Intergrate the importance of the Blue Economy into education system in Fiji is essential to improve economic growth in the country. Primary schools curriculum may include lessons on conserving and better use of marine resources. Students need better understanding of disposal of rubbish. Lessons on environmental sustainability should also be designed from primary level. Use of technology and digital literacy is also vital.
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As an educator, i believe less concentration are given to marine scince or maybe the information is been overlooked and not delivered well to the full understanding of the learners, on how to sustain all aspects of blue economy. In Papua new Guinea, most of its population depends entirely on sea as their source of survival and income. Based on our curriculum, there’s still adjustments that needs to be done in order to protect and sustain the blue economy. Some gaps in our curriculum that needs adjustments are as follows;
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The content about all aspects of blue economy must be thought well by someone who is knowledgeable about the content and can deliver well to the level of learner’s understanding. So that they have clear pictures of how important the blue economy is and to avoid the possible damage to which they can cause.
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All learners must be given opportunities to observe and witnessed in real life the importance of the blue economy and ways they can sustain them and the consequences of the demage that they can caused and how they can stop them.
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Allowed every learners to conduct awareness in their communities using posters or medias to advocate on how the blue economy can be sustained and what action they should take to avoid possible demages. This gives fair understanding to both learners and communities about the content itself and encourages them to feel responsible.
Afterall its all about human activities that can sustain or destroy the blue economy. Therefore i believe if we can educate humans better then we wont have any problems with all aspects of blue economy in the future.
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The blue economy plays a significant role in Samoa and other Pacific Island countries. When considering aspects of the blue economy that could be included in a curriculum, the following topics could be highlighted:
- Fisheries and Aquaculture: Teaching about sustainable fishing practices, fish stock management, and the potential for aquaculture development in Samoa and the Pacific region.
- Marine Tourism: Focusing on the responsible development of tourism activities, such as diving, snorkeling, and marine wildlife observation, to ensure the conservation of Samoa’s marine ecosystems.
- Marine Conservation and Protected Areas: Educating students about the importance of marine biodiversity, the establishment of marine protected areas, and strategies for sustainable management and conservation of marine resources.
- Ocean Governance and Policy: Discussing the legal frameworks, policies, and international agreements related to the sustainable management of Samoa’s marine resources.
- Climate Change and Resilience: Highlighting the impacts of climate change on Samoa’s coastal communities and exploring strategies for building resilience, such as sustainable coastal adaptation and mitigation measures.
While specific curriculum content may vary, some potential gaps in the curriculum related to the blue economy in Samoa and the Pacific region could include:
- Insufficient inclusion of traditional knowledge and practices related to sustainable resource management and conservation in the ocean.
- Limited focus on the economic potential and job opportunities within the blue economy sector, such as entrepreneurship and innovation in marine-related industries.
- Inadequate coverage of emerging issues and technologies, such as marine biotechnology or ocean monitoring systems, and their potential applications in the context of the blue economy.
- Limited attention given to the linkages between the blue economy and other sectors, such as agriculture, tourism, or energy, which could be explored to promote integrated and sustainable development.
- Inadequate emphasis on the social and cultural dimensions of the blue economy, such as the role of cultural heritage and community engagement in sustaining marine resources.
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- Marine resources are part of our curriculum but advocating on the danger of such action that is decreasing marine resources in our community is not a high priority in schools.as Teachers we have to target our students to be the voice of change to the communities.
- Blue Economy is happening right before our eyes but we have put less effort to decrease its effect on our communities. In Fiji we dedicate a week long event to fight against drugs in our community likewise we should make a stand for change to minimize threats to our marine resources.
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Some gaps in our curriculum are the sustainability of managing and conserving our marine ecosystems. The awareness on Blue Economy could give more importance and ideas to students on how to preserve and conserving the ocean.
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I think more emphasis on blue economy to be included in the curriculum ensuring sustainable use of resources.
There needs to be more community awareness and blue economy education for all learners in order to value our natural resources especially blue economy.
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Pacific Island countries mostly rely on ocean compared to land for survival. The gaps that I think that there in the Fiji curriculum is that.
- Limited marine science education
- Neglecting of sustainable fishing practice
Therefore, educating students more on this concept that will help them value our blue economy.
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Examples of blue economy are renewable energy, fisheries, waste management, climate change and tourism.
I believe all the above are in our curriculum especially renewable energy, climate change and tourism which is mostly covered.
Gaps in our curriculum:
- There is limited opportunities for leaners to practice and apply the coursework.
- Mostly knowledge is in theory form.
- Broad topics covered and tested in examinations only.
- Aspects are taught at school level only but not practiced by the industries. For example, waste management is very important and the 3R’s have been introduced in schools. Our curriculum now teaches the correct way of rubbish disposal. Issue here is that it is just in schools. This should be linked with industrial areas as they are dumping waste in the ocean.
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Blue economy is an economic system or sector that seeks to conserve marine and freshwater environments while using them in a sustainable way to develop economic growth and produce resources such as energy and food:
- What gaps do you think there are in your curriculum?
The inclusion of climate change and conservation are included in the school curriculum. The problem is practical work children should be able to use the resources wisely, children should take part in clean-up campaign in their communities, planting of trees, flowers throwing the rubbish at the proper places and keeping the marine life safe. Practical work is very important for the students at an early age so that they learn it for their lifetime.
Children should also take part in poster competitions in the schools and prizes could be rewarded to them. Special guest speakers could be called to create awareness in school for the students .
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- The Solomon Islands curriculum is in a incomplete scope,some topics or concept were not included.Refer to the Blue Economy ,some of the topics in the blue economy was included in the curriculum but not in deep information.Solomon Islands curriculum should included the following blue economy aspect,adaptation to climate change,Sustainability Education,Innovation and technology.Incorporating the blue economy into curricula can create well-rounded,informed citizens and future professionals who are better equiped to address the complex challenges and opportunities associated with the sustainable use of marine resources and the conservation of our oceans.
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Some gaps that i think is in Fiji’s curriculum are:
a) Education on Environment / Climate Change
b) Marine Resource Management / Conservation
c) Marine Science Education
d) Technology and Innovation
e) Waste Management
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As an educator, I believe less concentration are given to marine since or maybe the information is been overlooked and not delivered well to the full understanding of the learners, on how to sustain all aspects of blue economy. In Papua New Guinea, most of its population depends entirely on sea as their source of survival and income. Based on our curriculum, there’s still adjustments that needs to be done in order to protect and sustain the blue economy.Some potential gaps in the curriculum related to the blue economy in Samoa and the Pacific region could include:
- Insufficient inclusion of traditional knowledge and practices related to sustainable resource management and conservation in the ocean.
- Limited focus on the economic potential and job opportunities within the blue economy sector, such as entrepreneurship and innovation in marine-related industries.
- Inadequate coverage of emerging issues and technologies, such as marine biotechnology or ocean monitoring systems, and their potential applications in the context of the blue economy.
- Limited attention given to the linkages between the blue economy and other sectors, such as agriculture, tourism, or energy, which could be explored to promote integrated and sustainable development.
- Inadequate emphasis on the social and cultural dimensions of the blue economy, such as the role of cultural heritage and community engagement in sustaining marine resources.
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Blue Economy seeks to balance extracting the financial potential of oceans through fishing,renewable ocean energy,trade routes etc…while protecting it from over exploitation.
Curriculum developers can integrate blue economy concepts into the existing curriculum to help protect the oceans through sustainable practices,tackle the root causes of environmental degradation,create innovative financing mechanisms and use digital technologies to diversify the country’s or regions ocean economic sectors and more importantly include Ocean Literacy to help Students understand and relate the importance of ocean life and features through these components: knowledge and awareness,nature and its connections,values and attitudes and competence.Acquiring such powerful knowledge will enable schools to actively engage with civil society and involve thematic activities with the local communities which would directly create such strong networks which tends to incentivize improved behavior towards the ocean and shape initiatives for sustainable development.
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Blue economy can be defined as the sustainable use of ocean resources
for economic growth, improved livelihoods, and jobs while preserving the health of ocean
ecosystem.
Examples of blue economy are renewable energy, fisheries, waste management, climate change and tourism. From my point of view I strongly believe that the aspects of blue economy are incorporated into our curriculum (Elementary Science/Healthy Living & Basic Science)
However, there are gaps which should be addressed:
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Theory based - exam oriented only, students should be given opportunity through projects, this means, learning by doing and then reflecting practically.
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Not relevant to real life situations - The aspects of blue economies are covered into the curriculum but it is only in books. It is not practiced by industries or other relevant authorities. The curriculum teaches about pollution, climate change etc. but none of the industries in Fiji are environment friendly. Therefore, curriculum should be designed in such a way whereby children are able to relate to real life situations.
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Lack of awareness on marine sustainability
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Blue economy is one in which economic activity and progress is in balance with sustaining the ocean’s ecosystems and ensuring that the oceans remain resilient and healthy for future generations. In Fiji curriculum, the gaps of blue economy are
that limited marine science education, climate change resilience, inadequate environmental education and lack of awareness on sustainable development. Therefore, strengthening vocational training and education in blue skills to address workforce needs, fostering more resilient and sustainable forms of marine and coastal activities.
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As a teacher, I believe that lack of attention is given to the marine ecosystem since the information is not delivered at the proper understanding of the learners on how to preserve all aspects of blue economy. It is important to integrate blue economy into education system in Fiji to improve on the economic growth whereby in Primary schools curriculum it will include lessons on conserving and protecting of marine resources.
Some potential gaps in the curriculum related to the blue economy in the Pacific region would include:
-Climate change adaptations and mitigations in coastal communities.
-Holistic approaches to sustainable marine resource management.
-Inadequate coverage of emerging issues and technologies.
-Inadequate focus on the social and cultural dimensions of the blue economy…
-Lack of awareness program on marine ecosystem sustainability.
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Gaps that i think there are in my curriculum with aspects of the blue economy are:
- the awareness and knowledge about the blue economy among students itself.
- inclusivity and recognition of the link that traditions and cultures hold for all Fijians of the ocean
- sustainable ocean practices
- Ocean literacy
- renewable energy using ocean power
- Fisheries industry - the importance of it to our economy
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Geography teachers in Kiribati might taught aspects of the Blue Economy but these aspects are taught in different levels and in different topics as there is no specific topic for ‘Blue Economy’ stated in the Curriculum.
The list below shows aspects of Blue Economy in a specific topic in a Geography subject.
I. Fisheries - Fishing and Agriculture
ii. Waste Management - Environmental Degradation
iii. Climate Change - Environmental Challenges
iv. Maritime Transport - Migration and transport
v. Marine Energy - Natural resources
vi. Tourism - Tourism
Practical activities that will attract young people’s attention and sense of loving their ocean is not practiced as no industries and have poor resources. This gap affect learning as learners have a zero chance to apply their learning.
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Gaps in a curriculum can refer to areas where the educational program may fall short in providing a comprehensive and well-rounded learning experience. These gaps can vary depending on the educational system, region, and level of education. Some common types of curriculum gaps include:
Content Gaps : These occur when essential knowledge, skills, or subjects are missing from the curriculum. For example, a curriculum might not adequately cover certain scientific concepts or historical events.
Skills Gaps : This refers to a lack of focus on important skills such as critical thinking, problem-solving, communication, or digital literacy.
Cultural or Diversity Gaps: A curriculum may not adequately represent the diversity of cultures, histories, and perspectives of the student population.
Relevance Gaps: This occurs when the content is not aligned with the current needs and demands of society, the job market, or technological advancements.
Interdisciplinary Gaps: Sometimes, subjects are taught in isolation without clear connections to each other, missing opportunities for students to see the interplay between different fields of knowledge.
Assessment Gaps: The evaluation methods used may not accurately measure the desired learning outcomes or may not be inclusive of different learning styles and abilities.
Inclusivity Gaps: The curriculum may not address the needs of diverse learners, including those with disabilities, different learning styles, or varied cultural backgrounds.
Ethical and Social Responsibility Gaps : The curriculum might not sufficiently emphasize ethical considerations, social responsibility, or citizenship education.
Technological Gaps : In the digital age, a curriculum may not effectively incorporate technology education or digital literacy skills.
Environmental Awareness Gaps: Given the growing importance of environmental issues, a curriculum might not adequately cover topics related to sustainability and environmental stewardship.
It’s important to note that addressing these gaps can be a complex task and often requires collaboration between educators, policymakers, parents, and communities. Additionally, curriculum development is an ongoing process that should adapt to changing educational needs and societal developments. Keep in mind that the specific gaps in any given curriculum may vary widely depending on the country, educational level, and local context.
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Some gaps that i think is in Fiji’s curriculum are:
-Limited marine science education
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Technology and Innovation
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Ocean Governance and Policy
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Limited Awareness and understanding
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