The Blue Economy refers to the range of economic uses of ocean and coastal resources, such as energy, fisheries, shipping, aquaculture mining and tourism. It is the sustainable use of ocean resources for economic growth.
The gaps in the curriculum is that;
not enough marine science education - Majority of our students have lack knowledge in marine education. Children must learn on what they been going through so that they can imagine and understand what the real causes is of what they have been experienced. Pursuing their career and have the ideas to learn more about and do something about it. For example, become a marine scientist and find way to tackle all those problems that they had experienced before.
government policy- is not that strict to protect our ocean resources and the using of marine resources.
Many of the Blue Economy topics in the picture have been in the school curriculum for many years in one form or another like waste management for instance. Many learners know that in discriminant throwing of rubbish causes ecological problems like pollution (ask any primary school student).
Rural schools are using solar energy with help from the government, but communities need to be educated on other forms like using water or wind. Fisheries, maritime transport, and tourism, bring revenue to the country should be included in the curriculum for awareness.
Factors contributing to climate change including greenhouse issues and the importance of the 4Rs (reduce, reuse, replace recycle) has been taught for a number of years now and familiar to our learners.
Blue Economy refers to sustainable use of ocean resources for economic growth, improved livelihood, hobs and ocean ecosystem health.
Examples of Blue Economy are:
Tourism
Fisheries
Marine Transport
Waste Management
Climate change
Renewable energy
As a Primary School Teacher in Fiji, the aspects of the Blue Economy elements are intergrated and incorporated into the education system but not all.
While reflecting on the curriculum, I found out there may be gaps and areas for improvement:
Renewable energy - mostly topics and lessons is in theory form. Students should be given opportunities to visit places as it should be part of curriculum.
Climate change - broad topics covered and tested in examination only.
Waste Management - limited topics covered in the curriculum on 3Râs. Lack of awareness program in Schoolâs.
In general, I can say that Blue Economy aspects are covered into the curriculum however it is book oriented only. Students should be given opportunities to visit the sites whereby they will be able to relate to real life situations.
The aspects of blue economy that are in the primary curriculum in Fiji are Renewable Energy, Fisheries, Maritime Transport, Tourism, Climate Change and Waste Management.
However these aspects are not taught broadly but are brief with basic knowledge about them. More emphasis is on Land and Air Pollution , which shows a gap in the curriculum. More awareness should be created on ocean Ecosystem health.
Students should also be made aware of the marine ecosystem and they should be encouraged to further their studies in marine science so we have more people who can create awareness and more people are aware of their responsibilities towards the oceans as they play an important role in our lives and we have a responsibility towards its conservation.
Students should also be taught about the traditional conservation methods which they can use practically and derive its benefits.
Competitions should also be organized to create awareness among children from younger age as they start learning about blue economy and appreciate its importance.
Enough resources should also be available for creating awareness about the blue economy.
Here are some aspects of the blue economy that are in the curricula of the Fijian Education System:
Sustainable fisheries
Marine tourism
Ocean energy
Coastal zone management
Marine conservation
However, there are also some gaps in the curricula when it comes to the blue economy. For example, many curricula do not cover topics such as:
Ocean governance
Blue economy business development
Blue economy employment opportunities
Climate change and the blue economy
These are all important aspects of the blue economy that need to be addressed in order to ensure that Pacific countries can benefit from its sustainable development potential.
Additional thoughts:
It is important to note that the blue economy is a complex and evolving field. As a result, it is not possible to have a single curriculum that covers all aspects of the blue economy that are relevant to all Pacific countries. However, it is important to ensure that curricula are aligned with the national blue economy strategies of Pacific countries. This will help to ensure that learners are equipped with the knowledge and skills they need to contribute to the blue economy and benefit from its sustainable development potential.
Learning activity 5
The curriculum incorporates climate change and pollution which are taught to the students. During the lesson different strategies are used so that students can learn about climate change and pollution. When students learn about climate change they learn about causes, effects and how can we minimize the impact of climate change. The pollution topic also includes different types of pollution and how can we reduce the impact of different pollution. During the pollution topic it includes noise, land, water and air pollution. The curriculum also describes about tourism industry, fisheries and ways to use resources wisely. The curriculum can be taught in detail by the teachers where different Pacific region can be described and how they manage their ecosystem. When students learn about the water pollution they can also learn how different Pacific islands manage their resources effectively and reduce waste disposal to reduce water pollution. The students can be taught in detail about ocean ecosystem with its benefits and ways of conserving the resources.
I would say there is a gap in building studentsâ knowledge in the importance of the marine resources and its sustainability as well as enhancing students knowledge on the blue economy especially in terms of marine resources management and conservation.
I think there is very less importance given in sustaining oceanic resource and there is a room for improvement in our current curriculum and putting more emphasizes on blue economy. As Fiji is a Pacific nation and people earn from it. Some of the areas that may need to be revised in the curriculum are as follows:
Limited Awareness and understanding:
Increase the awareness in the curriculum. So that the educators and the learners are well versed with the effects of climate change and become environment friendly.
Career education:
Inviting personnel to educate the children and providing opportunities to the students to broaden the career and develop skills.
Neglect of Sustainable Fishing Practices: The curriculum might not stress the significance of sustainable fishing practices and the need for responsible management of fisheries
Cultural and Indigenous knowledge:
Celebrating blue economy day or ocean day will give a deep touch on importance of preserving the ocean
In Fiji some aspects of blue economies are present but sadly it is not enough. The emphasis on theoretical content is significant that very few subjects have this blue economy content in bulk. The filling in of this gaps is entirely up to the teacher. If lessons are created in a manner that evokes ownership and appreciation of these blue economies then most issues that arise from these blue economies can be addressed.
I took a class in geography two years ago. I teach in an island school and this thought came to mind. How do I make children appreciate the sea, relook at the climate change issues and how can we as students can help.
Inclusion of activities such as coastal cleaning, sea food party at the end of the topic, preserving food and art using the sea and this involved inviting speakers and doers of this art and food.
This is not in the curriculum but the in lusion of these activities made the subject of marine resources more interesting to students
I think there is very less importance given in sustaining oceanic resource and there is a room for improvement in our current curriculum and putting more emphasizes on blue economy. As Fiji is a Pacific nation and people earn from it. Some of the areas that may need to be revised in the curriculum are as follows:
Limited Awareness and understanding:
Increase the awareness in the curriculum. So that the educators and the learners are well versed with the effects of climate change and become environment friendly.
Career education:
Inviting personnel to educate the children and providing opportunities to the students to broaden the career and develop skills.
Neglect of Sustainable Fishing Practices: The curriculum might not stress the significance of sustainable fishing practices and the need for responsible management of fisheries
Cultural and Indigenous knowledge:
Celebrating blue economy day or ocean day will give a deep touch on importance of preserving the ocean
In the Pacific region, aspects of the blue economy are increasingly recognized and integrated into the curriculum. These aspects may include marine biology, oceanography, sustainable fisheries management, environmental conservation, and maritime trade. There are certain areas where schools may be lacking in integrating the importance of the Blue Economy effectively:
Lack of Comprehensive Curriculum Integration:
Many educational curricula may not have a comprehensive integration of the Blue Economy, including its principles, sectors, and sustainable practices. This can result in a lack of foundational knowledge among students regarding the significance of marine resources and sustainable ocean management.
limited Awareness and Understanding in schools may not adequately educate students and educators about the relevance and importance of the Blue Economy, including its economic, environmental, and social impacts. This can hinder studentsâ ability to comprehend the interconnections between the ocean and their daily lives.
Insufficient Practical Exposure and Hands-On Learning:
Schools may lack opportunities for practical exposure to blue economy-related activities, such as field trips to marine environments, visits to fisheries, or interactions with experts in marine science and conservation. Hands-on learning experiences are crucial for a deeper understanding of the oceanâs significance.
Blue Economy refers to sustainable use of ocean resources to maintain the health of the ocean ecosystem while fostering economic growth, better livelihoods, and provide employment opportunities.
The curriculum may, however, lack some information on the preservation and sustainable management of marine habitats, especially in light of pollution and climate change. The long-term sustainability of the blue economy sectors depends on several factors. Furthermore, it is imperative to cultivate cooperation between public-private sectors and nation-states. The need of regional cooperation in managing shared maritime resources may need to be emphasized in the curriculum.
According to the primary school curriculum, it does give importance to blue economy through general studies subjects: social, healthy and elementary science coverage. However, it only cover the theory part- no campaign or workshop are running to cater for such issues like; pollution.
The blue economy involves a diverse array of issues and challenges that necessitate collaborative efforts across various sectors to foster and bolster community-wide growth.
Many educational curricula often lack a comprehensive integration of the Blue Economy, including its fundamental principles, diverse sectors, and sustainable practices. Consequently, students may not receive the necessary foundational knowledge regarding the importance of marine resources and the principles of sustainable ocean management.
Limited awareness and understanding within schools can lead to insufficient education about the significance of the Blue Economy, encompassing its economic, environmental, and social impacts. This knowledge gap may impede studentsâ ability to grasp the intricate connections between the ocean and their daily lives.
Furthermore, schools may face challenges in providing practical exposure and hands-on learning experiences related to the Blue Economy. Opportunities such as field trips to marine environments, visits to fisheries, or interactions with experts in marine science and conservation may be lacking. These hands-on experiences are vital for fostering a deeper understanding of the oceanâs critical role in our world.
Lack of emphasis on certain subjects: There might be a lack of emphasis on certain subjects such as technology, environmental education, or financial literacy.
Insufficient practical application: The curriculum might focus more on theoretical knowledge, leaving little room for practical application and hands-on learning experiences.
Limited cultural diversity and inclusivity: The curriculum might not adequately reflect the diverse cultural heritage, history, and perspectives of the Fijian population, potentially leaving some students feeling excluded.
Outdated or inadequate teaching methods: The curriculum might not align with current educational best practices, such as using interactive and learner-centered teaching methods.
The activitiesï»ż commonly understood to represent the blue economy include maritime shipping, fishing and aquaculture, coastal tourism, renewable energy, water desalination, undersea cabling, seabed extractive industries and deep sea mining, marine genetic resources, and biotechnology therefore it may be gaps in the curriculum concerning the sustainability management and conservation of the marine ecosystem.
The lack of ways to apply the curriculum to address the issues faced in blue economies. It is addressed, theoretically but not practically.
Most of the solutions are read about in case studies or only adults get to participate in the conservation aspects of blue economies components.
Curriculum content is very broad that it is it possible to spend more time on them.
Practical solutions where the school as a whole can participate in. Example mangrove planting, composting or fruit tree planting. Inclusion of community services such as beach cleaning. These are not only practical but are applicable in most of our setting here in the Pacific.
1.From the six aspects of the blue economy identified in the picture, three are lacking in our curriculum which are :
-Fisheries: The content of agricultural studies in our secondary school focusses on freshwater fisheries and land resources. There is very little emphasis on sustainable ocean fisheries, though we are surrounded by vast oceans.
-Maritime transport: Though trade is covered in detail in parts of our curriculum, Maritime trade is not emphasized at all.
-Renewable energy: Obtaining renewable energy from the ocean is included but not overly emphasized as it should be for minimizing the use of renewable energy sources hence mitigating climate change.
As a Secondary School Teacher in Fiji, the aspects of the Blue Economy elements are integrated and incorporated into the education system but not all.
While reflecting on the curriculum, I found out there may be gaps and areas for improvement:
Renewable energy - mostly topics and lessons is in theory form. Students should be given opportunities to visit places as it should be part of curriculum.
Climate change - broad topics covered and tested in examination only.
Waste Management - limited topics covered in the curriculum on 3Râs. Lack of awareness program in Schoolâs.
In general, I can say that Blue Economy aspects are covered into the curriculum however it is book oriented only. Students should be given opportunities to visit the sites whereby they will be able to relate to real life situations.
Blue Economy includes environmentally and socially sustainable commercial activities, products, services, and investments that depend on or affect coastal and marine resources, ecosystems, and species. Since the economies of many Pacific Island nations depend heavily on the sea, elements of the blue economy are extremely pertinent to their curricula. This covers the customary maritime sectors including fishing, shipping, and tourism. Extraction, resource use, or ecosystem service use should avoid harming the ecosystems and species that provide that good or service. Marine and coastal ecosystems are closely connected to each other and to land-based systems, particularly through wetlands and waterways. Integrated management is key
In addition, the region is becoming more and more dependent on developing industries like aquaculture and marine biotechnology. Benefits of blue economy: create green energy and fight climate change. professions and therefore create jobs in construction, maintenance and administration. shipping and tourism, have potential of growing and become greener with new technologies.
However, there may be gaps in the curriculum regarding the sustainable management and conservation of marine habitats, especially in light of climate change and pollution. These factors are critical to the long-term health of blue economy sectors. It is also critical to promote collaboration between nation-states and the public and commercial sectors. The need of regional cooperation in managing shared maritime resources may need to be emphasized in the curriculum.
In addition, although it might not be sufficiently addressed, acknowledging and including the importance of ecosystem services rendered by oceansâlike carbon sequestration and coastal protectionâis crucial. By filling in these gaps, we can better equip Pacific region students to participate in and support the blue economyâs sustainable growth while protecting the wellbeing of marine ecosystems.