gvi fiji education annual report 2013
TRANSCRIPT
Fiji Education Enrichment Programme
2013 Annual Report
GVI’s Mission Statement
GVI promotes sustainable development through research,
education and direct financial support through the creation of
global partnerships.
Fiji Education Program Goal
GVI aims to improve numeracy and literacy levels, aid physical and creative development and provide materials and
infrastructure that would otherwise be unavailable. The GVI Education Program endeavors to enrich the education
provided at these schools and broaden opportunities for its pupils in the future.
Who the program targets
173 254 26 Secondary
School Students
Primary School
Students
Teachers
1
2013 Overview 3
Training our volunteers 4
Ratu Meli Memorial School (RMMS)
Introduction 5
Role of Volunteers at RMMS 6
Progress in 2013 7
Goals for 2014 9
Navunisea District School (NDS)
Introduction 11
Program Development 12
Progress in 2013 13
Goals for 2014 17
Dawasamu Secondary School (DSS)
Overview 19
Assessing needs at DSS 20
Pilot Project 21
Supporting DSS in 2014 22
Final Thoughts 23
Contents
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An overview of 2013 Looking back over the past 12 months, 2013 has been an eventful year that has seen the education
project grow and benefit even more students around Fiji.
At the beginning of the year, Ratu Meli Memorial School (RMMS) was faced with the dilemma of opening
its doors for a new term whilst simultaneously recovering from Cyclone Evan. The Cyclone had caused
widespread damage around the Yasawas and caused infrastructure damage to the school. Fortunately
RMMS received emergency funds from Australian AID and GVI were fully involved with the school
committee in finding ways to best allocate the funds. The donation was used effectively and quickly,
allowing the school to reopen on time for the beginning of term.
With the school up and running, GVI were able to focus on meeting the targets for the year. During 2013
GVI volunteers and staff worked to focus the one-on-one support program, helped to plant school
vegetable gardens, constructed composting toilets, as well as devised and used a new training program
for volunteers to ensure further effectiveness in the classroom. GVI also began contributing to teacher-
led professional development sessions.
By February, preparations were made to expand the education project to a new site in the Tailevu
Province. In May 2013 GVI started working at Navunisea District School (NDS) in the Dawasamu District.
Having run a pilot project the previous year, it was clear that an assistance program would be of great
value. Although on the mainland, this school is the most remote in the central division of Fiji which poses
a wide range of challenges. The school’s infrastructure and resources are limited and the students’
numeracy and literacy levels are in need improvement. Within a few months, the practices that have
proved successful at the RMMS project began to take effect at NDS and improvements to student
performance were clearly observed. The feedback from the local community and teaching staff has been
overwhelmingly positive and the next year promises to build on the success of the last.
A further development in 2013, for the GVI Education project was preparation for expansion in
Dawasamu Secondary School (DSS) in early 2014. After being approached by members of the secondary
school and requested to provide assistance, GVI undertook a one week pilot project to test
methodologies and learn more about the school.
Whilst secondary schools are new territory for GVI in Fiji, the challenges experienced are often very
similar to the challenges observed in the primary schools in which we have worked. The pilot project
incorporated many of our existing methodologies. As secondary schools deliver a greater variety of
subjects to their students, there is an opportunity for GVI volunteers to be involved with teaching
additional subjects.
Over the course of 2013, the GVI Fiji Education Project has expanded from one school to three and built
on the successes of previous years. The project methodologies have evolved to increase impact and
effectiveness in keeping with our long term goal, to expand our support program for remotely located
schools in Fiji
3
New Training Sessions Provided Classroom Management – Discussion Based Scenarios designed to identify common issues
in the classroom
Teaching New Language & Receptive Skills – A guide to basic Teach English as a
Foreign Language (TEFL) skills. Using simple examples and group exercises, to show how volunteers can aid students in improving their comprehension, vocabulary and speaking skills
Error Correction and Concept Checking Question – An introduction to interactive,
student centric methods of correction and concept checking. This allows volunteers to be sure that what they have taught has been understood and encourages students to problem solve and correct their own mistakes
One-on-one Tuition - A guide for developing one-on-one tuition sessions to meet the
individual needs and learning styles of the pupils
Task-Based Learning - A technique which allows students to work in pairs or groups, with an
emphasis on problem solving and discussion. The volunteers undertake the role of students and are led through a mock English workshop using these techniques.
Training our
Volunteers In 2013 the GVI Education team put more
emphasis on training volunteers to increase
their effectiveness in the classroom. GVI staff
comprehensively reviewed the work
undertaken by volunteers and elaborated on
the training program
Key areas addressed
Understanding the role of GVI volunteers
Basic TEFL Methodology
Classroom Management
Delivery of one-on-one tuition
4
Pupils attend RMMS school from four villages on Nacula island; Malakati, Navotua, Naisisili
and Nacula. Students from Malakati are transported by boat to the school each day. Whereas,
the 53 students, from Navotua and Naisisili villages board at the school from Sunday evening
to Friday afternoon as their villages are too far to travel by boat each day.
After two and a half years of working at RMMS, GVI has a clear idea of the strengths of the
program and of the benefits it brings to the school. GVI volunteers have contributed towards
enriching the level of education at RMMS in a variety of ways, through classroom assistance
and one-on-one tuition.
Over the course of 2013, GVI continued to receive positive feedback from the school
community at RMMS. The most consistent recognized impact of the program has been the
obvious improvement in the level of spoken English amongst the students. In addition, the
success of the one-on-one tuition program has been emphasized by the teachers to such a
degree that from the second half of 2013, it was decided that each morning there would be
designate time for these sessions.
Ratu Meli Memorial School
111 Pupils
8 Teachers
8 Classes
Age 5 - 14
5
Role of the Volunteers at RMMS
One-on-one tuition Assisting students who are furthest behind their peers
Individual Reading Reading with each student, one-on-one, at least twice a week to develop comprehension and phonics skills
English Workshops Interactive English lessons that incorporate speaking, reading and writing skills
PEMAC Physical Education, Music, Arts and Crafts lesson each week
Agriculture lessons Maintaining class vegetable gardens and short lessons on the nutritional value of different vegetables, as well as, how to care for the plants as they grow
Environmental & Health lessons Marine environment and conservation lessons every 2 weeks and weekly health lessons on specific topics
IT lessons Weekly lessons on computer literacy with Year 5 – 8 students
Professional Development Bi-monthly training sessions with the teachers to reinforce school wide initiatives;
6
WASH Improvements
As part of GVI’s goal to have RMMS recognized as a ‘Blue School’, in April 2013 GVI volunteers
constructed two composting toilets for the school. RMMS has a long history of water problems
that has prevented the school toilets from functioning properly. In 2012, parents of the 53 students
who board insisted that their children stop going to school due to the lack of functioning toilets and
hazardous hygienic conditions.
Following this incident, it became clear that there was a dire need to create a solution to prevent
the inevitable water scarcity during the dry season from affecting the attendance of the students.
Composting toilets presented the most logical resolution to this problem, as they do not require
water. The two composting toilets now serve as backup, so that during the dry season the flush
toilets do not have to be used when there is little water, thus preventing them from incurring any
damage. The solid waste generated from the composting toilets is securely stored for six months to
kill the existing pathogens so the waste is safe to use as fertilizer (EcoSan Club, 2010, Sustainable
Sanitation Practice: The ROSA project). The fertilizer will then be applied to banana trees around the
school compound. GVI volunteers also delivered lessons on the proper use of composting toilets and
how they function to each class.
In addition to the composting toilets, GVI also worked towards the ‘Blue School’ goal by installing an
additional Rainwater Harvesting system (RWH). The additional 5300L tank increased the drinking
water capacity to 35,300L at the school. GVI volunteers were also tasked with giving each class a
lesson on RWH and water conservation. The aim of these lessons was not only to reinforce the
importance of RWH, but also impart a sense of ownership over the water tanks, with the hope that
the students will assist in the upkeep and alert their teachers of any problems.
Progress in 2013
7
Promoting Nutrition In April 2013, RMMS designated a plot of land for the school vegetable
gardens. With the help of the students, GVI volunteers cleared the land
and planted eggplant, lettuce, Chinese cabbage, long bean, French
bean, cucumber, pumpkin, coriander, tomatoes, and chilies. Volunteers
and students worked together to nurture the vegetable gardens as part
of their gardening classes. To complement the agriculture work, GVI
volunteers delivered lessons on the nutritional value of the vegetables
and the importance of a balance diet. The vegetables that are harvested
are used to supplement school lunches, with any excess being sold to a
nearby resort to generate income for the school.
Classroom Based Assessments
CBA’s were introduced by the government in 2013 and presented a
new way for GVI volunteers to assist class teachers. As volunteers
regularly plan lessons for PEMAC, in 2013 they began assisting the
teachers with planning and carrying out CBAs for these subjects. With
the guidance of the class teacher, volunteers used the syllabus to
select a topic and make an assignment for the students to be
assessed on. GVI has received positive feedback from the teachers,
specifically noting that they would not normally have the time or the
resources to make a comprehensive and fun CBA for the PEMAC
classes.
Professional Development
Professional Development Sessions are a knowledge-sharing
platform, allowing teachers who have been to workshops on specific
topics to share their experience with colleagues. GVI has used these
sessions to strengthen the relationship between volunteers, staff and
teachers but also to deliver workshops with the teachers on topics
that they have requested. In 2013, GVI volunteers and staff
conducted a PD session on Microsoft Office and Task-Based Learning.
Progress in 2013
8
Strengthening the communication channels with teachers and committee members
Teachers being absent without prior warning, puts a strain on the other teachers and
volunteers. Consequently, greater communication regarding the teachers needs and GVI’s
concerns would help to reduce this issue. Communication between the school committee
and GVI staff could also be improved. In the past, the committee members have had limited
presence at the school and thus it has been challenging to ensure positive change.
Goals for 2014
Finding new ways to engage the students, ensuring that lessons are stimulating and to motive pupils to pursue tertiary education
GVI will work towards this by
Creating an IT syllabus (first quarter)
Developing an Extra-Curricular
Program (first quarter)
Create a Pen-Pal program (first
quarter)
Developing educational resources to
make lessons and one-on-one sessions
more captivating for the students
(ongoing)
Compiling successful volunteer lesson
plans to make a GVI lesson plan
booklet (ongoing)
Writing a children’s book relating to
life in the Yasawas (third quarter) 9
D
Nutrition Friendly School Program
An ongoing challenge for the students at RMMS is the lack of nutritional value in their diet and
a lack of awareness on the importance of a balanced diet. While GVI began to address this issue
in 2013 with the creation of a school vegetable patch, in 2014 GVI aims to further awareness on
nutrition using the framework of the World Health Organization’s Nutrition Friendly School
program.
Facilitate and promote Water, Sanitation and Hygiene initiatives (WASH) GVI volunteers will address this by providing lessons &
awareness on the following topics throughout the year;
Oral hygiene (first quarter)
Hand-washing (first quarter)
Water Conservation (first quarter)
Access to Safe Drinking Water (first quarter)
Proper use of Toilets (first quarter)
Support the school WASH committee (on going)
Facilitate & promote a Clean Schools Program There is a lack of awareness about the harmful
effects of unsafe solid waste management
practices, such as, burning or uncontrolled
dumping
GVI will support RMMS in the development of
the following waste management initiatives;
Reduce, reuse, recycle (second quarter)
Up-cycling (second quarter)
Composting (second quarter)
Establishing and Environmental Committee (third quarter)
Goals for 2014
10
Navunisea District School first opened its doors in 1957. Since that time it has served the three
villages of Silana, Nataleira and Naisinu in the Dawasamu district of Tailevu by providing primary
education to successive generations of children. The school is located behind Silana village, with
six classrooms and an accompanying kindergarten
NDS has numerous difficulties that stem from it being one of the most remote and isolated
schools in the Central Division. The infrastructure of the school is insufficient for its needs; it
has eight classes but only six classrooms meaning four classes must be combined. This increases
the teachers workload and results in large classes learning in a small space. Furthermore, the
condition of many of the buildings is inadequate and the school’s toilet facilities are in poor
condition. The school lacks a library/study area that could alleviate some of the problems
caused by not having enough classrooms.
Despite this, the ability of the school committee to fundraise has been invaluable to recent
developments at the school and the dedication of the surrounding community is astounding. GVI
has been fortunate enough to begin an education project in a community that knows the issues
that need to be address and has the cohesion to help overcome them.
Along with the committee, the teachers, led by the principal Master Tom, work tirelessly with
the funds they have to provide the best education possible. Since the project began in May, the
relationship between the teachers and GVI has continued to develop and the willingness of both
parties to try new ideas and initiatives has been promising. As it stands, the working relationship
between GVI and the school community is strong with honesty and respect at its core.
Navunisea District Primary School
145 Pupils
8 Classes
6 teachers
11
.Program Development
Since working at RMMS GVI has constantly
evolved a program designed to meet the
needs of an under resourced, remote
primary school in Fiji. Using this program
as a framework, a support and enrichment
program has been developed to meet the
specific needs of NDS
Key Issues Addressed
Assistance required in large composite classes
Numeracy & Literacy Aptitude
Individual reading support school-wide
Remedial Support
Quality of PEMAC delivered
Access to educational resources
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Building a relationship with NDS During 2013 GVI has focused on building a strong, collaborative working
relationship with the school community. There is an understanding that
open communication channels are integral for positive change at the
school. With this in mind GVI have taken a number of steps to maintain
this productive working relationship;
Encouraging volunteers & teachers to discuss their ideas,
observations about the students and their project work so as
to inform and involve both parties
Participation in regular formal and informal meetings with the
Head teacher, to keep both GVI and the school aware each
other’s work
Attendance at all school committee meetings, to inform the
committee and wider community of GVI’s program
Implementation of end of the year questionnaire to seek
feedback from the teachers
One-on-one reading program for all students
The Fijian curriculum, and all formal examinations, are assessed in
English. As a result, any difficulty understanding the language can
affect performance across all subjects. The improvement of English
reading and comprehension skills are crucial for improving overall
performance. Thus, the primary focus of the GVI Education program
has been to raise English literacy levels at NDS
Emphasis was placed during volunteer orientation on the need to
read with each students individually at least once a week, to record
what was read, to test their comprehension abilities and to use this
time to get to know the students. The students are enthusiastic to
receive individual attention from the volunteers and both the
teachers and GVI have observed that the students are now more
confident reading, writing and speaking in English.
13
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Creative & physical development
through PEMAC lessons
Previously the facility for PEMAC lessons was
limited due to time and budget constraints. GVI
was able to bring a large range of Sport, Music
and Art resources as well as, enthusiasm to lead
fun and creative lessons. The impact of these
interactive lessons on the pupils has been
incredibly positive. Teachers commented that
drama and group work in particular, had
noticeably helped the children to express
themselves creatively and become bolder when
speaking in English.
Provision of educational resources
that would otherwise be
unavailable
As well as Sport, Music and Art equipment, GVI
has also provided a wealth of learning and
educational resources to make lessons more
stimulating for the pupils at NDS. The visual aids
and kinesthetic resources that the volunteers
have produced, are designed to support a variety
of learning styles. These resources have included
posters, board games, world maps, challenges
and flash cards.
14
Provision of one-on-one student support and
tuition to struggling students
The GVI one-on-one tuition program is now successfully integrated into the weekly routine at
NDS and provides essential support to pupils who are considered to be struggling across all
subjects. There are currently 44 pupils across the whole school receiving ongoing one-on-one
tuition in Literacy and Mathematics.
Pupils receive tuition from volunteers who are dedicated to helping them improve their
confidence and academic performance. The pupils have the opportunity to practice literacy and
numeracy skills during 20-30 minutes tuition sessions several times a week. These sessions are
tailored to meets the needs of individual pupils and usually include fine motor skills, phonics,
reading, grammar or spelling practice, as well as basic numeracy skills and word problems for
mathematics.
The sessions have an informal feel and are often related to a game or challenge, ensuring that
the pupils are relaxed and have fun whilst learning. After each session the volunteers complete
a short feedback form, recording the progress of the pupil and how responsive they were to the
activity. This information is then accessible to the next volunteer conducting one-on-one
sessions, which ensures that the pupils continue to build on their previous progress and that
any successful teaching techniques can be repeated.
The teachers of NDS have observed that the additional support given to the 44 pupils has meant
that they are no longer as far behind their peers. The Class 3 & 4 teacher commented that all
the pupils receiving one-on-one tuition in her class now have improved in reading and
mathematics. At the end of the academic year, 11 pupils had made such significant progress
that they no longer required the support of the one-on-one program.
In 2014 GVI will continue to provide one-on-one tuition for those pupils who require it,
delivering a level of support that could not previously be provided at NDS.
Progress in 2013
15
Establishing the ‘Clean School’ waste management
program
The existing waste management system at NDS was not sustainable and burning rubbish caused
the emission of black smoke and the release of harmful toxins into the school grounds. In 2013
GVI and NDS began looking for a long term and sustainable waste management system, which
could be managed by the school committee.
Teachers were introduced to the Clean School Program during a professional development
session led by GVI. During this session, GVI and the teachers discussed the opportunity to start a
sustainable waste management program in school.
To support the delivery of environmental education, GVI staff delivered a two-part training
session to volunteers. This training introduced the aims and outcomes of the Clean School
Program. Volunteers were then able to plan lessons for music, art and agriculture with a waste
management theme.
GVI volunteers delivered lessons and activities, which promote environmental awareness based
around the 3R’s (Reduce, Reuse, Recycle). The pupils, with the support of GVI volunteers, made
rubbish separation bins and promotional posters for each classroom. The staff at NDS
established an Eco Council and selected ‘Eco Warriors’ from each class, who monitor the use of
the separation bins.
The bins have been used to great effect. Any paper or card collected is mulched for composting
and flower beds, the plastic wrappers collected are given to the Silana Women’s Group to
support their income generation project, and all non-recyclables are collected for arts & crafts or
up cycling lessons led by GVI volunteers. The next step is to create a main recycling point at the
school in 2014 and ensure ongoing monitoring by the ‘Eco Warriors’. The final end goal at NDS is
to achieve a zero burning policy.
Progress in 2013
16
Continue to build a strong relationship with NDS and increasing collaborative
planning between the school and GVI
Develop existing initiatives, with a Primary Phonics reading scheme and
personalized learning tasks for the one-on-one support scheme
Increased diversity of teaching
styles & techniques
Rote learning is the main method of
teaching at NDS. Unfortunately this type of
delivery limits critical thinking and creative
development. It also does not support
different learning styles or allow pupils to
demonstrate their knowledge. GVI hopes to
continue to promote different teaching
methods through;
Supporting professional development
schemes
Providing teacher training workshops in
collaboration with other local schools,
including a basic computer literacy program
Promoting holistic learning experiences
through the provision of interactive play
resources for classes 1 & 2
Creating a GVI PEMAC book filled with
successful lesson plans. This valuable
resource will be designed to support new
volunteers and will be available to the
teachers
Goals for 2014
17
Infrastructure Improvements Much of the school compound is in disrepair and does not sufficiently meet needs of the school
community. This year GVI will focus on contributing to the school’s infrastructure in the following
ways;
Providing critical repairs to the school compound (First Quarter) - redecorating classrooms
to provide a stimulating learning environment, structural classroom repairs and ensuring
that every child is provided with their own chair
Constructing the GVI Education Centre(First Quarter) – Using funds raised by the
Charitable Trust, this building will act as a library, as well as a space for providing tuition and
storing educational resources
Providing the school with ICT facilities (Second Quarter) –. Sourcing donations in 2014 will
be a high priority for GVI in order to establish a computer literacy program for teachers and
pupils at NDS in 2014
Improving the school sanitation and water facilities (Second Quarter) – GVI aims to make
critical sanitation repairs to the inadequate toilets facilities at NDS. This will go hand in hand
with a school-wide WASH awareness program in the hope to alleviate underlining sanitation
and health issues.
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DSS was founded in 2005 due to the lack of access to secondary education in the local area. Prior
to the establishment of the school, students leaving primary education had to take long journeys
or board in schools that were a significant distance away from their village. This created a problem
of transportation costs and additional fees for boarding. Therefore, establishing Dawasamu
Secondary school was of great benefit to the community and has already gone a long way to
alleviating these problems. The school is fed by four main primary schools: Dawasamu District School, Navunisea District
School, Bureiwai District School and Nakorotubu District School. Originally, the nine villages and
three settlements that make up the Dawasamu district sent their children to the school but over
the past seven years, six villages from the Nakorotubu district have also been sending students to
the school. Consequently, the school is of major importance to the 173 students and their
families.
During 2013 the GVI team was approached by member of the DSS School Committee and
requested to provide assistance to the students and teachers.
Dawasamu Secondary School
175 Students
6 Classes
13 Teachers
19
Key difficulties identified by DSS
Lack of proper study environment/equipment at home
An inconsistency in parental support/attitude towards students’ school work
Rural poverty and struggle
An insufficiently small playing area for PE classes and sport
A lack of teachers quarters
Implementing strategies that change the mindset of students from vernacular speaking to compulsory English speaking only
The changing behavior of students who sometimes take advantage of the “no corporal punishment” policy
Additional issues identified by GVI Insufficient numbers of computers to teach computer classes effectively
Inadequate toilet facilities
Insufficient numbers of library books
Insufficient and inadequate resources to teach PEMAC lessons to their full potential
A teacher student ratio of approximately 1:40 that prevents teachers from spending time on the most needy students
A lack of visual aids in the classrooms
A lack of teaching materials for students who require additional help
Large numbers of children arriving in Form 3 with low levels of literacy and numeracy which have a pronounced effect on their abilities to adapt to a higher level of schooling
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Pilot Project
For four days, beginning on the 21st October 2013, GVI worked at the school and focused on
assisting in Forms 3, 4 and 5. For each form, GVI had the following objectives:
Carry out one-on-one Mathematics and English sessions with every student recommended to us by the school
Take the lead in one agricultural science lesson
Lead a music and art lesson
Assist in Fijian family life lessons
In addition to achieving these objectives, GVI ran the Careers lessons for Forms 5, 6 and 7 and also
attended a variety of lessons such as basic science and social science to see if GVI could provide
assistance in the future. Each day was concluded with an informal feedback session as a group.
GVI shared lunch with the teachers everyday, which was a great opportunity for both groups to ask
questions and created a sense of teamwork. It also provided an opportunity to explain the
objectives of GVI and it encouraged the teachers to be forthcoming about the problems that they
faced day to day.
GVI was able to fulfill the week’s objectives and gain valuable information that will help when the
project begins full time in January 2014. In addition, even over short period of time, GVI was able
to demonstrate its value to the school community and begin to build a positive working
relationship.
Feedback from the volunteers was that the classes were manageable, although it was taxing
having a larger number of students to work with, on top of longer class time. It was agreed that
numeracy and literacy is a real problem for many students and it was noted that many of the
struggling students had language levels well below their years.
GVI noted the dedication of the teachers and the expertise that they had in their subject and felt
that this would lead to a positive working relationship between teachers and volunteers in the
future. Overall the pilot project reinforced the clear value of providing long-term support to DSS.
21
Supporting DSS in 2014
After the success of the pilot project and with the support of the
teacher at DSS, GVI volunteers will begin supporting the school at the
beginning of 2014. Next year presents a great opportunity for GVI to
assist in an under-resourced school that is striving hard to make
improvements, with a clear understanding of where the school is and
where it is going. GVI staff can now begin planning a project, with
concrete aims and methodologies to implement in the New Year.
Project Goals for 2014 Improving numeracy and literacy aptitude
Providing one-on-one support for struggling students
Enhancing creative and physical development by assisting in PEMAC lessons
Facilitating more hands-on learning in agricultural science lessons
Contributing towards Careers lessons with volunteers talking about their job experiences and
helping with interview preparation
Enriching Fijian family life lessons, by helping to inform students on issues to do with sexual
health, drugs, and relationships
Improving the school’s water security, ensuring access to safe drinking water
Improving the school library and computer stocks
Creating income generating projects for the school to be managed by pupils
22
In our mission to continue to support and enrich
the education provided in Fiji’s remote and rural
schools it has been a constant challenge to
utilize available resources and ensure that our
impact is sustainable, well integrated and
supportive of the national curriculum and that
our methodologies are constructive and
accessible in both the classroom and the
community. A major focus area for these school
based education enrichment projects have been
1-on-1 tuition and the development of an
auxiliary support system based within the school
facility for the support of individual students in
need of extra support. The integration of native
English speakers into the class room and the
support they are able to provide to class
teachers by helping with administrative duties,
assisting with classroom management, and
developing creative resources for activities to
enrich literacy and numeracy has been
productive and rewarding for all parties. In our
constant effort to improve our projects,
volunteer impact, and overall goal of creating
further opportunities for Fiji’s youth, the
program has focused on expanding our
involvement with the number of students and
schools we work with in 2014.
Final Thoughts
23