Thanks to the overwhelming support this project has received, last year we decided to test a pilot education project in a new school. After the success of the 2013 pilot project, GVI was invited by the school management of Dawasamu Secondary School to begin a full time education project there. The pilot project gave an idea of the needs of the school and the ways in which GVI could assist, but the implementation of the project full time would create several issues that would need to be dealt with to get the project up and running effectively. These were:
With these three core objectives; GVI felt that it could successfully begin a long term project at the school.
Volunteers and staff have gone to considerable lengths to engage with the teachers and committee members to make them aware of what GVI is doing at the school. This has been achieved through informal conversations between staff and volunteers (including GVI having lunch with the teachers on a daily basis) and more formally through update letters written by project staff and given to the principal and school manager.
To get the one on one program up and running, students suspected of needing extra help were given a test based on the required numeracy and literacy abilities of students as they leave primary school. Those that were not able to complete the tests or required additional helpful were shortlisted as needing one on one assistance. Then, in collaboration with the teachers, space was found in the timetable to give them one-on-one support.
Finally, to enrich the educational experience of the students, GVI set about designing posters for their classrooms on a variety of topics, repainting all the school blackboards and delivering engaging art lessons that included topics such as the water cycle, rainwater harvesting and health awareness.
As the school enters the ninth week of the school term, GVI goals for the year are on course to be met. GVI has:
From this short time at school GVI have also created new objectives such as building vegetable gardens for each form and repainting the school library. The first few months of the program have helped to define GVI’s role at the school and set the ground work for a program that will greatly impact upon the lives of children from the Dawasamu district.
This has only been possible with your support. Thank you and we look forward to talking more about Dawasamu in the future!
All the best
Navunisea School is a rural primary school located in the Dawasamu District on the eastern coast of Viti Levu. At the end of the school day the children sweep out the classrooms and the mixed rubbish is either burned or buried in the school compound.
The current waste management system was not sustainable and burning rubbish caused the emission of black smoke and the release of harmful toxins on the school grounds. However, the school does compost its organic kitchen waste or feed it to the pigs. This has been encouraged and Navunisea School staff agreed to aim for all organic waste will be disposed of in this way.
The GVI team wanted to build on the previous success it had with the primary school children’s sustainability lessons, presentations and the village clean up. We wanted a long term and sustainable waste management system, which could be managed by the school.
Teachers were introduced to the Clean School Programme during a professional development session led by the GVI Primary Education Project Leader, who discussed the opportunity to start a sustainable waste management programme in school. Staff were keen to establish the Clean School Programme, considered goals for the school to achieve and ways to monitor and sustain the new system in the long term.
To support the delivery of environmental education in school, GVI scholar Jenna delivered a two-part training session to volunteers. Firstly she introduced the volunteers to the Clean School Programme, its aims and outcomes. Then she demonstrated examples of lesson plans for music, art as well as agriculture and diversity lessons, which could be adapted across the school.
Our aim is establish the Clean School Programme for the long term and work towards a zero burning policy. Thus ensuring Navunisea School is a healthy and beautiful environment for the children of Silana to learn in.” – Eleanor Hanson, GVI Education Project Leader.
Thank you for supporting the children in our communities.
Vinaka vaka levu!
That means thank you in Fijian and a big thank you to you for supporting our communities in Fiji in 2013 from GVI Fiji and the GVI Charitable Trust.This Christmas and New Year, the schools are close but that does not mean we can's start preparing for 2014!
Thank you for supporting these classes, children, teachers and communities in Fiji, these progresses are not possible without you. We hope to bring you more exciting news next year!
I hope this finds you well. I have a very exciting report for you today. Quite a long factual report but we hope the data shows clearly the impact this project is having on the children in Fiji.
Global Vision International introduced a one-on-one tuition program at Ratu Meli Memorial School in January 2012. The aim of the program is to help those students who are furthest behind in their class to reach the same academic level as their peers. With the success of the remedial program documented at the end of 2012 through feedback from the class teachers, an additional goal was set for 2013 to gather more quantitative data in order to measure the impact the program was having on the recipient students. This data would then be used to track the progress of students on the 1-on-1 program and also help GVI to tailor make the program to further meet the specific needs of the pupils.
The qualitative data gathered at the end of 2012 indicated that there was a proven need for the one-on-one tuition program and that it was having a positive impact on the academic capabilities and confidence of participating students. Whilst this feedback has proven extremely useful for the GVI Education Project, the purpose of generating quantitative data would be to provide further evidence of the success and provide greater scope for analyzing the progress of individual pupils and the one-on-one program as a whole. The first step to compiling quantitative data on the one-on-one program was to gather benchmark statistics to gauge the current capability levels of the students on the program. In collaboration with the class teachers, GVI wrote short tests for each year group that focused on assessing the numeracy and literacy of the pupils. Along with the teachers’ input, GVI also used class learning records compiled historically by volunteers, which identify specific achievement targets for each subject and student.
The initial results indicated that most students were having difficulty in either Math or English but rarely was a student behind in both subjects. Thus, the volunteers were able to tailor their one-on-one lessons accordingly, increasing the impact of the sessions. During the penultimate week of Term 1, the students were given the same tests and the results were recorded following the same procedure as when they were first delivered.
Almost every student showed all-round improvement in their test scores which is a hugely positive result for the program. It also reinforces the conclusions made from the qualitative data gathered at the end of 2012; the one-on-one tuition program is helping the students that are furthest behind to catch up to the level of the rest of the class. The results also showed a relationship between the number of pupils in a class that are on the one-on-one program and the overall improvement in results. Those classes with the fewest pupils on the one-on-one had the greatest improvement in results. The most likely explanation for this trend is that these pupils received more tuition than in classes where the volunteer had to split their time across a greater number of pupils. Thus, one of the most important lessons learnt from this first set of testing is that the ratio of one-on-one students to volunteers needs to be more evenly distributed so as to ensure that each student has sufficient time with volunteer tutors.
Since the inception of the one-on-one program GVI has been building profiles for each of the pupils receiving additional tuition. These profiles are used to track their progress, record successful teaching techniques and set specific learning goals and timelines for individuals. The results from these first two rounds of testing will be used to enrich the student profiles further, helping to document progress and provide a more comprehensive understanding of individual students’ needs for the volunteer tutors.
The data and feedback gathered from the one-on-one tuition program has shown both qualitatively and quantitatively that it has greatly contributed to improving numeracy and literacy at RMMS, which is one of GVI Fiji’s key goals for the Education program. The results have also provided invaluable information which can be used to develop the program further and ensure that the volunteers are able to have maximum impact while involved with the school. Currently the results generated can only provide a short term indication of the impact the program is having on the pupils’ academic performance, but in time the qualitative and quantitative data gathered will provide a wider outlook of the improvements achieved through one-on-one tuition.
Many thanks as always for all your support. I hope this shows just how much of a sucess this project has been with your support.
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GVI Charitable Trust Manager