Samoa has 139 primary schools, 21 junior secondary schools and 4 senior secondary schools administered by the Director of Education and four assistant directors. The Department of Education’s headquarters is in Malifa on Upolu. There are twenty-two educational districts responsible for supervising staff performance, staffing schools, transferring teachers and overseeing school administration and education programmes.
There are 38 nongovernmental schools owned by villages that run primary and junior secondary schools. Komiti fa’atino oAoga, or school committees, manage the schools and consist of the Principal, an inspector, a pastor and villagers.
Students are taught in Samoan for the first six years, with English introduced orally in the third year. In the seventh and eighth years, instruction is in English. After eight years of schooling, an examination is held to rank students for secondary school level.
Secondary school is in English, with Samoan offered as a separate course. Secondary education is five years, divided into a three-year junior secondary programme followed by a two-year senior secondary programme, which has higher selection criteria.
In the thirteenth year, a Pacific Senior Secondary Certificate examination is given and results from this determine a student’s academic future, identifying those who will be allowed entry into a university preparatory year.
The Samoan Education System is based on the following stages: non-compulsory Early Childhood Education (ECE) for ages 3–4; eight years of Primary Education for ages 5–13 (Years 1–8); five years of Secondary Education for ages 14–18 (Years 9–13); and Post-School Education and Training (PSET).
Education is compulsory for children from age 5 until age 14 or until completion of Year 8. However, enforcement is lacking. In addition, neither primary nor secondary education is free. Secondary education is not compulsory, and is restricted to those students who pass a secondary entrance exam at the end of Year 8. There are also examinations at the end of Year 12 for the School Certificate and Year 13 for the Pacific Senior Secondary Certificate (PSSC). Success in the PSSC is a requirement for enrolment in tertiary studies.
Enrolments in primary and secondary schools have fallen in recent years, and many students fail to make the transition from primary to secondary education. In addition, students who complete Year 12, often drop out before sitting for the PSSC. Transition rates in rural areas are worse than in urban areas. There are also significant differences in teaching standards between rural and urban secondary schools.
a) School education
Pre-Primary Level
Early Childhood Education is provided primarily by church groups, local communities and private individuals, often the wives of Methodist church pastors. The Government of Samoa supports ECE through an annual grant, which is channelled through the National Council of Early Childhood Education in Samoa (NCECES). The NCECES disburses government funds to registered pre-schools, which are required to meet minimum standards. In 2007, there were 111 ECE Centres registered with the NCECES.
Participation rates are low and the number of ECE centres is falling as the NCECE closes centres that do not meet standards.
Primary Level
In 2008, there were 141 government-run primary schools.
Secondary Level
In 2008, there were 24 government-run secondary schools.
Non-Government Schools
As elsewhere in the Pacific, non-government schools play a major role in the provision of education. In Samoa, non-government schools are classified as Mission (religious-affiliated schools) and Private Schools. With the exception of religious instruction at Mission schools, both non-government and government schools teach according to the same curriculum.
In 2008, the number of Mission schools was 30. They consisted of 14 primary schools, 4 combined primary/secondary schools and 12 secondary schools. The total number of Private schools in 2008 was 8: 6 primary schools, 1 combined primary/secondary school and 1 secondary school.
In 2008, government primary schools accounted for 84% of enrolments. Mission schools made up 12% of enrolments and private primary schools 4%. Government schools accounted for 60% of total enrolments and Mission schools 38%. Private schools made up only 2% of secondary enrolments.
b) Vocational education and training (VET)
The Institute of Technology, part of the National University of Samoa, offers full and part-time diploma and certificate-level courses in the School of Business and General Studies, School of Engineering and the School of Maritime Training along with staff development and adult training courses. The School of Engineering runs apprenticeship schemes.
There are a range of religious-affiliated institutions in Samoa providing post-secondary education for lay preachers and ordained ministers. These include the Malua Theological College, Piula Theological College, Rhema Bible Training School, the Worship Centre Missionary College and the Catholic Missionary College. Programs on offer include diplomas and degrees in theology, which are accredited by the South Pacific Association of Theological Schools (SPATS).
A number of religious schools also provide wider technical and vocational training. The Selesian Order’s Don Bosco Technical School in Alafua offers trades training for second-chance learners. The courses available include carpentry, cabinet making, metal work, welding and automotive mechanics. A second Don Bosco School on Savai'i opened in 2011. The Ulimasao-Marist Centre for Special Learning (UMCSL) offers skills training for disadvantaged youth (including students with disabilities). The Methodist Church sponsors two vocational schools: the Puna’oa Technical and Creative Centre and Uesiliana Technical School.
The Tesese Institute of Administrative Studies is a non-profit TVET provider offering certificate- and diploma-level training in fields such as office skills, office administration, report writing, document production, shorthand and computing. The Tesese Institute is a Microsoft IT Academy, providing students with access to Microsoft e-learning courseware in the use of programs such as the Microsoft Office suite. The Institute is also a Microsoft Testing Centre, offering professional exams in the use of Microsoft and Adobe software. The Pacific International Uni-Tech also teaches office administration and computing.
There are a number of Samoan institutions providing training in the fine arts and music. These include the Leulumoega Fou School of Fine Art, the Tiapapata Art Centre, the Beautiful Expressions of NatureArt school (BEN), the Samoa School of Music and the June Ryan Music School.
The Loto Taumafai Education Centre for the Disabled provides special needs education and training for children and adults with disabilities.
The NCECES administers a one-year (2 semesters) teaching certificate in Early Childhood Education (ECE). Non formal education and training is also provided through the different public sector agencies and NGOs.
The Pacific Theological College (PCT) provides correspondence-based distance education programs for laypeople and those training for the ordained ministry in Samoa. Courses include a Certificate in Theological Studies, a Diploma in Theological Studies and a Bachelor of Theology.
The Pacific Open Learning Health Network (POLHN) has a Learning Centre at Motootua Hospital in Apia. The Centre is used for the delivery of self-paced courses in nursing, health and medical technology. POHLN provides a wide range of short, self-paced online courses on health and medical technology using the Moodle platform. These courses are accessible to all. Registration is necessary only when the student intends to sit for the final exam. Passing the final exam allows the student to save or print a Certificate of Achievement. In addition to its own courses, POHLN provides 90 courses from Lippincott’s Nursingcenter.com range and 50 radiology courses from the Philips Online Learning Center. POLHN also provided a short one-week online introductory course in POLHN eLearning, which is provided at regular intervals for new participants.
c) Higher education
The National University of Samoa began in 1984. NUS is internationally recognised. Its enrolment is around 2000 students, mostly locals. It offers academic and technical and vocational programmes at certificate, diploma, bachelor and postgraduate levels.
The University of the South Pacific, (USP) has two campuses in Samoa: the main campus is at Alafua and a smaller campus at Tokelau. The Alafua Campus includes two separate educational agencies: the Institute of Research, Extension and Training in Agriculture (IRETA) and the School of Agriculture and Food Technology (SAFT). In addition to its research activities, the IRETA has an active role in agricultural extension, providing training courses on scientific writing, radio production, organic certification, floriculture and agricultural marketing. SAFT offers courses leading to a Diploma in Tropical Agriculture (DTA), a Bachelor of Agriculture (BAgr), a Postgraduate Diploma in Agriculture, Master of Agriculture (MAgr), Master of Science (MSc) in Agriculture and a PhD. Both IRETA and SAFT provide face-to-face teaching. The Samoan campuses of the USP have provided a range of Distance and Flexible Learning programs in Samoa for decades giving students access to a range of programs and corses delivered by Distance and Flexible Learning across all four faculties of the university (Arts and Law, Business and Economics, Islands and Oceans, and Science and Technology), Continuing and Community Education (CCE), the Centre for Excellence in Teaching and Learning (CELT) and the College of Foundation Studies (CFS).
University education is also available through the National University of Samoa (NUS). The NUS is offers over sixty academic, vocational and professional programs and has about 2,000 students and 300 staff. There are two campuses in Apia: the main campus at Le Papaigalagala and the smaller campus at Motootua used by the Faculty of Nursing and Health Science. In addition to Nursing and Health Sciences, there are four other faculties: Arts, Business and Entrepreneurship, Education, and Science. Each of the faculties offers bachelor degrees, in addition to Foundation Year programs. The NUS Centre for Samoan Studies provides undergraduate and graduate degrees, as well as a Master of Samoan Studies.
The NUS has a number of smaller institutions. These include the Institute of Technology, the Institute of Higher Education, and the Oloamanu Centre for Professional and Continuing Education. There are also three schools at the NUS: the School of Business and General Studies, the School of Engineering the School of Maritime Training. Each of these offers certificate- and diploma-level technical and vocational training. The NUS also hosts a Cisco Academy, which provides professional training in computer hardware and software, IT essentials and computer networking.
The NUS has a partnership arrangement with the Australia Pacific Technical College (APTC) The APTC in Samoa offers training in range of areas including automotive technology, metal fabrication, electrical trades, plumbing, refrigeration and air-conditioning, cooking, hospitality and tourism. Training at the APTC is to Australian Certificate III or IV.
The Oceania University of Medicine (OUM) is located on the grounds of the National Hospital Complex in Apia. The OUM provides a four-year MD degree for graduates, a four-year MBBS (Bachelor of Medicine and Bachelor of Surgery )/MD degree for graduates and a 5 year MBBS degree for undergraduates. Graduates receive their post-graduate residency and internship at teaching hospitals in Australia, Samoa and the United States.
The Oceania University of Medicine (OUM) has offered a distance education program based on a blended learning approach since 2002 (see below).
AusAID provides scholarships to allow a small number of Samoan students each year to enrol in distance education programs offered by Australian universities.
Historical Overview of Distance Education
The major distance education provider in Samoa for many years was the USP. The USP Samoa Centre was established in 1976. In 1998, the Centre relocated from the Education Compound in Malifa to a new home at Alafua Campus. Two years later, the Centre was able to offer audio and video-conferencing to students as a result of the 2000 USPNet upgrade. The 2006 upgrade of USPNet led to a substantial increase in the bandwidth available to local students. The Alafua Campus now provides Samoan students with extensive audio and video-conferencing facilities, Internet and email contact with teaching staff in Fiji and access to the USP’s Moodle LMS and electronic teaching resources through the USP Library. USP students at Alafua can choose from the hundreds of distance and flexible Learning courses available from USP.
The USP is not the only provider. Newer entrants to the sector include the Oceania University of Medicine, which has adopted a blended learning approach.
Administration and finance
The cost of education is shared between families and the government, the government covering salaries of teaching and administration staff and the village or district owning school buildings and equipment. Most schools charge fees by necessity. Even in the case of public schools, the Government of Samoa meets only the cost of teacher salaries, stationary and text books.
Higher Education Reforms
As indicated above, reform of higher education in Samoa is partly dependent on the direction of USP policies. However, the Samoan Government continues to take an active interest in the administration of the NUS. The National University of Samoa Amendment Act (2010) sets out a number of reforms to the administration of the NUS, including changes to the composition of the University Council, the establishment of a University Senate to replace the former Academic Board and Joint Committee and new reporting requirements.
Future Direction of Tertiary Education
In recent years, the NUS has increased its research and consulting activities, reflecting an increased institutional confidence. In 2010, it was announced that use of Samoan language would be compulsory for all NUS Faculties and Schools. This change reflects an increasing focus on Samoan culture at the NUS.
The rapid development of the OUM has shown the enthusiasm of the Samoan government for private provision of tertiary education. The potential therefore exists for future developments in this area.
Information and Communications Technology Initiatives
a) Information society strategy
The National University of Samoa launched its Moodle-based Learning Management System (LMS) in 2003. Despite this early start, use of Moodle at the NUS has been unadventurous. The Moodle LMS is used only to supplement face-to-face instruction, not for distance education. Most of the content in Moodle consists of course notes in Word and PowerPoint. Chatrooms, bulletin boards, discussion forum and student email facilities are all underutilised.
The integration of computer and communications technology into education is still in its initial stages and implemented through a variety of projects such as Schoolnet and the UNDP proposed funded e-bus. There are currently two broad initiatives in the area of ICT: the provision of ICT support and services and the provision of ICT training and educationthat is directed towards schools. At the post secondary level, the NUS offers formal courses in computing and technical training through its CISCO Academy. Other vocational training centres also offer computer courses. New entrants into the Faculty of Education are currently given basic computer training, and this will be strengthened with the merge of NUS and Samoa Polytechnic. There have also been a series of short-term courses for teachers in the areas of computer literacy and curriculum development.
b) Major e-learning initiatives
Samoa is part of the OLPC Oceania initiative. In May 2010, XO laptops were distributed to children and teachers at two primary schools on Savaii Island as part of a pilot project. At Laumoli Primary School, 48 laptops were given to children. At Paia Primary School, 27 laptops were given out. At both schools, additional laptops were given to teachers.
c) Benchmarking e-learning
None identified.
d) Support for OER
Samoa is part of the Virtual University for Small States of the Commonwealth (VSSU) sponsored by the Commonwealth of Learning. In addition, representatives from Samoa have participated in the Learning4Content initiative.
e) Government entities
Ministry of Education, Sports & Culture
Ministry of Women, Community and Social Development
Samoan Qualifications Authority
f) Associations and networks
Pacific Association of Technical and Vocational Education and Training (PATVET)
Pacific Regional Initiative for the Delivery of Basic Education (PRIDE)
g) Distance education journals
None identified.
Interesting Distance Education Initiatives
Since 2002, the Oceania University of Medicine has represented a revolution in the private sector delivery of distance education in Samoa. The OUM’s blended-learning programs use problem-based learning to present and integrate basic sciences and clinical content to on-campus and distance students. Teaching is by means of online classes presented by experienced instructors based in Australia, New Zealand and the United States. The OUM uses Moodle to host multiple choice practice questions, quizzes, electronic case studies, drug lists, animations, videos and web links. Students are able make use of online discussion boards to analyse cases cooperatively and to send electronic messages to instructors and fellow classmates. The OUM also employs Elluminate Live to build virtual classrooms in which students attend online lectures, study groups and tutorial sessions. Online lectures are also available after delivery as podcasts, either as audio only or full video/audio format. OUM’s integrated, state-of-the-art approach is a departure from previous private colleges in the Pacific.
The Samoa SchoolNet and Community Access Pilot (SchoolNet) was intended to run from March 2005 to December 2006. SchoolNet was a pilot project that aimed to improve the quality and efficiency of Samoan education and to enable local community access to global information. As part of the project, Computer Learning Centres were created at one private and four government schools in Samoa. Each Centre was equipped with a comprehensive range of hardware and software and linked to a SchoolNet Portal that hosted learning objects and e-resources. The results of the project were disappointing. The original project timeframe was too short—in the end, the project only began in July 2007 and ended in August 2008, and there was not enough time for teachers and students to become familiar with the facilities at their Centres. At some schools, officials locked up the equipment in fear of damage or loss, a policy that restricted community access. Most critically, teachers lacked the support that they needed to engage effectively with the e-learning concept. Few realised the potential of the Portal and most made little use of it for teaching. The Ministry of Education intends to revisit SchoolNet in 2012, hopefully building on the lessons of the original pilot.