This course examines information systems incorporating accounting systems; systems
analysis including the design, evaluation, and implementation of business systems in
general and accounting systems in particular; internal control and control systems;
computer-based information systems; and the uses and potential of information
systems.
This course examines information systems incorporating accounting systems; systems
analysis including the design, evaluation, and implementation of business systems in
general and accounting systems in particular; internal control and control systems;
computer-based information systems; and the uses and potential of information
systems.
This course examines information systems incorporating accounting systems; systems
analysis including the design, evaluation, and implementation of business systems in
general and accounting systems in particular; internal control and control systems;
computer-based information systems; and the uses and potential of information
systems.
This course examines information systems incorporating accounting systems; systems
analysis including the design, evaluation, and implementation of business systems in
general and accounting systems in particular; internal control and control systems;
computer-based information systems; and the uses and potential of information
systems.
This course examines information systems incorporating accounting systems; systems
analysis including the design, evaluation, and implementation of business systems in
general and accounting systems in particular; internal control and control systems;
computer-based information systems; and the uses and potential of information
systems.
Students will be required to display that they have some knowledge of the principles and methodologies of forensic accounting. These students have to demonstrate that as accountants they are able to collect evidence, reconstruct financial trails and prove how fraud occurred and who was responsible. All these will be done by following forensic principles and established methodologies. The learning of this course will follow a different approach from undergraduate studies and will focus on both the field and practical approaches to forensic accounting. Using forensic accounting theories and methodologies, this course will
discuss the tactics to tackle the ever-increasing fraudulent financial activities in the corporate world. This course will also discuss issues and controversies faced by the current accounting and auditing environment. This course will make use of case studies based on the corporate fraud in the practical environment.
The fundamental structure, theories, rules, concepts and principles necessary for a good foundation in accounting and a means of recording and reporting financial events .The course focuses on financial reporting based on the conceptual framework of the IASB.The emphasis is from data collection to report preparation, presentation, analysis and interpretation. This course also introduces you to accounting for partnership and companies.
The fundamental structure, theories, rules, concepts and principles necessary for a good foundation in accounting and a means of recording and reporting financial events .The course focuses on financial reporting based on the conceptual framework of the IASB.The emphasis is from data collection to report preparation, presentation, analysis and interpretation. This course also introduces you to accounting for partnership and companies.
The fundamental structure, theories, rules, concepts and principles necessary for a good foundation in accounting and a means of recording and reporting financial events .The course focuses on financial reporting based on the conceptual framework of the IASB.The emphasis is from data collection to report preparation, presentation, analysis and interpretation. This course also introduces you to accounting for partnership and companies.
The fundamental structure, theories, rules, concepts and principles necessary for a good foundation in accounting and a means of recording and reporting financial events .The course focuses on financial reporting based on the conceptual framework of the IASB.The emphasis is from data collection to report preparation, presentation, analysis and interpretation. This course also introduces you to accounting for partnership and companies.
The fundamental structure, theories, rules, concepts and principles necessary for a good foundation in accounting and a means of recording and reporting financial events .The course focuses on financial reporting based on the conceptual framework of the IASB.The emphasis is from data collection to report preparation, presentation, analysis and interpretation. This course also introduces you to accounting for partnership and companies.
The fundamental structure, theories, rules, concepts and principles necessary for a good foundation in accounting and a means of recording and reporting financial events .The course focuses on financial reporting based on the conceptual framework of the IASB.The emphasis is from data collection to report preparation, presentation, analysis and interpretation. This course also introduces you to accounting for partnership and companies.
The basic rules, concepts and theories required for a good base in Accounting. It introduces you to the Accounting cycle for a Sole Trader and it also considers processes involved in presenting financial records when there is inadequate documentation. The emphasis is from data collection to report preparation, presentation, analysis and interpretation.
The basic rules, concepts and theories required for a good base in Accounting. It introduces you to the Accounting cycle for a Sole Trader and it also considers processes involved in presenting financial records when there is inadequate documentation. The emphasis is from data collection to report preparation, presentation, analysis and interpretation.
The basic rules, concepts and theories required for a good base in Accounting. It introduces you to the Accounting cycle for a Sole Trader and it also considers processes involved in presenting financial records when there is inadequate documentation. The emphasis is from data collection to report preparation, presentation, analysis and interpretation.
The basic rules, concepts and theories required for a good base in Accounting. It introduces you to the Accounting cycle for a Sole Trader and it also considers processes involved in presenting financial records when there is inadequate documentation. The emphasis is from data collection to report preparation, presentation, analysis and interpretation.
The basic rules, concepts and theories required for a good base in Accounting. It introduces you to the Accounting cycle for a Sole Trader and it also considers processes involved in presenting financial records when there is inadequate documentation. The emphasis is from data collection to report preparation, presentation, analysis and interpretation.
The basic rules, concepts and theories required for a good base in Accounting. It introduces you to the Accounting cycle for a Sole Trader and it also considers processes involved in presenting financial records when there is inadequate documentation. The emphasis is from data collection to report preparation, presentation, analysis and interpretation.
To identify internal control and Accounting procedures associated with the various subsystems of an Accounting system. Students are expected to apply this knowledge to identify weaknesses and rectify it. With knowledge and skills acquired will enable students to design a simple Accounting system together with analysis of receivables, assets, depreciation, inventory valuation and payroll which will help business owners to run their businesses successfully.
This mandatory entry level postgraduate diploma course provides students with an online generic and discipline-based training in research design and methodologies. It is a prerequisite course for students undertaking independent research at the postgraduate level in the humanities and social sciences and related discipline areas. The course delivers training in a range of generic transferable research skills, linking them to relevant research, pedagogical, epistemological and scholarship issues at the discipline level.
Equivalent to MS202. Invertebrates play key roles in all ecosystems and exhibit huge diversity. This course involves the study of invertebrate classification, identification, anatomy, functional biology and evolutionary adaptation to environmental change. A habitat-based approach is used to cover invertebrates living in terrestrial, marine and freshwater environments while using case studies to examine the economic and ecological importance of invertebrates in a local, regional and international contexts. The course also provides a link between 100-level and animal-oriented 300-level degree courses in biology, particularly BI305.
Equivalent to MS202. Invertebrates play key roles in all ecosystems and exhibit huge diversity. This course involves the study of invertebrate classification, identification, anatomy, functional biology and evolutionary adaptation to environmental change. A habitat-based approach is used to cover invertebrates living in terrestrial, marine and freshwater environments while using case studies to examine the economic and ecological importance of invertebrates in a local, regional and international contexts. The course also provides a link between 100-level and animal-oriented 300-level degree courses in biology, particularly BI305.
Equivalent to MS202. Invertebrates play key roles in all ecosystems and exhibit huge diversity. This course involves the study of invertebrate classification, identification, anatomy, functional biology and evolutionary adaptation to environmental change. A habitat-based approach is used to cover invertebrates living in terrestrial, marine and freshwater environments while using case studies to examine the economic and ecological importance of invertebrates in a local, regional and international contexts. The course also provides a link between 100-level and animal-oriented 300-level degree courses in biology, particularly BI305.
This course describes the skills and knowledge required to follow appropriate social principles and practice good governance procedures when undertaking Monitoring, Control and Surveillance (MCS) activities. It also requires a coastal fisheries or aquaculture MCS officer to outline knowledge of international legal instruments and policies that impact MCS work; explain defined MCS outcomes for effective fisheries management; and clearly communicate fisheries administrator related messages. The application of all this knowledge will then be demonstrated in exercising powers of authorised fisheries officers through conducting searches, cautioning or reporting suspects and assessing or preserving crime/incident scenes.
This course describes the skills and knowledge required to undertake community engagement activities by: facilitating effective consultations; utilising conflict resolution/negotiation skills to address issues/incidents; monitoring fish catches and measuring species size for legal compliance; monitoring market documentation for fish sales/purchases and by assimilating social inclusion into community interaction.
This course describes the performance outcomes, skills and knowledge required to work with basic information about healthy body systems and impacts on ageing and disability. The course also covers skills and knowledge required to apply basic infection and control principles in work settings including implementing standard and transmission-based precautions and responding to risks.
This course describes the performance outcomes, skills and knowledge required to work with basic information about healthy body systems and impacts on ageing and disability. The course also covers skills and knowledge required to apply basic infection and control principles in work settings including implementing standard and transmission-based precautions and responding to risks.
This is a Level 1 course template
Level 1 course is designed for courses that primarily aim to use the elearning platform for content delivery, with no or very little online activities or interactions.
This is a Level 1 course template
Level 1 course is designed for courses that primarily aim to use the elearning platform for content delivery, with no or very little online activities or interactions.
TASK 1: RESEARCH YOUR VOCATIONAL TRAINING SECTOR
In order to demonstrate expertise in vocational training and assessment, you must understand your own TVET system and how you can contribute to it.
Conduct research
Conduct research into aspects of your vocational training sector, using the research questions in the following table.
Changes affecting the TVET system Briefly describe a recent change in your country which has affected the training sector – technological, cultural, economic or other change. (1-marks) |
During and after COVID-19, Fiji’s economy was hit very hard, leaving no industry unaffected. Thus, the downturn of the economy resulted in job losses and the government saw the needs to quickly create more opportunities for employment.
Fiji reopened its border to international travellers on Wednesday, 1 December, 2021. This to revive its dominant tourism industry and in 2022 generated almost $FJ900 million. So, TVET skills were seen as drivers that would support the economic transformation which the country needed.
However, by March 2023, under the Pacific Australia Labour Mobility (PALM) scheme, more than 6,300 Fijians were working in Australia. Most of them are highly skilled.
Thus, now the challenge for Technical and Vocational Education and Training sector is crucial for the country, now than ever, especially in helping to revive Fiji’s economy. The government is now looking at:
ensure that it provides foundation/employability skills training to meet the needs of Fiji empower students to become job creators rather than job seekers. improve the image of TVET in Fiji in terms of its significance in work and in improving economic growth and sustainability. advocate for TVET as the master key to address youth unemployment and to empower young people to have decent and gainful employment.
Further, TVET plays a key role in any society when it comes to providing qualified labour for the economy and transitioning young people for lifelong learning. TVET is the education sector closest to the labour market. As such, it is designed to tackle current and future challenges: first by making people capable and resilient in their lives, and second, to keep TVET relevant for the economy and society. These demands can only be met if TVET keeps up with the pace of change: accelerated innovation in digital technology, new demands in sustainability and environmental protection, and increased salaries to decrease processes of migration.
We need to look no further than the COVID-19 pandemic and now the Pacific Australia Labour Mobility (PALM) scheme for convincing examples of the need for TVET systems to prepare for unprecedented and unpredictable disruptions.
QUESTION? Are we learning – NO!
| |
government policy in the TVET sector
(1-marks) | Although late, and still showing little interest, the government must set priority for TVET policy. As there are a broad range of stakeholders in the Fiji TVET sector, with varying levels of involvement, interest and influence. These include those directly involved in the sector such as Technical Vocational Training Centres and Universities; relevant government ministries such as the ……………………. | |
your training organisation
(1-marks) | Change policy and procedure to the need of the current market. Dedicate research institutions; commissioned research; transfer bodies; networks; mini PTAFE conferences; What else…………..? | |
your training delivery
(1-marks) | Participant-based teaching, implement Rules of Evidence,……… | |
how your students learn 1-marks) | Group work, pair work, one-to-one learning | |
TASK 1: RESEARCH YOUR VOCATIONAL TRAINING SECTOR
In order to demonstrate expertise in vocational training and assessment, you must understand your own TVET system and how you can contribute to it.
Conduct research
Conduct research into aspects of your vocational training sector, using the research questions in the following table.
Changes affecting the TVET system Briefly describe a recent change in your country which has affected the training sector – technological, cultural, economic or other change. (1-marks) |
During and after COVID-19, Fiji’s economy was hit very hard, leaving no industry unaffected. Thus, the downturn of the economy resulted in job losses and the government saw the needs to quickly create more opportunities for employment.
Fiji reopened its border to international travellers on Wednesday, 1 December, 2021. This to revive its dominant tourism industry and in 2022 generated almost $FJ900 million. So, TVET skills were seen as drivers that would support the economic transformation which the country needed.
However, by March 2023, under the Pacific Australia Labour Mobility (PALM) scheme, more than 6,300 Fijians were working in Australia. Most of them are highly skilled.
Thus, now the challenge for Technical and Vocational Education and Training sector is crucial for the country, now than ever, especially in helping to revive Fiji’s economy. The government is now looking at:
ensure that it provides foundation/employability skills training to meet the needs of Fiji empower students to become job creators rather than job seekers. improve the image of TVET in Fiji in terms of its significance in work and in improving economic growth and sustainability. advocate for TVET as the master key to address youth unemployment and to empower young people to have decent and gainful employment.
Further, TVET plays a key role in any society when it comes to providing qualified labour for the economy and transitioning young people for lifelong learning. TVET is the education sector closest to the labour market. As such, it is designed to tackle current and future challenges: first by making people capable and resilient in their lives, and second, to keep TVET relevant for the economy and society. These demands can only be met if TVET keeps up with the pace of change: accelerated innovation in digital technology, new demands in sustainability and environmental protection, and increased salaries to decrease processes of migration.
We need to look no further than the COVID-19 pandemic and now the Pacific Australia Labour Mobility (PALM) scheme for convincing examples of the need for TVET systems to prepare for unprecedented and unpredictable disruptions.
QUESTION? Are we learning – NO!
| |
government policy in the TVET sector
(1-marks) | Although late, and still showing little interest, the government must set priority for TVET policy. As there are a broad range of stakeholders in the Fiji TVET sector, with varying levels of involvement, interest and influence. These include those directly involved in the sector such as Technical Vocational Training Centres and Universities; relevant government ministries such as the ……………………. | |
your training organisation
(1-marks) | Change policy and procedure to the need of the current market. Dedicate research institutions; commissioned research; transfer bodies; networks; mini PTAFE conferences; What else…………..? | |
your training delivery
(1-marks) | Participant-based teaching, implement Rules of Evidence,……… | |
how your students learn 1-marks) | Group work, pair work, one-to-one learning | |
TASK 1: RESEARCH YOUR VOCATIONAL TRAINING SECTOR
In order to demonstrate expertise in vocational training and assessment, you must understand your own TVET system and how you can contribute to it.
Conduct research
Conduct research into aspects of your vocational training sector, using the research questions in the following table.
Changes affecting the TVET system Briefly describe a recent change in your country which has affected the training sector – technological, cultural, economic or other change. (1-marks) |
During and after COVID-19, Fiji’s economy was hit very hard, leaving no industry unaffected. Thus, the downturn of the economy resulted in job losses and the government saw the needs to quickly create more opportunities for employment.
Fiji reopened its border to international travellers on Wednesday, 1 December, 2021. This to revive its dominant tourism industry and in 2022 generated almost $FJ900 million. So, TVET skills were seen as drivers that would support the economic transformation which the country needed.
However, by March 2023, under the Pacific Australia Labour Mobility (PALM) scheme, more than 6,300 Fijians were working in Australia. Most of them are highly skilled.
Thus, now the challenge for Technical and Vocational Education and Training sector is crucial for the country, now than ever, especially in helping to revive Fiji’s economy. The government is now looking at:
ensure that it provides foundation/employability skills training to meet the needs of Fiji empower students to become job creators rather than job seekers. improve the image of TVET in Fiji in terms of its significance in work and in improving economic growth and sustainability. advocate for TVET as the master key to address youth unemployment and to empower young people to have decent and gainful employment.
Further, TVET plays a key role in any society when it comes to providing qualified labour for the economy and transitioning young people for lifelong learning. TVET is the education sector closest to the labour market. As such, it is designed to tackle current and future challenges: first by making people capable and resilient in their lives, and second, to keep TVET relevant for the economy and society. These demands can only be met if TVET keeps up with the pace of change: accelerated innovation in digital technology, new demands in sustainability and environmental protection, and increased salaries to decrease processes of migration.
We need to look no further than the COVID-19 pandemic and now the Pacific Australia Labour Mobility (PALM) scheme for convincing examples of the need for TVET systems to prepare for unprecedented and unpredictable disruptions.
QUESTION? Are we learning – NO!
| |
government policy in the TVET sector
(1-marks) | Although late, and still showing little interest, the government must set priority for TVET policy. As there are a broad range of stakeholders in the Fiji TVET sector, with varying levels of involvement, interest and influence. These include those directly involved in the sector such as Technical Vocational Training Centres and Universities; relevant government ministries such as the ……………………. | |
your training organisation
(1-marks) | Change policy and procedure to the need of the current market. Dedicate research institutions; commissioned research; transfer bodies; networks; mini PTAFE conferences; What else…………..? | |
your training delivery
(1-marks) | Participant-based teaching, implement Rules of Evidence,……… | |
how your students learn 1-marks) | Group work, pair work, one-to-one learning | |
TASK 1: RESEARCH YOUR VOCATIONAL TRAINING SECTOR
In order to demonstrate expertise in vocational training and assessment, you must understand your own TVET system and how you can contribute to it.
Conduct research
Conduct research into aspects of your vocational training sector, using the research questions in the following table.
Changes affecting the TVET system Briefly describe a recent change in your country which has affected the training sector – technological, cultural, economic or other change. (1-marks) |
During and after COVID-19, Fiji’s economy was hit very hard, leaving no industry unaffected. Thus, the downturn of the economy resulted in job losses and the government saw the needs to quickly create more opportunities for employment.
Fiji reopened its border to international travellers on Wednesday, 1 December, 2021. This to revive its dominant tourism industry and in 2022 generated almost $FJ900 million. So, TVET skills were seen as drivers that would support the economic transformation which the country needed.
However, by March 2023, under the Pacific Australia Labour Mobility (PALM) scheme, more than 6,300 Fijians were working in Australia. Most of them are highly skilled.
Thus, now the challenge for Technical and Vocational Education and Training sector is crucial for the country, now than ever, especially in helping to revive Fiji’s economy. The government is now looking at:
ensure that it provides foundation/employability skills training to meet the needs of Fiji empower students to become job creators rather than job seekers. improve the image of TVET in Fiji in terms of its significance in work and in improving economic growth and sustainability. advocate for TVET as the master key to address youth unemployment and to empower young people to have decent and gainful employment.
Further, TVET plays a key role in any society when it comes to providing qualified labour for the economy and transitioning young people for lifelong learning. TVET is the education sector closest to the labour market. As such, it is designed to tackle current and future challenges: first by making people capable and resilient in their lives, and second, to keep TVET relevant for the economy and society. These demands can only be met if TVET keeps up with the pace of change: accelerated innovation in digital technology, new demands in sustainability and environmental protection, and increased salaries to decrease processes of migration.
We need to look no further than the COVID-19 pandemic and now the Pacific Australia Labour Mobility (PALM) scheme for convincing examples of the need for TVET systems to prepare for unprecedented and unpredictable disruptions.
QUESTION? Are we learning – NO!
| |
government policy in the TVET sector
(1-marks) | Although late, and still showing little interest, the government must set priority for TVET policy. As there are a broad range of stakeholders in the Fiji TVET sector, with varying levels of involvement, interest and influence. These include those directly involved in the sector such as Technical Vocational Training Centres and Universities; relevant government ministries such as the ……………………. | |
your training organisation
(1-marks) | Change policy and procedure to the need of the current market. Dedicate research institutions; commissioned research; transfer bodies; networks; mini PTAFE conferences; What else…………..? | |
your training delivery
(1-marks) | Participant-based teaching, implement Rules of Evidence,……… | |
how your students learn 1-marks) | Group work, pair work, one-to-one learning | |
TASK 1: RESEARCH YOUR VOCATIONAL TRAINING SECTOR
In order to demonstrate expertise in vocational training and assessment, you must understand your own TVET system and how you can contribute to it.
Conduct research
Conduct research into aspects of your vocational training sector, using the research questions in the following table.
Changes affecting the TVET system Briefly describe a recent change in your country which has affected the training sector – technological, cultural, economic or other change. (1-marks) |
During and after COVID-19, Fiji’s economy was hit very hard, leaving no industry unaffected. Thus, the downturn of the economy resulted in job losses and the government saw the needs to quickly create more opportunities for employment.
Fiji reopened its border to international travellers on Wednesday, 1 December, 2021. This to revive its dominant tourism industry and in 2022 generated almost $FJ900 million. So, TVET skills were seen as drivers that would support the economic transformation which the country needed.
However, by March 2023, under the Pacific Australia Labour Mobility (PALM) scheme, more than 6,300 Fijians were working in Australia. Most of them are highly skilled.
Thus, now the challenge for Technical and Vocational Education and Training sector is crucial for the country, now than ever, especially in helping to revive Fiji’s economy. The government is now looking at:
ensure that it provides foundation/employability skills training to meet the needs of Fiji empower students to become job creators rather than job seekers. improve the image of TVET in Fiji in terms of its significance in work and in improving economic growth and sustainability. advocate for TVET as the master key to address youth unemployment and to empower young people to have decent and gainful employment.
Further, TVET plays a key role in any society when it comes to providing qualified labour for the economy and transitioning young people for lifelong learning. TVET is the education sector closest to the labour market. As such, it is designed to tackle current and future challenges: first by making people capable and resilient in their lives, and second, to keep TVET relevant for the economy and society. These demands can only be met if TVET keeps up with the pace of change: accelerated innovation in digital technology, new demands in sustainability and environmental protection, and increased salaries to decrease processes of migration.
We need to look no further than the COVID-19 pandemic and now the Pacific Australia Labour Mobility (PALM) scheme for convincing examples of the need for TVET systems to prepare for unprecedented and unpredictable disruptions.
QUESTION? Are we learning – NO!
| |
government policy in the TVET sector
(1-marks) | Although late, and still showing little interest, the government must set priority for TVET policy. As there are a broad range of stakeholders in the Fiji TVET sector, with varying levels of involvement, interest and influence. These include those directly involved in the sector such as Technical Vocational Training Centres and Universities; relevant government ministries such as the ……………………. | |
your training organisation
(1-marks) | Change policy and procedure to the need of the current market. Dedicate research institutions; commissioned research; transfer bodies; networks; mini PTAFE conferences; What else…………..? | |
your training delivery
(1-marks) | Participant-based teaching, implement Rules of Evidence,……… | |
how your students learn 1-marks) | Group work, pair work, one-to-one learning | |
TASK 1: RESEARCH YOUR VOCATIONAL TRAINING SECTOR
In order to demonstrate expertise in vocational training and assessment, you must understand your own TVET system and how you can contribute to it.
Conduct research
Conduct research into aspects of your vocational training sector, using the research questions in the following table.
Changes affecting the TVET system Briefly describe a recent change in your country which has affected the training sector – technological, cultural, economic or other change. (1-marks) |
During and after COVID-19, Fiji’s economy was hit very hard, leaving no industry unaffected. Thus, the downturn of the economy resulted in job losses and the government saw the needs to quickly create more opportunities for employment.
Fiji reopened its border to international travellers on Wednesday, 1 December, 2021. This to revive its dominant tourism industry and in 2022 generated almost $FJ900 million. So, TVET skills were seen as drivers that would support the economic transformation which the country needed.
However, by March 2023, under the Pacific Australia Labour Mobility (PALM) scheme, more than 6,300 Fijians were working in Australia. Most of them are highly skilled.
Thus, now the challenge for Technical and Vocational Education and Training sector is crucial for the country, now than ever, especially in helping to revive Fiji’s economy. The government is now looking at:
ensure that it provides foundation/employability skills training to meet the needs of Fiji empower students to become job creators rather than job seekers. improve the image of TVET in Fiji in terms of its significance in work and in improving economic growth and sustainability. advocate for TVET as the master key to address youth unemployment and to empower young people to have decent and gainful employment.
Further, TVET plays a key role in any society when it comes to providing qualified labour for the economy and transitioning young people for lifelong learning. TVET is the education sector closest to the labour market. As such, it is designed to tackle current and future challenges: first by making people capable and resilient in their lives, and second, to keep TVET relevant for the economy and society. These demands can only be met if TVET keeps up with the pace of change: accelerated innovation in digital technology, new demands in sustainability and environmental protection, and increased salaries to decrease processes of migration.
We need to look no further than the COVID-19 pandemic and now the Pacific Australia Labour Mobility (PALM) scheme for convincing examples of the need for TVET systems to prepare for unprecedented and unpredictable disruptions.
QUESTION? Are we learning – NO!
| |
government policy in the TVET sector
(1-marks) | Although late, and still showing little interest, the government must set priority for TVET policy. As there are a broad range of stakeholders in the Fiji TVET sector, with varying levels of involvement, interest and influence. These include those directly involved in the sector such as Technical Vocational Training Centres and Universities; relevant government ministries such as the ……………………. | |
your training organisation
(1-marks) | Change policy and procedure to the need of the current market. Dedicate research institutions; commissioned research; transfer bodies; networks; mini PTAFE conferences; What else…………..? | |
your training delivery
(1-marks) | Participant-based teaching, implement Rules of Evidence,……… | |
how your students learn 1-marks) | Group work, pair work, one-to-one learning | |
TASK 1: RESEARCH YOUR VOCATIONAL TRAINING SECTOR
In order to demonstrate expertise in vocational training and assessment, you must understand your own TVET system and how you can contribute to it.
Conduct research
Conduct research into aspects of your vocational training sector, using the research questions in the following table.
Changes affecting the TVET system Briefly describe a recent change in your country which has affected the training sector – technological, cultural, economic or other change. (1-marks) |
During and after COVID-19, Fiji’s economy was hit very hard, leaving no industry unaffected. Thus, the downturn of the economy resulted in job losses and the government saw the needs to quickly create more opportunities for employment.
Fiji reopened its border to international travellers on Wednesday, 1 December, 2021. This to revive its dominant tourism industry and in 2022 generated almost $FJ900 million. So, TVET skills were seen as drivers that would support the economic transformation which the country needed.
However, by March 2023, under the Pacific Australia Labour Mobility (PALM) scheme, more than 6,300 Fijians were working in Australia. Most of them are highly skilled.
Thus, now the challenge for Technical and Vocational Education and Training sector is crucial for the country, now than ever, especially in helping to revive Fiji’s economy. The government is now looking at:
ensure that it provides foundation/employability skills training to meet the needs of Fiji empower students to become job creators rather than job seekers. improve the image of TVET in Fiji in terms of its significance in work and in improving economic growth and sustainability. advocate for TVET as the master key to address youth unemployment and to empower young people to have decent and gainful employment.
Further, TVET plays a key role in any society when it comes to providing qualified labour for the economy and transitioning young people for lifelong learning. TVET is the education sector closest to the labour market. As such, it is designed to tackle current and future challenges: first by making people capable and resilient in their lives, and second, to keep TVET relevant for the economy and society. These demands can only be met if TVET keeps up with the pace of change: accelerated innovation in digital technology, new demands in sustainability and environmental protection, and increased salaries to decrease processes of migration.
We need to look no further than the COVID-19 pandemic and now the Pacific Australia Labour Mobility (PALM) scheme for convincing examples of the need for TVET systems to prepare for unprecedented and unpredictable disruptions.
QUESTION? Are we learning – NO!
| |
government policy in the TVET sector
(1-marks) | Although late, and still showing little interest, the government must set priority for TVET policy. As there are a broad range of stakeholders in the Fiji TVET sector, with varying levels of involvement, interest and influence. These include those directly involved in the sector such as Technical Vocational Training Centres and Universities; relevant government ministries such as the ……………………. | |
your training organisation
(1-marks) | Change policy and procedure to the need of the current market. Dedicate research institutions; commissioned research; transfer bodies; networks; mini PTAFE conferences; What else…………..? | |
your training delivery
(1-marks) | Participant-based teaching, implement Rules of Evidence,……… | |
how your students learn 1-marks) | Group work, pair work, one-to-one learning | |
TASK 1: RESEARCH YOUR VOCATIONAL TRAINING SECTOR
In order to demonstrate expertise in vocational training and assessment, you must understand your own TVET system and how you can contribute to it.
Conduct research
Conduct research into aspects of your vocational training sector, using the research questions in the following table.
Changes affecting the TVET system Briefly describe a recent change in your country which has affected the training sector – technological, cultural, economic or other change. (1-marks) |
During and after COVID-19, Fiji’s economy was hit very hard, leaving no industry unaffected. Thus, the downturn of the economy resulted in job losses and the government saw the needs to quickly create more opportunities for employment.
Fiji reopened its border to international travellers on Wednesday, 1 December, 2021. This to revive its dominant tourism industry and in 2022 generated almost $FJ900 million. So, TVET skills were seen as drivers that would support the economic transformation which the country needed.
However, by March 2023, under the Pacific Australia Labour Mobility (PALM) scheme, more than 6,300 Fijians were working in Australia. Most of them are highly skilled.
Thus, now the challenge for Technical and Vocational Education and Training sector is crucial for the country, now than ever, especially in helping to revive Fiji’s economy. The government is now looking at:
ensure that it provides foundation/employability skills training to meet the needs of Fiji empower students to become job creators rather than job seekers. improve the image of TVET in Fiji in terms of its significance in work and in improving economic growth and sustainability. advocate for TVET as the master key to address youth unemployment and to empower young people to have decent and gainful employment.
Further, TVET plays a key role in any society when it comes to providing qualified labour for the economy and transitioning young people for lifelong learning. TVET is the education sector closest to the labour market. As such, it is designed to tackle current and future challenges: first by making people capable and resilient in their lives, and second, to keep TVET relevant for the economy and society. These demands can only be met if TVET keeps up with the pace of change: accelerated innovation in digital technology, new demands in sustainability and environmental protection, and increased salaries to decrease processes of migration.
We need to look no further than the COVID-19 pandemic and now the Pacific Australia Labour Mobility (PALM) scheme for convincing examples of the need for TVET systems to prepare for unprecedented and unpredictable disruptions.
QUESTION? Are we learning – NO!
| |
government policy in the TVET sector
(1-marks) | Although late, and still showing little interest, the government must set priority for TVET policy. As there are a broad range of stakeholders in the Fiji TVET sector, with varying levels of involvement, interest and influence. These include those directly involved in the sector such as Technical Vocational Training Centres and Universities; relevant government ministries such as the ……………………. | |
your training organisation
(1-marks) | Change policy and procedure to the need of the current market. Dedicate research institutions; commissioned research; transfer bodies; networks; mini PTAFE conferences; What else…………..? | |
your training delivery
(1-marks) | Participant-based teaching, implement Rules of Evidence,……… | |
how your students learn 1-marks) | Group work, pair work, one-to-one learning | |
This course is not available to those taking a major or minor in chemistry and may not be used as a prerequisite for any other chemistry course. This course presents a broad-based introduction to modern chemistry for students not majoring in chemistry but who require a background in chemistry for other sciences. The topics covered include sections on physical chemistry(thermodynamics, kinetics, electro-chemistry and the properties); inorganic chemistry (atomic structure, periodicity, main group and transition metal chemistry) and organic chemistry (reactions and uses of important aliphatic and aromatic compounds). Wherever possible examples from applied sections will be used in this course.
This course is not available to those taking a major or minor in chemistry and may not be used as a prerequisite for any other chemistry course. This course presents a broad-based introduction to modern chemistry for students not majoring in chemistry but who require a background in chemistry for other sciences. The topics covered include sections on physical chemistry(thermodynamics, kinetics, electro-chemistry and the properties); inorganic chemistry (atomic structure, periodicity, main group and transition metal chemistry) and organic chemistry (reactions and uses of important aliphatic and aromatic compounds). Wherever possible examples from applied sections will be used in this course.
This course is not available to those taking a major or minor in chemistry and may not be used as a prerequisite for any other chemistry course. This course presents a broad-based introduction to modern chemistry for students not majoring in chemistry but who require a background in chemistry for other sciences. The topics covered include sections on physical chemistry(thermodynamics, kinetics, electro-chemistry and the properties); inorganic chemistry (atomic structure, periodicity, main group and transition metal chemistry) and organic chemistry (reactions and uses of important aliphatic and aromatic compounds). Wherever possible examples from applied sections will be used in this course.
CHF02 introduces the fundamental principles of general chemistry and shows how they are applied to a variety of themes and topics. The unit subsequently develops the major concepts in physical and inorganic chemistry that are required for studying higher level chemistry. The major focus of this course is on stoichiometry, measurements and uncertainty, electron configuration and the periodic table, chemical bonding and intermolecular force, trends and properties of selected groups and periods in the periodic table.
CHF02 introduces the fundamental principles of general chemistry and shows how they are applied to a variety of themes and topics. The unit subsequently develops the major concepts in physical and inorganic chemistry that are required for studying higher level chemistry. The major focus of this course is on stoichiometry, measurements and uncertainty, electron configuration and the periodic table, chemical bonding and intermolecular force, trends and properties of selected groups and periods in the periodic table.
CHP02 provides simple but detailed concepts of basic chemistry. Most attention focuses on three main topics. Topics include introduction to basic ideas, the study of behaviour of gases, solids, liquids and solutions. These topics are further divided into smaller units to help students grasp each of the relevant concepts step by step. The course is also laboratory oriented and tailored to maximise student success in foundation and degree courses in chemistry.
CHP02 provides simple but detailed concepts of basic chemistry. Most attention focuses on three main topics. Topics include introduction to basic ideas, the study of behaviour of gases, solids, liquids and solutions. These topics are further divided into smaller units to help students grasp each of the relevant concepts step by step. The course is also laboratory oriented and tailored to maximise student success in foundation and degree courses in chemistry.
CHP02 provides simple but detailed concepts of basic chemistry. Most attention focuses on three main topics. Topics include introduction to basic ideas, the study of behaviour of gases, solids, liquids and solutions. These topics are further divided into smaller units to help students grasp each of the relevant concepts step by step. The course is also laboratory oriented and tailored to maximise student success in foundation and degree courses in chemistry.
This course builds on students’ existing knowledge and skills in Cook Islands Māori. It develops basic conversational skills while promoting an awareness of the some special features around the sound and writing system of the the language. Students will develop an understanding of basic conversational structures and form an appreciation around the complexities of language revitalisation efforts. A communicative approach will primarily be used in an effort to maximise opportunities to use and practice the various oral constructions and content in this course. Students will be introduced to variety of language learning platforms and resources through use of contemporary print based and digital technologies and archival and online research materials.
COURSE LEARNING OUTCOMES
On successful completion of this course, students should be able to:
1. Communicate in a range of different situations – Provide information, opinions and begin to form arguments in their use of CI Māori.
2. Produce original texts in a variety of mediums.
3. Respond appropriately to texts in a variety of mediums that are in CI Māori.
4. Demonstrate an understanding of some basic linguistic principles of CI Māori.
This course builds on students’ existing knowledge and skills in Cook Islands Māori. It develops basic conversational skills while promoting an awareness of the some special features around the sound and writing system of the the language. Students will develop an understanding of basic conversational structures and form an appreciation around the complexities of language revitalisation efforts. A communicative approach will primarily be used in an effort to maximise opportunities to use and practice the various oral constructions and content in this course. Students will be introduced to variety of language learning platforms and resources through use of contemporary print based and digital technologies and archival and online research materials.
COURSE LEARNING OUTCOMES
On successful completion of this course, students should be able to:
1. Communicate in a range of different situations – Provide information, opinions and begin to form arguments in their use of CI Māori.
2. Produce original texts in a variety of mediums.
3. Respond appropriately to texts in a variety of mediums that are in CI Māori.
4. Demonstrate an understanding of some basic linguistic principles of CI Māori.
This course builds on students’ existing knowledge and skills in Cook Islands Māori. It develops basic conversational skills while promoting an awareness of the some special features around the sound and writing system of the the language. Students will develop an understanding of basic conversational structures and form an appreciation around the complexities of language revitalisation efforts. A communicative approach will primarily be used in an effort to maximise opportunities to use and practice the various oral constructions and content in this course. Students will be introduced to variety of language learning platforms and resources through use of contemporary print based and digital technologies and archival and online research materials.
COURSE LEARNING OUTCOMES
On successful completion of this course, students should be able to:
1. Communicate in a range of different situations – Provide information, opinions and begin to form arguments in their use of CI Māori.
2. Produce original texts in a variety of mediums.
3. Respond appropriately to texts in a variety of mediums that are in CI Māori.
4. Demonstrate an understanding of some basic linguistic principles of CI Māori.
This course gives an understanding of key concepts of distributed system development which includes two main parts: 1. Engineering distributed system includes user requirements, OO analysis software architecture, OO design, algorithms, implementation, and evaluation. 2. DS system development techniques: OOA and D; user interfaces; data management; algorithms. You can also gain some practice building distributed system via doing the assignments. This course is designed for e-commerce courses in computer information systems that aim to prepare students for web-based application design and implementation, client-server application development.
This course gives an understanding of key concepts of distributed system development which includes two main parts: 1. Engineering distributed system includes user requirements, OO analysis software architecture, OO design, algorithms, implementation, and evaluation. 2. DS system development techniques: OOA and D; user interfaces; data management; algorithms. You can also gain some practice building distributed system via doing the assignments. This course is designed for e-commerce courses in computer information systems that aim to prepare students for web-based application design and implementation, client-server application development.
This course gives an understanding of key concepts of distributed system development which includes two main parts: 1. Engineering distributed system includes user requirements, OO analysis software architecture, OO design, algorithms, implementation, and evaluation. 2. DS system development techniques: OOA and D; user interfaces; data management; algorithms. You can also gain some practice building distributed system via doing the assignments. This course is designed for e-commerce courses in computer information systems that aim to prepare students for web-based application design and implementation, client-server application development.
Artificial Intelligence (AI) is a broad field of study encompassing areas such as data mining, machine learning, robotics and pattern recognition. The real applications of AI is diverse, ranging from fuzzy-based control cooker, to filtering spam emails, to autonomous robots exploring martin terrain. The course will involve weekly readings of seminal and relevant research papers, paying particular attention to the alogrittms and key results. The discussions will include but not be limited to the following topics: Evolutionary computation, Neutral networks, Fuzzy logic, Machine learning. For this postgraduate course the students are expected to do independent research and present their findings.
Artificial Intelligence (AI) is a broad field of study encompassing areas such as data mining, machine learning, robotics and pattern recognition. The real applications of AI is diverse, ranging from fuzzy-based control cooker, to filtering spam emails, to autonomous robots exploring martin terrain. The course will involve weekly readings of seminal and relevant research papers, paying particular attention to the alogrittms and key results. The discussions will include but not be limited to the following topics: Evolutionary computation, Neutral networks, Fuzzy logic, Machine learning. For this postgraduate course the students are expected to do independent research and present their findings.
Artificial Intelligence (AI) is a broad field of study encompassing areas such as data mining, machine learning, robotics and pattern recognition. The real applications of AI is diverse, ranging from fuzzy-based control cooker, to filtering spam emails, to autonomous robots exploring martin terrain. The course will involve weekly readings of seminal and relevant research papers, paying particular attention to the alogrittms and key results. The discussions will include but not be limited to the following topics: Evolutionary computation, Neutral networks, Fuzzy logic, Machine learning. For this postgraduate course the students are expected to do independent research and present their findings.
This course gives an appreciation of the modern object web client/server development, the morphing of distributed objects, databases, and the Web. A comparative study of technologies and related design and algorithmic topics will be presented. In the process of doing the assignments, you will experience some practice building DS.
This course gives an appreciation of the modern object web client/server development, the morphing of distributed objects, databases, and the Web. A comparative study of technologies and related design and algorithmic topics will be presented. In the process of doing the assignments, you will experience some practice building DS.
This course gives an appreciation of the modern object web client/server development, the morphing of distributed objects, databases, and the Web. A comparative study of technologies and related design and algorithmic topics will be presented. In the process of doing the assignments, you will experience some practice building DS.
This is a Level 1 course template
Level 1 course is designed for courses that primarily aim to use the elearning platform for content delivery, with no or very little online activities or interactions.
This is a Level 1 course template
Level 1 course is designed for courses that primarily aim to use the elearning platform for content delivery, with no or very little online activities or interactions.
This is a Level 1 course template
Level 1 course is designed for courses that primarily aim to use the elearning platform for content delivery, with no or very little online activities or interactions.
Welcome to the first of three ED300 Modules that you will do to successfully complete the course. In this, your first Module, you will complete a three week placement in a school. Quite possibly for many of you this will be your first time back in a school and classroom since you were a student yourself. The Module is designed as an introductory experience where you are to observe and reflect on what you see going on around you in both the classroom and the wider school and its community. You are not required to do any teaching, although you may if required assist your Associate Teachers in the lessons they teach. In this case you shall be interacting with the students and generally helping out in the classroom. The specific mandatory requirements of this Module are mapped out below. They form 10% of your overall result in this course and are added to the assessment weighting of the other two Modules you will complete over the span of your degree.
Please take some time to familiarise yourself with the contents of this Moodle page and the requirements of the Module.
Please pay particular attention to the assessment overview and how each of the tasks help you work toward important course outcomes. At a later stage you will combine all completed assessment tasks (from Modules 1, 2 and 3) into an e-portfolio based on the 8 ED300 course outcomes. You will find all eight course outcomes listed in the downloadable course outline below. Please familiarise yourself with them as they guide us all in the direction in which we need to be heading in this important capstone ED300 Practicum course.
Welcome to the first of three ED300 Modules that you will do to successfully complete the course. In this, your first Module, you will complete a three week placement in a school. Quite possibly for many of you this will be your first time back in a school and classroom since you were a student yourself. The Module is designed as an introductory experience where you are to observe and reflect on what you see going on around you in both the classroom and the wider school and its community. You are not required to do any teaching, although you may if required assist your Associate Teachers in the lessons they teach. In this case you shall be interacting with the students and generally helping out in the classroom. The specific mandatory requirements of this Module are mapped out below. They form 10% of your overall result in this course and are added to the assessment weighting of the other two Modules you will complete over the span of your degree.
Please take some time to familiarise yourself with the contents of this Moodle page and the requirements of the Module.
Please pay particular attention to the assessment overview and how each of the tasks help you work toward important course outcomes. At a later stage you will combine all completed assessment tasks (from Modules 1, 2 and 3) into an e-portfolio based on the 8 ED300 course outcomes. You will find all eight course outcomes listed in the downloadable course outline below. Please familiarise yourself with them as they guide us all in the direction in which we need to be heading in this important capstone ED300 Practicum course.
Welcome to the first of three ED300 Modules that you will do to successfully complete the course. In this, your first Module, you will complete a three week placement in a school. Quite possibly for many of you this will be your first time back in a school and classroom since you were a student yourself. The Module is designed as an introductory experience where you are to observe and reflect on what you see going on around you in both the classroom and the wider school and its community. You are not required to do any teaching, although you may if required assist your Associate Teachers in the lessons they teach. In this case you shall be interacting with the students and generally helping out in the classroom. The specific mandatory requirements of this Module are mapped out below. They form 10% of your overall result in this course and are added to the assessment weighting of the other two Modules you will complete over the span of your degree.
Please take some time to familiarise yourself with the contents of this Moodle page and the requirements of the Module.
Please pay particular attention to the assessment overview and how each of the tasks help you work toward important course outcomes. At a later stage you will combine all completed assessment tasks (from Modules 1, 2 and 3) into an e-portfolio based on the 8 ED300 course outcomes. You will find all eight course outcomes listed in the downloadable course outline below. Please familiarise yourself with them as they guide us all in the direction in which we need to be heading in this important capstone ED300 Practicum course.
Welcome to the first of three ED300 Modules that you will do to successfully complete the course. In this, your first Module, you will complete a three week placement in a school. Quite possibly for many of you this will be your first time back in a school and classroom since you were a student yourself. The Module is designed as an introductory experience where you are to observe and reflect on what you see going on around you in both the classroom and the wider school and its community. You are not required to do any teaching, although you may if required assist your Associate Teachers in the lessons they teach. In this case you shall be interacting with the students and generally helping out in the classroom. The specific mandatory requirements of this Module are mapped out below. They form 10% of your overall result in this course and are added to the assessment weighting of the other two Modules you will complete over the span of your degree.
Please take some time to familiarise yourself with the contents of this Moodle page and the requirements of the Module.
Please pay particular attention to the assessment overview and how each of the tasks help you work toward important course outcomes. At a later stage you will combine all completed assessment tasks (from Modules 1, 2 and 3) into an e-portfolio based on the 8 ED300 course outcomes. You will find all eight course outcomes listed in the downloadable course outline below. Please familiarise yourself with them as they guide us all in the direction in which we need to be heading in this important capstone ED300 Practicum course.
Welcome to the first of three ED300 Modules that you will do to successfully complete the course. In this, your first Module, you will complete a three week placement in a school. Quite possibly for many of you this will be your first time back in a school and classroom since you were a student yourself. The Module is designed as an introductory experience where you are to observe and reflect on what you see going on around you in both the classroom and the wider school and its community. You are not required to do any teaching, although you may if required assist your Associate Teachers in the lessons they teach. In this case you shall be interacting with the students and generally helping out in the classroom. The specific mandatory requirements of this Module are mapped out below. They form 10% of your overall result in this course and are added to the assessment weighting of the other two Modules you will complete over the span of your degree.
Please take some time to familiarise yourself with the contents of this Moodle page and the requirements of the Module.
Please pay particular attention to the assessment overview and how each of the tasks help you work toward important course outcomes. At a later stage you will combine all completed assessment tasks (from Modules 1, 2 and 3) into an e-portfolio based on the 8 ED300 course outcomes. You will find all eight course outcomes listed in the downloadable course outline below. Please familiarise yourself with them as they guide us all in the direction in which we need to be heading in this important capstone ED300 Practicum course.
The educational enterprise is much more complex than ever before and is increasingly becoming a matter of public interest and debate. Therefore an appreciation and understanding of the educational policy process is useful to the planners themselves, as well as educators generally. These matters are of relevance and importance not only to the educational administrators, who are called upon to make policy decisions and are required to give policy advice at various levels within the educational systems, but also teachers and other members of the stakeholders. ED453 is intended for educators and for both practicing and prospective educational administrators and planners. It will deal with relevant theoretical perspectives, research bases and practical experiences in various aspects of educational policy process. In particular, the policy making process in this course is conceptualized in three contexts: the context of influence; the context of text production; and context of practice.
The educational enterprise is much more complex than ever before and is increasingly becoming a matter of public interest and debate. Therefore an appreciation and understanding of the educational policy process is useful to the planners themselves, as well as educators generally. These matters are of relevance and importance not only to the educational administrators, who are called upon to make policy decisions and are required to give policy advice at various levels within the educational systems, but also teachers and other members of the stakeholders. ED453 is intended for educators and for both practicing and prospective educational administrators and planners. It will deal with relevant theoretical perspectives, research bases and practical experiences in various aspects of educational policy process. In particular, the policy making process in this course is conceptualized in three contexts: the context of influence; the context of text production; and context of practice.
The educational enterprise is much more complex than ever before and is increasingly becoming a matter of public interest and debate. Therefore an appreciation and understanding of the educational policy process is useful to the planners themselves, as well as educators generally. These matters are of relevance and importance not only to the educational administrators, who are called upon to make policy decisions and are required to give policy advice at various levels within the educational systems, but also teachers and other members of the stakeholders. ED453 is intended for educators and for both practicing and prospective educational administrators and planners. It will deal with relevant theoretical perspectives, research bases and practical experiences in various aspects of educational policy process. In particular, the policy making process in this course is conceptualized in three contexts: the context of influence; the context of text production; and context of practice.
This course introduces students to policy formulation drawing on international theories
and current practices from Ministries of Education in the Pacific. The course will explore
dialectical approaches to understanding educational policy frameworks used by the
national Ministries of Education. The course will include approaches to drafting a school
policy, strategies for monitoring a school policy and implementing such a policy in the
school context. The course will draw on examples from school policies around the
region. Also, the course will highlight emerging policy frameworks evident around the
region that are based on indigenous Pacific epistemologies. (USP Handbook Calendar,2024, p.530).
This postgraduate course focuses on the natural resources of the Pacific Islands which include biodiversity (terrestrial and marine), water, soils, minerals, geothermal energy, and others. Emphasis will be placed on the nature of human resource-use systems in the Pacific Islands; how these systems have affected terrestrial and marine resources; and actions that can be taken to protect natural resources and to promote environmentally and culturally sustainable development in the Pacific islands. Emphasis is also placed on obtaining a better understanding of the main concepts and recent trends in global Political Ecology, in particular UN agreements. We aim, for instance, to identify holistic, indigenous community-based approaches to preserving ecosystem services to illustrate Pacific leadership in the implementation of the various UN agreements, and to identify respective problems in the region.
This postgraduate course focuses on the natural resources of the Pacific Islands which include biodiversity (terrestrial and marine), water, soils, minerals, geothermal energy, and others. Emphasis will be placed on the nature of human resource-use systems in the Pacific Islands; how these systems have affected terrestrial and marine resources; and actions that can be taken to protect natural resources and to promote environmentally and culturally sustainable development in the Pacific islands. Emphasis is also placed on obtaining a better understanding of the main concepts and recent trends in global Political Ecology, in particular UN agreements. We aim, for instance, to identify holistic, indigenous community-based approaches to preserving ecosystem services to illustrate Pacific leadership in the implementation of the various UN agreements, and to identify respective problems in the region.
This course focuses on aspects of the Geography of the Pacific Islands of interest to individual students. It is a course tailored to a particular student`s interests and/or requirements given their planned thesis topic or interests. This course will provide students with a detailed knowledge of a particular aspect of Pacific Islands geography, for example, land-population relationship in Kiribati, the home gardening potential in urban Vanuatu, or the evidence for recent coastline changes in the Southern Cook Islands, Pacific industrialisation, produce marketing in Fiji. Identifying relevant sources of information, knowledge of appropriate methods of data analysis and interpretation.
This course particularly focuses on individual research that will lead to a literature review and discussion paper as the start point of your own research project.
The class will be conducted as a face-to-face seminar format and the main purpose is to provide an opportunity for individual research and discussion rather than for lectures. This year we will discuss a variety of topics to cover your diverse background and interest.
In the first part of the course, students will work up their own ideas on their own project, which is a literature review and discussion paper of a topic of interest. Your research paper should be a theoretical review your research interest. In consultation with your supervisor and/or the course coordinator, your research paper may form a significant component of the literature review of your thesis. Assigned readings will be provided, while you are also required to identify journal articles relevant to your topic.
Given the diverse nature of course participants, later in the course we will widen discussions based on the different perspectives each of us brings to the classroom. By doing this, students are trained to read academic journal articles and book chapter intensively, and will expand their perspectives on a particular concept of their interest.
Journal articles you will identify should be:
- published recently (ideally over the past decade);
- published in a leading journals in your discipline
- must be a research article, i.e. should not be such articles as book reviews, editorials, obituariesGEP02 focuses on the human environment, its characteristics, distribution patterns, formative processes and interactions with the physical environment. This course does not make students experts in human geography. It only helps give you an overview of the concepts and components in the study of human geography.
GEP02 focuses on the human environment, its characteristics, distribution patterns, formative processes and interactions with the physical environment. This course does not make students experts in human geography. It only helps give you an overview of the concepts and components in the study of human geography.
This course covers the use of computer mapping, graphics, and databases to inventory, analyse, and report spatial (location) data, including the development of spatial information systems. Students will learn about spatial data characteristics and the creation and use of spatial database for a wide range of applications, including mapping, environmental analysis, and site selection. The course is interdisciplinary in nature, but of particular relevance to geography, land management, geomatics, computing science, marine science, earth science, environmental studies, population studies and other related disciplines. The course uses lectures and hands-on lab exercises with an emphasis on the acquisition of practical skills.
This course covers the use of computer mapping, graphics, and databases to inventory, analyse, and report spatial (location) data, including the development of spatial information systems. Students will learn about spatial data characteristics and the creation and use of spatial database for a wide range of applications, including mapping, environmental analysis, and site selection. The course is interdisciplinary in nature, but of particular relevance to geography, land management, geomatics, computing science, marine science, earth science, environmental studies, population studies and other related disciplines. The course uses lectures and hands-on lab exercises with an emphasis on the acquisition of practical skills.
This course covers the use of computer mapping, graphics, and databases to inventory, analyse, and report spatial (location) data, including the development of spatial information systems. Students will learn about spatial data characteristics and the creation and use of spatial database for a wide range of applications, including mapping, environmental analysis, and site selection. The course is interdisciplinary in nature, but of particular relevance to geography, land management, geomatics, computing science, marine science, earth science, environmental studies, population studies and other related disciplines. The course uses lectures and hands-on lab exercises with an emphasis on the acquisition of practical skills.
This course concentrates on advanced concepts of GIS, such as project design and implementation, data entry, integration of remotely sensed data, database design and use, data quality and standards, raster and vector modelling, spatial analysis techniques, and special applications. Also examined are issues of using GIS in national development, setting up and maintaining GIS, and the future of geographic information technologies, particularly in the Pacific. Included are advanced approaches for integration and analysis of various types of spatial data, web-based GIS, and an introduction to alternative GIS software programmes. The primary format is hands-on learning, but this is supported by lectures from regional experts, videos, and special readings.
This course concentrates on advanced concepts of GIS, such as project design and implementation, data entry, integration of remotely sensed data, database design and use, data quality and standards, raster and vector modelling, spatial analysis techniques, and special applications. Also examined are issues of using GIS in national development, setting up and maintaining GIS, and the future of geographic information technologies, particularly in the Pacific. Included are advanced approaches for integration and analysis of various types of spatial data, web-based GIS, and an introduction to alternative GIS software programmes. The primary format is hands-on learning, but this is supported by lectures from regional experts, videos, and special readings.
This course concentrates on advanced concepts of GIS, such as project design and implementation, data entry, integration of remotely sensed data, database design and use, data quality and standards, raster and vector modelling, spatial analysis techniques, and special applications. Also examined are issues of using GIS in national development, setting up and maintaining GIS, and the future of geographic information technologies, particularly in the Pacific. Included are advanced approaches for integration and analysis of various types of spatial data, web-based GIS, and an introduction to alternative GIS software programmes. The primary format is hands-on learning, but this is supported by lectures from regional experts, videos, and special readings.
This course will be seminar-based and involve examination of archival sources.
The course this year explores the history of religious conversion in the South Pacific since European contact and also in comparative perspective.
Key questions include: How have people described their own conversion and the conversion of others in written and oral texts -- and how have these descriptions changed over time? What do archival accounts of conversions reveal about the nature and practice of conversion itself? And what role has sharing and circulating conversion stories played in the past?
The course readings and assignments will emphasise Christian conversions in colonial contexts in the South Pacific. However, we will also examine comparative, methodological, and theoretical readings on conversion in other times and cultural contexts.
The history of conversion raises a number of themes fundamental to the practice of history, such as the nature of historical change, the relationship between the individual and society, the possibilities and limits of historical methods and archival sources, and deciding what "context" matters when writing histories. This course also provides an introduction to the history of religion as well as a critical perspective on the impact of Christianity in the South Pacific and its relation to colonialism.
This course will be seminar-based and involve examination of archival sources.
The course this year explores the history of religious conversion in the South Pacific since European contact and also in comparative perspective.
Key questions include: How have people described their own conversion and the conversion of others in written and oral texts -- and how have these descriptions changed over time? What do archival accounts of conversions reveal about the nature and practice of conversion itself? And what role has sharing and circulating conversion stories played in the past?
The course readings and assignments will emphasise Christian conversions in colonial contexts in the South Pacific. However, we will also examine comparative, methodological, and theoretical readings on conversion in other times and cultural contexts.
The history of conversion raises a number of themes fundamental to the practice of history, such as the nature of historical change, the relationship between the individual and society, the possibilities and limits of historical methods and archival sources, and deciding what "context" matters when writing histories. This course also provides an introduction to the history of religion as well as a critical perspective on the impact of Christianity in the South Pacific and its relation to colonialism.
This course will be seminar-based and involve examination of archival sources.
The course this year explores the history of religious conversion in the South Pacific since European contact and also in comparative perspective.
Key questions include: How have people described their own conversion and the conversion of others in written and oral texts -- and how have these descriptions changed over time? What do archival accounts of conversions reveal about the nature and practice of conversion itself? And what role has sharing and circulating conversion stories played in the past?
The course readings and assignments will emphasise Christian conversions in colonial contexts in the South Pacific. However, we will also examine comparative, methodological, and theoretical readings on conversion in other times and cultural contexts.
The history of conversion raises a number of themes fundamental to the practice of history, such as the nature of historical change, the relationship between the individual and society, the possibilities and limits of historical methods and archival sources, and deciding what "context" matters when writing histories. This course also provides an introduction to the history of religion as well as a critical perspective on the impact of Christianity in the South Pacific and its relation to colonialism.
HYP01 introduces students to Pacific history as well as global history. One of the main
objectives of this course is to focus on an event that involved nations both in the Pacific and
around the world: the Second World War. The course is designed to provide students with
an understanding of how the war spread into the Pacific, the involvement of Pacific Islanders
and the effects of the war on the people and the islands. The course is also designed to teach students skills necessary for studying history.
HYP01 introduces students to Pacific history as well as global history. One of the main
objectives of this course is to focus on an event that involved nations both in the Pacific and
around the world: the Second World War. The course is designed to provide students with
an understanding of how the war spread into the Pacific, the involvement of Pacific Islanders
and the effects of the war on the people and the islands. The course is also designed to teach students skills necessary for studying history.
Database management systems are the foundation of the business operations of the organisation. Database management systems must effectively store, access and manipulate data as well as provide data security, data sharing and data integrity. As the database technology advances rapidly, information professionals must not only understand the concepts and principles of database systems but also the associated management issues.
Database management systems are the foundation of the business operations of the organisation. Database management systems must effectively store, access and manipulate data as well as provide data security, data sharing and data integrity. As the database technology advances rapidly, information professionals must not only understand the concepts and principles of database systems but also the associated management issues.
Database management systems are the foundation of the business operations of the organisation. Database management systems must effectively store, access and manipulate data as well as provide data security, data sharing and data integrity. As the database technology advances rapidly, information professionals must not only understand the concepts and principles of database systems but also the associated management issues.
Database management systems are the foundation of the business operations of the organisation. Database management systems must effectively store, access and manipulate data as well as provide data security, data sharing and data integrity. As the database technology advances rapidly, information professionals must not only understand the concepts and principles of database systems but also the associated management issues.
Database management systems are the foundation of the business operations of the organisation. Database management systems must effectively store, access and manipulate data as well as provide data security, data sharing and data integrity. As the database technology advances rapidly, information professionals must not only understand the concepts and principles of database systems but also the associated management issues.
Database management systems are the foundation of the business operations of the organisation. Database management systems must effectively store, access and manipulate data as well as provide data security, data sharing and data integrity. As the database technology advances rapidly, information professionals must not only understand the concepts and principles of database systems but also the associated management issues.
This course is a first introduction to the concepts and techniques of data mining, a promising and flourishing frontier in information systems applications. Data mining, sometimes also referred to as knowledge discovery in databases, is concerned with the convenient, automated extraction of patterns representing knowledge implicitly stored in large databases, data warehouses and other massive data repositories. Data mining is an interdisciplinary field, drawing work from areas including database technology, artificial intelligence, machine learning, statistics, pattern recognition, knowledge-based systems, knowledge acquisition, information retrieval, high-performance computing and data visualisation. The goal of this course is to introduce students to data mining life cycle, to get students to appreciate the key methods and algorithms that form the core of data mining and to give them data mining experience using hands-on projects which they will complete using a FOSS data mining package.
Dear Students,
Bula Vinaka and welcome to LM 312 for Semester 1, 2023.
I wish you all the best for the course. This is a practical based course where we will learn how to undertake and conduct a Feasibility Study for a Property-Land Development project and the stages of Property-Land Development. You will be given various real-life examples to assist your learning including a field trip to a recent development in Suva-Nausori.
I trust you'll bring your enthusiasm and desire to learn to the lectures, tutorials, and labs - designed to help you learn.
Throughout the semester I will be uploading course contents, assignments, etc. on a regular basis so do remember to check Moodle frequently. I will also post Announcements on Moodle when required. You can also interact on Moodle to ask questions or discuss class contents with your fellow LM312-ers.
Look forward to a successful semester.
All the best!
Mr. Paula D Raqeukai
Course Coordinator 2023
Dear Students,
Bula Vinaka and welcome to LM 312 for Semester 1, 2023.
I wish you all the best for the course. This is a practical based course where we will learn how to undertake and conduct a Feasibility Study for a Property-Land Development project and the stages of Property-Land Development. You will be given various real-life examples to assist your learning including a field trip to a recent development in Suva-Nausori.
I trust you'll bring your enthusiasm and desire to learn to the lectures, tutorials, and labs - designed to help you learn.
Throughout the semester I will be uploading course contents, assignments, etc. on a regular basis so do remember to check Moodle frequently. I will also post Announcements on Moodle when required. You can also interact on Moodle to ask questions or discuss class contents with your fellow LM312-ers.
Look forward to a successful semester.
All the best!
Mr. Paula D Raqeukai
Course Coordinator 2023
Dear Students,
Bula Vinaka and welcome to LM 312 for Semester 1, 2023.
I wish you all the best for the course. This is a practical based course where we will learn how to undertake and conduct a Feasibility Study for a Property-Land Development project and the stages of Property-Land Development. You will be given various real-life examples to assist your learning including a field trip to a recent development in Suva-Nausori.
I trust you'll bring your enthusiasm and desire to learn to the lectures, tutorials, and labs - designed to help you learn.
Throughout the semester I will be uploading course contents, assignments, etc. on a regular basis so do remember to check Moodle frequently. I will also post Announcements on Moodle when required. You can also interact on Moodle to ask questions or discuss class contents with your fellow LM312-ers.
Look forward to a successful semester.
All the best!
Mr. Paula D Raqeukai
Course Coordinator 2023
This course is a very practical course that focuses on teaching strategies for the classroom. It provides hands-on experience working with innovative technologies to develop teachers’ skills in the use of new tools when preparing and delivering the curriculum. It provides strategies for getting the most out of prescribed texts and textbooks, creating new texts based on learner needs, and transforming resource-poor teaching environments. It provides practical techniques for a range of elements that may include error correction, the promotion of fluency, and the integration of language and academic content from across the curriculum.
The course presents some of the current issues related to the use of digital technology in education across three levels. The first considers the potential impact digital technology could have systemically within formal education. Secondly, we will broaden our understanding of literacy in 21st-century education, and reflect upon the values that we want to underpin the use of technology in teaching English language. Finally, we will review and discuss the wider impact and risks of digital technology upon the cognitive development, emotional and social life of a learner, focusing particularly upon young learners.
This course is a very practical course that focuses on teaching strategies for the classroom. It provides hands-on experience working with innovative technologies to develop teachers’ skills in the use of new tools when preparing and delivering the curriculum. It provides strategies for getting the most out of prescribed texts and textbooks, creating new texts based on learner needs, and transforming resource-poor teaching environments. It provides practical techniques for a range of elements that may include error correction, the promotion of fluency, and the integration of language and academic content from across the curriculum.
The course presents some of the current issues related to the use of digital technology in education across three levels. The first considers the potential impact digital technology could have systemically within formal education. Secondly, we will broaden our understanding of literacy in 21st-century education, and reflect upon the values that we want to underpin the use of technology in teaching English language. Finally, we will review and discuss the wider impact and risks of digital technology upon the cognitive development, emotional and social life of a learner, focusing particularly upon young learners.
This course is a very practical course that focuses on teaching strategies for the classroom. It provides hands-on experience working with innovative technologies to develop teachers’ skills in the use of new tools when preparing and delivering the curriculum. It provides strategies for getting the most out of prescribed texts and textbooks, creating new texts based on learner needs, and transforming resource-poor teaching environments. It provides practical techniques for a range of elements that may include error correction, the promotion of fluency, and the integration of language and academic content from across the curriculum.
The course presents some of the current issues related to the use of digital technology in education across three levels. The first considers the potential impact digital technology could have systemically within formal education. Secondly, we will broaden our understanding of literacy in 21st-century education, and reflect upon the values that we want to underpin the use of technology in teaching English language. Finally, we will review and discuss the wider impact and risks of digital technology upon the cognitive development, emotional and social life of a learner, focusing particularly upon young learners.
Any person studying for a professional degree should have some knowledge of the ethical principles upon which the practice of all professions is based. Students of law in particular require an understanding not only of the organisation, nature, structure, practice and operation of the legal profession, but also an appreciation of the ethics which impact upon their work as lawyers` and their relationship with the community. The duties imposed on the lawyer can be seen as being grounded in ethics. These duties, to the court and to the client, will be considered in this course.
Prerequisites: LW201 & LW202 & LW203 & LW204 & LW205 & LW206
Course Coordinator: Dr Pierre-Jean Bordahandy
Continuous Assessment: 50/100 Examination: 50/100
This is a unique course because it combines elements of traditional law courses such as Law of the Sea, Maritime Law, Shipping Law and Admiralty Law into a single course. Therefore, it focuses on public aspects of the seas (such as baseline demarcation, maritime boundary and delimitation and jurisdiction of states over fishing, navigation, protection and preservation of the marine environment) with private aspects of the use of the seas (such as operation of ships, carriage of goods, marine insurance, admiralty jurisdiction etc). It also includes marine environmental protection, insurance and liability for pollution and marine casualties. Therefore, it provides a bird`s eye view of the law pertaining to the seas and its uses, especially within the Pacific region.
The focus of this course is to help managers understand and interpret accounting facts and figures drafted by accountants and use such knowledge to improve managerial decision making in their respective functional areas.
Managers from different functional areas would initially be exposed to financial and cost accounting concepts and practices so they can understand and interpret accounting facts and figures, as well as periodic management accounts and financial reports. That would follow the exposition of the array of tools and techniques of financial and cost analysis with hands on exercises to improve the art and sciences of decision making. With such a knowledge base in the background, managers would be practicing the mechanics of decision making in the classroom in various functional and strategic areas of management.
This course is an in depth survey of the principles of marketing. The course is based on an understanding of the importance of marketing to the success of any business endeavour. While strategy and planning considerations are covered, the emphasis is on buyer behaviour and the use of the marketing mix to reach that buyer. Students will receive a working understanding of the concepts and procedures of marketing in today’s environment, and its inter-relationship with other business functions. Students whose primary interests lie in other fields will go away with the foundation to understand how marketing relates to their primary area of interest.
LAUCALA EXAM TIMETABLE - SEMESTER 2 2023 (as at Friday, 13th October 2023, 12:17pm) | |||
Exam Date | Start Time | Course | Laucala Campus Venue |
7-Nov-23 | 1345 [1.45pm Fiji time] | MG206 MARKETING:PRINCIP & STRATEGIES | FMF Gym |
This course is an in depth survey of the principles of marketing. The course is based on an understanding of the importance of marketing to the success of any business endeavour. While strategy and planning considerations are covered, the emphasis is on buyer behaviour and the use of the marketing mix to reach that buyer. Students will receive a working understanding of the concepts and procedures of marketing in today’s environment, and its inter-relationship with other business functions. Students whose primary interests lie in other fields will go away with the foundation to understand how marketing relates to their primary area of interest.
LAUCALA EXAM TIMETABLE - SEMESTER 2 2023 (as at Friday, 13th October 2023, 12:17pm) | |||
Exam Date | Start Time | Course | Laucala Campus Venue |
7-Nov-23 | 1345 [1.45pm Fiji time] | MG206 MARKETING:PRINCIP & STRATEGIES | FMF Gym |
PC426: Ecosystem-Based Adaptation for Climate and Disaster Resilience
PC426: Ecosystem-Based Adaptation for Climate and Disaster Resilience
PC426: Ecosystem-Based Adaptation for Climate and Disaster Resilience
The population processes of fertility, mortality and migration and their implications for decisionmaking planning will be examined in this course. Demographic, social and economic data are crucial to strategic decision-making for public policies, businesses, industries and public enterprises. Future planning in business, employment and all other aspects of socioeconomic development depend on the forecasts and projections of demographic data and their trends and patterns of change. The course will examine demographic and social data and statistics, local area demographic and business profiles, sources of demographic and socio-economic data, their usefulness and quality, data for planning needs by local authorities and the state. Further, it will use techniques of population projections and projection software to project population and labour force. Local and regional databases will be accessed in order to give students
The population processes of fertility, mortality and migration and their implications for decisionmaking planning will be examined in this course. Demographic, social and economic data are crucial to strategic decision-making for public policies, businesses, industries and public enterprises. Future planning in business, employment and all other aspects of socioeconomic development depend on the forecasts and projections of demographic data and their trends and patterns of change. The course will examine demographic and social data and statistics, local area demographic and business profiles, sources of demographic and socio-economic data, their usefulness and quality, data for planning needs by local authorities and the state. Further, it will use techniques of population projections and projection software to project population and labour force. Local and regional databases will be accessed in order to give students
The population processes of fertility, mortality and migration and their implications for decisionmaking planning will be examined in this course. Demographic, social and economic data are crucial to strategic decision-making for public policies, businesses, industries and public enterprises. Future planning in business, employment and all other aspects of socioeconomic development depend on the forecasts and projections of demographic data and their trends and patterns of change. The course will examine demographic and social data and statistics, local area demographic and business profiles, sources of demographic and socio-economic data, their usefulness and quality, data for planning needs by local authorities and the state. Further, it will use techniques of population projections and projection software to project population and labour force. Local and regional databases will be accessed in order to give students
This course deals with aspects of the measurement and control of physical systems. While the course focuses mainly on computer-based measurement and control systems, other electronic control systems are also considered. The study of input and output transducers and their interfacing to measurement and control systems form an important part of the course.
The course will involve the theoretical and practical aspects of wind power generation, in the context of small-scale wind power technology. From a basic grounding in wind power conversion processes, students will be introduced to advanced knowledge of wind turbine design and performance. Aspects of the course include wind speed measurement and analysis for power generation, energy storage, economics and safety and environmental issues. A general knowledge of developments in these areas at national, regional and international levels will also form part of the course. Case studies based on an actual wind turbine will be used to enhance knowledge in the theoretical part of this course.
The course will involve the theoretical and practical aspects of wind power generation, in the context of small-scale wind power technology. From a basic grounding in wind power conversion processes, students will be introduced to advanced knowledge of wind turbine design and performance. Aspects of the course include wind speed measurement and analysis for power generation, energy storage, economics and safety and environmental issues. A general knowledge of developments in these areas at national, regional and international levels will also form part of the course. Case studies based on an actual wind turbine will be used to enhance knowledge in the theoretical part of this course.
The course will involve the theoretical and practical aspects of wind power generation, in the context of small-scale wind power technology. From a basic grounding in wind power conversion processes, students will be introduced to advanced knowledge of wind turbine design and performance. Aspects of the course include wind speed measurement and analysis for power generation, energy storage, economics and safety and environmental issues. A general knowledge of developments in these areas at national, regional and international levels will also form part of the course. Case studies based on an actual wind turbine will be used to enhance knowledge in the theoretical part of this course.
PHF02 is designed to establish the physical concepts necessary to study science at the degree level. Scientific method and principles are emphasised.
PHF02 is designed to establish the physical concepts necessary to study science at the degree level. Scientific method and principles are emphasised.
PHP02 is designed to teach the basic concepts of physics, develop an understanding of experimental procedures, and prepare students for physics courses and to develop laboratory skills.
PHP02 is designed to teach the basic concepts of physics, develop an understanding of experimental procedures, and prepare students for physics courses and to develop laboratory skills.
This course is a 100 per cent research-based course. It is a core course for students pursuing a master's degree in Diplomacy and International Affairs.
This course is a 100 per cent research-based course. It is a core course for students pursuing a master's degree in Diplomacy and International Affairs.
This course is a 100 per cent research-based course. It is a core course for students pursuing a master's degree in Diplomacy and International Affairs.
This course is a 100 per cent research-based course. It is a core course for students pursuing a master's degree in Diplomacy and International Affairs.
This course is a 100 per cent research-based course. It is a core course for students pursuing a master's degree in Diplomacy and International Affairs.
This course is a 100 per cent research-based course. It is a core course for students pursuing a master's degree in Diplomacy and International Affairs.
Ni sa bula vinaka, Talofa lava, Malo e lelei,, Namaste, Kia orana, Taloha ni, Ia orana, Fakaalofa lahi atu, 'Alii, Malo ni, Halo Olaketa, Mauri, Aloha mai & warm Greetings.
Welcome to SW201: Social & Community Work Practice I
The course
critically analyses the skills and models of working with individuals, families,
groups and communities. An emphasis is
placed on contextual and culturally appropriate ways of working with people in
a variety of social and community work settings across Pacific Island nations.
LECTURE TIMES & VENUE
Please refer to Moodle for any updates on Lecture dates and times. For regional students, there will a Zoom tutorial offered and this will begin in the 2nd week of the semester. Tutorials will also begin in Wk 2 for Laucala based students. Attendances will be taken for monitoring purposes.
Ni sa bula vinaka, Talofa lava, Malo e lelei,, Namaste, Kia orana, Taloha ni, Ia orana, Fakaalofa lahi atu, 'Alii, Malo ni, Halo Olaketa, Mauri, Aloha mai & warm Greetings.
Welcome to SW201: Social & Community Work Practice I
The course
critically analyses the skills and models of working with individuals, families,
groups and communities. An emphasis is
placed on contextual and culturally appropriate ways of working with people in
a variety of social and community work settings across Pacific Island nations.
LECTURE TIMES & VENUE
Please refer to Moodle for any updates on Lecture dates and times. For regional students, there will a Zoom tutorial offered and this will begin in the 2nd week of the semester. Tutorials will also begin in Wk 2 for Laucala based students. Attendances will be taken for monitoring purposes.
Ni sa bula vinaka, Talofa lava, Malo e lelei,, Namaste, Kia orana, Taloha ni, Ia orana, Fakaalofa lahi atu, 'Alii, Malo ni, Halo Olaketa, Mauri, Aloha mai & warm Greetings.
Welcome to SW201: Social & Community Work Practice I
The course
critically analyses the skills and models of working with individuals, families,
groups and communities. An emphasis is
placed on contextual and culturally appropriate ways of working with people in
a variety of social and community work settings across Pacific Island nations.
LECTURE TIMES & VENUE
Please refer to Moodle for any updates on Lecture dates and times. For regional students, there will a Zoom tutorial offered and this will begin in the 2nd week of the semester. Tutorials will also begin in Wk 2 for Laucala based students. Attendances will be taken for monitoring purposes.