Samoa: Education Sector Project II

Education / Education sector development

The objective of the Project is to establish an equitable and effective education system that will enhance learning outcomes of young people for further study, work and adult life. The specific outcome will be enhanced quality of education by improving the curriculum, assessment system, learning materials, teaching practice and access to better learning environment. The Project has five components: (i) introducing curriculum reform and

assessment systems; (ii) developing effective teachers; (iii) improving access to quality education; (iv) strengthening capacity to undertake research, evaluation, policy analysis, and planning; and (v) strengthening capacity to implement and manage development projects. The Project is designed to establish a learning environment that provides all children with an equal opportunity to learn at a higher level, while increasing the cost-effectiveness of service provision. The Project will contribute to eliminating inequity by minimizing regional disparities in access to quality education, and promoting equitable learning outcomes. Improving access to quality primary and secondary education in poor communities is expected to reduce income deprivation and hardship.

Despite many positive achievements in education since 1995, the quality of education as measured by test results and functional literacy level remains disappointing. The Samoa Primary Education Literacy Level (SPELL) One Year (Year 4) and Two (Year 6) tests, which assess students at risk of not reaching literacy and numeracy standards as well as Year 8 examinations, indicate unsatisfactory results. For example, in Year 4 students at risk in English increased from 29% in 1997 to 51% in Year 4 students at risk in English increased from 29% in 1997 to 51% in 2003, and in Year 6 students at risk in numeracy increased from 63% to 71%, respectively. In Year 8 raw scores in all five subject areas tested declined. At secondary level, scores on the Year 12 examination in the 15 subject areas declined over the five years between 1997 and 2002, although they increased in most subjects in 2003. Though there are questions regarding the reliability, validity and suitability of these teststo accurately measure changes in student performance over time, there is little doubt that there are fundamental problems affecting school education in Samoa. These include low capacity to: (i) provide high quality learning opportunities and learning environment in government schools; (ii) ensure these are available to all students, and (iii) deliver them efficiently. Further, a large number of students enrolling in primary education do not complete the eight-year program. Dropout and repetition rates are high indicating inefficiency in school system.

While upgrading of primary schools is supported by EU and JICA micro projects, no such financing is available for upgrading and rehabilitation of the secondary schools in rural areas. Further, while the education sector is an explicit budget priority, available resources are often not managed cost-effectively. In recent years, there has been reduction in financing of basic and secondary education, which may have contributed to decline in performance levels. Government's education policy development unit is weak, and needs substantive capacity building for making sound policies for managing service delivery effectively.

The proposed support addresses several priority areas in education service delivery. the conditions of learning are unsatisfactory especially in disadvantaged areas. Textbooks are not always available in the quantities required, the primary curriculum is over 25 years old and is not integrated with the new secondary curriculum; and many teachers are unfgamiliar with effective instructional practice. A new secondary school curriculum has been adopted but teachers need training and technical support to implement it and adopt new teaching methods in the classroom. External support has been mainly through projects but coordination of donor and govenrment funded programs has often been poor. The proposed Project will continue and complement the support initiated under ESP I and other donor funded projects to address these issues, and focus on effective coordination through government's leadership.

ADB_s education strategy in Samoa supports the Government_s overall strategies and reflects the Government_s sector priorities. The Project has been formulated within the framework of the Government_s economic and public sector policies. It will support interventions that aim at improving access of disadvantaged children to quality schooling to enhance their education performance, which in turn will reduce hardship. It recognizes the importance of strengthening the capacity of the Government to design and implement education programs and reforms. It intends to build on the progress that has already been realized by the Government with the support of bilateral funding agencies and ADB.

Introducing curriculum reform and assessment systems

Developing effective teachers

Strengthening capacity to implement and manage development projects

Improving Access to quality education

Strengthening capacity to undertake research, evaluation, policy analysis and planning

Education Sector II supports the establishment of a more equitable and effective education system through a better school curriculum, learning materials, and teaching practices, ensuring teachers are well-trained as well as providing better educational facilities, furniture, and equipment.

Under the project, in 2011, the new Samoa Ministry of Education, Sports and Culture Headquarters Building was opened. The state-of-the-art building houses ministry staff who had previously worked in disparate locations, making it easier to coordinate, establish and standardize education policy. Its information and communication technology (ICT) distance learning studio, by 2013, will be connected to all secondary schools, helping to bridge the gap in education provision for children from disadvantaged rural or remote areas by providing teaching and educational materials they otherwise would not have.

The project has also created a new curriculum to replace the 1970s-era curriculum. It is too early to assess the impact on students, but teacher training in more than 50 secondary schools and 200 primary schools has begun and early evidence suggests that the new material is being applied, according to project officers. Between 2004 and 2009, the project has, for example, enabled over 10,600 students to benefit from school improvements; and provided in-service training for over 2,700 teachers.

Education Sector II is also completely renovating 11 schools (of which 6 are done) that will serve as models through more assertive use of the new curriculum, and to work out difficulties before scaling up the program.