Organisations in the Pacific Islands believe that achieving the post-2015 development goals depends on getting implementation right. Credit: Catherine Wilson/IPS

By Catherine Wilson
SYDNEY, Jan 19 2015 (IPS)

As the Millennium Development Goals (MDGs), a set of poverty-alleviation targets set by the United Nations, come to a close this year, countries around the world are taking stock of their successes and failures in tackling key developmental issues.

The Pacific Islands have made impressive progress in reducing child mortality, however, poverty or hardship, as it is termed in the region, and gender equality remain the biggest performance gaps.

“The main criticism of the MDGs was the lack of consultation, which resulted in a set of goals designed primarily to address the development priorities of sub-Saharan Africa and then applied to all developing countries." -- Derek Brien, executive director of the Pacific Institute of Public Policy (PIPP) in Vanuatu
Only two of fourteen Pacific Island Forum states, Cook Islands and Niue, are on track to achieve all eight goals.

Key development organisations in the region believe the new Post-2015 Sustainable Development Goals (SDGs) proposed by the United Nations are more on target to address the unique development challenges faced by small island developing states. But they emphasise that turning the objectives into reality demands the participation of developed countries and a focus on getting implementation right.

“The main criticism of the MDGs was the lack of consultation which resulted in a set of goals designed primarily to address the development priorities of sub-Saharan Africa and then applied to all developing countries,” Derek Brien, executive director of the Pacific Institute of Public Policy (PIPP) in Vanuatu, told IPS.

The tropical Pacific Ocean is home to 22 diverse island states and territories, which are scattered across 15 percent of the earth’s surface and collectively home to 10 million people. Most feature predominantly rural populations acutely exposed to extreme climate events and distant from main global markets. Lack of jobs growth in many countries is especially impacting the prospects for youth who make up more than half the region’s population.

Brien believes the ambitious set of seventeen SDGs, to be formally agreed during a United Nations summit in New York this September, have been developed with “much broader input and widespread consultation.”

“From a Pacific perspective, it is especially welcome to see new goals proposed on climate change, oceans and marine resources, inclusive economic growth, fostering peaceful inclusive societies and building capable responsive institutions that are based on the rule of law,” he elaborated.

Pacific Island states are surrounded by the largest ocean in the world, but inadequate fresh water sources, poor infrastructure and climate change are leaving some communities without enough water to meet basic needs. Credit: Catherine Wilson/IPS.

Most modern independent nation states emerged in the Oceania region relatively recently in the last 45 years. Thus, the PIPP argues that development progress also depends on continuing to build effective state institutions and leadership necessary for good governance and service provision. New global targets that promise to tackle bribery and corruption, and improve responsive justice systems, support these aspirations.

With 11 Pacific Island states still to achieve gender equality, post-2015 targets of eliminating violence against women and girls, early and forced marriages and addressing the equal right of women to own and control assets have been welcomed.

For instance, in Papua New, the largest Pacific island, violence occurs in two-thirds of families, and up to 86 percent of women in the country experience physical abuse during pregnancy, according to ChildFund Australia.

Experts say community justice programmes in Papua New Guinea’s vast village court system could reduce the high numbers of female and juvenile victims of abuse. Credit: Catherine Wilson/IPS

Pacific Island nations say empowering women is the key to addressing population growth across the region. Credit: Catherine Wilson/IPS

Customary landowners in the Solomon Islands and Papua New Guinea, both rainforest nations in the Southwest Pacific Islands, are suffering the environmental and social impacts of illegal logging. Credit: Catherine Wilson/IPS

Improvement is also hindered by entrenched stereotypes of female roles in the domestic sphere and labour discrimination. In most countries, the non-agricultural employment of women is less than 48 percent.

The major challenge for the region in the coming years will be tackling increasing hardship.

Inequality and exclusion is rising in the Pacific Islands due to a range of factors, including pressures placed on traditional subsistence livelihoods and social safety nets by the influence of the global cash and market-based economy, the United Nations Development Programme (UNDP) reported last year.

According to the World Bank, more than 20 percent of Pacific Islanders are unable to afford basic needs, while employment to population is a low 30-50 percent in Micronesia, Fiji, Kiribati, Marshall Islands, Nauru, Samoa, Tonga and Tuvalu.

Children sit outside an informal housing settlement in Vanuatu. Experts say a lack of economic opportunities is contributing to a wave of youth suicides in the Pacific Islands. Credit: Catherine Wilson/IPS

Many people in Freswota, Port Vila, capital of Vanuatu, have spent more than 30 years or most of their lifetimes in informal housing settlements. Credit: Catherine Wilson/IPS

In this community in Port Vila, capital of the Pacific Island state of Vanuatu, one toilet and water tap serves numerous families. Credit: Catherine Wilson/IPS

Rex Horoi, director of the Foundation of the Peoples of the South Pacific, a Fiji-based non-governmental organisation, agrees that the SDGs are relevant to the development needs of local communities, but he said that accomplishing them would demand innovative thinking.

For example, in considering the sustainable use of terrestrial and marine ecosystems, “you have marine biologists working separately and then you have biodiversity experts and environmentalists working separately. We have not evolved in terms of trying to solve human problems with an integrated approach to development,” Horoi claimed.

He called for tangible implementation plans, aligned with national development strategies, to accompany all goals, and more integrated partnerships between governments and stakeholders, such as civil society, the private sector and communities in making them a reality.

At the same time, delivering on the expanded post-2015 agenda will place considerable pressure on the limited resources of small-island developing states.

“Many small island countries struggle to deal with the multitude of international agreements, policy commitments and related reporting requirements. There is a pressing need to rationalise and integrate many of the parallel processes that collectively set the global agenda. The new agenda should seek to streamline these and not add to the bureaucratic burden,” Brien advocated.

PIPP believes industrialised countries must also be accountable for the new goals. The organisation highlights that “numerous transnational impacts from high income states are diverting and even curbing development opportunities in low income countries”, such as failure to reduce carbon emissions, overfishing by foreign fleets and tax avoidance by multinational resource extraction companies.

Brien believes that “rhetorically all the right noises are being made in this respect” with the United Nations promoting the SDGs as universally applicable to all countries.

“However, it remains unclear how this will transpire through implementation. There remains a ‘developing’ and ‘developed’ divide with perhaps still too much focus on this being an aid agenda rather than a development agenda,” he said.

Edited by Kanya D’Almeida

School children in the Eastern Highlands Province of Papua New Guinea. Credit: Catherine Wilson/IPS

By Catherine Wilson
SYDNEY, Jul 7 2013 (IPS)

Many Pacific Island nations are celebrating the success of rising school enrolment rates, with 14 members of the 16-member Pacific Island Forum on target to meet Millennium Development Goal 2: achieving universal primary education by 2015.

But a closer look inside the classroom, and in communities surrounding these schools, reveals a shockingly low literacy rate.

Two organisations – the Asia South Pacific Association for Basic and Adult Education (ASPBAE) and Papua New Guinean Education Advocacy Network (PEAN) – teamed up to assess the impact of formal education on people between the ages of 15 and 60 years in the Madang Province of Papua New Guinea, a southwest Pacific Island nation of just over seven million people.

“There is very little exposure to books in the home and in schools, and many children do chores to supplement family income after school, so they have no time to read." -- Lice Taufaga, lecturer at the University of the South Pacific, Fiji.
Their findings suggest that so-called strides in education have not yielded much concrete success: the literacy rate in the national languages of English and Tok Pisin was just 23 percent, with many students unable to read or write after completing primary education.

Similar findings have been reported in Melanesian countries throughout the southwest Pacific region:  in 2011, ASPBAE surveyed 1,475 people aged over 15 years in the Shefa Province of the South Pacific nation of Vanuatu, and discovered that while 85 percent declared they could read and write a simple letter in the official languages of Bislama, French or English, individual testing confirmed that only 27.6 percent were literate.

Vanuatu boasts a primary enrolment rate of 88 percent, and although 90 percent of respondents had experienced some formal education, only 40 percent completed primary school.

In the Solomon Islands, an archipelago nation located southeast of Papua New Guinea, the government has claimed remarkable recovery from a five-year-long civil war (1998-2003), with primary school enrolment at 91 percent. However, poor school facilities in rural areas and disinterest in formal learning have been cited as contributing factors to a critically low literacy rate of 17 percent.

While 97.7 percent of the 2,200 people surveyed by ASPBAE in the capital, Honiara, and in Malaita Province agreed that it was important for children to attend school, 53.8 percent of females and 37.6 percent of males, aged 15 to 19 years, were not in education.

“The issue of low literacy is prevalent mainly with those who are learning in a language other than their primary one,” Lice Taufaga, lecturer at the school of education at the University of the South Pacific, Fiji, told IPS.  “Literacy is best learnt in one’s primary language, yet most learners in South Pacific countries are expected to achieve it in English, the language of business and administration.”

Taufaga added that there were also cultural challenges, as the solitary activity of reading was not always encouraged or supported in many communal-oriented Pacific societies.

“There is very little exposure to books in the home and in schools, and many children do chores to supplement family income after school, so they have no time to read,” she said.

The linguistic diversity of the region, which contains a population of 10 million and one fifth of the world’s languages – plus European languages introduced during the colonial era – makes literacy a complex issue.

In Melanesian countries, there are hundreds of commonly used local vernacular languages, many of which are only oral. These are used by 88 percent of the population in Vanuatu, while 60 percent claim to utilise the national languages of Bislama, English or French in everyday communication.

Yet low literacy also extends to national indigenous languages, with a World Bank study last year in the Polynesian South Pacific state of Tonga concluding that only three in 10 students who had engaged with three years of primary education were able to read fluently enough in either English or Tongan to comprehend content.

More than a decade ago Pacific educationalists began rethinking the legacy of introduced western curriculums and claiming a priority for Pacific languages and cultures within the education process.  However, the reality is that a bilingual approach remains, with English and French perceived as necessary for engaging in a global world.

“The long term impacts of low literacy levels in English and French are a key concern because much of the information about development is only available in English or French, hence a higher level of literacy in these languages will enhance transfer of technology, information and knowledge at all levels of society,” Rex Horoi, director of the Foundation of the Peoples of the South Pacific told IPS, although he is supportive of translation into vernacular languages.

“It is critically important that Pacific people have direct access to information relevant for their sustainable livelihoods and improvement of life in the language they understand and communicate in…” Horoi emphasised.

Government budgets do not appear to be the main issue, although their allocation raises questions about the delivery of quality education.

According to the World Bank, 23.7 percent of Vanuatu’s government expenditure is allocated to education and this rises to 34 percent in the Solomon Islands, compared to approximately 16.1 percent in New Zealand and 13.5 percent in Australia.

However, up to 90 percent of Pacific Island education budgets are committed to teachers’ salaries, with little funds left to develop education systems, infrastructure and resources.

Inadequately qualified teachers are another issue, especially in light of evidence that only 29 percent of teachers in the Solomon Islands and 54 percent in Vanuatu are trained.

According to Taufaga, many “who are teaching English lack the proficiency to model or teach it well.”  She also pointed out that urban class sizes in the region can be as large as 40 to 50 students and most schools cannot afford suitable books for reading.

Remote students remain the most disadvantaged, with poor education facilities and lack of basic materials plaguing rural communities. In Papua New Guinea, similar to the neighbouring Solomon Islands, approximately 80 percent of schools do not have libraries.

“People keep talking about quality education,” a school graduate named Niniu Oligao told IPS in Honiara. “I believe in people reading books in order to be able to write in full sentences and be exposed to meaningful ideas.”

Oligao is so concerned about the repercussions of the absence of a library in the Takwa Community Primary and High School, an institution of 2,000 students based in the North Malaita Province, that he has taken it upon himself to build a collection of donated books. Though he has no funding, he hopes this initiative will form the beginnings of a library for students’ research.

Addressing poor literacy now is vital to improving students’ chances of completing secondary and tertiary qualifications and empowering Pacific Islanders to contribute to social and economic development, whether at the local, national or regional level.