1.

Education That Matters:

Connecting C ommunity and Economy through Rural Training
Centres in the Solomon Islands

KATHY FLEMING, INDEPENDENT RESEARCHER

UNIVERSITY OF VICTORIA WELLINGTON
SPONSORED BY CARITAS AOTEAROA NEW ZEALAND
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3. Executive Summary
This executive summary is written in acknowledgement that very few of us have the time
or inclination to read long reports. It provides a brief overview of the each report section,
along with selected key insights and opportunities raised by the research. It is designed to
be a reference point from which the reader can dip into applicable sections of the report for
a fuller understanding of how the findings were reached and implications for the START
activity. For example, those involved in teacher training may wish to read the full version of
section 4 on Education and section 6 on Women, while those involved with centre leadership
will find section 3 on Diverse Economies insightful. It is recommended all activity partners
familiarise themselves with the Solomon Islands Context (section 2) and Cross Cutting
Issues (section 5).

Introduction
The Solomon Islands has a surging youth population with over 40% under the age of 15
years. The transition from education to economic independence is a key challenge,
with very few young people finishing high school, youth unemployment nearing 80% and
economic opportunities highly localised across the multitude of islands (Close, 2012).

Rural Training Centres (RTCs) are vocational community based institutions that aim to
provide young people with skills to make a local livelihood, often forming a bridge between
failed education and future livelihood. This research aims to support the relevance of
RTCs to local communities through the Caritas Aotearoa New Zealand START activity by:
• Building a comprehensive picture of all the activities that support livelihoods, and how
these differ in different places.
• Exploring the aspirations of youth for the future and community perceptions of RTCs.
• Examining the barriers and opportunities women face to RTC participation and
educational activities more broadly.

The research is based on two RTC-community case study sites, Gizo and Vatu. Their
respective semi-urban and rural environments provide a point of comparison, and
extrapolation to other centres in a similar setting. The research uses a multifaceted
understanding of the concepts of economy, education and the role of women to
explore community based perspectives and alternatives to the conventional development
approach.

Solomon Islands Context

The Solomon Island’s population is dispersed across 147 islands with 85% of people
residing rurally. This makes the provision of human services, such as health and education,
difficult and expensive to administer (UNDP, 2010). Similarly, the remote locale and small
population hinders engagement with global markets. A few raw materials are exported, but
principally the economy relies on traditional agricultural practices (World Bank, 2010).
Poor education performance and low GDP have led to the classification as one of the world’s
Least Developed Countries. Consequently, Aid plays a key role in government
administration and budget support, particularly since the 1999-2003 conflict saw the
nation on the brink of becoming a failed state.

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Unemployment is high, particularly amongst youth. In part this is due to low levels of
education, creating a skills gap for employers, and partly it is due to a lack of employment
opportunities to absorb the growing population (Close, 2012). Education is based on a formal
western system. Since independence in 1978 there have been huge gains in primary
enrolment figures (Whalan, 2010). However at the secondary level, completion figures
are amongst the lowest in the world, with over 70% of young people dropping out or
filtered out through examinations (World Bank, 2014).

The network of 45 RTCs present a second chance for the majority of youth who are
excluded from the formal system. The ‘learn by doing’ curriculum offers practical skills in
areas such as agriculture, mechanics, carpentry, electrical and life skills (cooking, sewing
and home management). These can be used for formal employment, self-employment or
subsistence living. However, capacity issues in management, teacher training, facilities and
coordination have been reported, and funding of these informal church owned centres is a
constant struggle (WYG International, 2012).

START Activity implications and opportunities:

• Localised nature of economic opportunities requires a contextualised approach for
each RTC.
• Informal and non-formal means of living are extremely important to livelihoods
• There is a potentially huge demographic for RTCs to work with.
• Additional promotion and encouragement of women’s education is required.

Gender inequality is present in employment, education and the social sphere. Less than
25% of RTC students are female, owing to limited courses and traditional gender roles.
Meanwhile, investment in improving women’s livelihoods, particularly in the area of financial
literacy, is believed to have widespread benefit (WYG International, 2012).

The facts and figures above paint a bleak picture of the Solomon Islands as an
underdeveloped nation, struggling to modernise sufficiently to compete in a global market
and to meet the basics needs of its people. While this story is accurate, it only represents a
particular perspective. The ensuing research applies a more holistic view of economy that
aims to capture the myriad of activities, paid and unpaid, that support livelihoods in reality;
an expanded understanding of education that include existing indigenous skills and
knowledge; and exploration of the important role women play in and outside of the
workforce, to reveal the strengths and opportunities already present.

Diverse economies of Gizo and Vatu

The conventional understanding of economy tends to recognise and give precedence to
certain activities, such as example waged employment, market transactions and formal
businesses. While important many of the activities that contribute to livelihoods are
overlooked for their economic value, for example unpaid household labour, family
exchanges, and subsistence provision. A diverse economies approach aims to reveal and
give equal credibility to these activities, arguing that this produces a more realist picture of
the practices that actually support livelihoods around the world (Gibson-Graham,
Cameron, & Healy, 2013).

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 START Activity implications and opportunities:
• To remain contextually relevant RTCs need to foster community connections, spot
local needs and opportunities. A one size fits all model will not give equal
outcomes.
• Livelihood enhancement is the primary goal of this activity, of which income
generation is one part.
• Cost benefit analysis for RTCs income generating activities is important given the
high cost of transport. This also raises the value of subsistence activities.
• Self-employment, business skills and creation of products for sale are areas in
which livelihoods can be enhanced, particularly in more urban locations.
• Teaching self -reliance needs to remain a central focus for rural RTCs.
• Communities would benefit from RTCs teaching budgeting skills, especially
targeting women.
• Environmental sustainability is a key consideration for income generating
activities. It would also be fitting addition to RTC curriculum.
• Cultural and family responsibilities need to be a key aspect of the discussion
around budgeting and financial management.

A diverse economies analysis of the communities of Gizo and Vatu revealed the relative
importance of different activities given their demography and environmental
resources. Gizo, as a semi-urban area, displayed greater cash dependence, with many
people relying on the informal sale of fish and produce at local markets to support the cost of
living. While in Vatu, a rural area, subsistence agriculture was the backbone of life, given the
limited access to markets and no shortage of fertile land. In both locations, formal
employment or business were extremely limited, and unlikely to provide a future living for
most people without emigration.

Other practices, such as family exchanges through the Wantok system, bartering, and
unpaid household work were also found to be crucial to supporting daily life and fostering
community resilience.

Simultaneously, the increasing influence of the cash based economy can be seen,
particularly to pay for school fees, housing materials and transport. This is placing additional
pressure on environmental resources that are now sold for profit rather than used for
subsistence, and on the role of women to generate income outside the home.

Knowledge, education and the relevance of Rural Training Centres

The commonly held view of knowledge is equated with western scientific knowledge,
that which is objective, observable and verifiable. Under this view, much of the knowledge
held in the world is disregarded as being too local, traditional or non-scientific. In reality,
there is no single universal body of knowledge ‘out there’ that can somehow be attained;
(Santos, 1999, p. 36). Both forms of knowledge are continually evolving, heavily influenced
by their surrounding environment and based on a set of underlying values or assumptions
(Mercer, Kelman, Taranis, & Suchet-Pearson, 2010). Rather than being in opposition to one
another, an expanded view of knowledge welcomes a two-way exchange reflecting the
hybridised way in which people actually utilise knowledge.

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In the Pacific, the relevance of formal western education has been questioned for
predominantly preparing young people for formal economic opportunities in an environment
that largely relies on practical skills and cultural knowledge useful in rural areas (Coxon &
Munce, 2008). Furthermore, as more than 70% of young people are pushed out of the
formal system, they have little chance of gaining formal employment and can be “ill prepared
for the rural life they must lead” (Gegeo & Watson-Gegeo, 2002, p. 401).

Rural Training Centres focus on developing practical skills for that can be used for self-
reliance and income generation, offering a potentially relevant alternative, particularly for
those who have been pushed or dropped out of the formal system. Their relevance to the
local community, in light of the aspirations of youth and community perceptions was
examined for the case study sites of Gizo and Vatu.

The two centres were found to have different operating models and course structures,
reflecting their funding sources and the livelihoods of the surrounding community. This
flexibility is key to RTCs remaining relevant to the local context.

The future aspirations of students at the RTCs indicated that most would like to make a
livelihood in the local area, rather than seeking urban opportunities. The RTCs show
potential to fill a large niche here, with an overall purpose oriented to supporting local rural
based livelihoods and practical curriculum.

Students emphasised the need for diversification of economic activities in order to

support a livelihood in these communities, for example, some employment or income
generation combined with subsistence growth of food. Vatu RTC has responded well to this
need with a multi-disciplinary approach to course structure, so that graduates are not solely
dependent on one form of economic activity for their livelihood and have greater potential to
be able to utilise their skills in rural areas.

Indigenous values, such as connection to the local environment, family responsibilities and
community contribution were also central to young peoples futures. The RTCs were
found to incorporate some traditional/indigenous skills with their programmes, by utilising
locally grown materials and traditional techniques. Modern science and technology is also
present. Hence, the programme at RTCs seems to encompass some of the mixed influences
young people are experiencing.

Overall, students reported a positive perception of RTCs, particularly pleased with the
skill based focus, allowing them to make connections to real world activities in their lives.
The community environment fostered by RTCs was also important to student satisfaction and
broader youth development. However, the strain of labour intensive income generating
activities and under resourced facilities was clear, particularly in Vatu that operated without
additional church funding.

The surrounding community viewed RTCs as filling a vital gap left by the formal
education system, and a means to stem the flow of urban migration. Contrary to being a

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‘last choice’ RTCs were perceived as highly relevant to their surrounding communities in
terms of the practical skills they provide to equip young people to return to the village and
contribute meaningfully.

The RTCs reflected contextually appropriate education which emphasises building a

future of young people with healthy self-esteem, a sense of community belonging and the
ability to access and use the resources around them (Coxon & Munce, 2008).

START Activity implications and opportunities

• Flexibility for RTCs to tailor courses and operating models at the local level is vital.
This pushes against standardisation
• Skills taught at RTCs need to reflect the materials, environmental resources and
livelihood activities of the surrounding community. Commercial/industry focus is
secondary.
• Pedagogical approach needs to recognise the indigenous skills and knowledge
that teachers bring and promote sharing of these. Introduced techniques and tools
are valuable and can be integrated through discussion on how they may be
adapted to suit local context.
• Enhancement of self-reliance and income generation for RTCs is a key opportunity
to boost sustainability.
• However, the labour intensive nature of these activities needs to be considered.

Cross-cutting issues
Four key issues emerged as practical and policy areas that impact on RTC operations,
having implications for the START Activity:

Funding vs flexibility and sustainability – While RTCs receive some government support,
it is is insufficient to cover costs. Government and donors would prefer a more formalised
and standardised operation before increasing funding. Yet, standardisation could
compromise the very strength of RTCs, flexibility to respond to their surrounding context.

Qualifications vs capability - RTCs have no standard curriculum and do not issue formal
qualifications. The upcoming Solomon Islands Qualifications Framework offers an
opportunity to move towards qualification status. A key consideration in this decision is the
primary goal of RTCs, to equip students for rural livelihoods. In such environments,
qualifications are less important than capability. Moreover, they can create barriers for
the demographic of students attending RTCs and an unwieldy administrative burden for
already stretched resources.

Literacy and numeracy challenges - Functional literacy levels in the Solomon Islands are
low. Rather than reflecting ignorance, English is typically the second or third language of
teachers and students and, in reality it is not the language of the classroom (Close, 2012). In
RTCs the English literacy of students and teachers is low, and RTCs often face the challenge
of teaching literacy at this late stage.

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Teacher training - Vanga Teachers Training College was established to ensure RTC
teachers continued to learn skills as well as pedagogy. As the sole provider and start of the
teaching cycle, practice here flows through the network of RTCs. Currently Vanga is
facing issues with funding, staff shortage, leadership changes, and incoming teachers have a
lack of practical experience. This is manifesting itself in lower student satisfaction and
disrepair or lack of facilities. There are numerous opportunities to strengthen Vanga through
income generation projects and updated curriculum, however these are likely to require
additional resourcing.

START Activity implications and opportunities

• Introducing entrance standards or considerably raising the level of learning at
RTCs would grossly compromise participation of their key demographic.
• Curriculum needs to continue to support local livelihood skills, with a qualification
as secondary.
• For RTC education to be accessible it needs to be taught in a local tongue. Low
literacy techniques are best used.
• Written materials for RTC teachers may be of lower value than hands on training,
discussion, and integration into their practice.
• Additional support for Vanga is needed to increase the quality of teaching across
all RTCs. Facilities upgrade is likely to be higher than other RTCs and ongoing
maintenance needs to be considered.
• Income generating activities could make the centre more sustainable. However,
capital may be needed to start such ventures and labour supply is low.

Women: Barriers and opportunities to participation

In view of the gender disparity faced by women in the Solomon Islands, a key component of
this research was to highlight the activities of women that support livelihoods, under a
broader perspective of economy, and the issues they face in engaging with education.

The activities of women, particularly rural women are strongly linked with the roles of
wifehood and motherhood. The hierarchy valuing ‘economic activities’ over ‘social activities’
means that an enormous amount of activity that women perform to support livelihoods
(caring for children, preparing food, maintaining the household etc...) is considered ‘non-
economic’ and correspondingly of lesser value that income generating activities typically
performed by men (Midgley, 2006). Development often reinforces this perspective by
trying to increase the economic participation of women through conventional economic
activities, such as running small businesses or working part-time, rather than acknowledging
the economic value and contribution of their current activities. A more holistic and accurate
view gives equal credibility to domestic and unpaid labour household as economic
activities (Gibson-Graham, 2006).

The RTCs in Gizo and Vatu have just 27% and 21% female students respectively, with
neither at capacity in the female Life Skills programme. In both communities, the reasons
cited for low female participation echoed those previously reported; physical access,
domestic responsibilities and school fees. Moreover, prioritising mens education over
women was a central theme.

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Underlying above issues appeared to be a central issue, around the status and the domestic
perception of their gender role. With male roles seen as more ‘economic’, the short-term
sacrifice of domestic labour to attend education offers less of a value proposition for women.
Given existing gender norms, education may also be perceived as less relevant to the role of
women in Solomon Island society. Hence, for women to make a free choice about the
relevance of education to their future, they need to have the social space combined with the
economic resources to exercise their choice

The women interviewed had ideas about navigating this tricky terrain of cultural values vs.
the rights of women. A common suggestion was to promote awareness amongst the
community of the value and relevance of girl’s education in the RTC – including how this
fitted with existing gender norms. An effective way to spread this awareness is to utilise
existing women’s networks.

Another factor that could be limiting the enrolment of girls at RTCs is the typical spectrum of
courses on offer. Apart from Life Skills and Agriculture, all other programmes are trade
based. Even in western countries, such as Australia and New Zealand, few women are
attracted to trades.

Currently all RTC courses are two years in length. Given the impact that domestic
responsibilities and attitudes can have on women enrolling and travelling to RTCs, the idea
of running shorter courses was discussed as a potential complement.

START Activity implications and opportunities

• Recognising women’s unpaid work as vital to livelihoods and community health
reveals the true economic value and increases the value proposition of women’s
education.
• Short courses directed at women, could reduce barriers to participation and
encourage community RTC links. Women may also benefit from lower cost courses or
financial incentives.
• Community budgeting training is a great opportunity to raise awareness of the
relevance of RTCs to women in the community
• Supporting women with practical skills and financial management training can help to
meet the growing cash needs of their family.
• Existing women’s networks could be ideal partners for the community budgeting
training, leveraging their connections and ensuring it is a true partnership with the
community.
• In suitable contexts expansion to other courses that are likely to interest women, such
as tourism, hospitality, administration, could be explored.

An approach that incorporates orthodox and more locally based alternative perceptions of
economy, education and the role of women offer the opportunity to get the best outcomes for
RTCs and their communities.

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