Schooling as a 'Stepping-Stone to National Consciousness' in Solomon Islands: The Last Twenty Years
|Collections||ANU Department of Public Affairs (DPA) formerly State, Society and Governance in Melanesia (SSGM) Program|
|Title:||Schooling as a 'Stepping-Stone to National Consciousness' in Solomon Islands: The Last Twenty Years|
|Publisher:||Canberra, ACT : Coral Bell School of Asia Pacific Affairs, College of Asia and the Pacific, The Australian National University|
|Series/Report no.:||State, Society and Governance in Melanesia (SSGM) discussion paper series: 2015/8|
In 1995 Christine Jourdan (1995b) identified education as one of three ‘stepping-stones to national consciousness’ for Solomon Islands (along with Pijin and popular culture). She noted that curriculum reform after independence in 1978 had shifted the history curriculum from one focused on Britain to one with local ‘heroes’ and specific Solomon Islands content. Moreover, she observed that the new curriculum was received enthusiastically by students at the time. She also saw the potential of extra-curricular activities to foster national consciousness. However, given it was only 15 years after independence, Jourdan concluded that it was still too early to evaluate the unifying role of schooling in Solomon Islands (ibid.:135–39).
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