Kakala Research Framework

The Kakala Research Framework, developed in 2006, is an extension of the Kakala Framework, originally designed by Konai Helu (Thaman, (1997). Kakala: A Pacific concept of teaching and learning. Paper presented at the Australian College of Education National Conference, Cairns). The original Kakala framework was based on Helu Thaman’s conceptualisation of teaching and learning. It was intended to encourage Pacific students to articulate theories from their perspectives and to recognise Pacific world views in their thinking and learning

Wansolwara: sustainable development, education, and regional collaboration in Oceania

The links between development and education have long been focal points for comparative researchers and practitioners. Over the past several decades, Indigenous scholars and communities have contributed to these conversations by pushing back on replication of dominant approaches to development and accompanying educational practices that negatively affect Indigenous lands and peoples, including more recent sustainable development initiatives. Today, key drivers of the Sustainable Development Goals (SDGs) are the ideals of cooperation, collaboration, and partnership, exemplified by the Pacific Regional Education Framework 2018–2030 (PacREF). At this time, the need also arises for careful articulation of an Oceania approach to those ideals and, more specifically, a call for effective partnership that addresses assumptions about their enactment. In this article, I propose an Oceania-based platform, Wansolwara, as an Indigenous dialogic and relational space for regional collaboration in order to demonstrate how Indigenous knowledge systems are the foundations for decolonizing inherited regional architectures and to further education development

Tonga school leadership: students' perceptions

The aim of this research study was to gain insight into students’ perceptions of school principals and the leadership practices that are practiced by school leaders. This research study is part of the Ministry of Education, Women’s Affairs and Culture (MEWAC) Leadership and Research Development Project funded through the Tonga Education Support Program (TESP) and facilitated by the University of the South Pacific’s Institute of Education. This project was implemented between May – October of 2010. A quantitative approach was taken to conduct this study, using a short closed ended questionnaire. The questionnaire was distributed to 10% of the Form 5 students across Tonga. This included students from Tongatapu, `Eua, Vava`u, Ha`apai, Niuafo`ou and Niuatoputapu. A total of 525 5th form students participated in this survey. Overall findings show that 60% of students feel that they are happy to meet with their principal; 42% believe that one of the most important responsibilities of a principal is to advice and council students; and 42% believe that it is important for principals to contact parents regarding students’ behaviour and performance at school. About 59% of students believe that principals make their decisions based on school regulations and rules. And 49% of students believe that one of the most important characteristics that principals should have is being good host and make people feel welcome at the school. Tongan students’ perceptions of school principals are favourable and encouraging, demonstrating a healthy relationship between most students and their principals. Students also demonstrate a maturity about understanding leadership styles that are being practiced by their principals and the importance of communication between the principal and parents and community members. It was most surprising to find 49% of students believe that the most important Tongan characteristic that a principal should have is being hospitable. Additionally, students also believe that principals should be honest (30%) and have love (30%). Overall, students have a favourable attitude and perception of school principals