by Erica Kimby

Solomon Islands’

EDUCATIO N

Solomon Islands is one of the most underdeveloped countries in South Pacific. I found that the best intervention for an overall improvement to the country would be to start with their education.

by Erica Kimby

Solomon Islands’

EDUCATIO N

Understanding Solomon Islands

# of Islands: 922 islands Population: 581, 318

The Solomon IslandsSO

LOM

ON

ISLA

ND

S’ E

DUCA

TI

ON

POPU

LATI

ON

More than 75% of the Islands’labor force is engaged in

GDP growth rate: -2.3% (2009)

The bulk of the population depends on agriculture,fishing, and forestry for atleast part of its livelihood.

$1 USD = $7.34 SBD (2006)

$256 million per/yr

$237 million per/yr

GOVERNMENT ECONOMICS ENVIORNMENT PEOPLE(CHILD) PEOPLE (ADULT)

60,496 students2,514 teachers

24 / 1Primary School

60 %literate

40%illiterate

Adult Literacy

Causes of deathdiphtheria pertussis, whooping coughturberculosispoliomeasles

Under-5 mortality

rate

1990 2006

121/1000

73/1000

Total fertility rate:3.65 children born /woman (2008 est)

Birth rate:28.48 births/1,000 population

fishtimberpalm oilcocoa

foodplant equipmentmanufacturedfuelschemicals

Employment /population

65.7

65.8

1991

2006

Deforestation; soil erosion; coral reefs are dead or dying

2007 earthquake : 52 died, more than 900 homes destroyed thousands of people homeless

Arable land: 0.62%Permanent crops: 2.04%Other: 97.34%

Queen Eliziabeth IIMonarch of Solomon Islands

550/1000

130/1000

Maternal mortality ratio

1990

2006

Male dominent society, thoughwomen inherit lineage and land

Agriculture productscocoa beans coconuts palm kernelrice potatoes vegetablefruit timber cattle pigs fish

Exports

8.0earth- quake

2000 B.C.

1568

1886

1942

1945

1978

1998

2003

2006

First inhabitantof human

Explored by Alvarode Mendana(Spain)

Colonized by Great Briten & Germany

WWIIBattle of Guadalcanal

British control

Independencefrom Britian

Civil war of lawlessnessInt. peacekeeper from Australia restored orderSnyder Rini became prime minister

Total renewable water resources: 44.7 cu km

Population: 559,198 (2010 est.)

EDU

CAT

ION

LITE

RA

CY

MO

RTA

LITY

RAT

E

Growth rate: 2.27% (2010 est.)

Education expenditures:2.2% of GD

TIM

ELIN

E

Land is rich in lead, zinc, nickel, and gold.

IND

UST

RY

RESO

UR

CES

DIS

AST

ERS

TNE

MY

OLPME

YTINRETA

MRE

DNE

GN

OIGI LER

GLO

BA

L W

ARM

ING

CU

RREN

CY

GO

VER

NA

NC

E

Only 60% of school-age children have access to primary education

Healthy life expectancy at birth is at 60 years.

75%Agriculture

20%Service

5% Industry

95% Christian5% maintains traditional beliefs

Islands’ governments is characterized by weak political parties and unstableparliamentary coalitions.

Only 13% live in urban areas

70 different language groups

It is estimated that accessibletimber resources may beexhausted by about 2010 if present levels of logging continue.

YRTSU

DNI

Currently, logging is thethe main income stream

. 22.7% percent of populationliving below the national poverty line EM

PLO

YM

ENT

Some kids do not attend school due to lack of food for lunch.

Taro, the staple root cropis dying off due to the due to salinity of the swamps caused by erosion

70% of the population is under 24 years of age.

Limited opportunitiesfor young people result in substance abuse teenage pregnancy; criminal activitie; and sexual exploitation leading to exposure to HIV infection and sexually transmitted diseases.

Full-time employment is rareIt is common for one wagedperson to support upwards of15 extended family members

MIS

GU

IDEN

CE

The Islands have a constitutional monarchy and a parliamentgovernment. Queen ElizabethII is the Monarch of the SolomonIslands and the head of state; she is represented by the Governor-General.

The head of government is lead by the Prime Minister

Import:

Understanding Solomon IslandsSO

LOM

ON

ISLA

ND

S’ E

DUCA

TI

ON

d

s

2006

199

0

2006

199

0

65.7

65.8

20%Service

CURRENT PROBLEM: Environment“Actual logging rates are 700,000 cubic meter per year...The government, however, has issued logging licenses for 4,000,000 cubic meters per year...such an elevated logging rate (12 times the sustainable rate) could deplete the Solomon Island’s forests in only three years” Neal Lineback, Geography in the News

EDUCATION AS A SOLUTION: Educating the public and the policy makers about the long-term environmental impacts of logging, is the first step in saving the natural resource of which all Islanders’ lives depend on.

CURRENT PROBLEM: Health“Solomon Islands has reached a moment in history that it is experiencing a double burden of disease, with the huge increase of Non-Communicable Diseases (NCD) such as hypertension, heart disease, cancer and diabetes.” Jermey Inifiri, Solomon Star Daily Newspaper

EDUCATION AS A SOLUTION: There is a need for education on the various prevention methods for HIV/ AIDS, malaria, tuberculosis as well as non-contractile diseases such as hypertension, heart diseases, cancer and diabetes.

CURRENT PROBLEM: Farming and Erosion “We are trying to address food security, which can affect the growth and health of our people. Our people need to eat a balanced diet and nutritional food, but with effects of rising sea level, food crops like taro in Ontong Java are dying. The coastal people depending on swamp taro and local ferns are losing their source of food due to the salinity of the swamp,” - Casper Supa, Pacific Adaptation to Climate Change (Pacc)

EDUCATION AS A SOLUTION: Educating farmers on different systems of irrigation can improve crop productivity. Educating farmers on where soil erosion will continue its pattern will give farmers more chances.

Problems: Education as a SolutionSO

LOM

ON

ISLA

ND

S’ E

DUCA

TI

ON

Education is the key resource in resolving the problems Solomon Islanders face today.

Patric Awauh was a TED speaker who started a liberal art college in Ghana where students are able to understand, analyze and problem solve the situations they and their country are surrounded with. Awauh believes the only way to save Africa from its current state of corruption, weak institution and misplaced leadership is through educating its youth. He calls for a renaissance in Africa by changing its current education of recitation to focusing on topics of ethics, critical thinking and installing a sense of entitlement in his students.

Solomon Island & Education

NeedProblems

My objectives

creative & fun

$ structuresystemstanderization

school educated teachers

facility

materials: teaching resource, text books transportation school supplies: paper, pen, chalk board, chalk, exercise books, books, maps, charts

teachers not showing up to class

short # of qualified teachersnon-proper learning environment: - over crowded classrooms 60:1 - students lose interest and drop outlack of teaching materials, guide, text books

sustainable education (not relying constantly for other country’s help)creating leaders: ability to think, independent, strong, creative

Basic education:-Math: #-English: language, communication-History: understanding the social change-Science: the logic and fact of nature

What does kids want?

play & learn

For schools to operate place for people to gather qualified instructor student materials

Lack of money, structure, and resources are all problems of Solomon Islands’ Education. Even though these long term problems are currently being worked out by the Board of Educations and global organization such as UNESCO, the immediate need of students still exists. Students will continue to go to school everyday unaware of their potential to improve their country from the curriculum they are being taught.

Inspired by Patric Awauh, I want to provide something for the children of today to fuel the leaders of tomorrow.

Brainstorming: Issues around Education

Inspiration: Sustainable leadership through Education

Brainstorming Sustainable EducationSO

LOM

ON

ISLA

ND

S’ E

DUCA

TI

ON

Thoughtses

Erica Korea

- Shy but wanted to play with other children.- wrote a a everyday.- studied the growth of plants.- participated in school bazaar, bought things on her own.- made many art posters.- historic museum visits.

Arthur America

- being quiet in hallway, going to class on time, doing homework, getting ready for next activity.- aware of other people in class: who’s funny, who is smart, categorize them- jumproaping- praying for no pop quiz- had class cook day

Shaais International School in India

- shy- show and tell circle- math- studied wild animals- made posters and hung it on the wall- did home country project: drew things of daily life of her home culture (food, money, custom, costume).- around the world project: memorized

Sanis Korea

- visiting museums in small group- posting report on the wall- collecting recycled papers - finding articles on a news paper- writing diary- camping

I’ve asked adults to recall on their elementary grade memory. As some doctors emphasize the importance of activelearning, these adults also remember the majority of their favorite activities in school being physical.

Research clearly shows a person must be engaged to learn. People learn by actively participating in observing, speaking, writing, listening, thinking, drawing, and doing. - Learning is enhanced when a person sees potential implications, applications, and benefits to others. - Learning builds on current understanding (including misconceptions!).©2005 On-line Course Design Tutorial developed by Dr. Barbara J. Tewksbury (Hamilton College) and Dr. R. Heather Macdonald (College of William and Mary) as part of the program On the Cutting Edge, funded by NSF grant.

Example Activities:Name Beneficial skillsPenPal Writing, communication, gaining cultural insightJournal Writing, reflecting, thinking and expressing News Scrapping Reading, awareness of current eventsShow & Tell Speaking, describing, reasoning, self expressionResearch/ Report Reading, writing, questioning, uncover information, teaching Discussion/Debate Critical thinking,

Learning from different environment:Museum Visit Seeing (object’s size, shape and color), touching, hearing, readingZoo Visit Seeing (animal’s size, shape and color skin texture), hearing their sound, recording their habitatCamping Understanding nature through the senses, learning to live with less, being in unfamiliar places

Thoughts

Many of these activities are notfeasible in an underdeveloped country. What can children in Solomon Island do to learn from their environment?

Types of Active Learning: Listening, Reading, Writing, Speaking, Watching, Drawing, Making, Touching, Role Playing, Exploring, Researching, Interviewing, Teaching

I hear and I forgotI see and I rememberI do and I understand-Confucius

Importance of Active LearningSO

LOM

ON

ISLA

ND

S’ E

DUCA

TI

ON

As a result of foreign colonization, civil wars, weak political parties, and natural disasters, Solomon Islands’ history has been continually unstable. With the labeled as a “developing country”, the Islands have been receiving aid from the generosities of the world. It has become apparent that if Solomon Islanders want to save their culture, natural resources, and future, they will need to become their own leaders to change to current system.

I believe educating the children of Solomon Islands is the most important asset to bringing these changes. But it is upon how these children are educated that will decide the reality of the Islands’ future. Sixty percent of children don’t have access to a primary education while the majority of the population graduates into a life of farming and agriculture, leaving their school lessons unused. Reading and writing will always be essential, but education must be tailored to the lives of the people in order to serve them well. A more sustainable and pertinent education must implemented if the children of Solomon Islands are to succeed.

My concept is to provide an instructional guide to teach the children of Solomon Islands the different systems that exist on their land through actively engaging with the people and places in their community. They will then come back to the classroom to share and “Connect the dots” of their findings. This exercise in understanding the pieces and analyzing the bigger picture, is necessary in solving the problems of the reality that they will inherit.

By providing the instructions to becoming a researcher of a marketplace or logging facility, children will learn the importance to the relationships that exist in any given system. For example, students may enquire about the journey of a banana and how a farmer grows, harvests, and sells the crop. The guide will then lead them pursue this process in relation to larger ideas these crops are connected to, such as the environmental consequences , trade economy, politics in agriculture, or social concerns in the village. As a result, students will become familiar early on in thinking critically about the complex problems that surrounds their future and making connections about how their community operates. It has become increasingly important for the children of Solomon Island to understand these systems early on, as the average age of employment starts at age 15.

Concept: “Connecting the dots”SO

LOM

ON

ISLA

ND

S’ E

DUCA

TI

ON

Skills practiced:

Skills practiced:

Skills practiced:

For the main project to be most effective, students needs to have some experience in interviewing, documenting, presenting and making connections. The following are exercise projects where students would practice these skills . The projects also teach about the basic cycles in their environment, which is essential to know when making connections throughout the community.

ME

MOTHERFATHER

BROTHERSISTHER

GRANDFATHERG RANDFATHERGRANDMOTHER GRANDMOTHER

Connecting the Dots: Introductory ExercisesSO

LOM

ON

ISLA

ND

S’ E

DUCA

TI

ON

Learning the WATER CYCLEKnowledge about the fresh water cycle, how it naturally circulates, how it is stored and accessed, will allow students be aware of the importance, as well as the complexity of water as a resource.

Learning the PLANT CYCLEPlants provide the essentials for human survival: food, shelter, and clothes. It is important to know how plants are grown, harvested, used, and discarded. Knowing its life cycle brings an understanding to its ability and the limits of use.

Creating a FAMILY TREEAsking family members how they and their relatives are connected to each other will help children understand their own position and the connections that exist in their family. Creatinga family tree will visualize this larger view.

Using these essential skills, students are actively interacting with their assigned subjects, rather than relying on the availability of textbooks.

INTERVIEWING SKILLBe clear on what you are asking and listen carefully to question the answers. Always emphasis what your intent is.

DOCUMENTING SKILLRecord key ideas. Write quotes from the interviewee. Draw symbols and pictures as place holders to organize and expand your thoughts later.

UNDERSTANDING SKILLUnderstand how informations relates to each other. Start to form a hierarchy of importance.

PRESENTATION SKILLPresent the information clearly. Emphasis lessons learned, how you can further investigate, and why.

Market VisitLook around the marketto find a product that interests you.

Interview the Seller- Introduce yourself, your project, and what you are looking for.- Question the seller’s process with the product: when, why, and how the product is selling.

Ask about the product- Describe the product.- How is it made?- Where is it from?- # of hands it went through?- Who uses them, and how?- What’s its life period?- Does it produce waste?- Ask for suggestions on how to investigate further.

Poster making- Draw the object- Include the findings from the interview-Include locations visited-Make sure to tell the full story and highlight any connections you’ve found

Presenting- Share the finding to the class. -Suggest what connections this product has to the community, how important it is, and how it could be improved.

How is it made?Comes from a banana plantBanana plant takes 9 months to produce banana

How many hands did it go thought? (how did he/she got it?)None, the seller is the farmer

Describe the object (name, type, shape, size, color, smell, taste, tex-ture, parts)Banana (Musca Species): Fruit, long, slight curve, 12 cm, green yellow, tastes sweet, texture is slimy, sticky, fibrous, and it has two parts

What is excess of this product?Peel or none

After the preliminary exercises, students will put their practiced skills to the test. In this example project, a market place is used as the setting to understand the product a student picks to research. They begin by interviewing the seller’s knowledge of the product and all the processes that surround it. After recording the conversation students create a poster and present their findings to the class.

Example project: Research of Banana

In this example project, the life of a banana is defined in detail. From an understanding of its species, components, appearance, smell, taste, and texture, to where the banana came from, how it got to the market, who its used by, how it is used, its benefit and limits. A knowledge of the product’s full life cycle and all its effects will educate students to the larger system behind every product.

Connecting the Dots: Example ProjectSO

LOM

ON

ISLA

ND

S’ E

DUCA

TI

ON

Life period/limit/benefitLife period: 7-10days in room temperaturelimits: it turns brown quickly if it gets bumpedbenefit: high is nutrition (vitamin B6, vitamin C, and potassium)

Userpeople and animals-farmers-crafts persons-cooks

How is it used?cooking: bread, dish, pastries, snack

What is by-product of this? and how are they used?Flower- eatenTrunk- also can be eaten or turned into paper or yarn.Leaves- made into basket or containers.Peel- polishes shoes and leather, whittens teeth.

Where is it from? (Local/ imported, nature/man-made)Local: Makia Island, Solomon Islands

Connecting the Dots: Class Discussion

SOLO

MO

N IS

LAN

DS’

EDU

CAT

IO

N

CLASS DISCUSSION It is important for students to understand both their research and how it relates to a larger picture. After the students present, the class analyzes the information. The idea is to use the research and connect the product to all its stories--mapping its footprints starting from the market, to the village, its governing industry, the economy, and all the way to its ecology. In this section a teacher’s role is crucial in guiding the class to discuss the larger concepts and the problems that arise with every connection made.

CONCLUSIONThroughout this curriculum, students confront their reality and discover at an early age the problems of their islands. In this way, children have the necessary information to think critically and feel comfortable in solving the problems they will face as they get older. I believe this type of education is the necessary first step in improving the future of Solomon Islands for its people.

CONNECTING THE DOTSA good way to explain how every students’ project are interconnected, is to map out their findings according to location. In this way, students will be able to make educated conclusions as to the source of a product’s problem and where to best affect it. COCOA BEAN

PACKAGED

SHIPPED TOFOREIGNDISTRIBUTOR

BANANA HARVESTBANANA SHIPPED

COCOA BEAN SHIPPED TO FOREIGN PROCESSING

SOLD AT MARKET

COOKED IN HOMES

CANNING FISH