Access to education in Kiribati is increasing at every level, however, enrolment varies widely among atolls. Educational opportunities tend to be geographically limited to those in or near South Tawara, and this is especially true for senior secondary education. For instance, data on the North district for 2008 reveals that no senior secondary schools existed on Makin, Butaritari or Marakei islands, while 705 students were enrolled in senior secondary schools on Abaiang, 202 on North Tarawa and 2,546 on South Tarawa. For this same year and district, 3,063 junior secondary and students were enrolled on South Tarawa compared with 155 on Makin Island (MoE 2008a). Comparatively few students in outer islands qualify to continue on to the secondary level due to the comparatively low quality of outer island schools, which impacts on student achievement (UNICEF 2005).
Kiribati is struggling to provide access to quality education at all levels (UNESCO 2009). Throughout the country, quality is low due to a shortage of resources within schools and poor physical facilities (UNICEF 2005). Some of the root causes of low quality education are incomplete national policy, a lack of coherent curriculum, and low-skilled teachers and administrators. Problems with infrastructure, such as poor communications and transport, compounded by the expense of serving small, remote schools, also confound education quality on outer islands (MoE 2008b).
The largest portion of the Government’s annual budget goes to the Ministry of Education. For instance, in 2008, $20 million of the Government’s $80 million budget went to the METT. The METT divides these funds, giving fifty percent to basic education. However, 96% of basic education funds cover solely teacher-related costs. The remaining 4% is all that remains for the provision of other educational resources. Government-run Senior Secondary schools are financially better off than primary and junior secondary schools, and also receive considerably more per student than their Church-run counterparts, which receive Government financial assistance through fee subsidies and grants (MoE 2008b). Aside from the government, churches and parents provide funding for the educational system (UNESCO 2008).
The Kiribati Education Sector Strategic Plan (ESSP) 2008-11 aimed to prepare young people to succeed in a changing local and global environment. The ESSP is linked to the Government of Kiribati’s National Development Plan 2008-11 Key Focus Area 1: Human Resources Development. This plan demonstrates Kiribati’s commitment to the Millennium Development Goals Objective 2 and the 6 Education for All goals. The ESSP for 2008-11 detailed 6 strategic goals that must be achieved in order to realize its vision:
1. Deliver high quality, coherent and relevant school curriculum for Kiribati children.
2. Provide a conducive learning environment in Kiribati schools.
3. Develop a competent and effective school education workforce.
4. Strengthen policy and planning systems for achievement of quality education outcomes.
5. Strengthen the legislative and regulatory framework for managing the school sector.
6. Consolidate partnerships with stakeholders in the education system.
Some of the policy and planning challenges faced by the METT include: the lack of written guidelines for decision-making and problems related to decision-making habits developed in the absence of official procedures, a lack of communication about decisions and a need for a more collabourative, problem solving approach to policy making. A flexible, yet deliberate approach to management is helpful in Kiribati, as operational difficulties related to its unique geographical and climatic features often arise. These include challenges associated with having a small, scattered population and a harsh environment which rapidly deteriorates materials and buildings (MoE 2008b).
