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dc.contributor.advisorStrachan, Jane
dc.contributor.authorMemua, James
dc.date.accessioned2011-05-23T23:09:35Z
dc.date.available2011-05-23T23:09:35Z
dc.date.issued2011
dc.identifier.citationMemua, J. (2011). The experiences, perceptions and expectations of teachers, students and parents of the Community High School Model in Solomon Islands: A Case Study (Thesis, Master of Educational Leadership (MEdLeadership)). University of Waikato, Hamilton, New Zealand. Retrieved from https://hdl.handle.net/10289/5348en
dc.identifier.urihttps://hdl.handle.net/10289/5348
dc.description.abstractThis study considers students’ educational needs in the Solomon Islands’ education system. In particular it explores the experiences, perceptions and expectations of teachers, students and parents of the Community High School model. While research has been done on some educational aspects of Community High Schools, none has been carried out amongst the teachers, students and parents. We therefore know very little about their experiences, perceptions and expectations of the Community High Schools in Solomon Islands. Research data were gathered using qualitative case study methods. Specifically, interviews were conducted with four teachers, three students, three parents and four Education Officers. The teachers and students were from an urban Community High School, and the parents had children enrolled at the school. Data gathered were analysed using a thematic analysis approach. The data gathering was conducted in the Solomon Islands in May 2010. The key findings revealed that a number of social justice issues impacted on the majority of students in Community High Schools. They include improved access to secondary education, unbalanced curriculum, teacher-centred teaching and learning practices, poor preparation of students for the future, limited resources, democratic school leadership practice, a mutual school community partnership and a strong School committee. Other key findings which related to the future aspiration encompass more Rural Training Centres, expansion of tertiary education, and inappropriate education policies in general. This study also found that while there is advocacy for Community High Schools to be more responsive to the needs of the majority of students, many of which are rural children, this is not happening. Moreover, while the participants preferred to contextualize school practice to cater for all students however current educational policy does not allow this to happen.
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherUniversity of Waikato
dc.rightsAll items in Research Commons are provided for private study and research purposes and are protected by copyright with all rights reserved unless otherwise indicated.
dc.subjectCommunity High School
dc.subjectSocial Justice
dc.subjectEducational needs
dc.subjectPacific Education
dc.subjectContextual educational needs
dc.subjectRelevant education
dc.subjectIndigenous
dc.subjectCultural
dc.subjectschool leadership
dc.subjectTalanoa
dc.subjectStory telling
dc.subjectOral conversation
dc.subjectbottom up
dc.subjectCurriculum development
dc.subjectCollaborative leadership
dc.subjectPractical subjects
dc.subjectRural Training centres
dc.subjectSchool governance
dc.subjectAcademic schooling
dc.subjectSchool community partnership
dc.titleThe experiences, perceptions and expectations of teachers, students and parents of the Community High School Model in Solomon Islands: A Case Studyen
dc.typeThesis
thesis.degree.grantorUniversity of Waikato
thesis.degree.levelMasters
thesis.degree.nameMaster of Educational Leadership (MEdLeadership)
dc.date.updated2011-03-14T00:28:39Z
pubs.place-of-publicationHamilton, New Zealanden_NZ


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