teaching.

Lack of resource materials for the whole school

Yes, the resource materials can be used in all subjects and this allows the values to be disseminat ed through all the subjects.

More materials need to be provided because it can take time for students to learn about CE when there are not enough resources to go around

Yes, CE resources help a teacher intergrate the resources and themes in all subject areas making it easier for children to understan d.

28

I try to intergrat e the 5 themes in my teaching

CE helps a lot with the disciplin e issues in school.

Pictures help a lot to bring about learning in any class.

Teaching is more meaningful when we know that our students will one day be good citizens because of what CE is integrating through th 5 themes

Children learn to stand on their own two feet and discuss freely about one another’s cultures and beliefs

Yes, all 5 themes are significant and provides a holistic approach to learning

Children appreciate the environme nt they live in and are proud citizens

The CE resources is the CE’s greatest strength

Different values need a lot of strategies to help children understand the concepts better.

CE helps and guides students to be better citizens on Fiji

CE helps children to understan d their world and promotes good civic values in children

It teaches us morals, values and beliefs which children need the most to shine in future.


10. JASPER WILLIAMS

YES

11. LAUTOKA SANATAN

YES

12. LTKA AHMADIYYA

YES

The resource materials give students a sense of ownership, being a responsible person and a good decision maker in whatever they do.

CE helps to train and moulds students in a holistic way to become good citizens.

Children get to understand that there’s always a purpose for doing things and the values that they are practicing through them

It distributes values education through all the subjects that are taught.

Help them to picture the things happening around them and look for solutions

To teach children respect, honesty and hard work

The materials provided are only for teacher reference and not for students.

None at all but we need co-operation from parents, as well to see that the values/virtue s instilled in children from school is maintained and followed so that children become better with practice

NIL

29

Yes, CE caters for all subjects where children learn something new and interesting which has something to do with their daily lives

Students understa nd somethi ng new every day and they want to learn more

Yes, definitely. Through CE, children come to understan d why teaching particular subjects and topics are important and how are they important as well.

Children are followin g classroo m rules effective ly. They are aware of do’s and don’ts in the school

Yes, it will improve my children’s behaviour and they will become better citizens.

They will become better behaved citizens in future. Behavior will improve

Yes, the 5 themes cover aspects of our daily lives and makes meaningful learning and teaching.

Children learn to share and identify new ideas as they go along

Yes, so the students develop holistically

Students become more aware of their responsibi lities towards their school, parents and communit y as a whole. They learn to lead a more positive meaningfu l life

Yes, it enhances children’s’ knowledge and improve their behaviour. Helps them to face reality.

Children value hard work and they become more accepting of the multicultur al society they live in

The materials provided are well presented and enables children to learn more and learn better. Allows children to have a sense of wanting to become good citizens Children get a chance to learn and practice good values throughou t and finally become better persons which in turn helps them to face every day challenges

.

Children will become better citizens as their moral behaviour improves


13. LTKA FIJIAN

YES

14. LTKA METHODIST

YES

They understand their environment better. Localizing the learning concepts really helped them understand the concepts better.

It enables teachers to promote moral teaching in all lesson areas

Not enough workshops conducted for all teachers

Yes, by integrating in all subjects and across concepts. Involving local concepts enables children to understan d concepts better

By looking at the pictures of people and their surrounding s

With the themes being integrated, children can see values in everything they are taught in class

If the math materials could be related more to topics we teach daily.

No, some topics are not covered under CE

They have learnt to work closely together without racial barriers getting in the way.

Definitely, because learning can only be lifelong and meaningfu l it there is a lesson to be learnt. Integrating CE would achieve this.

The depth of learning is there and children become responsi ble. Resourc es are eyecatching too.

15. DRASA AVENUE

Yes Since the teaching aids and resources were locally based, the children were quite amazed about the resources especially the resources on the environment . Makes them understand the world better

CE serves as a useful tool in molding children to be responsible and informed learners in society. They understand the purpose of learning

NIL, but teachers must learn to utilize the resources well to achieve the desired outcomes

30

It helps to broaden understa nding and learning by the children ad children easily pick up what is expecte d of them

Yes, children, when reminded of values learned, will never forget it, but act accordingly

CE teaches children about good moral behaviour s and its importanc e in their daily lives

Enables the teacher to teach lessons holistically and not in fragments integration of lessons across the curriculum.

Yes, because it applies to the development of the child in a positive way

It helps them be good students and better citizens of Fiji

It helps to build racial harmony. Students learn better about their own people and surrounding s

All 5 themes are significant because they all promote the idea of god citizenship in children

Children are more responsibl e and committed to their school work

CE’s strengths lie in its being an integral part of the curriculum and can be blended in at any time. It also touches on moral issues


The resources are contextualiz ed into the environment of a Fiji student. It enhances the known before they move into the unknown.

It could play a role in the holistic development of children. It [portrays accepted behaviour that will also help learners.

It has a linear curriculum process where one step leads to another.

Yes.

They know their surrounding s and the environment better.

To enlighten children on values, their surrounding s and people around them

Nil

17. LTKA MUSLIM

16. LTKA CENTRAL

Yes

31

Not necessaril y all, it could be applied where necessary because other subject areas have to be considere d also.

Children are seen as working together and become more responsi ble.

Yes, because they are related to the subjects taught.

Yes, wherever applicable, I am able to integrate CE into the lessons across different subjects.

Children learn to respect others, take turns, value things around them.

All 5 themes when integrated help t instill discipline when integrated into subjects.

Through pictures, children are able to visualize better and thus they remember well and become life-long learners.

The fact that it brings many abstract concepts into reality. Example, change, seen as change in our environme nt Lessons taught as an integrated approach and not in isolation. Critical learn to be critical thinkers..

When children learn to practice and actualize the learning in classroom s, they should become better citizens.

The strength of CE lies in the provision of resources materials that are a need in all schools. Added to this is the wealth of informatio n provided.


Yes

18. LTKA CHINESE SCH

Locally based pictures and examples are easy to understand, colourful illustrations motivate them and the activities are handson so students really enjoy it The reality of the pictures

Yes

The resource materials encouraged students to learn the real life situations which were not clear n each individuals’ life

20. VUDA DISTRICT

19. ST THOMAS PRI

Yes

I think it is strengthenin g other values taught in other subjects as well as the core values stressed by CE

It equipped the children with all the skills and the themes are all so important to their everyday life.

CE serves as the benchmark for values education

NIL

Nil

Nil

32

Yes, because repetition strengthen s ideas and puts it into long term memory.

Children will think twice before taking any action and will be more responsi ble.

I would, in order to prepare my children to be a better citizen and a better leader in the future

Their disciplin e is improve d and creativit y is also tapped

CE is applicable only in some areas

Children learn to speak on issues concerni ng their life and that of their environ ment.

Yes. They are all relevant and enriches values taught in class

Children learn the importance of working together with others with no barriers.

Children are able to visualize a better world and that there are possibilities of it being so.

Children learn to think positively. It provides different perspectiv e for understan ding their world.

It builds on the character of students and promotes critical thinking and promotes self realization

Yes. I see that all 5 themes are significant because they prepare our children well for their future.

Integrating of subjects and the reality of the resources helps children in their everyday learning and future,

Yes. All themes are valuable in my teaching because they cover all the values needed in the subject areas

Learning is much more meaningfu l and enjoyable through the approach provided by CE


21. LOMOLOMO PUBLIC

Yes

22. SABETO DIST

Yes

23. NADI AIRPORT SCHOOL

Yes

They are able to see different places and things they hear of, but have not seen , through the materials. They try to compare it with their own context.

It has enhanced learning and made teaching easier. Children are able to see and figure out things easily. It meets its social purpose.

Resources have helped them understand their world and that outside. It has given them more ideas than they already have

It helps children understand more about their environment , culture, country, thus each given topic is integrated with other subjects, making teaching and learning fun, experimental and effective

It creates an eagerness in the children’s’ minds to know more about CE. Helps them to relate to their environment , community, and to respect themselves.

Children appreciate all subjects when CE themes are integrated.

We need more workshops sp that teachers can share experiences and improvemen t can be made where lacking

Some complex and compound words are used, May have to used improvised materials at times, but this helps teachers to make their own resources

Less time to implement it in school. The danger of rights is that children may abuse it.

33

Yes, we are able to cover all themes and cover them thoroughly too

Yes, I am able to do that and students show commitme nt to learning too.

Children come up with a variety of ideas and CE has enhance d this ability

CE can be applied where applicable in all subjects because this would make for less teaching but more learning.

With the use of resource s, children have the opportu nity to explore, discover and express themsel ves.

Yes, because it covers the values needed for day to day living.

Children learn to be more responsi ble in the classroo m. They learn to give their best in school

Yes. It had a great impact on the students’ learning.

Yes, because it will greatly benefit my pupils in all areas of their lives

Children share their experience s. They are beginning to feel for their environme nt and discussing ways of looking after it.

CE has begun to plant a seed in children’s lives that will stay with them for the rest of their lives. If the seed is wellplanted, success will be the outcome. They are able to learn about respecting our environme nt and themselve s and to be good citizens in the long run.

The colourfula and attractive resources. Its originality and quality and the fact that it can be used for any subject and any level. More local topics, colourful pictures that is eyecatching. They teach values and good citizenship which are emphasize d day to day

It teaches children to be aware of who and what they are. It reminds children to be selfreliant.


24. NAMAKA PUBLIC

Yes

25. MT. ST. MARY’S

Yes

The clear and colourful pictures help them understand what is being imparted in the classroom

CE resources help students to work hard, develop and instill knowledge on their roles in society and to the community

It helps in making the link between the different subjects

Nil

Students learn more than what is prescribed in the curriculum e.g. Leadership, management of time, importance of working together etc

More workshops are needed

34

CE can be applied in most subject areas and children are able to bring out the CE themes easily after they have understoo d them

Yes, the pictures and resources given can be used in other lessons

Helps children to think and come out from heir comfort zones. Helps to broaden their knowled ge from the known to unknow n. Can use the same resource s for other lessons. Children understa nd better.

Yes, CE helps to ensure there is value gained from subjects they learn. This has been ignored for some time in our teaching.

Yes, it makes us aware of our roles and responsibilit y in Society. Children too.

Children are more mindful of whatever they do and the things around them

Helps the children to contextual ize their ideas and see the link in different subjects on a similar issue.

Children learn to work together and work in a flexible learning environme nt

Students have learnt more about their roles and responsibi lities in society. It has reminded me as the teacher that I can integrate lessons in and outside of the classroom .


First class pictures are offered and children appreciate and learn to leek after their environment

26. NADI PRIMARY

Yes

27. CUVU DISTRICT

YES

By visualizing the real pictures, students are able to understand the environment and the people living around them

CE helps as a guide for teachers to prepare students for the world and at the same time to make it better place to live in

It helps to educate and provide a platform for holistic development ,. Students have a better understandi ng of themselves and others in their community and develop values that enable them to live and work together.

More workshops needed for the whole community.

Yes, because it helps children to think and understan d the different themes and lessons we can learn from the different subjects.

Nil Yes. It will help children to correlate what she has studied and make links to other subjects.

35

Children are able to think over the themes and apply it/them to topics they learn. They understa nd the importan ce of the themes and apply it/them to their classroo m and at home

CE is used in other subjects and with Values educatio n

Yes, children should learn to reason things out and understand why things happen. They appreciate and take on new challenges as they grow up.

Students are able to realize what is really happening and what they can do, to improve their lifestyle. We can mold them, but it is up to the individual; how he/she chooses to live their life. CE helps them to make good decisions.

Yes, it really helps a lot in the teaching and learning process

It gives them a sense of identity and to be a responsibl e citizen of Fiji

It helps a child appreciate the changing world and how she can adopt it to make it a better place to live in

Children learn best with the appropriat e learning materials like flip=chart which has clear and local pictures. It enhances learning


28. SIGATOKA DISTRICT

Yes

29. ST. JOAN OF ARC

Yes

CE resources help students to work hard, develop and instill knowledge on their roles in society and to the community

They are able to see different places and things they hear of, but have not seen, through the materials. They try to compare it with their own context.

30. SIGATOKA METHODIST

Yes Locally based pictures and examples are easy to understand, colourful illustrations motivate them and the activities are handson so students really enjoy it

Students learn more than what is prescribed in the curriculum e.g. Leadership, management of time, importance of working together etc

It has enhanced learning and made teaching easier. Children are able to see and figure out things easily. It meets its social purpose.

I think it is strengthenin g other values taught in other subjects as well as the core values stressed by CE

More workshops are needed

Yes, the pictures and resources given can be used in other lessons

We need more workshops sp that teachers can share experiences and improvemen t can be made where lacking

Yes, I am able to do that and students show commitme nt to learning too.

NIL

Yes, because repetition strengthen s ideas and puts it into long term memory.

36

Can use the same resource s for other lessons. Children understa nd better.

Children come up with a variety of ideas and CE has enhance d this ability

Children will think twice before taking any action and will be more responsi ble.

Yes, it makes us aware of our roles and responsibilit y in Society. Children too.

Yes, we are able to cover all themes and cover them thoroughly too

Yes. They are all relevant and enriches values taught in class

Children learn to work together and work in a flexible learning environme nt

Children share their experience s. They are beginning to feel for their environme nt and discussing ways of looking after it.

Children learn to think positively. It provides different perspectiv e for understan ding their world.

Students have learnt more about their roles and responsibi lities in society. It has reminded me as the teacher that I can integrate lessons in and outside of the classroom . The colourfula and attractive resources. Its originality and quality and the fact that it can be used for any subject and any level. It builds on the character of students and promotes critical thinking and promotes self realization


The following sample of 13 schools from the 30 research schools participated in a follow up data collection exercise from October 26th to the 28th. 1. Vuda District School 2. Lautoka Ahmadiya Muslim Primary School 3. Lautoka Methodist Primary School 4. Lautoka Sanatan Primary School 5. Lautoka Muslim Primary School 6. Jasper Williams Primary School 7. Lovu Sangam Primary School 8. Nadi Airport Primary School 9. Namaka Public School 10. Mount St Mary Primary School 11. Sabeto District Primary School: 12. Drasa Indian Primary School 13. Nadi Primary School th

th

The following research questions that were posed on February 11 and 12 were against asked of th

th

the teachers on October 26 to the 28 2010. th

th

th

th

Questions GENDER SPREAD

Feb 11 / 12 Responses 51.7%

October 26 / 28 Responses 60%

1. How many participants have

0%

75%

29.3%

85%

8.6%

65%

received

formal

Citizenship through

training

Education short

in

either

workshops,

courses or other training? 2. How many participants were aware of the term Citizenship Education before they attended this workshop? 3. How many were aware that Citizenship

Education

is

a

curriculum perspective integrated into

other

primary

school

subjects?

37


4. How many participants listen

0%

15%

to the National Radio Program:

(A

Teachers World or Education

pointed out that they were not

Bytes (which carried information

able to hear the radio programs

on CE)?

because of poor reception in their

number

of

respondents

areas.

Variances in responses in Questions 2 and 3 are due to staff attrition with new teachers from other areas coming in to fill teaching positions of teachers who have either retired or resigned.

The survey shows the effectiveness of the Citizenship Education Program in inculcating CE values, skills and methodologies to teachers to enable them to integrate it into the various subjects they teach. The survey shows a gain of 55.7% over the Feb figure.

Awareness of Citizenship Education has also provided teachers with the motivation to integrate CE into all their teaching subjects given the marked improvements they have seen in their students not only in academic learning but in the values displayed in their personal deportment. The survey shows a gain of 56.4% over the Feb figure.

Finally the national radio program on CE has been a source of valuable information to 15% of respondents. It should be stressed that other respondents have clarified that their inability to listen to the radio programs on CE has been due to poor reception in their areas.

Impact of Citizenship Education The following responses were provided by teachers from the 13 sample schools to show the net gains (from February to November 2010) for students and teachers in the classroom as a result of the introduction of citizenship education, a curriculum perspective, integrated into all their teaching subjects. The impact has been the result of the pilot and national implementation workshops, follow-up visits and CE resources made available in their classrooms.

Responses in February on Impact of CE Training Particulars

To

a

large

Sufficient infor

extent Respondents were able to

80%

20%

gain new information on integrating

CE

into

the

primary curriculum

38


Participants were able to

. 85%

15%

90%

Based on situation in my

learn new strategies in CE teaching I plan to implement as much of

these

strategies

as

school

possible in my classroom Teachers

were

prepared

10% 65%

35%

was

65%

35%

Opportunity to network and

70%

30%

70%

30%

well to implement new CE strategies Critical

inquiry

encouraged

learn from colleagues were supported Opportunity

to

seek

meaning and construct new knowledge was provided

Responses of Teachers in the 13 sample schools on School Initiatives (October 2010) Summary of teaching and

% of sample schools faced

CE Strategies used in the

learning challenges faced

with this challenge

classroom (% of sample schools utilising these strategies)

Students

disciplinary

(including

behaviour)

65%

Providing student centred lessons and integrating CE

problems leading to truancy,

values 66.6%

poor attitude to school work

Counselling with moral values 60% Sharing responsibilities with students 20% Remedial classes 20% Encouraging peer learning 13.3%

39


Lack of teaching and learning 30%

Improvising with simple

resources in the classroom

readily available resources 33.3%

Teachers reported that as a result of the CE training and their classroom interventions, there has been a marked improvement in their teaching methods. This has become more studentcentred. Teachers have come up with proactive strategies to deal with students misbehaviour. They are also using their own initiative to improvise with readily available resources in cases where no teaching/learning resources are available in the classroom.

Responses of Teachers in the 13 sample schools on Communitybased Initiatives (October 2010) Problems / Challenges

%

of

sample

schools

CE strategies for dealing

faced in the school

faced with this problem /

with it

based community

challenge

(% of sample schools utilising these strategies)

Lack of parental support

40%

Parents

/

for their children (i.e., not

Interviews

and

doing homework or not

Days are held 66.6%

enhancing

Teachers Parents

childrenâ€&#x;s

learning).

Remedial Classes are held 33.3% Visits

to

villages/settlements

to

discuss childrenâ€&#x;s progress with parents 13.3%

Inviting experts / resource people to talk to parents Teachers are implementing CE strategies to involve parents in their childrenâ€&#x;s education. This is through Parents Teachers Interviews; Parents Days; and visits to settlements/villages. Remedial classes are being held in consultation with parents. Experts/resource people have also been invited to talk to parents on child rearing and strategies for enhancing learning in the home environment.

40


Responses of Teachers in the 13 sample schools on School Governance Issues (October 2010) Is the school run in a democratic manner?

Yes: Decisions are collectively made by consensus or voting after general discussions and exchange of ideas (except for those responsibilities assigned to HT/A-HT)

Yes: 73.4% No: 26.6%

No: The Head Teacher dictates everything: 26.6% (Responses only from respondents who said “No�

In general, respondents highlighted that decisions are collectively made by consensus or voting after general discussions and exchange of ideas (except for those responsibilities assigned to HT/A-HT). There is still a disturbing 26.6% that do not use democratic methods in decision making. They continue to follow authoritarian and dictatorial methods in their schools.

41


General Summary th

th

This research exercise was undertaken from February 11 to December 9 2010. Its purpose is to ascertain the impact of Citizenship Education on students and teachers in 30 sample schools in the Western Division. The research was undertaken based on a request of the CE Board for more concrete data to show the impact of Citizenship Education in schools. Data was collected over a 10 month period in the Western Division. The survey results show the importance of Citizenship Education in both primary and secondary schools in Fiji. The integration of the 5 CE themes in all subjects has enabled values education to be inculcated effectively to students. The majority of teachers also indicated that CE has been beneficial to children. CE has affirmed students to lead meaningful lives. Children value hard work and they become more accepting of the multicultural society they live in. Children learn to share and identify new ideas as they progress through the school system. Students become more aware of their responsibilities towards their school, parents and community as a whole. They learn to lead more positive meaningful lives. CE teaches children about good moral behaviours and its importance in their daily lives. It helps them to be good students and better citizens of Fiji. Children are more responsible and committed to their school work. Through the colourful resources, children are able to visualize better and thus they remember well and become life-long learners. When children learn to practice and actualize the learning in classrooms, they become better citizens. Schools already have programs like religious lessons, flag raising ceremonies, moral / values education talks during assemblies and other values program offered by visiting speakers, NGOs and other institutions to the school. It is expected that with the integration of CE into the formal school curriculum (combined with spiritual and other values education provided as supplements to the formal curriculum or as extracurricular offerings) students will become responsible citizens. They will put into action all the pertinent values that they are inculcated with.

42

CE Primary Schools Study in Fiji 2010  

This publication reports on a research exercise from February 11th to December 9th 2010. Its purpose is to ascertain the impact of Citizensh...

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