This study is concerned with the representation of women in leadership positions in Solomon Islands. In particular, it explores the educational leadership experiences of women working in Solomon Islands' secondary schools. While much research to date has been carried out in the developed and developing countries, very little has been undertaken in Melanesian countries. As such, we know very little about women's experiences in educational leadership in Melanesia. Research data was gathered using qualitative methods. Specifically, interviews were conducted with eight women, five were deputy principals and three were Heads of Departments. All the participants were teaching in schools in an urban centre. Data gathered were analyzed using the thematic analysis approach. The data gathering was conducted in the Solomon Islands in October 2007. The key findings revealed a number of issues that impacted on the women's leadership in their respective schools. Findings include lack of self confidence, difficulties in balancing work and family, discriminatory attitudes and the influence of the cultural patriarchal norms on the attitudes towards women in leadership positions. Other key findings related to the nature of the organization, in this case, the school. This included a lack of initial preparatory and on - going professional development programmes and a lack of consultation in the decision making process. This study also found that while the women embraced the collaborative approach to leadership, the structural barriers through the hierarchical organization of the schools meant they could not lead the way they would like to.

This study used the qualitative semi-structured interview method to collect data to discover Solomon Islands parents' educational and career aspirations for their children and their perceptions of formal secondary education in the Solomon Islands with respect to their children's preparation for meeting these aspirations. In carrying out the research, four couples were selected as participants and categorized into two groups according to their educational attainment (well educated and less educated). What was found was that, although parents have educational and career aspirations for their children, not all parents were specific. The findings also suggested that the career aspirations parents have were mainly influenced by economic and social factors rather than internal factors. In relation to parents' perception of the formal secondary education system in terms of preparing students for work, the findings suggested parents have both a positive and low opinion of formal secondary education in the Solomon Islands. There was also a mixed feeling and point to the idea that there are other factors such as teachers and curriculum subjects that impacted on the perceptions of success or vice-versa of the secondary education system. The findings also suggested that while parents appreciate the vocational curriculum and education system as preparing students for work (than secondary education), preference however was given to secondary education first and foremost.

Thesis (Ph.D.)--Macquarie University, School of Behavioural Sciences, 1994. / Bibliography: leaves 357-378. / Introduction -- MANDEGUSU -- Totoso kame rane - time long ago -- Totoso rodomo - time of darkness -- EDDYSTONE ISLAND -- Tataviti bule - pacification -- Totoso taqalo - time of light/cleanliness -- SIMBO -- Tinoa - lives -- Koburu - child -- Tinana - mother -- Vinarialava - marriage -- Rereko iviva - significant woman -- Qoele, tomate - aged woman, ancestor. / This thesis considers the ethnographic history of Simbo, a small island in the western Solomon Islands. The particular focus is upon the significance of conversion to Christianity and subsequent Christian practice, in shaping social and cultural issues and practices in the 1990s. Women's lives, in particular those aspects concerned with kinship, are the lens through which historical changes are viewed. By juxtaposing the structures suggested by indigenous lifecycle categories and the differentiation inherent in individual biographical material, I try to reflect the regularities and continuities within Simbo society as well as the variability and unpredictability of sociality at any given moment. At the same time, the mutability of structure is reflected in the transformed significance of institutions and ostensibly similar practices. -- The period under scrutiny is that between c. 1900-1990, which covers social practices and events from immediately prior to pacification and the Methodist Mission's establishment in the New Georgia Group in 1902 up until the present. I argue that since pacification, the progressive development of indigenous Christianity has been the major determinant of Simbo responses to the world system. This is not to argue that pacification represented the first intrusion of Europe or the beginning of social transformations. Constructions of indigenous societies as having been static entities before contact with Europe are critiqued. Pacification, after more than a century of contact with Europe, had revolutionary implications because of its significance from local worldviews, as much as for its demonstration of British political "legitimacy". -- Christianity, then, cannot be divorced from the reality of political and economic subordination throughout the twentieth century. Nor, however, can it be simpHstically treated as merely the ideological face of expanding capitalism. Following J. Comaroff and J.L. Comaroff, I treat the non-material aspects of social life as being as significant as the material. From its earliest days, the Methodist Mission both facilitated and hampered the interests of government and traders. But it is not only mission personnel who are important here. Simbo people have consistently shaped and deployed their own Christian frameworks. If they never resisted it, they have certainly transformed what was imposed on them ninety years ago from ideology to lived hegemony. / Mode of access: World Wide Web. / xxiii, 378 leaves ill. (some col.), maps

Thesis (Ph.D.)--Macquarie University, School of Behavioural Sciences, 1994. / Bibliography: leaves 357-378.

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This thesis absorbs and reflects on Choiseul Island responses and caution towards the making of anthropological knowledge. Initial interests that can easily become familiar to anthropology as research topics such as village life, local cosmology and local alternatives to cosmologies of climate and ecology, make way here for another activity of working through Choiseul responses to anthropology. In taking seriously the precautions and the considerations of people in this Solomon Islands locality, anthropology is invited to put a stoppage to practices that it would consider ordinary and part of anthropological knowledge making. This impasse for the discipline is outlined and explored in various chapters, in which usual styles of ethnography and topic-making take formation in respect of a Choiseul world that does not fit easily into encapsulation by anthropology. Effects for the discipline of anthropology are given consideration, within a wider view of imagining how an alternative anthropology in the vernacular can also entail an obviation of anthropology itself in favour of new forms of cultural sensitivity.

'Social development' and 'economic development' are complex concepts, concepts that may be interpreted very differently in different contexts and at different times. Not only may the processes involved be different in different contexts, so too may be the criteria by which success is judged. It is argued here that successive Solomon Islands governments have striven for social and economic development without taking full account of the real nature of Solomon Islands society. What is needed is national development policy, planning and implementation that arise out of, and take fully into account, the historical, geographic and cultural context of Solomon Islands. On the whole, the socio-economic structure of Solomon Islands society is currently underpinned by a tri-partite hierarchy in which, for the majority of Solomon Islanders, kastom (traditional beliefs and practices) and church (the beliefs and practices endorsed by the church) take precedence over the state as legitimate forms of authority. This inevitably poses problems for state-led development. If socio-economic development activities are to be successful in achieving a better quality of life for all Solomon Islanders, including those who live in rural areas, they must take full account of the role of kastom and church in the lives of the people. This must include an understanding of the differing concepts of development of people in different areas of the country such as those of Ulawa islanders that are discussed here. The thesis begins with an introduction to the research (Chapter 1) in which the theoretical framework is located broadly within the postmodern paradigm. In Chapter 2 the essentially qualitative and interpretive nature of the methodology is outlined and explained. Chapter 3 provides a critical review of international development literature in which it is argued that official definitions and descriptions of development are based on production and deficit models. The need to accommodate an indigenous and organic concept of development, one that takes account of the diversity of human experience, is stressed. Chapter 4 provides an outline of Solomon Islands society. Here, the historical narrative is complemented by three metaphors - 'island', wantok and betelnut - which serve to reinforce and explain the nature of Solomon Islands society and the ways in which that society has been shaped by historical processes. Chapter 5 is devoted to a discussion of modern development activity in Solomon Islands, the main focus being on the period immediately preceding and following independence. Chapter 6 explores, with particular reference to Ulawa Island, indigenous concepts of development and the impact of national development activities on rural-dwelling islanders. It also engages the issue of state reform, proposing a model based on a two tier system, with central government in its current form dealing directly with the people at constituency rather than provincial level. Finally, Chapter 7 summarizes the main conclusions reached. It is noted that the failure of both pre- and post-independence governments to take full account of the nature of Solomon Islands society has been a major factor in the lack of effective development in the islands.

This study investigates issues impeding effective school leadership in Solomon Islands' secondary schools. In particular, it examines principals' perceptions of those issues that impede their effective leadership of their schools. There is an international literature focusing on this area that has contributed to the study. However, many of the research findings in western contexts are invalid in the context of a developing nation such as the Solomon Islands. Thus contextual specificity was an important underlying factor in the study. The research data was gathered using qualitative methods. Specifically, interviews with five principals were conducted using semi-structured interviews and was analysed using a thematic analysis approach. The research fieldwork was carried out in the Solomon Islands in August 2006. A sample of five participants was used. They were selected from five schools representing Community High Schools (CHS) and senior Provincial Secondary Schools (PSS) in two provinces and the Honiara City Council. The key findings of the study identify a range of factors that inhibit effective school leadership. These included a lack of initial training and support for on-going professional learning, unfavourable conditions of service, poor quality of teachers' professional practice, poor school facilities and infrastructure, poor administrative infrastructure, lack of appropriate and adequate financial resources, lack of support personnel, policy and systemic issues, social and cultural issues, and issues pertaining to school-community partnerships. Based on the findings identified in the study, recommendations were made on how to improve effective leadership of the schools throughout the Solomon Islands. Of particular importance is the establishment of professional development programmes for both newly appointed and servicing principals. Such programmes should enhance the leadership capacity of the principals in the schools and create a more conducive learning environment.

This study investigates those factors which influence the development and formation of religious attitudes in students. While there is an increasing body of knowledge and indepth research evolving regarding this field of study there is little done in the Third World and it is the first done on students at Betikama, Kukudu and Aore Adventist High Schools. It is an "ex post facto" study and examines the effects of a number of variables-- school, age, gender, level of schooling, religion, parent's religion, religious practices, parent's schooling, country of citizenship, student future plans, number of years at school, the type of school, school life and school climate-- on the religious attitudes of students attending selected high schools. The significance of the study lies in attempting to identify those factors which assist in the development of propitious religious attitudes in students. The modus operandi of the schools in the study is to encourage students to adopt a world view and lifestyle that is consistent with the tenets and practises of Christianity as espoused by Seventh-day Adventistism. It is the purpose of this study to contribute to the identification of factors which would assist in the achieving of this objective. Those variables which were most significant in the formation of attitudes toward religion were related to the School Climate and School Life as perceived by the students. Other findings related to variables investigating Student Background, Personal Characteristics, Student Religious Practices, and Family Background. These results apparently found some variables to be significant while others appeared not to be as significant. The research seems to suggest that educators and administrators must be aware of the influence of various school experiences on the development of religious attitudes in students. If they want to succeed in their objectives, then school programmes, school curriculum, extra-curricula activities, teaching methods and teacher example should promote student worth, through such aspects as fair treatment, consistency, seeing students as individuals and nuturing caring environments. Further research may include identification of factors which seem to override the importance of gender and age on the religious attitudes of the students in the study. It may also be worthwhile to identify those facets of school life and climate which are most conducive to the development of positive attitudes toward religion.

This study explores the Australian and New Zealand media-government relationship during foreign instability and regional military intervention. It offers a critique of print media coverage and political communication during the 2002-2003 Solomon Islands crisis and the subsequent Regional Assistance Mission to the Solomon Islands. By reviewing the Indexing Hypothesis and CNN Effect, this thesis considers media and government data from the year preceding the intervention. By investigating the media-government relationship in the Pacific region, this study builds on the literature that has so far primarily focused on American and European led interventions. Previous research has illustrated the advantages and limitations to specific methodological practises. This study has drawn from the current literature to form a unique methodical approach. The methods to test the Australian and New Zealand media-government relationship include content analysis, and qualitative techniques for use in four complementary tests. Findings from this study indicate that while there is some degree of the media using the political elite as a cue for newsworthy issues, the media appear to often report independently from the political elite perspectives. The political elite set the range of debate, and while the media stay within this range, they appear to sensationalise certain aspects of the debate. Government also appear to benefit from this media behaviour as it uses the media to gauge responses during the policy formation process.