Aid for education in post-conflict Solomon Islands

Abstract

Between 1998 and 2003, conflict, violent crime, and a severe economic downturn pushed the Solomon Islands state to the brink of failure, exacerbating the problems of an already struggling education sector. Most schools on Guadalcanal were seriously disrupted; some were burned down or vandalized, others closed as teachers and students fled violence, and those that remained open struggled to accommodate the large displaced student population. The collapse of state finances stripped any remaining funding from the education sector; teachers were paid irregularly, if at all, while many schools lacked basic teaching materials and proper sanitation. In 2003, intervention by the Regional Assistance Mission to Solomon Islands (RAMSI) quickly restored security and stabilized government finances. RAMSI provided significant budget support to the education sector and opened the door for donors to reengage. Schools re-opened, new facilities were built, and teachers were paid, allowing the government and donors to focus on longerterm issues, including school fees. Government expenditure on education is high, but financed almost entirely by donors. Solomon Islands is now one of the world's most aiddependent countries and remains vulnerable to external shocks and natural disasters. Weak economic forecasts suggest the need for additional external budget support to protect social spending, including on education.

Supervising an international teaching practicum: building partnerships in postcolonial contexts

“…New Zealand and Australian military forces became involved at this point and from 2003 Australian defence forces established RAMSI (Regional Assistance Mission to the Solomon Islands) which assisted Solomon Islands' police to maintain law and order across the island group. Political instability continued, but from 2003 economic and infrastructure rebuilding began, although this has been highly dependent on foreign aid (Whalan, 2011).…”

“…Part of the reason for this is that the education sector remains dependent on significant financial support from the international community for the development of curriculum materials, and to cover fees for school attendance (Whalan, 2011). While the Solomon Islands Government manages its own teacher education and supply, and has its own curriculum, this has been heavily influenced by New Zealand curricula via curriculum review and development projects funded by the European Union and New Zealand Agency for International Development (NZAID) (UNESCO, n.d.).…”