Programs

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Inspiration Point is a meditative garden with landscaping; approximately 3,250 SF. From this, the whole campus is laid out before you. It includes an arboretum to the open area, then a cliff view down onto the campus.

Phase 1

Accommodation is planned for the current level of high school students, 8 to 15 years old, numbering about 150. In addition there will be young adults who are no longer at high school but are not sufficiently trained, numbering about 100. Phase I will result in a school and grounds that will support at least 250 students, along with faculty and administrative staff. The first part of the Phase I buildings are designed to be flexible so that they can accommodate up to approximately 400 students, mostly residential.

The school is also designed and planned to implement a significant TVET program. It will have facilities as a training tool for apprentices in selected industries. The structures are strongly self-sustaining, so that as each phase is completed and handed over to the School Board, students at different training levels will be sent to practice on the ongoing construction. Other formal technical and vocational training will be provided for young Fijians.

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The initial build for Phase I is the minimum necessary to make the School and our project a viable operating entity. Initial enrolment of up to 150 students and 100 young adults as TVET participants, will need about 12 teachers in support. Five buildings plus the Inspiration Point make up this first construction group. These are:

  • 1 café of 6,300 SF which can also be used for classrooms
  • 2 dorms totaling 24,700 SF for up to 400 students, double bunked. Housing needs to be separate buildings for boys and girls.
  • 1 library of 9,500 SF which can also be used partly for classrooms
  • 1 community center of 6,100 SF. This facility will be used partly for classrooms, administration, and the Principal’s housing.
  • Inspiration Point is a meditative garden with landscaping; approximately 3,250 SF.
  • Site work and grading, and infrastructure of services sufficient for Phase I but sized to be expandable for the whole community.

In the café, library and community buildings, Phase I provides flexibility for alternative layouts to set up classrooms. This would provide a base for up to 8 classrooms prior to construction of dedicated classrooms in Phase II.

The completed Phase I campus buildings are designed to support up to 576 residential students, with a total of eleven structures:

  • 1 café of 6,300 SF, also be used for classrooms at this phase
  • 7 dorms totaling 46,000 SF for up to 576 students, single bunked, or up to twice this number double bunked
  • 1 library of 9,500 SF, also be used partly for classrooms at this phase
  • 1 community center of 6,100 SF. At this phase, this facility will be used between classrooms, administration, and housing.

Inspiration Point meditative garden with landscaping; and an arboretum.

Phase 2

The site development and services work is continued extensively in the southwest quadrant, generating areas for a major group of classrooms and supporting facilities. Within this sector we intend building at this phase:

 Substantial classroom blocks totaling 33,600 SF, enabling the Library and Community Centre built in Phase I to revert to their specific purposes
 A gymnasium building of 20,000 SF, to be used also as the major assembly and function hall
 A rugby field and other sport training facilities.

In addition, Phase II provides for a separate area in the northwest quadrant for the Administration building and Residences for the Principal and other teachers. The Phase I Community Center will no longer be needed for these functions.

Phase 3

During this phase, emphasis is on providing substantially more classroom blocks and family accommodation units in the areas established previously.
In the southwest classroom quadrant, expansion is planned for another six classroom blocks. In the northwest area, we will add accommodation for families using converted sea containers.

Phase 4
This phase focuses on expanding the family housing areas at the north end of the site, close to the access road and eventually the new railway line terminus.

Phase V
This phase is the opportunity to develop self-sufficient elements for the whole campus, as the project by now will be well established and would attract sponsorship from Fijian national corporations and Government initiatives, as well as overseas beneficiaries. We envisage adding electricity generation with the use of wind turbines or solar units, and participating in co-generation with the local energy authorities. In addition, this phase invites sports oriented foundations to contribute to developing more sophisticated athletic facilities, including a full sized swimming pool for the entire campus.

Phase 6
The project has provision to support a new extension and terminus to the existing light railway line running along the entire coast of Vitu Levu. An existing branch line which starts approximately four miles west of Sigatoka can be extended northwards towards the school site, a distance of about three miles. Development of this railway extension needs to be a separate study and recommendation, in conjunction with the local authorities and the Government of Fiji.

The Ministry of Education’s Vision provides for developing a full program for all ages of Fijian children and many streams of study. All educational provision in Fiji is based upon a core of intrinsic and enduring values:

  • Cultural understanding, empathy and tolerance
  • Human rights, human dignity and responsibility
  • Safety and security for all (but especially the child)
  • Civic Pride
  • Honesty, fairness and respect for truth and justice
  • Integrity
  • Environmental Sustainability
  • Peace and prosperity
  • Flexibility
  • Life-long Learning Compassion
  • Sense of family and community
  • Faith
  • Creativity

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The Foundation’s Vice President of Education & Culture, Apenisa Kurisaqila, is also the Principal of the current Nadroga Navosa school. He will be responsible for developing curriculums and streams for the Centre in conjunction with the Ministry of Education and the Provincial Council of Nadroga Navosa province.
To quote the Ministry in their 2007 Plan, “Key areas to support the education and development of the child holistically in a safe environment will include curriculum, human resources, technical vocational education & training and the school. A partnership between the Ministry of Education and the community is a crucial foundation for the success in this endeavour.

This strategy will include a strengthening of links to parents, industry and all stakeholders of education with a view of supporting the child holistically, providing a quality education and establishing clear pathways to vocational education, tertiary studies and employment.

The Government continues its commitment to providing a quality education especially to rural areas through both new and improved existing services. Curriculum development and social justice programmes will enhance nation building and promote cross-cultural understanding.”

The Fijian Ministry of Education’s Strategic Plan 2006 – 2008 provides detailed information on the goals, objectives and current status of schooling in Fiji. This is a large document (approx. 35MB) which can downloaded from the “Paddle” site here. We have included a shorter PDF summary document (1.9MB) from the Ministry of Education website for viewing or download, here.

Apprenticeship Program

According to the Ministry of Education’s 2007 Annual Corporate Plan, Technical Vocational Education and Training (TVET) “will be given greater prominence in the education system as it will play an important role in the development of the future for the children in Fiji.”

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The Ministry’s specific objectives include establishment of alternative vocational pathways, and development of a Master Plan for TVET centers. The Centre will follow the TVET Strategic Directions from the Ministry and strengthen franchise relationships.

It is our aim to meet the Ministry’s goal of 80% or better success rate through the TVET programs, and to ensure the program aligns with the National Curriculum Framework.

Carpentry and Joinery
This basic building trade certificate will utilize the trainees for the provision of windows, doors and furniture for all buildings, and furniture and fittings for the classrooms and the special purpose buildings.

Construction Equipment Operators and Trade Apprentices
Tradesmen, skilled Site Labor and Equipment Operators will be trained as an integral part of the work force to build each phase of the school and subsequent maintenance and upkeep of the environment in the long term.

Vocational Agriculture
During Phase I, we expect to establish the “Edible Landscape” area to support training in Vocational Agriculture and Farming, which will also generate more self sufficiency in basic foods for the resident students. There is sufficient space on the site to expand the horticultural and animal farm areas as required. We are able to start with a small self-sustaining interim farm: 2 cows, a gaggle of chickens, etc.

Catering (Culinary Arts) and Tailoring
These are trades for which training can be developed as the campus expands, with the availability of special purpose buildings and work areas.

Hospitality Industry
We are looking for partnerships with supporting resort hotels in Fiji and internationally, to provide learning environments in conjunction with formal training at the School.

The Ministry of Education’s plan for the School also includes vocational training in Automotive Engineering, Office Technology and Business Management, which we see happening in later phases with support from companies, providing equipment and apprenticeship opportunities.

Within Fiji
The Ministry’s Vision for Teacher Training includes the exchange of teachers between different Regions. The Centre’s objectives include working within the Ministry’s guidelines to enhance the training and capability level of all the teachers, and encourage diversity through exchange teachers in different specialties.

Rest of World
The Project Bula !TM Board is enthusiastic about providing communications and formal means to support teacher exchanges with overseas countries. We envisage both short term visits and semester time frame exchanges, providing a depth and wealth of experience for educators from Fiji and from other countries.

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Student Scholarship Programs
An ongoing program for our Foundation is to establish both scholarship and exchange student programs for students in both Fiji and the United States in particular.

American school students of Fijian origin will be eligible for scholarships to attend the Centre as part of their formal education.

Bure_Village_House_smallFaculty and Staff Residences
As noted in the Fijian Rural Education Project, the isolated nature of many rural schools presents challenges in attracting and housing sufficient qualified teachers to remote districts.

It is an integral part of the vision for the Centre that it provides such accommodation, using creative solutions such as conversion of shipping containers, or other alternative construction. The site Master Plan provides generous space for the teacher community accommodation, with a little distance from the school buildings for sufficient privacy. Construction of faculty residences would commence as early as Phase II.

Family Program
It is integral to the program and Centre to provide accommodation for families of students from remote rural areas in the Province and indeed from many of the surrounding regions.

The total population qualified to send their children to this School will be in the order of 300,000 native Fijians.
The illustration at left shows a traditional Bure house, which is a formal meeting place for the village, reserved for ceremonial and other specific meetings.

Family Residences on the Campus
Separate areas of the site have been set aside for family and support accommodation, including preparation of leveled sites and provision of toilet and washing facilities. Similarly to teacher accommodation, actual housing can be varied and creative, and will depend on the support and donations from both Fijian and overseas businesses.

As the population and campus increases in size, we anticipate integration of programs; such as using high school children to teach pre-schoolers and even leverage adult literacy programs. Our project’s eventual objective is to provide schooling for 10,000 native Fijian children, from a population of about 300,000.

The institution is long term and self-supporting, in keeping with the long lease period granted by the Chief and reflecting the importance to Fijians of their traditions and the nurturing of following generations.