Yes, biking Savaii Island in Samoa (just 4 hours north of New Zealand) is sheer magic. see www.outdoor.co.nz for more info.
Anyone can do it. And everyone from 2-82 years of age have made it by bike (err, some by bike pram). Families, lone travellers, groups, all exploring 160km of majestic coastline beneath a 6000 foot rainforested volcano, Mt. SiliSili.
Today, 18th May 2013, 5 keen cyclists set off at dawn from the Wharf to the North-Western Tip - a mammoth 100km. More on this later, but this is for the fool-hardy only.
Wanna enjoy it though? Then spend 6 days or more taking it slowly, village by village, beach to beach, from one tourist attraction to another, overnighting in 6 beautiful locally run beach fale resorts. Allow $NZD60 per night, all meals/drinks/bed/entertainment...WOW, that's a bargain. Just park your bike in the sand, next to your 'grass castle', and relax on your mattress on the floor overlooking the lagoon...purrfect for a swim and a snorkel.
Want to upgrade, take a support guide, support vehicle, spend a night in a treetops (treesort) or live-it-up in a few fancy hotels, then bring your Amex.
But, what if we did it as a group of school kids. Sure, bring a few teachers along for the ride. We could meet a few schools, play a little rugby, dance a little, even be hosted by the class in their village.
Now, that's getting more interesting.
Imagine, every day or so, we explore a few more villages, dropping off a few more volleyballs, rugby balls, soccer balls...............Samoans love gifts so bring plenty.
Biking is easy, flat as...errr, a couple of small gradual rises...allow 20 mins...get off and push if you have to. Most of the time it's all flat, overlooking one azure lagoon after another. Kids waving, smiling, inviting.
So, get your trip planned, get an airfare to Samoa, overnighting near the Airport/ferry on Upolu Island, even rent a bike at the Airport Lodge from www.outdoor.com.nz if you want to (50 bikes for rent so bring all your mates), and they'll supply all the rest.
Honestly, there is no better way to experience Samoa and experience circumnavigating these islands...i know, I've done it on foot, by kayak, bike, motorbike, car and even driven a bus around both large islands...biking it was by far the best. Slow, comfortable, no noise, time to talk and wave to everyone, inexpensive, safe and eco-friendly.
Questions? Don't ask. Just come along, allow a little serendipity. Bring the usual gear to keep you happy..water bottle, runners, hat, sunglasses, sunlotion, swimmers, small towel...all bedding provided. No malaria, no vaccinations necessary, just don't drink the local water. Sound too easy? Cash is better than credit cards in these cute little beach fale resorts that are sometimes off the beaten track.
Last thought. Want to travel with an interest, a theme, a purpose. Just raise your special interest and we'll see what we can do to give you a few leads and a few contacts.
www.outdoor.co.nz has more info. ENJOY!
Friday, May 17, 2013
Sunday, January 13, 2008
Education for Sustainable Development - a must read
NB: As promised, I've inserted this ESD Framework so that school groups/teachers could consider its content before they arrive in Samoa. We'll also try to pick the key points out of this document and insert in http://VillageDevelopmentOperationsManual.blogspot.com over the next few months. The Global Environment Facility is investing $USD100million over the next 2-3 years, replenished with the same amount again in 3 years time, matched dollar for dollar by our co-financiers - this amounts to more than half a billion USD expenditure on village development projects alone. Where are the instructions, the pre-requisites, the commitments and all the legislation to underpin such an investment? Who are the stakeholders and how are the villagers getting involved, what role do the schools play, etc.?
And there is now an ESD Action Plan/Implementation Strategy prepared that we could all glance at, and commence applying, even if we are on holidays in Falealupo Village. There is no better place to start, let me tell you.
Pacific Education for Sustainable Development Framework
Endorsed for the Pacific Forum Education Ministers
27 September 2006, Nadi Fiji
PURPOSE
This paper presents a Pacific developed and driven Framework as a mechanism to assist in the implementation of the Pacific Plan and the basis for a regional approach to coordinating actions to achieve its vision of a prosperous region where “all people can lead free and worthwhile lives.” It further recognises the commitment made by Pacific countries in adopting the UN Decade of Education for Sustainable Development. The Framework can be adapted for national policy as well as regional strategy documents. The Framework can also be used by both national and regional organisations to identify priority initiatives for implementation in Education for Sustainable Development (ESD) within the Pacific.
INTRODUCTION
This paper briefly covers the background to the initiative, presents the Framework vision, goal and scope, and describes the three priority areas for ESD actions. The implementation of the Framework is discussed and a monitoring matrix provided. An outline of the proposed next steps is at the end of the paper. A background paper that presents more detail on ESD in the Pacific is also available.
The United Nations adopted 2005-2014 as the decade to recognise education and learning as the key to accelerate changes to a more sustainable way of life. The Education for Sustainable Development conceptual basis, socio-economic implications, and environmental and cultural connections make it an enterprise which potentially touches on every aspect of life.
The overall goal of ESD is to integrate the values inherent in sustainable development into all aspects of learning to encourage changes in behaviour that allow for a more sustainable and just society for all. The ESD approach requires this basic philosophy to be adapted to suit local conditions and culture. This Framework is the first step in a Pacific response to ESD, providing an umbrella for coordinated and collaborative action to achieve the region’s vision to integrate and mutually reinforce the three pillars of economic development, social development and environmental conservation (Pacific Plan:14). Regional and national level adoption and incorporation into policy and strategic documents will provide the next step towards an appropriate cultural context for regional, national and local actions. The flexible nature of the Framework enables each country to adjust the Framework and priorities for ESD implementation to suit national and needs.
Pacific Island countries joined their global counterparts in pledging support to ESD in the Mauritius Strategy for the Further Implementation of the Programme of Action for the Sustainable Development of Small Island Developing States (s72e, January 2005). This meeting focused on important issues of island development including sustainable environments, education and culture and agreed a strategy for action for addressing these.
In line with the eight strategic objectives for sustainable development endorsed within the Pacific Plan, ESD provides a critical mechanism for achieving long term change to improve environmental sustainability, health, education and training, gender equality, youth involvement and the recognition and protection of cultural values, identities and traditional knowledge. It will also complement the realisation of universal and equitable educational participation and achievement outlined in the Forum Basic Education Action Plan.
This Framework was prepared by a regional ESD Working Group comprised of representatives of community, government, regional, international and private organisations from across the Pacific at the request of UNESCO National Commissions[1] for a regional, collaborative and interlinked approach that can be used throughout the Pacific. Consultation has occurred with a variety of stakeholders from regional organisations, community organisations, governments, educators and the private sector. The Framework sets a course of coordinated action for ESD until 2014. However a five year review of the Framework will refine priority areas and objectives based on research findings to guide actions beyond this and regular reporting and adjustment will be conducted on an on-going basis to ensure that the Framework is consistent with regional and national needs.
PACIFIC ESD FRAMEWORK
This framework puts the “Think global, act local” adage into practice by taking the international vision and a specific goal for the Pacific, and translating these into focussed priority areas and objectives for action at local, national and regional levels appropriate to the Pacific. The development of local ownership respecting local context and culture is an important aspect to implementation of ESD at all levels.
VISION
The international implementation scheme for the Decade states its vision as:
A world where everyone has the opportunity to benefit from education and learn the values, behaviour and lifestyle required for a sustainable future and for positive societal transformation
GOAL FOR THE PACIFIC
To empower Pacific peoples through all forms of locally relevant and culturally appropriate education and learning to make decisions and take actions to meet current and future social, cultural, environmental and economic needs and aspirations.
PRINCIPLES
There are a number of important approaches to consider and use when working towards the priority objectives. These implementation principles are to:
- use participatory, people-based approaches
- foster partnership and collaboration (e.g building on Pacific WSSD type II partnership initiative)
- incorporate appropriate cultural and intergenerational elements
- use appropriate mix of regional, national and local approaches
- ensure that within the mix of ESD activities the needs of remote, rural and outer islands areas are met
- build on existing initiatives
- work for the long term, achieving sustainability and building social capital
- use information and communication technologies effectively
There are already many projects aligned with ESD and agencies working in this area. This Framework is not intended to add a new layer of effort on the Pacific community, rather to focus effort and form partnerships and collaboration among the diverse stakeholders to deliver improved outcomes for achieving a sustainable future.
The priority areas and initiatives should be a focus for initial action but it is intended for major projects such as curriculum review to be phased into existing national timetables for reviews rather than be undertaken as separate exercises.
SCOPE OF THE FRAMEWORK
The sustainable development concept is one of “development that meets the needs of the present without compromising the ability of future generations to meet their own needs”. This evolving concept is a vision of development that encompasses people, society, animal and plant species and natural resources, and that integrates concerns such as the fight against poverty, gender equity, human rights, education for all, health, peace and human security, and intercultural dialogue. It has environmental, social and economic domains operating in many cultural contexts. Education is critical for promoting sustainable societies and improving our capacity to address environment and development issues.
The idea behind the Framework is to provide a whole-Pacific response and approach to Education for Sustainable Development and into the future. Realistically the countries of the Pacific have many different characteristics and responsibilities, as do the agencies that work here. Some islands are part of much larger countries such as France and the USA. International, regional and NGO agencies operate within their own mandates and areas of expertise. The 16 Pacific Forum countries within this area are at different stages in addressing ESD.
The Framework is intended to take a strategic, big picture view of actions required and complement other regional and international initiatives, particularly the Pacific Plan, the Millennium Development Goals, the Forum Basic Education Action Plan, Education for All, the UN Decade for Literacy and the many regional initiatives developed to progress these such as the SPREP Education and Communication for a Sustainable Pacific.[2]
This Framework is therefore intended to provide a basis for both regional and national responses by the countries in the Pacific but is not limited to them. The Framework can be adopted at the national level by governments through incorporation into national policy and planning documents (such as the national sustainable development strategies and education policy). The priority areas can be used to focus regional, national and local responses to ESD. As more information is gathered on country specific needs to promote ESD these policies and programs of action can be reviewed and more tightly focused on country needs.
All countries and agencies have an interest and expertise in elements of education for sustainable development. This Framework is intended to focus effort into a few priority areas and be the starting point for collaboration and partnerships essential to the changes needed for a sustainable future.
FRAMEWORK PRIORITY AREAS
To give the broad vision, goals and philosophy some substance three priority areas for action have been developed based on what are considered as the key issues facing the Pacific. For each priority area, objectives have been identified to further enhance the focus on that area. Research and monitoring initiatives are integral within each priority area, as is the importance of developing partnerships within and between ESD collaborators.
PRIORITY AREA – FORMAL EDUCATION AND TRAINING
Structured learning initiatives for improved knowledge and understanding to support implementation of sustainable practices
Formal education and training; at primary, secondary, tertiary and vocational levels as well as through traditional learning practices influences much of our way of thinking and, in turn, our attitudes and behaviour. Formal education is all structured learning which includes early childhood education, primary and secondary schools, TVET (technical and vocational education and training) and tertiary institutions usually leading to accreditation of some form. It is therefore an important transformative tool.
Rigorous teaching schedules, exam-based programmes, donor policies, parental desires and the way we tend to think about education all play a role in how education systems are shaped and their ability to be transformative. If formal education is to be able to play a prominent role in improving sustainability in the Pacific, the systems and structures will need to be strengthened and educational content reoriented by “rethinking” of education and its role and purpose[3] to provide a stronger focus on the future needs of our children.
The objectives identified under this priority area build on existing education initiatives, such as the Pacific Forum Basic Education Action Plan, achieving Millennium Development Goal 2, implementing PRIDE and other local and regional efforts. The key delivery agents for these objectives would be national governments, Pacific Island researchers both at academic and operational levels, and education institutions supported by a wide range of other agencies with expertise in all aspects of sustainable development from health to the environment.
Objectives:
1 Support countries with implementing the Forum Basic Education Action Plan and other regional, national and international initiatives to improve the quality and deliver of basic education in the Pacific
2 Promote quality education in all member countries through:
2.1 Development of education policies and strategies that recognise the critical role of learning in progress towards achieving sustainable development;
2.2 Research and development of innovative models and resources that support ESD in Pacific contexts – schools, teacher training, technical and vocational education, field and extension educators, university, including cultural and traditional community values and associated local indigenous knowledge;
2.3 Inclusion of learning outcomes that focus on sustainability content and learning activities in the curriculum at all levels;
2.4 Development of strategies to assess student understanding of sustainability and sustainable living as part of core curriculum;
2.5 Building teacher capacity to incorporate sustainable development topics into their teaching programmes using a practical and relevant approach; and
2.6 Development and identification of appropriate ESD resources to support this priority area using appropriate information and communication technology tools.
PRIORITY AREA – COMMUNITY-BASED EDUCATION
Community-based activities for improving people’s knowledge, understanding and skills to implement and promote sustainability
All sections of the community have roles to play in ESD. These include the private sector, non-governmental organizations, civil society and community groups (women, youth, church, etc). People can only participate actively and effectively when they are equipped with the necessary knowledge, understanding, skills, perspectives, value systems and confidence to do so.
Although there are many training and awareness activities being implemented across the region, there is no clear picture of what these activities are, how successful they have been or where there are gaps that need to be filled.
A wide range of delivery agents are involved in the effort to achieve this non-formal education priority area and its objectives, including media, TVET, traditional leaders, sports groups, NGOs, church elders, business, Pacific Island researchers, regional agencies and national governments.
Objectives
1 Increase understanding of the meaning of ESD in the local, Pacific-wide and global contexts, taking into account the cultural diversities of the different countries
2 Develop community participation skills for both government officials and key community members to effectively engage in policy development and decision-making
3 Increase awareness of sustainable development among community leaders and influential groups and develop their knowledge and skills in ESD through training and participation in ESD activities to act as champions to undertake further ESD activities
(e.g, Influential community leaders such as media; traditional leaders; church leaders; women, youth and NGO groups, regional organisations, the policy community – all those that develop and decide policies
4 Prepare communications resources that clearly articulate sustainability issues and their importance to the Pacific (i.e. what makes it necessary news and important to know)
5 Research and highlight good practical approaches to sustainable practices in businesses, communities and with individuals, including traditional practices and other areas related to lifestyles and livelihoods
6 Develop skills to enable sustainable development projects that strengthen existing, and promote new, long term revenue generating opportunities in communities
7 Identify other ESD mechanisms to engage the business sector in sustainable development activities
PRIORITY AREA – POLICY AND INNOVATION
Policy development and innovative models and approaches to implement ESD
Sustainable development and ESD will be more effective if embedded in the structures and policies at national levels of government and regional forums so that strategies and implementation of initiatives flow from these. At national and regional levels policy reform could enable more meaningful, sustainable development oriented learning and awareness programmes to be conducted through a wide range of government portfolios at all levels of society.
The effectiveness of any ESD initiative in the region will depend on the quality of the partnerships that are formed among stakeholders. Partners will need to work together, recognizing their differences while acknowledging they are working towards a common goal and by the development of new approaches and pathways to enable effective collaboration.
Many national and most regional development strategies include some elements of education and awareness activities for achieving their goals and objectives. In practice, however, education has not been used to its full potential. In many cases, it tends to be relegated to classrooms and the formal education arena where it does not fulfil its potential to maximise impact in terms of behaviour change.
The key delivery agents for this priority will be national governments, regional agencies, and Pacific Island researchers supported by all other stakeholders.
Objectives
1 Evaluate current ESD initiatives and their contributions to achieving sustainable outcomes for the Pacific thus establishing baseline information and support for policy development
2 Work with national governments to ensure appropriate national level policies and plans are in place to implement ESD across governments through an intersectoral approach so that the role of learning in achieving sustainable development and the role of sustainable development in education systems is clear and reinforced
3 Develop new, and foster existing, partnerships and models that support ESD
4 Research and highlight ESD examples of private-public partnerships
5 Collaboration with Australia, New Zealand and others who have identified similar priorities for ESD, e.g, teacher capacity building, educational resources, evaluation and research, and promote understanding and collaboration
..
Annex II presents some example activities and relates them to the target areas and objectives.
IMPLEMENTATION
The main roles envisaged for different stakeholders are:
National governments – adopt the Pacific ESD Framework formally, incorporate it into national planning documents and identify ESD initiatives for implementation at the country level.
Regional/international agencies – commit to the Pacific ESD Framework, identify priority areas in respective work programmes and use as a focus for ESD programmes and collaboration
NGOs and community groups – commit to the Pacific ESD Framework, identify priority areas and use as a focus for ESD action programmes and collaboration
Business sector and media – focus on the community-based activity priority area starting with own industry awareness raising, and use knowledge in wider communications with public
All stakeholders – participate in projects, form partnerships and assist monitoring of the Framework
Overall coordination of the Framework will need to be developed and may include a regional coordinator and ESD advisory group to promote ESD and monitor progress. Capacity development to enable all stakeholders to have the skills and to participate in implementation may need to be incorporated into implementation activities.
Partner in principle mechanism
Regional programmes, organisations and development partners can, through an exchange of letters, agree with/adopt the Framework as ‘partners-in-principle’, the first step in greater regional collaboration. Detailed discussion and development of further responses and projects for ESD would then follow.
Review
The priority areas represent the initial analysis of the ESD activities that should be addressed. The Framework will be reviewed in five years to determine if these are still the appropriate priorities. The review will be based on monitoring and research gathered during implementation.
MEASURING PROGRESS
A monitoring and evaluation component is essential for an action oriented Framework. The monitoring focuses on indicators that will assist us to understand how much progress is being made in implementing this Framework and does not include measures of progress for implementing ESD and determining how effective this is in achieving transformative change. As implementation plans are developed for ESD, monitoring components to measure their success and the effectiveness of ESD investment in improving quality of life in the Pacific will also be developed.
Specific indicators relating to the outcomes sought through this Framework are outlined below:
PACIFIC ESD FRAMEWORK MONITORING MATRIX
To empower Pacific peoples through all forms of locally relevant and culturally appropriate education and learning to make decisions and take actions to meet current and future social, cultural, environmental and economic needs and aspirations.
Area
Desired Outcome
Indicator of Progress
Pacific ESD
Framework
Acceptance and adoption by all Pacific countries and agencies
ESD Framework reviewed and a forward plan developed
Critical mass of countries actively adopt Framework in time for project implementation in 2008 measured through;
- ACCU/PP funding requests made.
- Bi-annual country progress report by UNESCO
Number of countries/agencies that contribute to bi-annual report
First regional ESD Framework Implementation Report covering 2007-2008 completed by March 2009
ESD Framework reviewed 2011
Priority Area:
Formal Education & Training
ESD contributes to FBEAP and EFA
Pacific educators have ability to and do include sustainability issues in their work
ESD contribution evident in MDG/EFA reporting
All levels of national curricula include ESD elements by 2014
Assessment of student learning of SD units in the curriculum occurs by 2014
ESD part of core teacher training at all levels by 2014
ESD skills building programme for trainers working in informal and technical education in place by 2014
Priority Area:
Community-based education
ESD better understood in Pacific context and cultural terms
Active participation in policy and decision-making
Increased awareness of SD in the Pacific community
Media well informed to report sustainable development issues
Business groups engaged in sustainable development activity
Systematic research in 3 different countries using appropriate methodologies undertaken by 2011
Mapping of community-based education programmes in the Pacific
Courses on community participation, and, participatory techniques of policy development available in 10 countries by 2014
Influential leader groups (including government officials) ESD training undertaken in all countries by 2014 and community champions identified
Articles that clearly enunciate why SD matters to the Pacific appear in media
Number of sustainable business projects that develop revenue generating skills underway
Area
Desired Outcome
Indicator of Progress
Priority Area:
Policy development and innovation
Good understanding and data collected of factors necessary for successful ESD policy in the Pacific
Innovative ESD programme models available
Improved communication between countries and agencies for data collection
National policies recognise the key role of learning in achieving sustainable development
Partnerships that support ESD flourish
Baseline data available by 2008 that identifies best practice, and gaps and challenges for ESD
Research into effective ESD underway by 2011
Pacific ESD methodologies and resource materials available by 2014
ESD programmes aimed and government and community leaders developed
Empirical and anecdotal evidence of new or strengthened project collaboration between agencies
The key role of learning in SD acknowledged in policies in 10 countries by 2014
‘Partner-in-principle’ understanding achieved with all relevant CROP agencies and 10 NGOs/community groups by 2007 and two business or media ESD partnerships developed by 2011
This may also contribute to reporting on achievements for other international, regional and national level initiatives including the Forum Basic Education Action Plan, Education for All, the Millennium Development Goals, the Johannesburg Sustainable Development Plan of Implementation, and the Mauritius Strategy for Small Island Developing States.
WHERE TO FROM HERE?
The following shows the next steps in the process to progress this regional Pacific ESD Framework initiative:
1. Regional workshop meeting to finalise the Framework and develop specific initiatives for action – Nadi, September 2006.
2. Forum Education Ministers meeting – Nadi, September 2006. Seek endorsement of Framework and priority projects.
3. Endorsement of the Framework by CROP agencies, NGOs, community and church groups, business etc.
4. National level consultations, adoption and identification of programs of action to implement ESD in countries.
5. 2007 – finalise projects, seek partners, collaborations, and funding. Following the outcomes of the Ministers meeting, consultations will continue at the regional and national levels, including the development and negotiation of funding proposals, both within partner organisations’ budgets and with external donors.
6. 2007 onwards new projects implemented.
8. 2009 First bi-annual report on the Pacific ESD Framework.
9. 2011 Pacific ESD Framework reviewed, target areas and objectives refined.
ANNEX I:
RELEVANT PACIFIC STRATEGIES AND PLANS
The Pacific Plan
Forum Basic Education Action Plan
Pacific Youth Strategy 2005
Pacific WSSD Type II Partnership Initiative on Education (2002)
Education and Communication for a Sustainable Pacific 2006 (SPREP)
Regional Framework for the Protection of Traditional Knowledge and Expressions of Culture
Pacific Platform on the Advancement of Women and Gender Equality
SPC Land Resources Division Strategic Plan 2006-2008
Action Strategy for Nature Conservation
Pacific Islands Framework for Action on Climate Change 2006-2015
SPC Oceanic Fisheries Programme 2006-2008 Strategic Plan
SPC Costal Fisheries Programme 2006-2008 Strategic Plan
Pacific Ocean Pollution Prevention Programme – PACPLAN
Solid Waste Action Plan
Solid Waste Management Strategy for the Pacific Region
International Coral Reef Imitative (ICRI) Pacific Region Strategy
Disaster Risk Reduction and Disaster Management – A Framework for Action 2005-2015
Mauritius Strategy of Implementation
Barbados Programme of Action for the Sustainable Development of SIDS
Forum Fisheries Agency Strategic Plan 2005-2020
The Regional Tourism Strategy for the South and Central Pacific
ANNEX II:
SOME EXAMPLE ACTIVITIES BY PRIORITY AREA
PRIORITY AREA – FORMAL EDUCATION & TRAINING
Structured learning initiatives for improved knowledge and understanding to support implementation of sustainable practices
EXAMPLE ACTIVITIES
· Mainstreaming of ESD into tertiary education programs across courses in many faculties at the University of the South Pacific (1)
· Educator capacity building for teachers, trainers and others involved providing formal, informal and non-formal education and building skills (crosses all three priority areas) (2)
· The PRIDE (Pacific Regional Initiative for the Delivery of basic Education) initiative working to strengthen the capacity of Pacific Ministries of Education to plan and deliver quality basic education (1)
PRIORITY AREA – COMMUNITY-BASED EDUCATION
Community-based activities for improving people’s knowledge, understanding and skills to implement and promote sustainability
EXAMPLE ACTIVITIES
· Live & Learn’s Rivercare programme which recognises the role of young people in managing future environmental issues by promoting action-based and discovery learning by students, teachers and communities (1)
· Partnership of schools, community and the private sector to develop programs to support youth through the transition process following leaving formal education to increase retention of skilled Pacific Islanders, address youth unemployment and build an employment base (2)
· UNICEF’s Pacific Lifeskills Programme (1)
PRIORITY AREA – POLICY DEVELOPMENT & INNOVATION
Policy development and innovative approaches and models to implement ESD
EXAMPLE ACTIVITIES
· SPREP’s promotion of reusable cloth shopping bags through local retail outlets to reduce the use of plastic bags to assist in sea turtle conservation (1)
· FSPI’s Pacific Governance Programme to address critical governance issues facing Pacific communities through promoting participation of civil society, transparency, accountability and the rule of law using consensus oriented, inclusive and responsive methodologies (1)
· Mapping of TVET providers in the Pacific and their resources, courses and capabilities (1)
(1) These programmes are already being implemented in the region
(2) The ESD Workshop in Nadi on 21-22 September 2006 identified these as important projects that should be further investigated and developed
ANNEX III:
This is for presentation purposes only. Annex 2 will be completed and added to the framework only after each listed country/organisation has agreed to this.
List of Participating Countries and Organisations
Participating Countries
Cook Islands
Federated States of Micronesia
Fiji
Kiribati
Marshall Islands
Nauru
Niue
Palau
Papua New Guinea
Samoa
Solomon Islands
Tokelau
Tonga
Tuvalu
Vanuatu
Participating Organisations (examples only)
Pacific Islands Forum Secretariat (PIFS)
Pacific Association for Technical Vocational Education and Training (PATVET)
Secretariat for the Pacific Community (SPC)
Secretariat for the Pacific Regional Environment Programme (SPREP)
South Pacific Applied Geoscience Commission (SOPAC)
South Pacific Board of Educational Assessment (SPBEA)
University of the South Pacific (USP)
Pacific Islands News Association (PINA)
Australian National Commission for UNESCO
New Zealand National Commission for UNESCO
United Nations Education, Scientific and Cultural Organization (UNESCO)
United Nations Children’s Fund (UNICEF)
World Health Organization of the United Nations (WHO)
Civil Society Organisations (examples only)
Commonwealth of Learning
Foundation of the Peoples of the South Pacific International (FSPI)
Live & Learn
[1] The UNESCO National Commissions are national cooperating bodies set up by the Member States for the purpose of associating their governmental and non-governmental bodies with the work of the Organization.
[2] A comprehensive list of existing Pacific plans and strategies relevant to ESD is provided in Annex I.
[3] See Tree of Opportunity: Rethinking Pacific Education, USP 2001
And there is now an ESD Action Plan/Implementation Strategy prepared that we could all glance at, and commence applying, even if we are on holidays in Falealupo Village. There is no better place to start, let me tell you.
Pacific Education for Sustainable Development Framework
Endorsed for the Pacific Forum Education Ministers
27 September 2006, Nadi Fiji
PURPOSE
This paper presents a Pacific developed and driven Framework as a mechanism to assist in the implementation of the Pacific Plan and the basis for a regional approach to coordinating actions to achieve its vision of a prosperous region where “all people can lead free and worthwhile lives.” It further recognises the commitment made by Pacific countries in adopting the UN Decade of Education for Sustainable Development. The Framework can be adapted for national policy as well as regional strategy documents. The Framework can also be used by both national and regional organisations to identify priority initiatives for implementation in Education for Sustainable Development (ESD) within the Pacific.
INTRODUCTION
This paper briefly covers the background to the initiative, presents the Framework vision, goal and scope, and describes the three priority areas for ESD actions. The implementation of the Framework is discussed and a monitoring matrix provided. An outline of the proposed next steps is at the end of the paper. A background paper that presents more detail on ESD in the Pacific is also available.
The United Nations adopted 2005-2014 as the decade to recognise education and learning as the key to accelerate changes to a more sustainable way of life. The Education for Sustainable Development conceptual basis, socio-economic implications, and environmental and cultural connections make it an enterprise which potentially touches on every aspect of life.
The overall goal of ESD is to integrate the values inherent in sustainable development into all aspects of learning to encourage changes in behaviour that allow for a more sustainable and just society for all. The ESD approach requires this basic philosophy to be adapted to suit local conditions and culture. This Framework is the first step in a Pacific response to ESD, providing an umbrella for coordinated and collaborative action to achieve the region’s vision to integrate and mutually reinforce the three pillars of economic development, social development and environmental conservation (Pacific Plan:14). Regional and national level adoption and incorporation into policy and strategic documents will provide the next step towards an appropriate cultural context for regional, national and local actions. The flexible nature of the Framework enables each country to adjust the Framework and priorities for ESD implementation to suit national and needs.
Pacific Island countries joined their global counterparts in pledging support to ESD in the Mauritius Strategy for the Further Implementation of the Programme of Action for the Sustainable Development of Small Island Developing States (s72e, January 2005). This meeting focused on important issues of island development including sustainable environments, education and culture and agreed a strategy for action for addressing these.
In line with the eight strategic objectives for sustainable development endorsed within the Pacific Plan, ESD provides a critical mechanism for achieving long term change to improve environmental sustainability, health, education and training, gender equality, youth involvement and the recognition and protection of cultural values, identities and traditional knowledge. It will also complement the realisation of universal and equitable educational participation and achievement outlined in the Forum Basic Education Action Plan.
This Framework was prepared by a regional ESD Working Group comprised of representatives of community, government, regional, international and private organisations from across the Pacific at the request of UNESCO National Commissions[1] for a regional, collaborative and interlinked approach that can be used throughout the Pacific. Consultation has occurred with a variety of stakeholders from regional organisations, community organisations, governments, educators and the private sector. The Framework sets a course of coordinated action for ESD until 2014. However a five year review of the Framework will refine priority areas and objectives based on research findings to guide actions beyond this and regular reporting and adjustment will be conducted on an on-going basis to ensure that the Framework is consistent with regional and national needs.
PACIFIC ESD FRAMEWORK
This framework puts the “Think global, act local” adage into practice by taking the international vision and a specific goal for the Pacific, and translating these into focussed priority areas and objectives for action at local, national and regional levels appropriate to the Pacific. The development of local ownership respecting local context and culture is an important aspect to implementation of ESD at all levels.
VISION
The international implementation scheme for the Decade states its vision as:
A world where everyone has the opportunity to benefit from education and learn the values, behaviour and lifestyle required for a sustainable future and for positive societal transformation
GOAL FOR THE PACIFIC
To empower Pacific peoples through all forms of locally relevant and culturally appropriate education and learning to make decisions and take actions to meet current and future social, cultural, environmental and economic needs and aspirations.
PRINCIPLES
There are a number of important approaches to consider and use when working towards the priority objectives. These implementation principles are to:
- use participatory, people-based approaches
- foster partnership and collaboration (e.g building on Pacific WSSD type II partnership initiative)
- incorporate appropriate cultural and intergenerational elements
- use appropriate mix of regional, national and local approaches
- ensure that within the mix of ESD activities the needs of remote, rural and outer islands areas are met
- build on existing initiatives
- work for the long term, achieving sustainability and building social capital
- use information and communication technologies effectively
There are already many projects aligned with ESD and agencies working in this area. This Framework is not intended to add a new layer of effort on the Pacific community, rather to focus effort and form partnerships and collaboration among the diverse stakeholders to deliver improved outcomes for achieving a sustainable future.
The priority areas and initiatives should be a focus for initial action but it is intended for major projects such as curriculum review to be phased into existing national timetables for reviews rather than be undertaken as separate exercises.
SCOPE OF THE FRAMEWORK
The sustainable development concept is one of “development that meets the needs of the present without compromising the ability of future generations to meet their own needs”. This evolving concept is a vision of development that encompasses people, society, animal and plant species and natural resources, and that integrates concerns such as the fight against poverty, gender equity, human rights, education for all, health, peace and human security, and intercultural dialogue. It has environmental, social and economic domains operating in many cultural contexts. Education is critical for promoting sustainable societies and improving our capacity to address environment and development issues.
The idea behind the Framework is to provide a whole-Pacific response and approach to Education for Sustainable Development and into the future. Realistically the countries of the Pacific have many different characteristics and responsibilities, as do the agencies that work here. Some islands are part of much larger countries such as France and the USA. International, regional and NGO agencies operate within their own mandates and areas of expertise. The 16 Pacific Forum countries within this area are at different stages in addressing ESD.
The Framework is intended to take a strategic, big picture view of actions required and complement other regional and international initiatives, particularly the Pacific Plan, the Millennium Development Goals, the Forum Basic Education Action Plan, Education for All, the UN Decade for Literacy and the many regional initiatives developed to progress these such as the SPREP Education and Communication for a Sustainable Pacific.[2]
This Framework is therefore intended to provide a basis for both regional and national responses by the countries in the Pacific but is not limited to them. The Framework can be adopted at the national level by governments through incorporation into national policy and planning documents (such as the national sustainable development strategies and education policy). The priority areas can be used to focus regional, national and local responses to ESD. As more information is gathered on country specific needs to promote ESD these policies and programs of action can be reviewed and more tightly focused on country needs.
All countries and agencies have an interest and expertise in elements of education for sustainable development. This Framework is intended to focus effort into a few priority areas and be the starting point for collaboration and partnerships essential to the changes needed for a sustainable future.
FRAMEWORK PRIORITY AREAS
To give the broad vision, goals and philosophy some substance three priority areas for action have been developed based on what are considered as the key issues facing the Pacific. For each priority area, objectives have been identified to further enhance the focus on that area. Research and monitoring initiatives are integral within each priority area, as is the importance of developing partnerships within and between ESD collaborators.
PRIORITY AREA – FORMAL EDUCATION AND TRAINING
Structured learning initiatives for improved knowledge and understanding to support implementation of sustainable practices
Formal education and training; at primary, secondary, tertiary and vocational levels as well as through traditional learning practices influences much of our way of thinking and, in turn, our attitudes and behaviour. Formal education is all structured learning which includes early childhood education, primary and secondary schools, TVET (technical and vocational education and training) and tertiary institutions usually leading to accreditation of some form. It is therefore an important transformative tool.
Rigorous teaching schedules, exam-based programmes, donor policies, parental desires and the way we tend to think about education all play a role in how education systems are shaped and their ability to be transformative. If formal education is to be able to play a prominent role in improving sustainability in the Pacific, the systems and structures will need to be strengthened and educational content reoriented by “rethinking” of education and its role and purpose[3] to provide a stronger focus on the future needs of our children.
The objectives identified under this priority area build on existing education initiatives, such as the Pacific Forum Basic Education Action Plan, achieving Millennium Development Goal 2, implementing PRIDE and other local and regional efforts. The key delivery agents for these objectives would be national governments, Pacific Island researchers both at academic and operational levels, and education institutions supported by a wide range of other agencies with expertise in all aspects of sustainable development from health to the environment.
Objectives:
1 Support countries with implementing the Forum Basic Education Action Plan and other regional, national and international initiatives to improve the quality and deliver of basic education in the Pacific
2 Promote quality education in all member countries through:
2.1 Development of education policies and strategies that recognise the critical role of learning in progress towards achieving sustainable development;
2.2 Research and development of innovative models and resources that support ESD in Pacific contexts – schools, teacher training, technical and vocational education, field and extension educators, university, including cultural and traditional community values and associated local indigenous knowledge;
2.3 Inclusion of learning outcomes that focus on sustainability content and learning activities in the curriculum at all levels;
2.4 Development of strategies to assess student understanding of sustainability and sustainable living as part of core curriculum;
2.5 Building teacher capacity to incorporate sustainable development topics into their teaching programmes using a practical and relevant approach; and
2.6 Development and identification of appropriate ESD resources to support this priority area using appropriate information and communication technology tools.
PRIORITY AREA – COMMUNITY-BASED EDUCATION
Community-based activities for improving people’s knowledge, understanding and skills to implement and promote sustainability
All sections of the community have roles to play in ESD. These include the private sector, non-governmental organizations, civil society and community groups (women, youth, church, etc). People can only participate actively and effectively when they are equipped with the necessary knowledge, understanding, skills, perspectives, value systems and confidence to do so.
Although there are many training and awareness activities being implemented across the region, there is no clear picture of what these activities are, how successful they have been or where there are gaps that need to be filled.
A wide range of delivery agents are involved in the effort to achieve this non-formal education priority area and its objectives, including media, TVET, traditional leaders, sports groups, NGOs, church elders, business, Pacific Island researchers, regional agencies and national governments.
Objectives
1 Increase understanding of the meaning of ESD in the local, Pacific-wide and global contexts, taking into account the cultural diversities of the different countries
2 Develop community participation skills for both government officials and key community members to effectively engage in policy development and decision-making
3 Increase awareness of sustainable development among community leaders and influential groups and develop their knowledge and skills in ESD through training and participation in ESD activities to act as champions to undertake further ESD activities
(e.g, Influential community leaders such as media; traditional leaders; church leaders; women, youth and NGO groups, regional organisations, the policy community – all those that develop and decide policies
4 Prepare communications resources that clearly articulate sustainability issues and their importance to the Pacific (i.e. what makes it necessary news and important to know)
5 Research and highlight good practical approaches to sustainable practices in businesses, communities and with individuals, including traditional practices and other areas related to lifestyles and livelihoods
6 Develop skills to enable sustainable development projects that strengthen existing, and promote new, long term revenue generating opportunities in communities
7 Identify other ESD mechanisms to engage the business sector in sustainable development activities
PRIORITY AREA – POLICY AND INNOVATION
Policy development and innovative models and approaches to implement ESD
Sustainable development and ESD will be more effective if embedded in the structures and policies at national levels of government and regional forums so that strategies and implementation of initiatives flow from these. At national and regional levels policy reform could enable more meaningful, sustainable development oriented learning and awareness programmes to be conducted through a wide range of government portfolios at all levels of society.
The effectiveness of any ESD initiative in the region will depend on the quality of the partnerships that are formed among stakeholders. Partners will need to work together, recognizing their differences while acknowledging they are working towards a common goal and by the development of new approaches and pathways to enable effective collaboration.
Many national and most regional development strategies include some elements of education and awareness activities for achieving their goals and objectives. In practice, however, education has not been used to its full potential. In many cases, it tends to be relegated to classrooms and the formal education arena where it does not fulfil its potential to maximise impact in terms of behaviour change.
The key delivery agents for this priority will be national governments, regional agencies, and Pacific Island researchers supported by all other stakeholders.
Objectives
1 Evaluate current ESD initiatives and their contributions to achieving sustainable outcomes for the Pacific thus establishing baseline information and support for policy development
2 Work with national governments to ensure appropriate national level policies and plans are in place to implement ESD across governments through an intersectoral approach so that the role of learning in achieving sustainable development and the role of sustainable development in education systems is clear and reinforced
3 Develop new, and foster existing, partnerships and models that support ESD
4 Research and highlight ESD examples of private-public partnerships
5 Collaboration with Australia, New Zealand and others who have identified similar priorities for ESD, e.g, teacher capacity building, educational resources, evaluation and research, and promote understanding and collaboration
..
Annex II presents some example activities and relates them to the target areas and objectives.
IMPLEMENTATION
The main roles envisaged for different stakeholders are:
National governments – adopt the Pacific ESD Framework formally, incorporate it into national planning documents and identify ESD initiatives for implementation at the country level.
Regional/international agencies – commit to the Pacific ESD Framework, identify priority areas in respective work programmes and use as a focus for ESD programmes and collaboration
NGOs and community groups – commit to the Pacific ESD Framework, identify priority areas and use as a focus for ESD action programmes and collaboration
Business sector and media – focus on the community-based activity priority area starting with own industry awareness raising, and use knowledge in wider communications with public
All stakeholders – participate in projects, form partnerships and assist monitoring of the Framework
Overall coordination of the Framework will need to be developed and may include a regional coordinator and ESD advisory group to promote ESD and monitor progress. Capacity development to enable all stakeholders to have the skills and to participate in implementation may need to be incorporated into implementation activities.
Partner in principle mechanism
Regional programmes, organisations and development partners can, through an exchange of letters, agree with/adopt the Framework as ‘partners-in-principle’, the first step in greater regional collaboration. Detailed discussion and development of further responses and projects for ESD would then follow.
Review
The priority areas represent the initial analysis of the ESD activities that should be addressed. The Framework will be reviewed in five years to determine if these are still the appropriate priorities. The review will be based on monitoring and research gathered during implementation.
MEASURING PROGRESS
A monitoring and evaluation component is essential for an action oriented Framework. The monitoring focuses on indicators that will assist us to understand how much progress is being made in implementing this Framework and does not include measures of progress for implementing ESD and determining how effective this is in achieving transformative change. As implementation plans are developed for ESD, monitoring components to measure their success and the effectiveness of ESD investment in improving quality of life in the Pacific will also be developed.
Specific indicators relating to the outcomes sought through this Framework are outlined below:
PACIFIC ESD FRAMEWORK MONITORING MATRIX
To empower Pacific peoples through all forms of locally relevant and culturally appropriate education and learning to make decisions and take actions to meet current and future social, cultural, environmental and economic needs and aspirations.
Area
Desired Outcome
Indicator of Progress
Pacific ESD
Framework
Acceptance and adoption by all Pacific countries and agencies
ESD Framework reviewed and a forward plan developed
Critical mass of countries actively adopt Framework in time for project implementation in 2008 measured through;
- ACCU/PP funding requests made.
- Bi-annual country progress report by UNESCO
Number of countries/agencies that contribute to bi-annual report
First regional ESD Framework Implementation Report covering 2007-2008 completed by March 2009
ESD Framework reviewed 2011
Priority Area:
Formal Education & Training
ESD contributes to FBEAP and EFA
Pacific educators have ability to and do include sustainability issues in their work
ESD contribution evident in MDG/EFA reporting
All levels of national curricula include ESD elements by 2014
Assessment of student learning of SD units in the curriculum occurs by 2014
ESD part of core teacher training at all levels by 2014
ESD skills building programme for trainers working in informal and technical education in place by 2014
Priority Area:
Community-based education
ESD better understood in Pacific context and cultural terms
Active participation in policy and decision-making
Increased awareness of SD in the Pacific community
Media well informed to report sustainable development issues
Business groups engaged in sustainable development activity
Systematic research in 3 different countries using appropriate methodologies undertaken by 2011
Mapping of community-based education programmes in the Pacific
Courses on community participation, and, participatory techniques of policy development available in 10 countries by 2014
Influential leader groups (including government officials) ESD training undertaken in all countries by 2014 and community champions identified
Articles that clearly enunciate why SD matters to the Pacific appear in media
Number of sustainable business projects that develop revenue generating skills underway
Area
Desired Outcome
Indicator of Progress
Priority Area:
Policy development and innovation
Good understanding and data collected of factors necessary for successful ESD policy in the Pacific
Innovative ESD programme models available
Improved communication between countries and agencies for data collection
National policies recognise the key role of learning in achieving sustainable development
Partnerships that support ESD flourish
Baseline data available by 2008 that identifies best practice, and gaps and challenges for ESD
Research into effective ESD underway by 2011
Pacific ESD methodologies and resource materials available by 2014
ESD programmes aimed and government and community leaders developed
Empirical and anecdotal evidence of new or strengthened project collaboration between agencies
The key role of learning in SD acknowledged in policies in 10 countries by 2014
‘Partner-in-principle’ understanding achieved with all relevant CROP agencies and 10 NGOs/community groups by 2007 and two business or media ESD partnerships developed by 2011
This may also contribute to reporting on achievements for other international, regional and national level initiatives including the Forum Basic Education Action Plan, Education for All, the Millennium Development Goals, the Johannesburg Sustainable Development Plan of Implementation, and the Mauritius Strategy for Small Island Developing States.
WHERE TO FROM HERE?
The following shows the next steps in the process to progress this regional Pacific ESD Framework initiative:
1. Regional workshop meeting to finalise the Framework and develop specific initiatives for action – Nadi, September 2006.
2. Forum Education Ministers meeting – Nadi, September 2006. Seek endorsement of Framework and priority projects.
3. Endorsement of the Framework by CROP agencies, NGOs, community and church groups, business etc.
4. National level consultations, adoption and identification of programs of action to implement ESD in countries.
5. 2007 – finalise projects, seek partners, collaborations, and funding. Following the outcomes of the Ministers meeting, consultations will continue at the regional and national levels, including the development and negotiation of funding proposals, both within partner organisations’ budgets and with external donors.
6. 2007 onwards new projects implemented.
8. 2009 First bi-annual report on the Pacific ESD Framework.
9. 2011 Pacific ESD Framework reviewed, target areas and objectives refined.
ANNEX I:
RELEVANT PACIFIC STRATEGIES AND PLANS
The Pacific Plan
Forum Basic Education Action Plan
Pacific Youth Strategy 2005
Pacific WSSD Type II Partnership Initiative on Education (2002)
Education and Communication for a Sustainable Pacific 2006 (SPREP)
Regional Framework for the Protection of Traditional Knowledge and Expressions of Culture
Pacific Platform on the Advancement of Women and Gender Equality
SPC Land Resources Division Strategic Plan 2006-2008
Action Strategy for Nature Conservation
Pacific Islands Framework for Action on Climate Change 2006-2015
SPC Oceanic Fisheries Programme 2006-2008 Strategic Plan
SPC Costal Fisheries Programme 2006-2008 Strategic Plan
Pacific Ocean Pollution Prevention Programme – PACPLAN
Solid Waste Action Plan
Solid Waste Management Strategy for the Pacific Region
International Coral Reef Imitative (ICRI) Pacific Region Strategy
Disaster Risk Reduction and Disaster Management – A Framework for Action 2005-2015
Mauritius Strategy of Implementation
Barbados Programme of Action for the Sustainable Development of SIDS
Forum Fisheries Agency Strategic Plan 2005-2020
The Regional Tourism Strategy for the South and Central Pacific
ANNEX II:
SOME EXAMPLE ACTIVITIES BY PRIORITY AREA
PRIORITY AREA – FORMAL EDUCATION & TRAINING
Structured learning initiatives for improved knowledge and understanding to support implementation of sustainable practices
EXAMPLE ACTIVITIES
· Mainstreaming of ESD into tertiary education programs across courses in many faculties at the University of the South Pacific (1)
· Educator capacity building for teachers, trainers and others involved providing formal, informal and non-formal education and building skills (crosses all three priority areas) (2)
· The PRIDE (Pacific Regional Initiative for the Delivery of basic Education) initiative working to strengthen the capacity of Pacific Ministries of Education to plan and deliver quality basic education (1)
PRIORITY AREA – COMMUNITY-BASED EDUCATION
Community-based activities for improving people’s knowledge, understanding and skills to implement and promote sustainability
EXAMPLE ACTIVITIES
· Live & Learn’s Rivercare programme which recognises the role of young people in managing future environmental issues by promoting action-based and discovery learning by students, teachers and communities (1)
· Partnership of schools, community and the private sector to develop programs to support youth through the transition process following leaving formal education to increase retention of skilled Pacific Islanders, address youth unemployment and build an employment base (2)
· UNICEF’s Pacific Lifeskills Programme (1)
PRIORITY AREA – POLICY DEVELOPMENT & INNOVATION
Policy development and innovative approaches and models to implement ESD
EXAMPLE ACTIVITIES
· SPREP’s promotion of reusable cloth shopping bags through local retail outlets to reduce the use of plastic bags to assist in sea turtle conservation (1)
· FSPI’s Pacific Governance Programme to address critical governance issues facing Pacific communities through promoting participation of civil society, transparency, accountability and the rule of law using consensus oriented, inclusive and responsive methodologies (1)
· Mapping of TVET providers in the Pacific and their resources, courses and capabilities (1)
(1) These programmes are already being implemented in the region
(2) The ESD Workshop in Nadi on 21-22 September 2006 identified these as important projects that should be further investigated and developed
ANNEX III:
This is for presentation purposes only. Annex 2 will be completed and added to the framework only after each listed country/organisation has agreed to this.
List of Participating Countries and Organisations
Participating Countries
Cook Islands
Federated States of Micronesia
Fiji
Kiribati
Marshall Islands
Nauru
Niue
Palau
Papua New Guinea
Samoa
Solomon Islands
Tokelau
Tonga
Tuvalu
Vanuatu
Participating Organisations (examples only)
Pacific Islands Forum Secretariat (PIFS)
Pacific Association for Technical Vocational Education and Training (PATVET)
Secretariat for the Pacific Community (SPC)
Secretariat for the Pacific Regional Environment Programme (SPREP)
South Pacific Applied Geoscience Commission (SOPAC)
South Pacific Board of Educational Assessment (SPBEA)
University of the South Pacific (USP)
Pacific Islands News Association (PINA)
Australian National Commission for UNESCO
New Zealand National Commission for UNESCO
United Nations Education, Scientific and Cultural Organization (UNESCO)
United Nations Children’s Fund (UNICEF)
World Health Organization of the United Nations (WHO)
Civil Society Organisations (examples only)
Commonwealth of Learning
Foundation of the Peoples of the South Pacific International (FSPI)
Live & Learn
[1] The UNESCO National Commissions are national cooperating bodies set up by the Member States for the purpose of associating their governmental and non-governmental bodies with the work of the Organization.
[2] A comprehensive list of existing Pacific plans and strategies relevant to ESD is provided in Annex I.
[3] See Tree of Opportunity: Rethinking Pacific Education, USP 2001
PRE-TRIP PREPARATIONS
So, before you come to Samoa, you had better go over and introduce yourself to one of those 'coconuts', just say "Hi Bro, I'm going to Samoa" and watch him laugh his head off.
He'll give you 50 reasons why not to come because he's seeking out the cold, the nightlife, the drag racing, the rugby contracts, the music festivals, the money, the schooling, etc.
Anyway, if you two are still talking and laughing, ask all you like about the faaSamoa (remembering that it was most likely too tough for him to stomach and that's why he left Samoa - I mean, serving all these old dudes in the village for the rest of your life, really).
Having accomplished this much before you leave, try this one.
Help us write an Operations Manual for Sustainable Living in Falealupo Village, or any Pacific Island village for that matter. We need all international travellers to start buying Samoan Made Products, preferably organically certified.
However, don't buy our rainforest timbers - this is a no-no. In fact, our Samoan Government stopped the export of whole logs back in 1990 just as the last unprotected forest was felled. Where was our Operations Manual when we needed it most.
And if you want to get well, buy our organic nonu (Morinda citrifolia), it will cure exam tensions, speeds-up your homework and even makes you enjoy school a lot more. And it's even considered a love-potion - that helps you understand those Samoans in Otara a little better!! Only joking Bro.
And should Samoa, even Falealupo, ever dream of getting into commercial palm oil production, make sure you boycott this product as well, irrespective of where it is grown (palm oil is responsible for extensive rainforest destruction across Asia, leading to furthering the impacts of global climate change, as well as causing the loss of 50 orangutans a week in Sumatra alone). Please.
We want Samoa to be a carbon-neutral holiday destination, so you'll be expected to include agro-forestry into your Operations Manual as well, and you'll be planting one tree a day whilst in Samoa as well. I like it already.
And surely your teachers know a few more tricks that they can teach us Chiefs.
We now want to get into micro-financing as well in Falealupo, so well be attracting $500-5000 loans, unsecured, from South Pacific Business Development, and trying our best to boost our rural economies. And this community tourism, beach tourism, ecotourism, educational tourism venture is just one more such micro-enterprise that we want to develop - but we need your support, your booking and your on-going advice.
Fossil fuels are now too expensive, so we are looking at hydro-power rather than diesel generated electricity in Samoa. Problem is, the neighbouring village won't let us use their river for hydro'. Little do they know that more carbon emissions from the nearby diesel generators will produce more climate change impacts and less rain and their river will possibly dry-up one day. So why don't these Chiefs act responsibly today? May be you Kids will have to teach them a thing or two?
We also need to all get this Operations Manual written, translated, and delivered to the neighbouring villages before it is too late. We had better set-up a Kids Parliament and approve it ourselves, to be read with Parental Guidance ONLY!!
Finally, for this exercise at least, you need to make sure your Blue Pacific plane is full to the brim so that your emissions are reduced to the minimum/head. Better still, bring 10kg baggage instead of 22kg. Got it?
Got you there, didn't I?
Better still, don't come at all. Sure, this makes sense as well, but we're realists, willing to off-set your jet emissions by planting trees in our village to help soak-up all that Virgin carbon. So, no complaints when we all go planting trees in the sun!!
We're happy to draft this Operations Manual, even putting some more exercises in there just to test your mettle, and publish it on http://VillageDevelopmentOperationsManual.blogspot.com for all school groups to study (and edit/contribute) well before their arrival.
Wait for it. Now there's an idea.
What about a school course, held in Samoa, about sustainable living. Tell your folks that you are not going on a holiday, you're going back to school in Samoa, doing courses in environmental management, wildlife conservation, alternate technologies, socio-economic development, anthropology, epistemology (study of traditional knowledge), speleology (caving, if that's what you are into), ethnobotany (to discover more treatments for AIDs, arthritis, diabetes, old age, etc. - by the way, we just found the cure for bulimnia and anorexia nervosa - you guessed it, living in Samoa and religiously observing the faaSamoa - sounds too simple and it is), etc. What about this, a cure for acne! Try our nonu soap, walter@meti.ws, and Dr. Vermeullin will tell you exactly how the Matuaileoo Environment Trust Inc. (METI) stumbled across this discovery in Samoa. Nonu is now Samoa's largest agricultural export crop and it's a native rainforest plant - just as well we didn't chop it all down!
If we are clever the way we write this Operations Manual, it could be used as a text book for schools and Village Councils of Chiefs, formally and informally taught. However, most of know what is right and wrong, but we just don't have the more sustainable options in front of us. So please guys, can you help us?
Enough said.
Last thought, did your teachers ever tell you anything about Education for Sustainable Development or ESD? Chances are they didn't. Well, there is now a formal ESD Framework and ESD Action Plan, so make sure you get a copy or I'll post it on this blog (if I have it in a Word format).
Anyway, this is enough to think about as you prepare for your trip to Samoa. Share all these ideas with your classmates, teachers, parents and local Samoan friends. And even if you can't visit us this year, study hard, complete your degrees and come back soon and help save the planet before these adults get around to ruining it entirely.
He'll give you 50 reasons why not to come because he's seeking out the cold, the nightlife, the drag racing, the rugby contracts, the music festivals, the money, the schooling, etc.
Anyway, if you two are still talking and laughing, ask all you like about the faaSamoa (remembering that it was most likely too tough for him to stomach and that's why he left Samoa - I mean, serving all these old dudes in the village for the rest of your life, really).
Having accomplished this much before you leave, try this one.
Help us write an Operations Manual for Sustainable Living in Falealupo Village, or any Pacific Island village for that matter. We need all international travellers to start buying Samoan Made Products, preferably organically certified.
However, don't buy our rainforest timbers - this is a no-no. In fact, our Samoan Government stopped the export of whole logs back in 1990 just as the last unprotected forest was felled. Where was our Operations Manual when we needed it most.
And if you want to get well, buy our organic nonu (Morinda citrifolia), it will cure exam tensions, speeds-up your homework and even makes you enjoy school a lot more. And it's even considered a love-potion - that helps you understand those Samoans in Otara a little better!! Only joking Bro.
And should Samoa, even Falealupo, ever dream of getting into commercial palm oil production, make sure you boycott this product as well, irrespective of where it is grown (palm oil is responsible for extensive rainforest destruction across Asia, leading to furthering the impacts of global climate change, as well as causing the loss of 50 orangutans a week in Sumatra alone). Please.
We want Samoa to be a carbon-neutral holiday destination, so you'll be expected to include agro-forestry into your Operations Manual as well, and you'll be planting one tree a day whilst in Samoa as well. I like it already.
And surely your teachers know a few more tricks that they can teach us Chiefs.
We now want to get into micro-financing as well in Falealupo, so well be attracting $500-5000 loans, unsecured, from South Pacific Business Development, and trying our best to boost our rural economies. And this community tourism, beach tourism, ecotourism, educational tourism venture is just one more such micro-enterprise that we want to develop - but we need your support, your booking and your on-going advice.
Fossil fuels are now too expensive, so we are looking at hydro-power rather than diesel generated electricity in Samoa. Problem is, the neighbouring village won't let us use their river for hydro'. Little do they know that more carbon emissions from the nearby diesel generators will produce more climate change impacts and less rain and their river will possibly dry-up one day. So why don't these Chiefs act responsibly today? May be you Kids will have to teach them a thing or two?
We also need to all get this Operations Manual written, translated, and delivered to the neighbouring villages before it is too late. We had better set-up a Kids Parliament and approve it ourselves, to be read with Parental Guidance ONLY!!
Finally, for this exercise at least, you need to make sure your Blue Pacific plane is full to the brim so that your emissions are reduced to the minimum/head. Better still, bring 10kg baggage instead of 22kg. Got it?
Got you there, didn't I?
Better still, don't come at all. Sure, this makes sense as well, but we're realists, willing to off-set your jet emissions by planting trees in our village to help soak-up all that Virgin carbon. So, no complaints when we all go planting trees in the sun!!
We're happy to draft this Operations Manual, even putting some more exercises in there just to test your mettle, and publish it on http://VillageDevelopmentOperationsManual.blogspot.com for all school groups to study (and edit/contribute) well before their arrival.
Wait for it. Now there's an idea.
What about a school course, held in Samoa, about sustainable living. Tell your folks that you are not going on a holiday, you're going back to school in Samoa, doing courses in environmental management, wildlife conservation, alternate technologies, socio-economic development, anthropology, epistemology (study of traditional knowledge), speleology (caving, if that's what you are into), ethnobotany (to discover more treatments for AIDs, arthritis, diabetes, old age, etc. - by the way, we just found the cure for bulimnia and anorexia nervosa - you guessed it, living in Samoa and religiously observing the faaSamoa - sounds too simple and it is), etc. What about this, a cure for acne! Try our nonu soap, walter@meti.ws, and Dr. Vermeullin will tell you exactly how the Matuaileoo Environment Trust Inc. (METI) stumbled across this discovery in Samoa. Nonu is now Samoa's largest agricultural export crop and it's a native rainforest plant - just as well we didn't chop it all down!
If we are clever the way we write this Operations Manual, it could be used as a text book for schools and Village Councils of Chiefs, formally and informally taught. However, most of know what is right and wrong, but we just don't have the more sustainable options in front of us. So please guys, can you help us?
Enough said.
Last thought, did your teachers ever tell you anything about Education for Sustainable Development or ESD? Chances are they didn't. Well, there is now a formal ESD Framework and ESD Action Plan, so make sure you get a copy or I'll post it on this blog (if I have it in a Word format).
Anyway, this is enough to think about as you prepare for your trip to Samoa. Share all these ideas with your classmates, teachers, parents and local Samoan friends. And even if you can't visit us this year, study hard, complete your degrees and come back soon and help save the planet before these adults get around to ruining it entirely.
INDEPENDENT TRAVELLERS
And if you prefer to have the village all to yourself, or you want to have a traditional Samoan wedding (make sure you bring your own spouse), or you just want to drop-in during your visit to Samoa, feel free. We can accommodate you as well.
We take great pride in ensuring the safety of all our guests, we have lavatube holes to fall down, we have sharks out behind the reef, we have tall coconut trees, we even have falling coconuts, we have some tough rugby players, we have some over-vivacious beach volleyball spikers and even dense rainforest, not to mention the warm tropical sun.
So, our village has a rule: the Council of Chiefs looks after the males and the Womens Committees look after the females. It's that simple.
There is plenty of safe drinking water, cool tropical showers, flush toilets and air-conditioning on those days with a seabreeze blowing. All the farce-food stores have closed down due to competition with fresh fish, free-range chicken, organically-grown vegetables and fruits and, of course, our infamous ground oven or umu. Ever tried coconut bread cooked in the oven, coconut fish pie cooked in the coconut shell or hot Samoan cocoa - all prepared locally before you very eyes (and hands, hopefully).
Spend a day in our gardens collecting the nectar of the forests.
Spend a night out fishing with our fishermen - and don't forget a nice underwater torch (eith a year's supply of batteries) for the Chief. Better still, try the re-chargeable types.
And be prepared to just sit and contemplate your future, the scenery and all you newfound friends. Our Village has been judged the most boring in the world - no nightclubs, no drag races, no adventure parks, no casino, no McDonalds, no ...................but, we have managed to offer something that you guys don't have overseas? Come along and findout for yourselves.
We take great pride in ensuring the safety of all our guests, we have lavatube holes to fall down, we have sharks out behind the reef, we have tall coconut trees, we even have falling coconuts, we have some tough rugby players, we have some over-vivacious beach volleyball spikers and even dense rainforest, not to mention the warm tropical sun.
So, our village has a rule: the Council of Chiefs looks after the males and the Womens Committees look after the females. It's that simple.
There is plenty of safe drinking water, cool tropical showers, flush toilets and air-conditioning on those days with a seabreeze blowing. All the farce-food stores have closed down due to competition with fresh fish, free-range chicken, organically-grown vegetables and fruits and, of course, our infamous ground oven or umu. Ever tried coconut bread cooked in the oven, coconut fish pie cooked in the coconut shell or hot Samoan cocoa - all prepared locally before you very eyes (and hands, hopefully).
Spend a day in our gardens collecting the nectar of the forests.
Spend a night out fishing with our fishermen - and don't forget a nice underwater torch (eith a year's supply of batteries) for the Chief. Better still, try the re-chargeable types.
And be prepared to just sit and contemplate your future, the scenery and all you newfound friends. Our Village has been judged the most boring in the world - no nightclubs, no drag races, no adventure parks, no casino, no McDonalds, no ...................but, we have managed to offer something that you guys don't have overseas? Come along and findout for yourselves.
BOOKINGS – DETAILS – TRAVEL INFORMATION
BOOKINGS:
Now, if you just want to make an enquiry or even make a serious booking, then we can offer the following information that will help you get all the information you need.
PHONE – Just phone me, Chief Seumanutafa Lesa or my wife, Judy, on (685) 20181, fax 24619 or email us direct on lesa@lesamoa.net.
And if you need any further tourism or environmental or village development advice, then contact our Village Development Adviser, Steve, on stevebrownsamoa@gmail.com
DETAILS:
All you need to bring are your toiletries, light clothing as it is 28 degrees every day, all year round (well, at least at one or two times of the day).
Bring you beach toys, snorkels and flippers, hats, jandals or thongs or sandals ore perfect footwear, even whilst swimming, a few rugby balls, plenty of musical instruments and we’ll supply the rest, including all the food, bedding and amenities.
Sounds too simple. Oh, and just a reminder, a lavalava or two always come handy, especially for sleeping in, bathing in, strolling thru the village in. You can get these upon arrival or at our shop in the village – suitable for boys and girls.
Oh, and practice sitting cross-legged, yoga-style, and practice respecting us adults (this is still the faaSamoa at present). I know some of you may find this difficult some of the time, but we adults are not always as perfect as you think, ask Steve (see http://nuanuasooaemalelagi.blogspot.com/ where the Kids in Samoa are trying to divorce their parents, holding them responsible for all the atrocities in the world. And I don’t blame you guys for thinking like this. We Samoan Chiefs should be serving the next generation of Kids a lot better than we are at present, let me tell you.)
And when the faaSamoa is founded on 'tautua', to serve, we need to apologise to all you Kids. That's why we are inviting you all to our village of Falealupo. Hope you can forgive us.
TRAVEL INFORMATION:
Our preferred airline is http://www.flypacificblue.com/ , we need to fill it to capacity in order to reduce its carbon emissions/capita. Got it. And they’ll give you a good group rate – just tell them I sent you.
Judy or I, or our guides, will personally meet your school group at the airport in Samoa upon arrival, we’ll travel to Savaii Island by vehicular ferry, then we are off sightseeing at least half of the island (40 km along the South Coast) on the way and the other half of the island on the way home (40 km along the North Coast). We’ll visit blowholes, secret surf locations, legendary sites, country markets, volcanic craters, rainforest walks and swing bridges, even waterfalls and of course our famous white sandy beaches and lavatube caves.
Then we’ll get you back safely to meet your flight immediately after showcasing the Apia highlights to you.
COSTS:
(a) Airfares – deal direct with http://www.flypacificblue.com/ – ask for group discounts, extra baggage limits because you’ll be bearing a lot of gifts – that’s our culture – wait and see what you receive from our village upon your departure, so don't say you weren't warned.
(b) Road transport (in local buses and/or vans) and village accommodation (in beach fales and/or village houses) are all-inclusive, so allow for $NZ/AUD/USD95 per day/night (currency depending on country of departure) Meals within the village are also included, however, should your group require meals outside the village, then this is at your own expense. Additional accommodation outside the village (e.g. in Apia) is also to be met by the school group. All toiletries and shop purchases are additional costs to the group, as are village entrance fees in every village we visit, except our own village of Falealupo – you are our guests. Allow additional $30 for village fees along the way.
(c) Guides – each group is accompanied by one guide from Falealupo Village who is responsible for all your group logistics, safety and protocols for the entire duration of your visit.
IN SUMMARY:
On behalf of the Chiefs and Orators of Falealupo Village, we extend our warmest welcome to you and your school should you ever get to visit us. Have a safe and pleasant journey, excel in your schoolwork and we look forward to sharing some new development solutions with you soon.
Now, if you just want to make an enquiry or even make a serious booking, then we can offer the following information that will help you get all the information you need.
PHONE – Just phone me, Chief Seumanutafa Lesa or my wife, Judy, on (685) 20181, fax 24619 or email us direct on lesa@lesamoa.net.
And if you need any further tourism or environmental or village development advice, then contact our Village Development Adviser, Steve, on stevebrownsamoa@gmail.com
DETAILS:
All you need to bring are your toiletries, light clothing as it is 28 degrees every day, all year round (well, at least at one or two times of the day).
Bring you beach toys, snorkels and flippers, hats, jandals or thongs or sandals ore perfect footwear, even whilst swimming, a few rugby balls, plenty of musical instruments and we’ll supply the rest, including all the food, bedding and amenities.
Sounds too simple. Oh, and just a reminder, a lavalava or two always come handy, especially for sleeping in, bathing in, strolling thru the village in. You can get these upon arrival or at our shop in the village – suitable for boys and girls.
Oh, and practice sitting cross-legged, yoga-style, and practice respecting us adults (this is still the faaSamoa at present). I know some of you may find this difficult some of the time, but we adults are not always as perfect as you think, ask Steve (see http://nuanuasooaemalelagi.blogspot.com/ where the Kids in Samoa are trying to divorce their parents, holding them responsible for all the atrocities in the world. And I don’t blame you guys for thinking like this. We Samoan Chiefs should be serving the next generation of Kids a lot better than we are at present, let me tell you.)
And when the faaSamoa is founded on 'tautua', to serve, we need to apologise to all you Kids. That's why we are inviting you all to our village of Falealupo. Hope you can forgive us.
TRAVEL INFORMATION:
Our preferred airline is http://www.flypacificblue.com/ , we need to fill it to capacity in order to reduce its carbon emissions/capita. Got it. And they’ll give you a good group rate – just tell them I sent you.
Judy or I, or our guides, will personally meet your school group at the airport in Samoa upon arrival, we’ll travel to Savaii Island by vehicular ferry, then we are off sightseeing at least half of the island (40 km along the South Coast) on the way and the other half of the island on the way home (40 km along the North Coast). We’ll visit blowholes, secret surf locations, legendary sites, country markets, volcanic craters, rainforest walks and swing bridges, even waterfalls and of course our famous white sandy beaches and lavatube caves.
Then we’ll get you back safely to meet your flight immediately after showcasing the Apia highlights to you.
COSTS:
(a) Airfares – deal direct with http://www.flypacificblue.com/ – ask for group discounts, extra baggage limits because you’ll be bearing a lot of gifts – that’s our culture – wait and see what you receive from our village upon your departure, so don't say you weren't warned.
(b) Road transport (in local buses and/or vans) and village accommodation (in beach fales and/or village houses) are all-inclusive, so allow for $NZ/AUD/USD95 per day/night (currency depending on country of departure) Meals within the village are also included, however, should your group require meals outside the village, then this is at your own expense. Additional accommodation outside the village (e.g. in Apia) is also to be met by the school group. All toiletries and shop purchases are additional costs to the group, as are village entrance fees in every village we visit, except our own village of Falealupo – you are our guests. Allow additional $30 for village fees along the way.
(c) Guides – each group is accompanied by one guide from Falealupo Village who is responsible for all your group logistics, safety and protocols for the entire duration of your visit.
IN SUMMARY:
On behalf of the Chiefs and Orators of Falealupo Village, we extend our warmest welcome to you and your school should you ever get to visit us. Have a safe and pleasant journey, excel in your schoolwork and we look forward to sharing some new development solutions with you soon.
SCHOOL GROUPS FESTIVAL
Get a group of schools together, fly over to Samoa, and we'll host you all in our village of Falealupo. You may have to sleep in a grass-hut, a Samoan fale, or we can put you in a house belonging to one of the Chiefs. You can even camp-out on the beach or sleep in our Rainforest Canopy 'resort' - with the birds and the bats and the forest spirits. Truly, you can hear them at night, even down the lavatube caves and sometimes underwater when you are snorkeling.
You name the Festival rules, the theme, the activities, the budget and we'll put together the itinerary for you all.
It's that simple. And Samoa is suitable for school groups for all 12 months of the year - we are in the rain-shaddow, so it's blue sky every day - even in the rainy season. And if it does rain, it's so warm - the best place to be is in the lagoon swimming in the rain, even drinking freshwater from the springs beneath the corals. True!
We'll have some singing and dancing and coconut tree climbing and clam husking and coconut husking and coconut crab hunting and canoe-building and woodcarving competitions.
Then we'll have traditional singing and dancing and feasting and sporting competitions.
Luckily, the Council of Chiefs has just passed a new law requiring all visiting school groups to win every competition, which is great cos you won't need to cheat or train either. Now, how's that for genuine Samoan hospitality and Festival ferver.
And if you are into storytelling and making legends, then we'll teach you the art. May be you can teach us a few skills as well.
To conclude, you'll be farewelled from the village in a very traditional way, so don't bring your best All Blacks jumper, ipod, cassette-player and ear-rings!!
This could possibly turn out to be the best school group holiday your teachers have ever been on, just ask Mr. Tala Elise at Auckland Grammar.
PS: We cater especially for those school groups that want to make a contribution to humanity, to the environment (locally and globally) and who may even wish to get involved on a village project, building a school library, a public library, an internet cafe, an environmental resource centre, help equip the local kindergarten/pre-school, plant a tree or just support the local woodcarvers.
This festivity is as much for you as it is for us, and this type of sustainable community tourism is another business venture that our village excels at. We already have a long safe history of caring for school groups, and we want your group to help support our village development.
Our alternative is to continue logging our rainforests, but that's the last option. By the way, we've just realized that our forests in Falealupo Village have been eating your carbon, so we'll have words when you get here.
PS: So, if any of you want to do some research for your school subjects and/or university courses, then we'll encourage you back to our 'beach laboratory', our 'living museum'. In fact, look-up http://gef-passamoa.blogspot.com to get a better idea of all the environmental, educational, socio-economic, cultural and developmental projects that Samoa, and Falealupo Village, are currently contemplating for your school groups' benefits.
School Groups Festival, accommodation types, activities, cultural protocol, development projects
You name the Festival rules, the theme, the activities, the budget and we'll put together the itinerary for you all.
It's that simple. And Samoa is suitable for school groups for all 12 months of the year - we are in the rain-shaddow, so it's blue sky every day - even in the rainy season. And if it does rain, it's so warm - the best place to be is in the lagoon swimming in the rain, even drinking freshwater from the springs beneath the corals. True!
We'll have some singing and dancing and coconut tree climbing and clam husking and coconut husking and coconut crab hunting and canoe-building and woodcarving competitions.
Then we'll have traditional singing and dancing and feasting and sporting competitions.
Luckily, the Council of Chiefs has just passed a new law requiring all visiting school groups to win every competition, which is great cos you won't need to cheat or train either. Now, how's that for genuine Samoan hospitality and Festival ferver.
And if you are into storytelling and making legends, then we'll teach you the art. May be you can teach us a few skills as well.
To conclude, you'll be farewelled from the village in a very traditional way, so don't bring your best All Blacks jumper, ipod, cassette-player and ear-rings!!
This could possibly turn out to be the best school group holiday your teachers have ever been on, just ask Mr. Tala Elise at Auckland Grammar.
PS: We cater especially for those school groups that want to make a contribution to humanity, to the environment (locally and globally) and who may even wish to get involved on a village project, building a school library, a public library, an internet cafe, an environmental resource centre, help equip the local kindergarten/pre-school, plant a tree or just support the local woodcarvers.
This festivity is as much for you as it is for us, and this type of sustainable community tourism is another business venture that our village excels at. We already have a long safe history of caring for school groups, and we want your group to help support our village development.
Our alternative is to continue logging our rainforests, but that's the last option. By the way, we've just realized that our forests in Falealupo Village have been eating your carbon, so we'll have words when you get here.
PS: So, if any of you want to do some research for your school subjects and/or university courses, then we'll encourage you back to our 'beach laboratory', our 'living museum'. In fact, look-up http://gef-passamoa.blogspot.com to get a better idea of all the environmental, educational, socio-economic, cultural and developmental projects that Samoa, and Falealupo Village, are currently contemplating for your school groups' benefits.
School Groups Festival, accommodation types, activities, cultural protocol, development projects
SCHOOL GROUPS FESTIVAL - Falealupo Village
Get a bunch of other school groups together and we'll turn the whole village over to you.
You set the theme, the itinerary, the activities, the budget guidelines and the rules and we'll put it to the Council of Chiefs and the Womens Committees and our new Kids Parliament. Yep, we Kids have had enough of nuclear testing in Tahiti, rascals in PNG, soldiers in Fiji - in Falealupo, only the birds are cooing.
We'll teach you some manners (Samoan manners), some cultural protocols, even tell you a few true legends, introduce you to the Giant Moso (well, show you his footstep) and we'll explain why Samoan women are better than men (at house-keeping at least) - see Story 79 on http://nuanuasooaemalelagi.blogspot.com).
That's why we men let the women win the competition to who could best decorate our House of Rocks right here in Falealupo, the men or the women. Clever hey?
As you can see, we'd all have a ball.
You set the theme, the itinerary, the activities, the budget guidelines and the rules and we'll put it to the Council of Chiefs and the Womens Committees and our new Kids Parliament. Yep, we Kids have had enough of nuclear testing in Tahiti, rascals in PNG, soldiers in Fiji - in Falealupo, only the birds are cooing.
We'll teach you some manners (Samoan manners), some cultural protocols, even tell you a few true legends, introduce you to the Giant Moso (well, show you his footstep) and we'll explain why Samoan women are better than men (at house-keeping at least) - see Story 79 on http://nuanuasooaemalelagi.blogspot.com).
That's why we men let the women win the competition to who could best decorate our House of Rocks right here in Falealupo, the men or the women. Clever hey?
As you can see, we'd all have a ball.
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