Area	4,167 sq km (1,609 sq mi) (118 islands and atolls)- land: 3,827 sq km &water: 340 sq km
Capital	Papeete (on Tahiti); 26,017 (2007 census)
Largest city (2007 census)	Faa’a (29,851)
Other large cities	N/A
Climate	tropical, but moderate
Time Difference	UTC-10 (5 hours behind Washington, DC during Standard Time)

 

Government type	Overseas territory of France, French Polynesia is governed under the 1958 French constitution, internally self-governing dependency of France, consisting of 118 islands in the South Pacific
Head of State (2009)	Head of State: President HE Mr Nicolas Sarkozy; The president of France, represented by the High Commissioner of the Republic (Adolphe COLRAT since 7 July 2008). Head of the government: Mr Gaston Tong Sang (The government is headed by the president of French Polynesia, who is elected by the legislature for a five-year term; there are no term limits)
Independence	none -overseas lands of France; overseas territory of France from 1946-2004
Constitution	4 October 1958 (French Constitution)
Legal system	the laws of France where applicable apply
Suffrage	18 years of age; universal
Administrative divisions	there are no first-order administrative divisions as defined by the US Government, but there are five archipelagic divisions named Archipel des Marquises, Archipel des Tuamotu, Archipel des Tubuai, Iles du Vent, Iles Sous-le-Vent

 

Telephones - main lines in use (2009)	54,300
Telephones - mobile cellular (2009)	208,300
Mobile cellular subscriptions per 100 inhabitants	domestic: combined fixed and mobile-cellular density is roughly 90 per 100 persons
Broadband Internet subscribers per 100 inhabitants	N/A
Telephone system (2009)	general assessment: NA domestic: combined fixed and mobile-cellular density is roughly 90 per 100 persons international: satellite earth station - 1 Intelsat (Pacific Ocean)
International dialling code	+689
Internet domain	.pf
Internet hosts (2010)	36,056
Internet users (2008)	90,000
Internet users per 100 inhabitants	N/A
Computers per 100 inhabitants	N/A
TV sets per 100 people	N/A

Evidence of settlement by the Polynesian peoples dates back to around 300 AD. From around the 16^th century, contact with Europeans began as explorers, adventurers and traders stopped there on their journeys across the Pacific. From 1774, a steady stream of Christian missionaries from Spain, France, and England spent time on the islands. Notably, the local monarch King Pomare II and his entourage converted to Christianity in 1812. Today, the country predominantly adheres to the Christian faith. The French government proclaimed Tahiti and Tahuata French Protectorates in 1842 and gradually increased the number of islands and peoples within the protectorate. In 1946, France declared that the region be a French Overseas Territory, with greater autonomy and later changed this status to Overseas Collectivity. French justice and laws, defence, policing, tertiary education, monetary policy and foreign affairs still come under the direct authority and management of France.

The education system in French Polynesia is organised along metropolitan French lines. The basic levels are: Preschool (ages 2–5) Primary Education (ages 6–10), Junior Secondary Education (ages 11–15), Senior Secondary Education (16-18) and Higher Education (ages 18 onwards). Schooling is legally compulsory from the age of 6 onwards until 16 years of age—this is significantly longer than many other countries in the region. Further, adult literacy rates at 98% for both males and females are among the highest in the Pacific region.

The major issue facing the education system in French Polynesia is the failure of local schools to meet the educational needs of Polynesia children. School participation rates for Polynesian students are well below those of other ethnic communities. Even before the end of compulsory schooling, large numbers of Polynesian students have dropped out. Many Polynesian students enter their first year of secondary school underprepared and fall further behind with every year.  As a result, Polynesian participation rates in higher education are extremely low.

As ever, the reasons for these trends are debated. However, language policy appears to be an important factor. French is the language of classroom instruction in almost all cases. This situation puts Polynesian students at a disadvantage. Recent pilot programs have shown the benefits of language in Polynesian students’ first language. Expanded use of Polynesian languages in primary and secondary schools may go some way towards redressing the gap in educational outcomes.

a)    School education

Pre-Primary Level

Early childhood education consists of 3 years of non-compulsory preschool provided by nursery schools (Écoles maternelles).

In 2010, there were 31 Écoles maternelles in French Polynesia: 3 private and 28 public.

Primary Level

In French Polynesia, primary education begins the preparatory year or Cours préparatoire (CP) at the age of 6. All students are taught to read and write the French language.

Primary level education in French Polynesia is provided by Écoles élémentaires (elementary schools) and Écoles primaires (primary schools). Attached to many schools are Groupes d’Aide Psycho-Pédagogique (GAPP), which are specialised units offering student support. There are also more than a dozen specialised institutions providing primary education to children with special needs, including children with disabilities.

The Centres de Jeunes Adolescents (CJA) are unique to French Polynesia. Students enter a CJA at the age of 13 after completing their final year of primary school proper (Grade CM2). Students enrolled at the CJA receive four years of vocational training in agriculture, handicrafts, tourism, marine skills, and construction trades.

In 2010, there were 32 public elementary schools and 119 public primary schools in French Polynesia. There were also 21 CJA and 26 GAPP.

Secondary Level

Secondary education consists of two stages: Junior High School (or Collège) and Senior High Schools or Lycée. As in metropolitan France, there are a number of different types of Lycées. Most Lycées provide education leading to the Baccalauréat général. There are also Lycées Professionnels, which provide vocational training leading to the Baccalauréat professionnel. In addition, Lycées Polyvalent offer both general and technical training.

Secondary education in French Polynesia is also provided by Groupements d'Observation Dispersé (GOD) and Centres d’Education aux Technologies Appropriées au Développement (CETAD). The former are small local teaching institutions attached to Collèges. The latter are vocational training facilities established in remote islands.

In 2010, there were 26 Collèges, 3 GOD, 4 Lycées,  6 Lycées Polyvalent and 13 CETAD in New Caledonia.

Non-Government Schools

Private schools form a relatively small part of the education system in French Polynesia. In 2010, there were 4 private elementary schools and 11 private primary schools. Catholic secondary schools in French Polynesia include 5 Collèges, a combined Lycée/Collège, a Lycée, a Lycée Polyvalent and 3 CED. The Protestant secondary schools are a Lycée, a Lycée Professionel and a Collège. There is also a single Seventh Day Adventist Collège.

Non-government schools teach the same curriculum as public schools and receive financial support from the Government of New Caledonia.

b)    Vocational education and training (VET)

There are a number of institutions that specialise in professional and vocational training in French Polynesia.

The Ecole Normale Mixte de Polynésie Française (ENMPF) provides a three-year training course for public schools teachers.

The Groupement des Etablissements de Polynésie pour la Formation Continue (GREPFOC) offers vocational training courses both at its main campus in Tahiti and at sites attached to Collèges and Lycées across French Polynesia. Courses available through GREPFOC include hospitality and catering, tourism, office skills, accounting, computing, the mechanical, electrical and automotive trades, construction, health and social welfare, languages and general education.

The Institut de Formation Maritime—Pêche et Commerce (IFM-PC) offers courses for seafarers, including fishermen. As well as training aimed at ordinary seamen, the IFM-PC provides training programs for officers and marine engineers.

The Institut de Formation aux Soins Infirmiers (IFSI) is part of the French Polynesian Direction de la Santé (Department of Health) The IFSI is responsible for the training of nurses and other health workers.

The Institut de la Jeunesse et des Sports de Polynésie Française (IJSPF) provides professional and non-professional training in the areas of sports, exercise and sports medicine.

c)     Higher education

The main tertiary education provider in French Polynesia is the Université de la Polynésie Française (UPF) on Tahiti. The UPF offers diploma, bachelor, masters and doctoral level programs, as well as offering distance education through the open source system, DOKEOS. Programs are grouped into three distinct areas: (i) Law, Economics and Management, (ii) Literature, Languages and Humanities; and (iii) Science, Medicine and Technology. The university also contributes to the training of primary and secondary school teachers through the Institute Universitaire de Formation des Maîtres (IUFM). In addition, the UPF provides a range of Continuing Education programs. There are more than 3,000 students at the UPF and over 100 permanent academic staff, in addition to more than 300 temporary or part-time lecturers.

Historical Overview of Distance Education (DE)

As a French overseas territory with a large population of European origin, French Polynesia has traditionally been a consumer of distance education courses provided by metropolitan institutions. Until recently, local providers have been at a significant disadvantage to their longer established metropolitan competitors. There are signs of increasing local interest, such as the distance education activities of the UPF’s École Doctorale (see below).

The Centre National d'Enseignement à Distance (CNED) in France offers a wide range of secondary-level DE courses in French Polynesia. The CNED not only offers programs for secondary students who wish to enrol in subjects not taught at their schools (such as certain languages), but also post-Baccalauréat qualification, foundation courses and courses to prepare students for civil service examinations. Most students in French Polynesia are supplied printed course notes, audio-visual materials and CD-ROMs. In addition, a number of online courses are accessible online at the CNED site.

A number of metropolitan French TVET providers offer students in French Polynesia distance courses in vocational and professional fields.

In 2003, the UFP began experimenting with distance education using an online LMS. The UFP has created the Esp@don digital campus using the open source Dokeos platform. This platform supports tutoring by email, chat, forums and online assessment activities. This project appears to be at an early stage.

The CNED also offers distance education courses at a tertiary level in French Polynesia. In addition, there are a large number of French universities with active distance education programs. Many of these institutions may be presumed to have students in French Polynesia.

Higher Education Reforms

Like other French universities, the UPF is affected by the on-going reform of French higher education and the move towards greater university autonomy.

Future Direction of Tertiary Education

The UPF is likely to continue to grow in terms of student numbers and to increase the scope of its research activities in areas such as biodiversity and natural resources management. It is also likely that the institution will continue to experiment with distance education technologies. When the Honotua fibre optic cable comes on line, it is expected that the UPF will expand its online provision of DE accordingly.

Information and Communications Technology Initiatives

a)    Information society strategy

In 2010, the Office des Postes et Télécommunication de la Polynésie Française (OPT) completed the Honotua fibre optic cable connecting several islands in French Polynesia to Hawai‘i. The Honotua cable will eventually revolutionise Internet communications within French Polynesia and between the territory and the rest of the world. At present, however, OPT is still waiting for final approval from the United Sates to operate the link. Moreover, it will be some time before the Honotua cable is capable of providing its full connection speed. Until this happens, distance learners in French Polynesia will continue to experience obstacles in the use of ICT.

b)    Major e-learning initiatives

None identified, although this is expected to change in the near future.

c)     Benchmarking e-learning

None identified.

d)    Support for Open Education Resources (OER)

None identified.

e)    Government entities

Direction de l'Enseignement Primaire (DEP)

Direction de l'Enseignement protestant

Direction des Enseignements Secondaires (DES)

Ministère de l’Education Nationale

Ministère de l'Enseignement supérieur et de la Recherche

Vice-Rectorat de la Polynésie française

f)      Associations and Networks

Pacific Association of Technical and Vocational Education and Training (PATVET)

g)    Distance Education Journals

None identified.

Interesting Distance Education Initiatives

The UPF shares its École Doctorale with the Université de la Nouvelle-Calédonie (UNC). In addition, the École has partnership arrangements with other universities in overseas French territories. This situation means that the École is something of an exception to the general run of education providers in French Polynesia. The École is a distance education provider with a potentially international reach. The École Doctorale currently makes use of the latest DE technologies, including the videoconferencing, digital journals and the UPF’s own Esp@don digital campus platform.

In legal terms, primary and secondary education are the responsibility of the local French Polynesian authorities. Post-baccalaureate and higher education fall under the authority of metropolitan French agencies, primarily the Ministère de l’Education Nationale and the Ministère de l'Enseignement Supérieur et de la Recherche.

a)    International regulatory and policy frameworks

Higher education in French Polynesia is under the aegis of the European Association for Quality Assurance in Higher Education (ENQA). Membership of the Association is open to quality assurance agencies in the signatory states of the Bologna Declaration.

Education for All (EFA)

Millennium Development Goals (MDGs)

United Nations Literacy Decade

UNESCO’s Four Pillars of Education

United Nations Decade of Education for Sustainable Development (2005-2014)

b)    Regional agreements and policy

Pacific Islands Forum Basic Education Action Plan (FBEAP)

Pacific Regional Initiatives for the Delivery of Basic Education (PRIDE) Project

Pacific Education for Sustainable Development Framework

Pacific Education Development Framework (PEDF) 2009-2015

The Pacific Plan (the Pacific Plan Task Force is managed by the Pacific Islands Forum Secretary General)

c)     National regulations and policy

French Polynesia is legally part of metropolitan France. As such the administration of education in the territory is determined by the Education Code of the French Republic. Specific provisions of the Code relate to the delivery of education in French Polynesia and the role of the Vice-Rectorat.

d)    State/District regulations and policy

None identified.

e)    University policies

The Université de la Polynésie Française is a relatively small institution. However, the institution has an active research community and is growing rapidly in terms of its student population.  The UPF has a particular interest in establishing itself as an international centre for research into natural resources (both terrestrial and marine), biodiversity and biotechnology, renewable energy and environmental sustainability. In 2009, the University took a leading role in the establishment of the Tahiti Fa’ahotu innovation cluster to advance the research agenda in these areas.