Adding the local flavour

Education

By Christine Hatcher

IT’S B.ooam. The bells clang, urging “get in line” commands on eight primary and three secondary schools. Another day buzzes into action in the Cook Islands Free Educational system.

Ngereteina Puna, Minister of Educa tion says, “We have come a long way since the Polynesia Way was introduced n late 1989.”

He says, “We have an education system that holds on to the arm of New Zealand, rather than being on the back Tit.”

A recent review of this report, the Education & Training Sector Study ETSS) in April 1992, has highlighted a leed to get in touch with an even more ‘local flavour” educationally. It encour iges community involvement, an in :rease in textbook availability and has ecommended decentralization of de dsion making.

Chairman of the Polynesia Way Com nittee, Toua Matamaki, says, “This will ake up to five years to realize, due to mdgetary constraints.” The minister ees education as an economical invest nent in the future, on a shoe-string >udget.

Public perception of the quality of ducation reported in Polynesia Way is lot encouraging. “Low, sometimes rock ►ottom standards... very poor teaching...ramshackle wildings...outmoded curriculum...poor »rofessional satisfaction... massive ..aimless youth...deteriorat

ng values.”

The UNDP Human Development Report 991 says the Cook Island would need to icrease educational expenditure five per ent to reach an average for developing ountries. The present budget, the irgest allocation at NZ$7.B million 1991-1992) expends 85 per cent on alaries leaving 15 per cent.

Only half a million dollars remain to un schools on 13 islands. One-teacher Tools exist on Palmerston and Nassau nd composite classes on other outer ilands are not uncommon. Sometimes, nough money for books and essentials, i absent.

Minister Puna says, “This is not a on government, they are trying a do their best.

While the importance of the “first ears” is recognised, this is not reflected i teachers’ salaries. However, tertiary ualified teachers and principals in the rimary field do exist.

But, says Puna, “I’ve never known a

rich teacher.” He says while better pay might attract good staff, it may attract them for the wrong reasons.

While waiting to see qualified, dedi cated staff, he says, “Some of the best teachers I know have no qualifications.”

Only six per cent (1991) of Cook Island trained teachers have university degrees, according to the ETSS.

And, dedication may be hard to buy at a starting salary of NZ$5OOO to NZ$6OOO per annum. The highest achievable wage being NZ519,500.

Says Puna, “Several teachers are still on NZ$BOOO we have to do something about that.”

‘We have come a long way ... we have an education sys tem that holds on to the arm of New Zealand, rather than being on the back of it.’

The ETSS cites a need to increase teacher morale.

Despite this, it seems, most children work hard, fare well. But, within any school system, those who cannot “fit in”, exist. For those, special dispensation must be granted by the Secretary of Education.

Thee Secretary, Lionel Browne, says, “There are a few. Granted mainly because of pregnancy and to those who find school torture, have a high absenteesim rate. But “drop outs” are virtually unknown. Education is compul sory until the age of 15 and may be raised to 16. But, everyone leaves school able to read.”

For those who do not fall by the wayside, a scheme, in operation since the 70s provides basis skills to the large percentage who leave school and become

“self-employed”.

The basic skills apprenticeship scheme, bridging from school to work-force in hospitality, mechanics, carpentry, bloc; • laying, nursing and the police force, ' v < s introduced in the 70s, he explains.

For those who gained an ‘A’ bursary plus last year, 13 scholarships Were

granted by Australia, New Zealand and the States.

For those who miss out, “in-house” training in their fields of choice is encouraged together with correspon dence study.

While curriculum says scholarships are awarded on a non-sexist basis, the statistics are confidential. Public opinion however indicates more men than women obtain those scholarships. This is despite a higher percentage (22.2 per cent) (statistics: ETSS).

In a bi-lingual society, gaining em ployment unless proficient in both Maori and English, is become increasingly difficult.

Ngatokorua says, while universal sub jects, such as English, Mathematics and Science are taught to New Zealand School Certificate level, Maori Language and Culture is compulsory to Cook Islands School Certificate level, the

minimum qualification.

Ngeretcina Puna remembers when speaking Maori during school, was

punished.

He says, “I try to see the rationale, but it was a stupid rule. I’m glad those days are over now. Somehow, the attitude changed, we became contemptible to wards our own language, our Maori

ways of doing things.”

Now, the use of local medicine is being

practised in primary schools.

“I envisaged schools with herb gardens for school lunches or nutritional drinks,” the minister says, looking forward to the day he can outlaw “junk food”.

Other pending changes include the controversial amendment to the current education act allowing capital punish ment in primary schools, a recent hotly debated issue. The present act allows corporal punishment for male secondary school students.

While two schools, so far, have reacted strongly against the amendment, others have not replied to a letter seeking

opinions.

The minister said in August, “To me, disrespect of authority warrants some form of corporal punishment”.

He said his attention was drawn to teachers verbally abusing children and there was no place in the system for people like that. Some people had the wrong idea about corporal punishment, he said.

“...It’s not using a big stick, it’s a smack on the leg”

Corporal punishment, he said, would be clearly defined.