Challenges Encountered by a Cohort of Non-traditional Science Students in an Accelerated Degree Programme

This paper is based on a research conducted to identify the challenges faced by a cohort of students enrolled in an accelerated undergraduate degree programme. The Science Teachers Accelerated Programme is an up-skilling initiative that the University of the South Pacific has undertaken in partnership with the Samoan Government which is the first of its kind ‘accelerated programme’ in the Pacific region. The 63 students enrolled in this programme who have been categorized as non-traditional students are aged 24 to 52 years, and are full time teachers in Samoan secondary schools. The findings were obtained through surveys conducted in the form of questionnaire and semi-structured interviews. An array of challenges identified to be encountered by these uniquely placed students is in relation to ICT, geographical location and socio-cultural facets. This presentation includes successes and challenges faced and articulates recommendations to address these emergent issues

The online mathematics diagnostic tool for transformative learning in the Pacific

With advances in information and communication technology, students can be educated from anywhere at any time at their own pace. Students of the 21st century have different learning expectations. These expectations require the design of smart learning environments to ensure more effective and adaptive learning. This chapter essays an introduction to a new educational tool developed on the Moodle platform by The University of the South Pacific to bridge gaps in mathematics knowledge and skills as students’ transit from secondary to tertiary education. The tool, known as the Online Mathematics Diagnostic Tool (OMDT), is an intelligent system which provides online tests and automates personalized remediation. This chapter will include the reasons why this diagnostic tool has been developed for the Pacific region students aspiring for tertiary education. It will also discuss why the tool is considered as a smart learning environment (SLE) and how it ensures effective learning of mathematics

Science Teachers Accelerated Programme Model: A Joint Partnership in the Pacific Region

The paper heralds a new pedagogical model known as the Science Teachers Accelerated Programme as a platform to upgrade the qualifications of secondary school science teachers throughout the Pacific region. Based on a tripartite partnership between a higher education provider, a regional government and a cohort of science teachers, the model offers an accelerated Bachelor’s degree programme to the cohort. Using this tripartite partnership model, a pilot of the Science Teachers Accelerated Programme is underway between the University of the South Pacific, the Government of Samoa and a cohort of science teachers in Samoa. The underpinning activities garnering social and academic integration are highlighted with analytics. The strengths, challenges and opportunities of the new, cohort-taught science model are presented with relevant diagnoses, interventions and adaptive works carried out in the first half of the delivery plan. While the Government of Samoa is considering the implementation of a second cycle, the University of the South Pacific is considering extending the model to other regional countries

The attitudes of Tongan senior students towards science

As with other Pacific Island nations, the scientific efforts of the Kingdom of Tonga have been hampered through a lack of local scientists and science graduates. As observed globally, the region appears to face a steady decline in student interest and achievement in science, resulting in reduced uptake of science subjects in schools and universities. This study aims to provide insight into the attitudes of Tongan senior secondary students toward science, using the validated Test of Scientific Related Attitudes (TOSRA) instrument. The sample population comprised 2636 students of approximately 15–18 years of age, from 26 schools across Tonga. Overall, the mean attitudes of Tongan senior secondary students toward science were lower than that previously observed for Australian secondary students (Grades 7–10) and Fijian senior secondary students. A significant reduction in attitude was found between forms 5 and 6 for female students from rural areas, but not those from urban areas. No significant changes across different form levels were found for male students. The greatest difference between students’ perspectives was found for the normality of scientists, which may be indicative of cultural views toward this topic. Combined with the similar results of previous research in Fijian students, this may point toward broader differences in the attitudes toward science between students in Pacific Island countries more generally

Use of mobile devices for learning and student support in the Pacific region

The Pacific Island communities face challenges such as digital divide, shoestring budgets, and escalating costs in the delivery of quality education to their people. In addition, the widely scattered nature of islands and communities requires proper communication infrastructure for learners to access education. This chapter heralds the emergence of mobile learning (mLearning) initiatives in higher education in the Pacific region. As a case study, the study focuses on the introduction of mLearning at the University of the South Pacific (USP) in the Pacific which developed a fit-for-purpose mLearning infrastructure that primarily utilized the short message service (SMS) for its delivery and services. The USP hosts an in-house setup open-source SMS gateway that facilitates its custom-made SMS services such as course notifications, exam timetable information, and online quizzes. More recently with the proliferation of smartphones in the Pacific, USP has invested largely on web-based services and mobile apps. The chapter presents the recent journey into the use of smartphones and tablets to access education and promotes lifelong and life-wide learning in the Pacific

Partnerships with Governments to Implement In - Country Science Programmes in the South Pacific Region

This paper essays the design of a new cohort-based model to deliver science programmes for high school graduates and teachers teaching science in the high schools in the South Pacific. The aim is to increase the number of skilled science teachers and ultimately the number of science graduates qualified to work in not only the public-private sectors but also find solutions to unique problems faced in the South Pacific. Sustaining such programmes depends heavily on the culminated tripartite efforts between students, respective regional countries and higher education institutes. The University of the South Pacific offers selected undergraduate degree programmes through its Science Teachers Accelerated Programme (STAP) and the In-country Science Programme (ISP) in its member countries. The government bodies decide upon the discipline combinations of programme based on their countries' priority areas. The first STAP launched in Samoa in 2014 had 60 science teachers enrolled in Bachelor of Science with 5 different combination of majors. The partnership achieved well and in turn paved the way for STAP offers in Samoa (second cohort), Tonga and Vanuatu. Ideally, science students would travel to the main USP Campus in Fiji for further studies; however, with programmes like STAP and ISP, the university is able to deliver science to its various member countries at much lower costs. This paper will highlight the design and implementation of the new cohort based science model, together with the successes and opportunities for the future