Tātai Angitu helps transform education in remote Tokelau
Massey University facilitators are helping to modernize education on one of the planet’s remotest places.
Diane Leggett, Schools Education Leader – Kaihautū Mātauranga Kura at Tātai Angitu leads the projects which began in November 2014. Twice a year Diane and Barry Potter, who mentors the on-atoll staff, visit the three Massey education field facilitators, Sheree Drummond, Akaiti Maoati and Elaine Lameta. They are located on each of Tokelau’s atolls working with teachers in the second phase of the project to implement policy and curriculum changes to bring the teaching and learning of the tiny Pacific Island nation (population 1400) into the 21st century. There are approximately 130 students on each atoll, which have one school each for students of all levels.
A 2013 ERO (Education Review Office) report found that the education system in Tokelau (a dependent territory of New Zealand) was based on models, ideas, materials and assessment methods of 1960s New Zealand, with little understanding of the value and role of early childhood education. Tokelau’s system also lacked effective teacher training, professional development and mentoring, as well as governance structures and processes, the report said.
The Massey team was contracted to work with the Ministry of Foreign Affairs and Trade to address the ERO’s recommendations.
Phase one of the programme developed an Education Plan formulated following extensive consultation with Tokelau’s policy makers, school principals and teachers as well as students, parents and Taupulega (Council of Elders). The plan incorporates traditional values, knowledge and language of Tokelauan culture, with transition to the new system by 2019. Educational priorities also address vocational training to meet the need of the island’s workforce, from machinery servicing to government jobs in health and education.
Co-construction is the key. “We’re not imposing any models – we work alongside our Tokelauan counterparts,” says Diane. “There’s a lot of goodwill.”
A teacher inquiry model focussed on identifying and meeting students learning needs has replaced the traditional rote learning experienced by children. New books (in Tokelauan and English) as well as innovative teaching practice alongside digital technologies are among the ways Tokelau’s youngsters – from early childhood through to secondary level – are benefitting.
Teachers on the island are already reporting improvements, two years into the project. Apaenisa Leano, a secondary level science teacher who has taught in Tokelau for the past two of 14 years in teaching, says his students are “more engaged when I use many different ways for learning to happen.
“For example, we did a science field trip on the reef. We used videos and group learning situations where the children ask and answer their own questions. Before I had this professional development, I planned to cover the curriculum. Now I plan so I cater for all my students. I use what I know about their achievement and abilities to decide what I need to teach and what level I need to teach them at.”
A school principal has observed changes in teachers’ conversations, noting; “Teachers talk about children and their learning where once upon a time they talked mainly about behaviour.”
The project is being undertaken at a critical time for the island nation, which is under threat from rising sea levels caused by climate change. Creating educational resources that will ensure the Tokelauan language and culture can be preserved for future generations – many of who have migrated to New Zealand, Australia and other parts of the world – is a central part of the project, Diane says.
“Getting to and leaving the atoll on the boat is an unpredictable exercise,” Barry says. “The boat seldom arrives or leaves on the day and time it is scheduled. When the weather is too rough for the boat to get to the atolls, supplies run short. So when it does arrive, everyone rushes to get the fresh food, and if you’re too late you miss out!”
Massey University facilitators are helping to modernize education on one of the planet’s remotest places.
Diane Leggett, Schools Education Leader – Kaihautū Mātauranga Kura at Tātai Angitu leads the projects which began in November 2014. Twice a year Diane and Barry Potter, who mentors the on-atoll staff, visit the three Massey education field facilitators, Sheree Drummond, Akaiti Maoati and Elaine Lameta. They are located on each of Tokelau’s atolls working with teachers in the second phase of the project to implement policy and curriculum changes to bring the teaching and learning of the tiny Pacific Island nation (population 1400) into the 21st century. There are approximately 130 students on each atoll, which have one school each for students of all levels.
A 2013 ERO (Education Review Office) report found that the education system in Tokelau (a dependent territory of New Zealand) was based on models, ideas, materials and assessment methods of 1960s New Zealand, with little understanding of the value and role of early childhood education. Tokelau’s system also lacked effective teacher training, professional development and mentoring, as well as governance structures and processes, the report said.
The Massey team was contracted to work with the Ministry of Foreign Affairs and Trade to address the ERO’s recommendations.
Phase one of the programme developed an Education Plan formulated following extensive consultation with Tokelau’s policy makers, school principals and teachers as well as students, parents and Taupulega (Council of Elders). The plan incorporates traditional values, knowledge and language of Tokelauan culture, with transition to the new system by 2019. Educational priorities also address vocational training to meet the need of the island’s workforce, from machinery servicing to government jobs in health and education.
Co-construction is the key. “We’re not imposing any models – we work alongside our Tokelauan counterparts,” says Diane. “There’s a lot of goodwill.”
A teacher inquiry model focussed on identifying and meeting students learning needs has replaced the traditional rote learning experienced by children. New books (in Tokelauan and English) as well as innovative teaching practice alongside digital technologies are among the ways Tokelau’s youngsters – from early childhood through to secondary level – are benefitting.
Teachers on the island are already reporting improvements, two years into the project. Apaenisa Leano, a secondary level science teacher who has taught in Tokelau for the past two of 14 years in teaching, says his students are “more engaged when I use many different ways for learning to happen.
“For example, we did a science field trip on the reef. We used videos and group learning situations where the children ask and answer their own questions. Before I had this professional development, I planned to cover the curriculum. Now I plan so I cater for all my students. I use what I know about their achievement and abilities to decide what I need to teach and what level I need to teach them at.”
A school principal has observed changes in teachers’ conversations, noting; “Teachers talk about children and their learning where once upon a time they talked mainly about behaviour.”
The project is being undertaken at a critical time for the island nation, which is under threat from rising sea levels caused by climate change. Creating educational resources that will ensure the Tokelauan language and culture can be preserved for future generations – many of who have migrated to New Zealand, Australia and other parts of the world – is a central part of the project, Diane says.
“Getting to and leaving the atoll on the boat is an unpredictable exercise,” Barry says. “The boat seldom arrives or leaves on the day and time it is scheduled. When the weather is too rough for the boat to get to the atolls, supplies run short. So when it does arrive, everyone rushes to get the fresh food, and if you’re too late you miss out!”
