Pacific Culture and
Education Strategy
2010–2015
CONTACT DETAILS
Secretariat of the Pacific Community
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Fiji Islands,
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Federated States of
Micronesia
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SPC Solomon Islands
Country Office
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Honiara, Solomon Islands
Telephone: + 677 25543
+677 25574
Fax: +677 25547
Email: [email protected]
Website: www.spc.int
Council of Pacific Arts and Culture
Pacific Culture
and
Education Strategy
2010–2015
Prepared jointly by the Council of Pacific Arts and Culture (CPAC) and
the Secretariat of the Pacific Community (SPC)
Published by the Secretariat of the Pacific Community
Noumea, New Caledonia 2010
TABLE OF CONTENTS
BACKGROUND....................................................................................................................... 5
WHAT THE STRATEGY IS AND HOW IT CAN BE USED ............................................ 9
THE PACIFIC CULTURE AND EDUCATION STRATEGY ......................................... 13
1. Culture-inclusive education in formal schooling, TVET and tertiary level
education ............................................................................................................................. 14
1.1 Pacific cultural values and ethics ............................................................................... 14
1.2 Strengthening language teaching ............................................................................... 16
1.3 Strengthening arts in schools, TVET and tertiary institutions ................................... 16
2.
Strengthening the cultural sector............................................................................... 18
2.1 Cultural and arts management, and cultural economics training and education ........ 18
2.2 Heritage and traditional knowledge management training ........................................ 19
2.3 Artists’ development .................................................................................................. 21
2.4 MA and PhD level trained personnel in cultural or Pacific or indigenous studies .... 22
3. Improved culture and education communication, advocacy and
partnerships ...................................................................................................................... 23
Appendix 1. Pacific culture and education strategy — Tonga indicators......................... 25
Appendix 2. Pacific culture and education strategy — Fiji indicators ............................. 29
Pacific Culture and Education Strategy 2010–2015
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Pacific Culture and Education Strategy 2010–2015
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BACKGROUND
At its 21st meeting (held 31 March–2 April 2008), the Council of Pacific Arts (CPA) formed
the Working Group on Culture and Education to strengthen CPA’s involvement in this area,
which is important for the development of culture and arts. CPA’s principal objectives with
respect to culture and education are to:
• raise the profile of culture in education at all levels,
• increase the opportunities for training and education for the culture sector itself, and
• raise the level of priority given to culture by governments.
CPA also decided to extend its collaboration with other regional governmental and nongovernmental organisations in order to improve the effectiveness of its actions and to work
towards a coherent and strong approach to cultural advancement in the region. In reference to
the working group’s conclusions, the 21st CPA meeting reports that:
•
Culture is transmitted through education. In the Pacific, the emphasis was formerly on
Western cultures, but this has changed, and education generally now emphasises
indigenous culture. Improvements can be realised by involving families, through policies
to integrate local languages and handicrafts, and through an emphasis on informal
education. Approaches that could be useful include passing policies and legislation to
make indigenous languages official, and including these languages in school curricula.
The economic valuation of culture is an important area for research, and there is a need to
develop indicators that can be used to determine how successful education efforts have
been.
•
Training is needed in many areas, including by museums and libraries, and on topics such
as historic and artefact restoration, and various performing arts. These needs can be
addressed through scholarships, on-the-job training, professional training and regional
networking (e.g. the Pacific Islands Museum Association–PIMA). It is important to raise
the level of priority given to culture by governments. The Secretariat of the Pacific
community (SPC) can assist its member countries by helping them with networking; by
working together, members may become less dependent on aid. It is important to let
others know of our successes. A register of experts in culture, from which Pacific Island
countries and territories (PICTs) can get help in specific areas, would be useful. 1
It is recognised that there have been considerable achievements, particularly over the last two
decades, in the area of fostering greater cultural learning and research in schools and tertiary
providers. The work of Pacific educationalists from the School of Education and the Institute
of Education at the University of the South Pacific (USP), the Pacific Regional Initiatives in
the Delivery of Education (PRIDE) project; and regional education departments, teachers,
cultural officials and institutions has been instrumental in increasing cultural approaches and
cultural content in curricula and inside schools and in tertiary level providers. A number of
regional and national non-governmental organisations and initiatives have also assisted
1
See: 21st CPA Report, p.13
Pacific Culture and Education Strategy 2010–2015
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communities with developing and making active use of their cultural knowledge and skills to
enhance their lives.
Nonetheless, there remain gaps in the full inclusion of culture in formal and informal
educational systems. Cultural rights, as outlined in a range of United Nation (UN)
conventions and declarations, 2 are not fully implemented.
The cultural sector in the Pacific remains financially under-resourced and understaffed,
despite the considerable contribution of culture, cultural skills and knowledge to daily life and
to sustainable livelihoods throughout the region. Pacific Island countries and territories
(PICTs) for the most part have underinvested in the active promotion of heritage, cultural
industries, cultural management, and cultural tourism.
The CPA Working Group on Culture and Education, through its Chair, participated in the
review of the Forum Basic Education Action Plan, and in the elaboration of the Pacific
Education Development Framework 2009–2015. Additionally, the working group’s Chair
presented a Draft Strategy on Culture and Education, jointly with the Chair of PIMA, to the
15th Consultation of Pacific Heads of Education Systems hosted by the UN Educational,
Scientific and Cultural Organization (UNESCO) and the South Pacific Board for Educational
Attainment (SPBEA) on 20–21 October 2008. 3 This meeting:
‘reaffirmed the critical need to strengthen the link between culture and education, in
particular by revisiting what education is all about in the context of the Pacific
(national and regional) in relation to the issues of safeguarding vernacular languages
and cultural and natural heritage.’ 4
The Regional Working Group on Culture and Education — comprising representatives of the
Pacific Islands Forum Secretariat (PIFS), USP, PRIDE, UNESCO, SPC’s Community
Education and Training Centre (CETC), the Pacific Association of Technical and Vocational
Education and Training (PATVET), PIMA, the Pacific Arts Alliance (PacAA) and the
Foundation for the Peoples of the South Pacific International (FSPI) — met on 26 May 2009
and reviewed the draft strategy. 5
The strategy aims to close the gaps in the relationship between culture and education, and to
suggest preliminary ways in which they might be addressed through regional and national
approaches. It is specifically designed to respond to the Pacific Plan’s vision and objectives;
to address the 2002 Declaration of the Pacific Ministers of Culture; and to complement
existing frameworks such as the Pacific Education Development Framework (PEDF 2009–
2
Although there is a range of texts that refer to cultural rights, including the UN Bill of Rights, the particularly
important texts on cultural rights, which are relevant to the area of culture and education, are generally more
recent and include: The 1989 Convention on the Rights of the Child, the 2003 UNESCO Convention for the
Safeguarding of Intangible Cultural Heritage, the 2005 Convention on the Protection and Promotion of the
Diversity of Cultural Expressions and The Declaration of the Rights of Indigenous Peoples. For a recent
assessment of cultural rights see: Francioni Francesco and Scheinin Martin (eds). 2008. Cultural Human Rights.
International Studies in Human Rights, vol. 95. Leiden, Boston: Martinus Nijhoff Publishers.
3
The Culture and Education Strategy was endorsed at the 16th Heads of Education Systems held 17–19 May
2010, Nadi, Fiji Islands.
4
See: Outcomes of the 15th Consultation of Pacific Heads of Education Systems, 20–22 October 2008, Nadi, Fiji
Islands.
5
A subsequent regional working group meeting was held on 23 and 26 July, bringing together representatives of
USP, PIFS, SPBEA, PATVET, UNDP, Fijian Trust Fund, Fiji Department of Education Curriculum
Development Unit, PIMA and PacAA. UNESCO and the Pacific Youth Council. The working group notably
improved the indicators and considered future requirements for implementing the strategy.
Pacific Culture and Education Strategy 2010–2015
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2015), the Pacific Regional Education for Sustainable Development Framework, the Pacific
Youth Strategy 2010, the Pacific Association of Technical and Vocational Education and
Training Strategic Plan (2007–2011), and PIMA’s Strategic Plan (2009–2013). Significantly,
the Culture and Education Strategy will become a component of the Pacific Plan’s mandated
‘strategy to maintain and strengthen Pacific identity’ (Objective 11.1, Pacific Plan) (referred
to as the Regional Cultural Strategy), which SPC has taken responsibility for developing in
consultation with a range of partners.
The Pacific Culture and Education Strategy was endorsed by the 23rd CPA meeting (held in
Noumea, New Caledonia from 23–25 March) and by the 16th Heads of Education Meeting
(held in Nadi, Fiji Islands from 17–19 May).
Pacific Culture and Education Strategy 2010–2015
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Pacific Culture and Education Strategy 2010–2015
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WHAT THE STRATEGY IS AND HOW IT CAN BE USED
The strategy and countries
This strategy is intended to be used as a guide for countries, and can be adapted to national
educational and cultural policies. It invites countries to prioritise the areas listed in the
strategy that their education and cultural sectors together deem most important to address. Not
all areas are listed in the strategy and it is recognised that countries may have other priority
areas. The strategy should be used as a ‘tool to support countries by providing general
guidelines, key areas and examples of indicators to assist countries in addressing educational
and cultural needs through regional, multilateral and bilateral support, and locally driven
initiatives’. It is understood that there must be strong linkages among local, national and
regional levels, and this strategy, although it is regional in character, aims to facilitate this
process.
The strategy and the region
The strategy is a direct response to the Pacific Plan’s affirmation that the region must ‘value,
honour and develop’ its cultures, and ‘promote and protect cultural identity’. 6 The strategy
specifically addresses Objective 11 of the Pacific Plan, which directs that ‘the cultural values,
identities, traditional knowledge and languages of the Pacific peoples are recognised and
protected’.
The strategy responds to the Ministers of Culture’s 2002 Declaration, which ‘urges the
governments of Pacific Islands countries and territories to give priority to the protection,
preservation, development and promotion of our traditional knowledge and culture, noting
both the depth of this and the threats it is facing’ while recognising that ‘significant efforts
have been made’ but that ‘more needs to be done’. 7
The strategy complements the PEDF, and assists with fulfilling its mission ‘to enable each
Pacific learner to develop all of his/her talents and creativities to the full and thereby enabling
each person to take responsibility for his/her own life and make a meaningful contribution to
the social, cultural and economic development of Pacific society’ (p.5). It particularly
supports the PEDF’s ‘Cross-Cutting Theme 3: Language and Culture’, through the strategy’s
focus on specific activities and outcomes.
The strategy complements the implementation of Education for Sustainable Development
(ESD) in the region under the Framework of the United Nations Decade of Education for
Sustainable Development (2004–2015) and the Pacific Education for Sustainable
Development Framework endorsed by the Pacific Ministers of Education in 2006. 8
6
See: Pacific Plan, p. 2.
Report of the Regional Meeting of Ministers of Culture, 16–18 September 2002, p.19. Secretariat of the Pacific
Community.
8
The following countries have national commissions: Cook Islands, Federated States of Micronesia, Fiji Islands,
Kiribati, Marshall Islands, Nauru, Niue, Palau, Papua New Guinea, Samoa, Solomon Islands, Tonga, Tuvalu and
Vanuatu.
7
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Cultural diversity is an important element of ESD, which ‘aims at promoting teaching, which
respects indigenous and traditional knowledge, and encourages the use of indigenous
languages in education and the integration of worldviews and perspectives on sustainability
into education programmes at all levels.’ 9
This strategy provides an avenue for the full inclusion of cultural diversity in the national
development of ESD, and to assist in fulfilling ESD’s goal for the Pacific, in particular:
‘To empower Pacific peoples through all forms of locally relevant and culturally
appropriate education and learning to make decisions and take actions to meet
current and future social, cultural, environmental and economic needs and
aspirations.’ 10
The strategy addresses Component 6 of the Pacific Youth Strategy 2010 — ‘Youth and
Identities’ — which advocates the ‘strengthen[ing of] cultural studies at primary and
secondary school, in communities and at community centres’ and sets, inter alia, the
following targets:
• Develop and maintain language programmes;
• Encourage more schools and communities to actively structure generational interactive
initiatives;
• Establish ‘living libraries’ and ‘living museums’;
• Assist schools and communities with maintaining traditional games and sports and
sharing them with others;
• Introduce traditional knowledge and life skills programmes. 11
The Pacific Culture and Education Strategy complements PATVET’s Strategic Plan 2007–
2011, particularly its view that: ‘Education must make social, cultural and economic sense,
and the Pacific must tailor systems to address the reality of geography and opportunity’. 12
This strategy strives to give further impetus to the Pacific Plan’s Objective 5, which is to
‘promote measures to secure life skills and sustainable livelihoods in the Pacific’, and to assist
with fulfilling Outcome 6: ‘sustainable development through employment and a responsible
use of resources’, and particularly the associated Output 6.3: ‘The integration of values,
traditional skills and knowledge in Pacific TVET actively promoted’ (p.8). 13
The Pacific Culture and Education Strategy supports PIMA’s Strategic Plan 2009–2013,
particularly its Objective 3, which is to ‘develop a region-wide strategy for delivery of
training in cultural heritage management, while continuing to enhance skills of Pacific
museum staff’ (p.4). The strategy especially complements Output 3.2 to ‘promote further
education opportunities in arts and cultural heritage’ and Output 3.3 on the ‘development of
competency-based learning’ in the area of cultural heritage offerings in TVET institutions
(p.12).
9
See: http://cms01.unesco.org/en/esd/themes/cultural-diversity/
See: Pacific Education for Sustainable Development Framework, UNESCO WS/ESD/2006/ME/H/1, Apia,
Samoa, September 2006.
11
Pacific Youth Strategy 2010, Youth empowerment for a secure, prosperous and sustainable future. Secretariat
of the Pacific Community, Youth Development Bureau.
12
See: PATVET 2007–2011, p. 4
13
TVET = technical and vocational education and training
10
Pacific Culture and Education Strategy 2010–2015
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The strategy supports the Framework for Action on ICT for Development in the Pacific
(FAIDP) 2010, particularly its Objective 6.3, which is to ‘preserve, safeguard, and promote
the cultures and languages of the Pacific’. 14
The Pacific Culture and Education Strategy relies on strong partnerships at both regional and
national levels. Although, as stated, the strategy was initially conceived and developed
through CPA and reviewed by a regional working group comprising governmental and nongovernmental regional organisations and associations, national partnerships are essential to
successful outcomes. Many activities require national and local level implementation. It is,
therefore, envisaged that solid partnerships, where they don’t already exist, will have to be
formed by ministries of education and culture at both national and regional levels. This is also
an area addressed in Part 3 of the Pacific Culture and Education Strategy.
14
Framework for Action on ICT for Development in the Pacific: Information and Communication Technology
(ICT) for Development, June 2010. Available at:
http://www.spc.int/edd/images/stories/ictpapers/Final%20Pacific%20ICT%20Framework.pdf
Pacific Culture and Education Strategy 2010–2015
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Pacific Culture and Education Strategy 2010–2015
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THE PACIFIC CULTURE AND EDUCATION STRATEGY
Vision: Culture-inclusive education for all in the Pacific
Goal: To ensure that education at all levels develops, maintains and strengthens Pacific
cultural identities; provides new opportunities; and ensures sustainable and peaceful
livelihoods for all Pacific peoples.
Objectives:
• Continue improving the transmission of cultural values, ethics, skills and knowledge at
primary, secondary and tertiary levels of the educational systems, particularly in
schools and in TVET institutions, for improved sustainable livelihoods and social well
being;
• Strengthen the cultural sector, particularly through the promotion and improved
management of existing cultural institutions, and a focus on the professionalisation of
cultural workers and producers, including in the area of heritage management; and, the
increased valuing of Pacific culture and arts in higher learning (strengthened cultural
offerings at the tertiary level);
• Improve culture and education communication, advocacy and partnerships.
Guiding values:
• Sustainable, responsible and fulfilling livelihoods. This strategy fully recognises the
importance of cultural contextual learning for sustainability and fulfilling livelihoods
in a Pacific setting.
• Culture and education as a human right. The right to fully access and engage in
cultural activities, and the respect for identity, language diversity and values in
education underpins this strategy.
• Culture and education are integral to social and economic development. Culture
and education are recognised as fundamental for social and economic development
and well being.
• Collaboration and sharing. This strategy is built around cooperation, partnerships
and the sharing of tasks and networks.
Guiding principles:
The Pacific Culture and Education Strategy is focused and realistic and:
• does not duplicate existing regional frameworks but rather complements them,
• is achievable and precise, and,
Pacific Culture and Education Strategy 2010–2015
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• clearly identifies partnerships.
Implementation and monitoring:
The Pacific Culture and Education Strategy is a living document and is designed to be
flexibile. Partners may join or withdraw, and countries may wish to address only certain
areas, or suggest a focus on other areas during the strategy’s five years. The key areas listed
are provided as guidance. Indicators that are listed for the national level are generic and serve
as examples only for country implementation; they are not prescriptive. Tonga and Fiji have
developed indicators that are attached (Appendix 1 and 2, respectively). Regional indicators
were developed by regional partners and include USP, PIFS, UNESCO’s Office for the
Pacific States, SPBEA, PATVET, PIMA, PacAA, and FSPI.
The strategy is designed to be reviewed in 2014 to evaluate its effectiveness and
implementation, and to address areas that may require attention but are not currently
addressed by the strategy.
1. Culture-inclusive education in formal schooling, TVET and tertiary level
education
Challenges: Although much has been achieved, there remains a need to strengthen opportunities for
increased integration of culture in formal schooling, TVET and tertiary level education. Particular areas
that require reinforcing are the teaching and learning about Pacific values and ethics; mother tongue
and/or vernacular language teaching and learning; and inclusion of all forms of cultural expression and
heritage learning.
Aims: To promote culturally inclusive learning and teaching through the:
introduction of Pacific values and ethics in school curricula;
strengthening of mother tongue and/or vernacular language teaching; and
strengthening of performing, visual and heritage arts in schools and TVET providers.
1.1 Pacific cultural values and ethics
Challenges: Pacific cultural values and ethics, which are not static but evolve generationally, are
important for strengthening social cohesion and ensuring vibrant communities. Children should be
provided with the right to learn and discuss Pacific cultural values as part of their formal learning and
education. This will ensure their schooling is adapted to and cognisant of the cultural environment in
which they are growing up.
Aims: To encourage countries to develop a mechanism to create an environment that will:
Pacific Culture and Education Strategy 2010–2015
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allow students to reflect on their community’s values and norms, thereby creating a space for dialogue
or talanoa, which is often missing from the classroom;
promote arts education as a means to explore contemporary values; and
enable greater inclusion of ‘wise’ and/or knowledgeable community people such as storytellers,
orators and local historians in the classroom to perpetuate cultural heritage and allow for enhanced
creativity and reflection.
Key areas
1.1.1 Development of a framework for the learning and teaching of Pacific cultural
values and ethics within existing teaching programmes and/or curricula
Regional partners: CPA, SPC, UNESCO, USP, PATVET 15
National partners: Ministries of education and culture, national TVET institutions
1.1.2 Mapping and dissemination of research conducted on Pacific values and ethics at
all levels, and publicising of Pacific research methodologies
Regional partners: USP, SPC, PIMA
National partners: Ministries of education and culture, national tertiary institutions
1.1.3 Facilitation and formalisation of links between arts and cultural practitioners and
the education sector in countries through certification and registration
Regional partners: UNESCO, SPC, CPA, PIMA, USP, PacAA, PATVET, SPBEA
National partners: Ministries of education and culture, arts councils, associations, and
practitioners, national qualifications boards, communities
1.1.4 Mapping and strengthening of culture and arts offerings among TVET providers
Indicators
Regional partners: PATVET, SPC, PacAA, UNESCO, PIMA
National partners: Ministries of education and culture, TVET providers, arts councils,
associations and practitioners, communities
National level
a. Framework for the safeguarding of culture developed at the national level.
b. Working committee established under ministries of education and culture to
progress culture and education priorities jointly.
c. Inclusion of cultural values and ethics under national curriculum frameworks.
Regional level
a. One regional or sub-regional consultation held annually on the progress of
national developments of culture and education policy and implementation of the
strategy.
b. At least one mapping survey completed on research conducted on indigenous
knowledge, values and ethics.
c. Publish and produce educational materials on conducting research for member
countries.
15
The list of partners is not exhaustive or definitive. It is indicative only.
Pacific Culture and Education Strategy 2010–2015
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1.2 Strengthening language teaching
Challenges: At present, there are few countries that provide teachers with adequate training to teach in
mother tongue and/or vernacular languages even though language policies are under development, and
some countries have strong language programmes, particularly at the primary level.
Aims: Facilitate the teaching of Pacific languages in schools at primary and secondary levels.
Key areas
Promote further development of national language(s) policies and establishment of
language commissions through:
1.2.1 Follow-up on language policies workshop held in 2005 to evaluate countries’
progress
Regional partners: USP, SPC, CPA
National partners: Ministries of education and culture, national language
commissions
1.2.2
Assistance
with
developing
Pacific
language
resources
Regional partners: CPA, SPC,USP, UNESCO,
National partners: Ministries of education and culture, national language
commissions, national level publishers
Indicators
National level
a. Language policy established at the national level.
b. Cultural programmes launched in schools.
c. New courses for teachers on Pacific knowledge systems introduced and/or
reviewed.
d. Training workshops conducted annually for vernacular language teachers.
e. Language commission established.
Regional level
a. One workshop conducted for primary and secondary level language teachers of
member countries.
b. New courses on Pacific knowledge systems designed for teachers.
1.3 Strengthening arts in schools, TVET and tertiary institutions 16
Challenges: Performance, visual and heritage arts remain under valued in class rooms throughout the
region even though they form a cornerstone of Pacific communities’ lives. These art forms can
additionally teach students about history, geography, environment, sustainable livelihoods, poetic and
creative language, and values. They are underutilised as a teaching resource.
16
This objective is complementary to the Seoul Agenda: Goals for the Development of Arts Education, The
Second UNESCO World Conference on Arts Education, Seoul, Korea, 25–28 May 2010. The conference was
attended by representatives fromTonga.
Pacific Culture and Education Strategy 2010–2015
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Aims: Strengthen the role of performance, visual and heritage arts in education and training to 1) enhance
creativity and imagination; 2) enhance understanding of local, national and regional histories, places and
events; 3) increase social cohesion and community input into educational programmes; 4) increase respect
and understanding for the importance of culture and the arts as a fundamental, indispensable and
legitimate means of expression; and 5) provide new opportunities for talented students.
Key areas
1.3.1 Formalised partnerships between cultural practitioners and schools and TVET
institutions (to begin with selected pilot countries) and to include arts practitioners in the
development of arts curricula
Regional partners: SPC, PacAA, PIMA, PATVET
National partners: Ministries of education and culture, TVET institutions, ational arts
councils and arts bodies, artists and craftspeople associations and groupings (urban and
village-based), national qualifications boards
1.3.2 Formalised partnerships between museums and schools and TVET institutions in
countries
Regional partners: PIMA, PATVET
National partners: Ministries of education and culture, TVET institutions, museums
1.3.3
Development of architecture and heritage conservation as TVET offerings
Regional partners: PATVET, PIMA, SPC,
National partners: Ministries of education and culture, TVET providers, national arts
councils and bodies
1.3.4 Promotion of mini arts festivals and exhibitions with awards ceremonies as a
formal part of school and TVET programmes
Regional partners: SPC, PacAA, PATVET
National partners: Ministries of education and culture, TVET institutions, national arts
councils and arts bodies
1.3.5
Development of heritage programs in schools and TVET institutions
Regional partners: PIMA, International Council on Monuments and Sites (ICOMOS)
Pasifika, SPC
National partners: Ministries of education and culture, national heritage institutions
1.3.6
Development of arts and culture programmes in tertiary institutions
Regional partners: SPC, USP, PacAA, PIMA
National partners: Ministries of education and culture, national tertiary level
institutions, national arts councils and bodies, arts and culture associations and groups
Immediate data gathering activities:
1. Carry out a mapping of education policies in the Pacific that are culture-inclusive and
Pacific Culture and Education Strategy 2010–2015
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of areas of arts and culture that are currently included in curricula, including in TVET,
and in tertiary level and teachers’ training programmes, throughout the region.
2. Identify country needs with regard to culture and education.
Indicators
National level
a. Partnerships between cultural practitioners and culture and education task force
increased.
b. Pilot cultural programmes launched in schools.
c. Training workshops on the development of arts curriculum carried out regularly.
d. At least two culture-related events and/or competitions held in schools and tertiary
institutions annually.
e. One national art festival or exhibition held annually with award ceremonies for
schools and tertiary institutions.
Regional level
a. Mapping of regional and national culture-inclusive educational initiatives and
programmes conducted.
b. Number of arts festivals taking place in the region increased over five-year period.
c. Analysis of member countries’ needs in arts and culture education conducted.
d. Number of partnerships between the culture and education sectors increased.
2. Strengthening the cultural sector
Challenges: Cultural and arts management training and education are required to strengthen
the management of governmental and non-governmental arts and culture institutions such as
national arts councils, artist collectives and regional artists’ networks. At present, the number
of qualified arts and culture managers in the region is low. Existing managers are overworked
and unable to take initiative or advantage of existing opportunities. There are currently no
cultural economists in the Pacific Islands region, despite the potential of cultural industries to
develop.
Aims: Improve the professional development of the cultural and/or creative industries in the region
through a focus on:
2.1
2.2
2.3
2.4
Cultural and arts management, and cultural economics training and education;
Heritage and traditional knowledge management training;
Artists’ development;
MA and PhD level trained personnel in cultural or Pacific or indigenous studies.
2.1 Cultural and arts management, and cultural economics training and education
Challenges: Presently, the number of trained cultural managers and entrepreneurs is low and the region
does not have any cultural economists to assist with the development of cultural economics data. National
data gathering and planning does not presently measure the contribution of culture to national
development.
Aims: Increase the number of trained cultural administrators, managers, entrepreneurs, economists,
Pacific Culture and Education Strategy 2010–2015
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planners and statisticians.
Key areas
2.1.1 Identification with ministries of education and culture and donors of opportunities
to increase numbers of scholarships made available for cultural and arts management
studies, traditional knowledge management and cultural economics
Regional partners: SPC, PIFS, CPA, USP,
National partners: Ministries of planning, education and culture
2.1.2 Raising of cultural awareness and development of training opportunities for
statisticians and planners
Regional partners: SPC, CPA
National partners: Ministries of planning, national statistics offices
2.1.3 Development of cultural and arts management studies in the region, including by
distance education
Regional partners: USP, PIMA,
National partners: Ministries of education and of culture, national arts councils and
bodies
2.1.4 Development of and advocacy for a cultural economics stream in existing
economics degrees offered by regional and national tertiary level providers
Regional partners: USP, CPA, SPC
National partners: National tertiary education providers
Indicators
National level
a. Cultural mapping and planning conducted in collaboration with national statistics
offices (NSOs) and ministry of planning, national and regional tertiary education
providers to raise profile of culture in planning.
b. Number of scholarships dedicated to arts and culture management and cultural
economics.
Regional level
a. Number of scholarships dedicated to arts and culture management and cultural
economics.
b. At least one regional cultural training workshop held with NSOs and heads of
planning (and culture).
c. Pacific Heritage Hub and Academy established.
d. At least one cultural economics courses and/or stream established in a national
and/or regional tertiary level economics programmes.
2.2 Heritage and traditional knowledge management training
Challenges: The heritage sector currently suffers from a lack of trained heritage professionals and a lack
Pacific Culture and Education Strategy 2010–2015
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of recognition for field practitioners who have extensive experience on the ground but are insufficiently
recognised for their knowledge and skills. Furthermore, in the region, communities play an important role
in safeguarding heritage and traditional knowledge; it is therefore necessary to increase their access to
training to use new tools and manage the heritage resources through formal processes.
Aims: Increase the number of trained heritage professionals; recognise prior knowledge for heritage field
workers; provide training opportunities for communities in the area of heritage and traditional knowledge
management, 17 protection, preservation and promotion. Specific aims include: 18
training of museum professionals, community leaders and non-cultural sector partners (e.g.
development planning and tourism personnel) in heritage safeguarding;
development of a Pacific Heritage Certificate;
work with ministries of education to improve history and culture offerings, including promoting
the usage of UNESCO’s ‘Heritage in Young Hands’ Programme;
offer focused workshops on cultural mapping for communities with materials developed for the
region; and
promote existing regional and/or national tertiary level programmes in the area of cultural heritage,
archaeology, cultural resource management, museum studies.
Key areas
2.2.1 Development of a prior learning certification for heritage field workers
Regional partners: PIMA, ICOMOS Pasifika, PATVET, regional qualifications board
(SPBEA)
National partners: Ministries of education, culture and labour, national qualifications
boards
2.2.2 Development of a Pacific Heritage Certificate training programme immediately to
serve as a basis for a Pacific Heritage Academy to be developed subsequently
Regional partners: PIMA, ICOMOS Pasifika, UNESCO, CPA, SPC, PATVET, USP,
other universities in the region, including in Australia, New Zealand and the United
States (Hawai’i)
National partners: Ministries of education and culture, community development
organisations, national tertiary institutions
2.2.3 Support for heritage management training for communities through PIMA and
ICOMOS Pasifika
Regional partners: PIMA, ICOMOS Pasifika, UNESCO, SPC, PATVET
National partners: Ministries of education and culture, community development
organisations, heritage bodies
Indicators
National level
a. At least two scholarships allocated annually in arts and cultural heritage.
b. Cultural heritage management certification established and approved.
17
This will be necessary to ensure the smooth implementation of the protection of traditional knowledge
measures currently being put in place by PIFS member countries and SPC member countries and territories.
18
These specific aims are drawn from PIMA’s Training Plan (2007–2010).
Pacific Culture and Education Strategy 2010–2015
20
Regional level
a. Pacific Heritage Certification established and functioning.
b. One regional Pacific Heritage training programme conducted bi-annually at the
regional level.
2.3 Artists’ development
Challenges: There are too few arts education and training opportunities for young people; exchanges and
residencies are currently limited, and there is no existing status for artists.
Aims: Increase numbers of residencies and artist exchanges, as well as scholarships to be offered for
qualifications in music, visual and performance arts, graphic arts, film and creative writing; promote the
recognition of artists.
Key areas
2.3.1 Identification and evaluation of artist residencies offered in the Pacific, and
strengthen partnerships with bodies currently offering residencies and awards and/or
exchanges for artists
Regional partners: SPC, CPA, PIMA, PacAA
National partners: Arts organisations and bodies, artist residency programmes
2.3.2 Increase in number of scholarship offerings for Pacific Island students in arts
education at the tertiary level
Regional partners: PIFS, SPC, CPA, PacAA, USP, PATVET
National partners: Ministries of education and culture, national arts councils and bodies
2.3.3 Promotion of mentoring partnerships with Pacific artists in schools
Regional partners: PacAA, SPC, USP, PATVET
National partners: Ministries of education and culture, national arts councils
and bodies
2.3.4 Identification of champions to advocate for culture and education
Regional partners: UNESCO, PacAA, PIMA, CPA, SPC, USP
National partners: Ministries of education and culture
Indicators
National level
a. Mentoring partnerships with artists established in schools.
b. Auditing and strengthening of arts courses in national curriculum.
c. Status of artists and arts educators recognised and rewarded.
Pacific Culture and Education Strategy 2010–2015
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Regional level
a. Scoping of artists residencies completed and data made widely available.
b. Partnerships established between residency providers.
c. At least four arts education scholarships offered in the region.
d. Champions for culture and education identified.
e. Review and further develop arts education in regional tertiary institutions. 19
2.4 MA and PhD level trained personnel in cultural or Pacific or indigenous studies
Challenges: Although USP offers courses in indigenous education, some Pacific languages, culture and
education, ethno-biodiversity, and Pacific studies, and while some national institutions offer courses in
national languages, the number of qualified university graduates and professionals in the areas such as
anthropology, arts, archaeology, Pacific ethno-biodiversity, Pacific heritage studies, cultural studies,
indigenous studies, linguistics and Pacific studies, remain low. There is insufficient regional expertise in
these areas from which international organisations can draw, particularly in areas relating to indigenous
knowledge of the natural environment; world heritage needs, design and implementation; indigenous
education and development; and Pacific research not to mention the continuing neglect of context-specific
development. More Pacific higher education students need to be exposed to graduate level studies about
Pacific knowledge systems and values and how they impact economic, social and political development of
Pacific societies. Pacific leaders and donors need to take this into consideration when allocating
opportunities for further education.
Aims:
Increase the number of Pacific Island Masters’ and Doctoral level students in the areas of art;
archaeology; cultural studies, heritage studies, Pacific studies, indigenous studies, linguistics,
Pacific biodiversity conservation, and other related areas.
Encourage tertiary institutions to offer appropriate undergraduate and postgraduate programs and
courses in the various areas related to culture and education.
Key areas
2.4.1
Stock take of available programmes and scholarships in above areas
Regional partners: USP, SPC, partner universities
National partners: Ministries of education and culture, ministries of labor
2.4.2 Plan of action for donor support and national government support for scholarships
in needed areas in collaboration with regional universities including in Australia, New
Zealand and the United States (Hawai’i)
Regional partners: USP, SPC, partner universities
National partners: Ministries of education and culture
2.4.3 Development of offerings in above areas at Pacific Islands regional and national
tertiary level institutions
19
Tonga estimates that the cost of a national scholarship is multiplied by four for students attending programmes
offered beyond the USP region.
Pacific Culture and Education Strategy 2010–2015
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Regional partners: USP, SPC, partner universities
National partners: Ministries of education and culture
2.4.4 Encourage:
a) Further development of Pacific Research Frameworks and Methodologies in
university research courses and programs (USP and partner universities)
b) Development of national codes of research ethics, as resolved by the UNESCO
Pacific Research Ethics Conference in Samoa, 2006 (USP/UNESCO/ PIMA/partner
universities)
c) Pacific Island postgraduate students to conduct research on Pacific knowledge
systems, values and ethics (USP/UNESCO/partner universities)
d) Publication and dissemination of results of Pacific research (USP and partner
universities)
Indicators
National level
a. Number of scholarships in key areas increased annually over next five years.
Regional level
a. Stocktake of available programmes and courses conducted and gaps addressed.
b. Number of scholarships in key areas increased annually over next five years.
c. Pacific research supported and outputs published and disseminated.
3. Improved culture
partnerships
and
education
communication,
advocacy
and
Challenges: There is a need to increase collaboration, communication and strategisation between the
education and culture sectors to respond to calls for greater integration of culture in educational offerings
as per PEDF and other leading strategies. Sustainable livelihoods and sound development depend on well
informed and culturally qualified students, teachers, professionals, community and national leaders.
Furthermore, it is essential to take advantage of and build on new forms of technology and communication
tools to strengthen identities and cultural vitality.
Aims: To improve networking and promote the use of modern technology and media for cultureinclusive education.
Key areas
3.1 Establishment of a regular Heads of Education and Heads of Culture meetings
and/or consultations
Regional partners: SPC, UNESCO, PIFS
National partners: Ministries of education and culture
3.2 Establishment of a Culture and Education Network, bringing officials and
professionals from the culture, education, media and information and communication
technology (ICT) sectors together to promote the inclusion of culture in education. The
network would bring together regional and national universities; government officials;
Pacific Culture and Education Strategy 2010–2015
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civil society organisations (CSOs) working on community development, cultural
industries and cultural heritage; and regional organisations, including media and ICT
bodies responsible for the promotion and protection of culture and cultural heritage
Regional partners SPC, UNESCO, PIFS
National partners: Ministries of education and culture
3.3 Development of a Culture, Education and Information Technology action plan to
provide guidance for usage of information technology (IT) tools for the protection,
preservation and promotion of culture, in line with the Framework for Action on ICT for
Development in the Pacific (FAIDP)
Indicators
National level
a. Develop guidelines for using IT equipment to protect, preserve and promote
culture.
b. Conduct one training workshop annually for stakeholders.
c. Establish a joint taskforce between culture and education ministries and
departments where necessary.
Regional level
a. Use existing networks (such as the Network of Pacific Educators and the Pacific
Disabilities Forum) to advocate for culture and education in the region.
b. Conduct one joint meeting of Heads of Education and Culture bi-annually.
c. Hold culture and education conferences.
d. Ensure that a Chair in culture and education remains as an established position at
the University of the Pacific.
e. Develop and implement an action plan to fulfil Objective 6.3 of FAIDP.
Pacific Culture and Education Strategy 2010–2015
24
Appendix 1. Pacific culture and education strategy — Tonga
indicators
Section 1 – Culture-inclusive education in formal schooling, TVET and tertiary level education
Key areas
Tonga actions
Partners
a. Framework for the preservation of Regional Partners: UNESCO,
1.1 Pacific cultural values
culture developed at the national
SPC, CPA, PIMA, USP,
and ethics
level.
PacAA, PATVET, SPBEA
b. Working committee established
under the direction of the Ministry of National partners: Ministry
of Education, Women’s
Education and Culture in close
association with regional and
Affairs and Culture, National
Arts Council, Associations,
international organisations.
and practitioners, National
qualifications boards,
Communities
1.2 Strengthening language a. Language policy established at the Regional partners: CPA,
national level.
SPC,USP, UNESCO
teaching
b. Cultural programmes launched in
schools.
National partners: Ministry
c. New courses on Pacific knowledge of Education, Women’s
systems designed for teachers
Affairs and Culture, National
reviewed.
Language Commission,
d. At least two training workshops
national level publishers
conducted annually for Tongan
language teachers.
e. Proposed Language Commission
established.
1.3 Strengthening of arts in a. Cultural practitioners contracted to Regional partners: SPC,
PacAA, PIMA, PATVET
schools, TVET and tertiary schools and TVET providers.
b. Regular meetings of national
institutions
committee and stakeholders
National partners: Ministry
conducted.
of Education, Women’s
Pilot cultural programmes launched Affairs and Culture, TVET
at selected schools.
institutions, national arts
c. At least two training workshops on council and arts bodies,
the development of arts curriculum
artists and craftspeople
and capacity building for the
associations and groupings
community conducted.
(urban and village-based),
d. Programmes on living libraries
national qualifications
and museums developed and pilot
boards
schools on oral traditions and/or
storytelling designated and
implementing pilot.
e. At least two competitions held in
schools and tertiary institutions
annually on culture in the form of
poetry writing, essays, speeches to
Pacific Culture and Education Strategy 2010–2015
25
promote interest in culture.
f. One national art festival or
exhibition held annually with award
ceremonies for schools and tertiary
institutions.
Section 2 – Strengthening the cultural sector
Key areas
Tonga actions
Partners
a. Cultural mapping and planning
Regional partners: SPC, CPA
2.1 Cultural and arts
conducted
in
collaboration
with
the
management, and cultural
National Statistics Office and the
National partners: Ministry
economics training and
Ministry of Planning, and national
of Finance and National
education
and regional tertiary education
Planning, National Statistics
providers to raise profile of culture in Office
planning.
2.2 Heritage and traditional a. At least two scholarships allocated Regional partners: PIMA,
annually in arts and cultural heritage ICOMOS Pasifika, UNESCO,
knowledge management
b. Cultural heritage management
CPA, SPC, PATVET, USP,
training
certification established and
other universities in the
approved.
region including in Australia,
New Zealand and the United
States (Hawai’i)
2.3 Artists’ development
2.4 MA and PhD level
trained personnel in
cultural or Pacific or
indigenous studies
a. Mentoring partnership with
Tongan artists in schools established.
National partners:Ministry of
Education, Women’s Affairs
and Culture, community
development organisations,
national tertiary institutions
Regional partners: PacAA,
SPC, USP, PATVET
a. One scholarship offered annually
over next five years.
National partners: Ministry
of Education, Women’s
Affairs and Culture, national
arts bodies
Regional partners: USP,
SPC, partner universities
National partners: Ministry
of Education, Women’s
Affairs and Culture
Section 3 – Improved culture and education communication, advocacy and partnerships
Key areas
Tonga actions
Partners
a. Develop guidelines in using IT
3.3 Development of a
(No partners listed on
equipment to protect, preserve and
Culture, Education and
strategy document)
promote culture.
Information Technology
b. Conduct one training workshop
action plan to provide
annually for stakeholders.
guidance for usage of IT
tools for the protection,
preservation and
promotion of culture
Pacific Culture and Education Strategy 2010–2015
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Pacific Culture and Education Strategy 2010–2015
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Pacific Culture and Education Strategy 2010–2015
28
Appendix 2. Pacific culture and education strategy — Fiji indicators
Section 1 – Culture-inclusive education in formal schooling, TVET and tertiary level education
>1.1 Pacific cultural values and ethics
Key areas
Fiji actions
Partners
a. Concept paper for culturally
Regional Partners:
1.1.3 Facilitate and
UNESCO, SPC, CPA,
formalise links between arts inclusive curriculum in TVET
developed with the Curriculum
PIMA, USP, PacAA,
and cultural practitioners
Development
Unit
(CDU)
and
PATVET, SPBEA
and the education sector in
TVET.
countries through
b. TVET courses offered in the
National partners: Ministry
certification and
following areas: design, fashion,
of Education, National
registration
traditional knowledge and practices, Heritage, Culture Arts,
archaeology, anthropology and
Youth and Sports, Fiji Arts
1.1.4 Conduct mapping of
Council, national
and strengthen culture and conservation practice.
qualifications boards,
arts offerings among TVET c. Curriculum on traditional
knowledge, beginning with
communities
institutions
traditional boat building and
navigation developed in partnership
with TVET, USP and the Fiji
Voyaging Society.
d. Culturally inclusive curriculum for
the formal primary and secondary
school system in partnership with
CDU.
e. Review existing school curriculum
to strengthen local traditional
knowledge and content with CDU.
f. Collaborate with CDU and
relevant stakeholders on the
development of culturally inclusive
education materials in line with
Education for Sustainable
Development Principles.
Section 1 – Culture-inclusive education in formal schooling, TVET and tertiary level Education
>1.2 Strengthening of language teaching
Key Areas
Fiji Actions
Partners
Regional partners: USP,
1.2.1 Promote the further a. Teaching of conversational Hindi
and Fijian through face-to-face and
SPC, CPA
development of
national language(s) distance learning promoted and
enhanced.
National partners: Ministry
policies and the
of Education, National
establishment of
Heritage, Culture Arts,
language
Youth and Sports, the
commissions
Institute of I Taukei
Pacific Culture and Education Strategy 2010–2015
29
Language and Culture
Culture, national level
publishers
1.2.2 Assistance with the
development of
Pacific languages
resources
Key areas
2.1.2 Facilitate cultural
awareness raising and
training opportunities for
statisticians and planners
a. I Taukei, Rotuman and Hindustani
language curriculum, teaching and
learning reviewed.
b. Teaching and learning resources
reviewed for local content and
language use.
Regional partners:
SPC,USP, UNESCO
CPA,
National partners: Ministry
of Education, National
Heritage, Culture Arts,
Youth and Sports, the
Institute of I Taukei
Language and
Section 2 – Strengthening the cultural sector
Fiji actions
Partners
a. Cultural statistics framework
Regional partners: SPC,
developed in close collaboration with CPA
Fiji Islands Bureau of Statistics.
National partners: Ministry
of Finance and National
Planning, Fiji Islands
Bureau of Statistics
2.2 Heritage and traditional
knowledge management
training
b. Teaching and learning resources
for ‘Heritage in Young Hands’ for
primary school level completed.
Regional partners: PIMA,
ICOMOS Pasifika,
UNESCO, CPA, SPC
National partners: Ministry
of Education, National
Heritage, Culture Arts,
Youth and Sports,
community development
organisations, national
tertiary institutions
Section 3 – Improved culture and education communication, advocacy and partnerships
Key areas
Fiji actions
Partners
a. Access to information technology Regional partners: lead
3.2 Establishment of a
for the promotion of cross cultural
agencies SPC, UNESCO,
Culture and Education
PIFS
Network, bringing officials understanding and language
preservation promoted.
and professionals from the
b. Development of one laptop per
National partners: Ministry
culture, education, media
of Education, National
and ICT sectors together to child (OLPC) learning activities
inculcating Fijian, Rotuman
Heritage, Culture Arts,
promote the inclusion of
language and Hindustani facilitated. Youth and Sports
culture in education. The
network would bring
together regional and
national universities;
Pacific Culture and Education Strategy 2010–2015
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government officials, CSOs
working on community
development, cultural
industries and cultural
heritage; and regional
organisations, including
media and ICT bodies
responsible for the
promotion and protection
of culture and cultural
heritage
Source: 2010 Annual Business Plan. Ministry of Education, National Heritage, Culture, Arts, Youth and Sports.
________________________________________
Pacific Culture and Education Strategy 2010–2015
31
Pacific Culture and
Education Strategy
2010–2015
CONTACT DETAILS
Secretariat of the Pacific Community
SPC Headquarters
BP D5,
98848 Noumea Cedex,
New Caledonia
Telephone: +687 26 20 00
Fax: +687 26 38 18
SPC Suva Regional Office
Private Mail Bag,
Suva,
Fiji Islands,
Telephone: +679 337 0733
Fax: +679 377 0021
SPC Pohnpei Regional Office
PO Box Q,
Kolonia, Pohnpei, 96941 FM,
Federated States of
Micronesia
Telephone: +691 3207 523
Fax: +691 3202 725
SPC Solomon Islands
Country Office
PO Box 1468
Honiara, Solomon Islands
Telephone: + 677 25543
+677 25574
Fax: +677 25547
Email: [email protected]
Website: www.spc.int
Council of Pacific Arts and Culture