The University of the South Pacific (USP) opened a satellite campus in Kiribati in 1973. The Kiribati extension stays connected to the main campus in Suva, Fiji via satellite and radio telephones. However, most I-Kiribati students opt to attend an USP extension in New Zealand or Australia, or another foreign institution of higher learning, often supported by scholarships. Student failure rates are high in the first years of post-secondary education - a result of low-quality primary and secondary schools. Students enter institutions of higher learning with low English language literacy; a lack of essential study skills such as note-taking, research and library skills; inadequate problem solving skills; difficulties with time management and financial independence (MoE 2008b).

I-Kiribati often face barriers to advancement within the formal education system. Young men and women, who are unable to attend senior secondary school or university, may enroll in 1 of the handful of vocational schools in Tarawa. These include the Tawara Technical Institute, the University of the South Pacific (USP) Centre, the Kiribati Teacher Training College and the Tungaru Nurse Training School. Indeed, vocational and technical training opportunities are on the rise but they are not matched by employment opportunities. On South Tarawa, an estimated 70 % of young people are unemployed or underemployed and the National Youth Policy 2001-05 named high unemployment and limited opportunities for education and vocational training among critical issues for youth (UNICEF 2005).

Access to higher education and technical training is limited to Tarawa. While great gains have been made in such access, it has not grown fast enough to meet the needs of the growing population. Academically strong students get scholarships for higher education overseas (UNICEF 2005). Females slightly outnumber boys at the tertiary level with a gross enrolment ratio of 28% as oppose to 27% for males (UIS 2009). 

Kiribati can improve higher education by strengthening the professional competence and status of teachers at this level (MoE 2008b). Technical and vocational training in Kiribati can also be improved as it is not sufficiently relevant to the social and economic needs of the country. There is a dearth of qualified TVET instructors, and administrators and teachers function with low capacity (UNESCO 2008). Additionally, TVET suffers from a notable lack of clear, established policies (MoE 2008b). The Government is planning on extending the outreach and scope of vocational training by building up to 12 rural skills training centres on the outer islands with support from the European Union (EU). These centres will offer formal trade training for students who leave junior secondary school, as well as provide a venue for other non-formal and community education programmes (UNESCO 2008).

The University of the South Pacific, with its main campus in Suva, Fiji is funded by Kiribati and eleven other Pacific Islands countries (Countries and their Cultures n.d.). The Ministry of Labour and Human Resource Development (MLHRD) plays an important role in developing and administering TVET activities. The MLHRD provides policy, planning, coordination and oversight services to the TVET sector with its mandated functions and budget (Australian Government 2010a).

The University of the South Pacific proposed ways to improve higher education at the Kiribati National Educational Summit, 2008. These suggestions were to place emphasis on study skills prior to tertiary enrollment, to strengthen the professional competence and status of teacher, and to improve tertiary level teacher training by including culture, learning about Kiribati indigenous knowledge system(s) and fundamentals of educational leadership (MoE 2008b).

Kiribati’s National Development Strategies (2004-07) make TVET 1 of 6 key priorities. The strategy for improving this sub-sector is to prepare students for a realistic range of post-school livelihoods, reverse the decline in literacy, improve the quality of education and church schools, strengthen systems for school maintenance and delivery of teaching materials and extend the outreach and scope of vocational training (UNESCO 2008). The development of quality TVET continues to be a work in progress. AusAid provides funding for Kiribati’s TVET sector through the implementation of the TVET Sector Strengthening Programme (TVETSSP). TVETSSP has 2 components: TVET sector policy and oversight and Kiribati Institute of Technology (KIT) training delivery (Australian Government 2010a). This is part of the Kiribati–Australia Partnership for Development goal to “develop workforce skills in areas of industry demand both domestically and abroad to decrease youth unemployment in Tarawa and the outer islands.” The Ministry’s Education Strategic Plan focuses on vocational education with 3 cross-cutting themes: inclusion, gender and quality of education, which ensures that school curricula provide appropriate pathways for vocational training and is also consistent with gender equity policy. One of the Government’s plans is to extend the outreach and scope of vocational training by building up to 12 rural skills training centres on the outer islands (Australian Government 2010b).