1967 - Education Television in American Samoa

1967:


The Governor of American Samoa to the Secretary of the Interior for the fiscal year ended June 30th 1967 Annual Report,
H. Rex Lee (Dem)
U.S. Government Printing Office, Washington, D.C.

 


Text from the 1967 Education section of the Governor’s Report is included below.  There is a great deal of explanation and one gains the sense that Lee is under pressure even in there very early days of the Project.


 

Education

Expansion and Refinement

Fiscal year 1967 was the third year of operation for American Samoa’s unique instructional television system. It was a year of continued expansion and refinement. The Government of American Samoa continued to spend far more for education than any other purpose; the fiscal year 1967 budget for the Department of Education was $3,333,547 ($2,070,945 was actually spent); the next highest departmental budget for the final year was that of the Department of Medical Services $1,184,817.

The entire American Samoa education system continued to use television as its core of instructions. KVZK-TV providing six channels for this purpose remained the largest instructional television broadcasting complex in the world—the only known education system that uses broadcast television entirely for instruction.

The idea for instructional televisions in America Samoa was the of Governor H. Rex Lee, who found upon in arrival in the territory in 1961, that standards prevailing in the American Samoa school system did not approach those required to enable students to compete on terms of equaling in the modern world.

Village schools were ramshackle and neglected. In many instances, Samoan teachers were inadequately prepared for their important positions. Correction of these major deficiencies began with supplemental appropriation in fiscal year 1962, continued in fiscal year 1963, and reached fruitarian in final year 1964.

The problem confronting Governor Lee was that of overhauling the entire school system without the severe economic dislocations that would have been caused by placing some 300 mainland teachers in the villages, and without jeopardizing the careers of the territory’s Samoan teachers, many of whom had given long and loyal service.

Instructional television seemed, to Governor Lee, a means of simultaneously upgrading the quality of instruction while retaining the Samoan staff and necessitating the importation of only modest numbers of new mainland teachers. Officials of the Department of the Interior and members of Congress believed that the suggestion had merit. The House of Representatives and the Senate authorized a feasibility study to be carried out by the National Association of Educational Broadcasters.

The survey supported Governor Lee’s idea. An additional $1,538,000 was appropriated for an initial three-channel television system, and $2 million was authorized for the replacement of existing village schools by a series would have another use as village community centers when not in school use.

When KVZK-TV went on the air in October 1964, only four of the new consolidated elementary schools (in the villages of Nua, Ili’ili, Fagasa, and Aoa) were finished and receiving televised instruction; many more were under construction. By the end of fiscal year 1966, 14 consolidated elementary schools (so named because each is a consolidation of several old village schools) were finished.

By the time the 1966-67 school year started, three more consolidated schools were finished on Tutuila (Tula, Manulele Tausala, and Aua), and four were finished in the Manu’s islands of the territory (Ofu , Olosega, Faleasao, Fitiuta). On the secondary level (Grades 7-12), the territory’s third high school campus—the first in the Manu’s islands—opened at the village of Luma on the island of Ta’u.

Three more consolidated elementary schools are scheduled for completion before the of fiscal year 1968, and a fourth high school—serving the eastern district of Tutuila—is expected to be open in September 1968.  By that time, the American Samoa school system will include 24 consolidated elementary schools and four high schools.

Isolation continued to create both human and logistical problems in fiscal year 1967 at schools in Manu’a and in the remote north-shore villages of Tutuila. All food, schools supplies and personal goods bound for these schools must be delivered by a government boat; they must be transferred to small Samoa canoes and taken over the reef to shore. Isolation from associates and common forms of entertainment makes adjustment difficult for the stateside personnel assigned to these locations. This adjustment is further complicated by the lack of readily-available professional medical assistance.

 

Educational Policies and Goals

The following points summarize the objectives of the American Samoa Department of Education:

  1. A simultaneous upgrading of all school instruction and adult education programs for the purpose of raising educational standards and skills not only for all children in the territory but for all age groups.
  2. Extension of the Samoa-for-Samoans program to education. This involves the training of the new Samoan teachers and the in-service training of Samoans already employed as teachers. In fiscal year 1967, Samoans continued to move into areas of increased responsibility. For the first time, a Samoa was appointed principal of one of the new consolidated elementary schools. In the production section, two Samoans were appointed to crew chief positions that were formerly held by stateside contract employees. Under the supervision and guidance of stateside producer-directors, all Samoan cameramen began to direct a limited number of instructional and public information productions. And late in the fiscal year Samoan newscasters replaced stateside newscasters on the English language television news program, Tala ‘Ese ‘Ese.
  3.  Providing the Samoan student with the intellectual tools he needs to compete and achieve on a level with stateside standards.

To achieve these basic objectives it is necessary that Samoans become truly bilingual, for competence in a world language is a prerequisite for understanding the world. Without a command of the English language, it is impossible for a Samoa to receive a higher education or advance much beyond menial employment. Instruction in English, therefore, is given highest priority at all levels of instruction—but not at the expense of Samoan culture. Although all societies undergo change, the Department of Education seeks to preserve the more meaningful characteristics of fa’a-Samoa (“The Samoan way of life”) and to prevent the alienation of the young Samoan from his own culture. Televised instruction in the Samoa language is provided to student in lower levels (on the principle that a youngest must become proficient in his own language before learning another), and a special course describing (in Samoan) the history and customs of Samoa is presented to all students in level 5 (grades 8 and 9).

The 12-year goal of the Department of Education is to raise the level of stateside-standard educational achievement from less that 1 percent of all Samoan students in fiscal year 1966 to 50 percent by fiscal year 1978. It is felt that today’s elementary students particularly those currently in levels 1 and 2, will provide the most meaningful and convincing evaluation after they have graduated high school. In the meantime, short-term evaluations are being made. In April 1966, George Pittman (see latter part of “Structure” section, below) tested grades 5 and 6 in two consolidated elementary schools and compared the results to those of the same test given to youngsters in one of the larger village schools, where instructional television had not yet been introduced. The test consisted of 82 items representing basic features of English. Children in the village school scored an average of 33 correct responses out of a possible 82; children in the two television schools averaged 63.5 out of a possible 82.

The difference in the two tests suggests that the new program is accomplishing its priority goal of teaching English as a second language. This supports observations within American Samoa that Samoa students are speaking much better English in and out of the classroom and that Samoan teachers are speaking more and better English. There is also some evidence that the evening entertainment and information programs are beginning to similarly affect the amount of English used and understood by adult Samoans. (For other information about evaluation, see Test and Measurements section of this chapter.)

 

Structure

Since the inception of instructional television in American Samoa, the Department of Education has maintained a close working relationship with the National Association of Educational Broadcasters, headquartered in Washington, D.C. The NAEB, through its executive consultant, Vernon Bronson, advises the American Samoa Department of Education on matters pertaining to both the technical and instructional television program, including the recruitment of highly-trained stateside education personnel.

Within the department itself, five assistant directors of education work directly under the director of education. They are: the assistant director for coordination of the Michael J. Kirwan Instructional Resources Center (ETV studio building); the assistant director for secondary instruction; the assistant director for elementary instruction; the assistant director for engineering services, who is in charge of technical operations in the studio building, for maintenance and operations of the transmitters atop Mt. Alava, and for field maintenance and operations (technical equipment in all the schools); and the assistant director for administration, who supervises payroll;  personnel, school records, transportation, the school lunch program, and procurement for the Department of Education.

The director of education is assisted by the supervisors of television production, adult education, teacher training, testing, libraries, and guidance.

There are no kindergartens or preschools in American Samoa’s public education system, although some children study religion and the Samoan language at small pastors’ schools before entering public school. The public school system enrolls roughly 85 percent of the approximately 9,000 school-age children in American Samoa; it operated under a free, universal and compulsory program in which students and enter school at age six and are required to remain in school until they complete grade 12 or are 18 years old.

The American Samoa school system is based on a 12-year program, plus two years of post-graduate training for those who wish to become teachers. Since the beginning of televised instruction in 1964, the grade-classification system has been modified into a continually-changing structure of levels, most of which contain two years of instruction. The level system is necessitated because much of the curriculum for children who were in school before 1964 is remedial in nature.

The elementary division, which includes eight years of instruction, began with three levels in 1964 and expanded to four in 1965. (A fifth level was begun in September 1966, shortly after the start of fiscal year 1967. ) New levels of instruction will have decreased substantially.

Because of the highly centralized operation of the American Samoa Education system (described in the Operations section below), the secondary division structures its instruction through one high school—the High School of American Samoa. This high school, however, had three campuses as of the end of fiscal year 1967: Utulei (serving the bay area and eastern Tutuila), Leone (serving the western Tutuila), and Manu’a (serving the three Manu’a islands).  Construction on the new East High School in the village of Faga’itua was scheduled to begin about four months after the fiscal year closed.

Qualified students from anywhere in American Samoa may elect to attend the Utulei campus if they wish to receive a business education or job training in building skills. Or a student may choose to go to the Leone or Manu’a high schools for vocational agriculture training. When the East High School campus at Faga’itua is opened in September 1968, it is envisioned that it will specialize in motor mechanics.

Three levels used in the secondary program, but a complete return to the grade 9-12 system is expected to take place by the start of the 1968-69 school year.  The secondary program, like the elementary program, stresses instruction in English. Television lessons and teaching materials in language arts, science, mathematics, social studies, shop and home economics are prepared on the level of structural English that the students have already learned. It is planned that during fiscal year 1968 (the 1967-68 school year) students will be divided into ability groups for English instruction; the grouping will be done on the basis of performance on the Gates Reading Test, performance on a locally-produced general aptitude test, and teachers recommendations.

The oral English drills used in both elementary and high schools are based on a philosophy of linguistics known as the Australian method, advanced by Australian linguist George Pittman, now a part-time consultant to the American Samoa Department of Education. This method, employing oral drill extensively, uses the sentence pattern as the unit of instruction. The result of extensive work with language problems of the Pacific area, it puts language into the child’s mouth before literacy. The drills aid the Samoan student in pronouncing sound combinations and speech rhythms unfamiliar to his native language.

During fiscal year 1967 courses in oral English and language arts were separated into two different subjects for the first time. This allowed for more intensive and concentrated oral drills.

The 1966-78 school year was the first yea that classes in shop were offered to high school students. Also, the size of high school classes was cut so that the average classroom had about 90 students. When the East High School is opened, the average class size is expected to become smaller.

 

Operations

American Samoa’s instructional television project differs from American educational television stations in that it is the core rather than a supplement of the entire local educational effort. All instruction is conceived, researched, written and disseminated from the Kirwan Instructional Resource Center, and it is reinforced in the classroom by the Samoan teacher. This amounts to a teaching-learning process that is unique not only because of its use of modern technology but also because of its dependence on cooperation from the entire teaching team;  research teachers, television teachers, administrators,  cameramen, producer-directors, technicians, classroom teachers, principals, artists, and photographers.

Though many people—statesiders and Samoans—are involved in the instructional television process and curriculum development, each television lesson is basically the product of three people working closely with one another; a television teacher, a research teacher, and a television producer-director.

The television teacher, the nucleus of the team, conceives, and heads the lesson formation, and interprets the curriculum. He is constantly concerned with relating the lesson material to the environment  of the Samoan child and controlling the use of English to a level that will insure maximum progress.

The research teacher researches the subject matter, assists in writing the lesson, and prepares the reinforcement material that will be distributed in advance to each school participating in the lesson. (In fiscal year 1967, the publications division produced nearly 7 million sheets of support material.)

The producer-director is responsible for producing a videotape that most effectively presents the lesson, including its maps, movie film clips, photographs, charts, and drawings. This videotape portion of the lesson is made from 1 to 3 days before its broadcast to the classrooms. About 200 lessons are videotaped each week of the school year, yet very few are saved because the curriculum is continually undergoing refinement. As a specialist in communications, the producer-director plays a major role visualizing the concepts taught in each lesson. As a specialist, also in television production techniques, he is responsible for the creations of a televised lesson that will not only inform the child but also stimulate him to inquire further.

Other members of the production division are also important members of the teaching team. Photographers provide still photos and even motion pictures are requested by the teaching team. Artists lend their graphic skills but providing illustrative material and ideas. Television cameramen and crew members provide supporting skills in the studio. All of these contributions blend with those of instruction and engineering to provide a learning experience of force and clarity for the Samoan child in the classroom.

At least part of the effectiveness of American Samoa’s instructional television system is based on the research findings which indicate that when “telling” is used along, the recall of the students 3 days later is about 10 percent; but when a blend of “telling” and “showing” is used, the recall 3 days later is about 65 percent. A motion picture film clip showing a moving train, with all its sounds, makes the English word “train” come alive for the Samoan child who has never seen a train. Television instruction utilizes the principle that understanding occurs first through experience or in terms of pictures or preverbal images; the word or symbol of language is later substituted for this understanding. Thus, learning takes place when the students understand relationships or associations of actual observations. Each television lesson is designed to expand the storehouse of images within children who live on an island in the South Pacific.

All lessons must be believable in terms of the child’s experience, must contain some element of effective participation, must be structured to create a desire in the student to see what is beyond, and must stop short of the students’ fatigue. A stateside principal lives at each elementary school. He is the only state-sider who lives in the village and works and lives daily with the Samoan people. Although he serves as a supervisor of teacher training and is a model teacher, his most unique contribution to the education process is his evaluation of the effectiveness of the total lesson. His observations and experiences, frequently passed on to the Instructional Resources Center, give balance to the educational values contained in each lesson. Regular in-service training telecasts support the principal in his daily responsibility for improving the skills of his teachers and teacher trainees. In the high schools, stateside instruction supervisors work with the classroom teachers. Following the television lesson, the Samoan classroom teacher devotes his total skills to working with the students to make sure lesson is understood, that it is related to the environment in which the Samoan child lives. The Samoan classroom teacher is able to do this reinforcement teaching because he has been provided with the lesson outline and reinforcement materials one or two weeks in advance of the telecast. He works closely with his principal, who in turn assists the studio staff in adjusting the content and pace of the instruction.

 

Tests and Measurements Division

The Tests and Measurements Division, in collaboration with the supervisory and instructional staff of elementary and secondary education is charged with the responsibility of developing a valid series of tests for determining the educational achievement and relative learning rates of the children of American Samoa. The division is responsible for establishing measurement criteria and assisting teachers in the application of tests as they are developed. A basic function of the Tests and Measurements Division is to apply many kinds of quantitative techniques and offer interpretations of test results.

Since the function of the Tests and Measurements Division is to answer specific questions about the unique education system in American Samoa, that approach will be taken in this description of its activities. It is too soon to state that questions have been answered, but test results do tend to point to some answers over others. Thus it can be stated that working hypotheses are being developed. The major questions at this time, and their corresponding hypotheses, are as follows:

1.     Question: What is the benefit of introducing the English language early in the school career of the child and the concerted attempt to develop fluency in the second language?

Hypothesis: Research trends indicate that the language a child speaks will influence his cognitive processes as well as his ability to communicate. It appears that an early introduction to English results in an increment in the reasoning capacity of the child, if this capacity is measured by standard western “non-verbal” techniques. 

2.     Question: Has the new education system been effective?

Hypothesis: It has been very effective in teaching oral English, and somewhat less effective in improving the reading of English. Mathematic reasoning, and reasoning in general, improves with the new system, but arithmetic computation remains a question mark.

3.     Question: What is the present status of the reading ability of Samoan children?

Hypothesis: In excess of 60 percent of the ninth grade children read at or above the fourth grade level on a U.S test with U.S. norms. About 7 percent read about the sixth grade norms, and less than 1 percent are at grade level.

4.     Question: Does this effect difficulty with English?

Hypothesis: Both. It appears that Samoan is read no better than English as, well.

The Tests and Measurements Division has devised a test of oral English, a sentence-matching test (in Samoan and English), and a reading readiness test that measures English usage independently of maturation. Also, the mathematic fundamentals test has been administered, norms have been developed for the high school academic aptitude examination and the Gates reading survey, and the Ohio State psychological test has been put into experimental use to assist in the selection of scholarship loan recipients (See the Scholarship Loan section below). All of these tests are undergoing further evaluation to establish much-needed criteria of academic success. There is a continuing effort to assess those non-academic variables that contribute to academic success. An interest inventory is also being developed.

There are methodological problems encountered in Samoa which are uncommon in the United Sates. Perhaps the most frustrating is the difficulty in following a child from one time to the next on the basis of the usual identifying data of name, birth date, village, school and level or grade. This is a problem if one is interested in test reliability, prediction of success, increments in achievement, learning rates, and the like. Various solutions to this problem have been proposed. The two most reasonable solutions are: (a) go to the schools and have the teachers assist in identification, and (b) assign each student a permanent number when he enters the first grade (e.g. Social Security). The first of these is feasible only with limited numbers of children. This, the second would probably be most desirable, although it would be difficult to implement.

 

Scholarship Loan Program

One of the outstanding features of the Department of Education in recent years has been the Scholarship loan program. This program makes further educational opportunities possible for capable Samoan youths and employees who could not otherwise immediately afford the costs. By providing Samoans with both full-time college work and special short courses, the needs of the government and its allied services for highly qualified personnel will be met.

Scholarship loan students are selected on the basis of financial needed test results, high grades, and character. The yearly amount of a loan is determined by the differences between the institutional costs and the amount the family can afford to pay. Loans for college attendance are renewable after the first year if there is evidence of successful completion of a year’s work.

The total amount appropriated for scholarship loans during fiscal year 1967 was $200,000. During this fiscal year 159 Samoans furthered their education under the scholarship loan program: 23 college freshmen, 17 college sophomores, 24 college juniors, 21 college seniors, two graduate student, three students at the South Pacific College of Tropical Agriculture, six at the Fiji School of Medicine, 21 at the East-West Center in Honolulu, 11 in short courses, and 31 at American Samoa’s Feleti Teacher Training School.

During the fiscal year under review more than $17,500 in financial assistance was given to the Government of American Samoa by various college with Samoans in attendance. This money was put toward scholarships for Samoan students entering colleges in September 1967 (fiscal year 1968).

During fiscal year 1967 policies were formulated concerning the scholarship load program. A complete audit was also made of all accounts.

 

Adult Education

  1. The primary long-range objectives of adult education in American Samoa include: 1. Improvement of adult English language skills.
  2. Development of informed, responsible citizenship for effective encounter with continuing social change.
  3. Facilitation of individual and group adjustment increasing impact of 20th century patterns and products.
  4. Development of vocational skills to fit the territory’s resources and economic potential.
  5. Upgrading of individual, family and community standards of nutrition, sanitation and general health.
  6. Decisive retention of the high values in Samoa culture and tradition.

An adult education supervisor for Samoa’s new educational system was first employed in Fiscal Year 1967. His responsibilities include development of formal adult instructional programs, as well as over-all responsibility for selection, purchase, scheduling, and production of evening television programs – the latter, in coordination with the television production division.

Evening and adult television programming saw the following major development in fiscal year 1967:

  1. The inauguration of two –channel evening programming. Such two-channel operation makes possible a greater variety of programming, simultaneous broadcasts of programs designed for different levels of viewer comprehension, and broadcasting of special programs of limited audience appeal without preempting that television viewing time for the entire population.
  2. Increased local production of evening programs. New offerings include a weekly bilingual television news film “roundup” with special background commentary on the week’s news (in Samoan) , a completely revised weekly agricultural program, and interview series featuring interesting and important visitors to American Samoa, expanded “Reports to the People” of significance, pre-election television appearances of all candidates for the legislatures, legislative action reports, television introductory appearances for elected members of the legislature, “specials” featuring Polynesian performing arts groups, and specially-filmed programs on local celebration and historical events. Exclusive of continuing production of spot announcements on safety, public health, community improvement and government information, and exclusive of the nightly, locally-produced in fiscal year 1967 specifically for general adult evening television viewing.
  3. Production of weekly public health instructional program for Women’s Health Committee classes. Weekly lesson-programs were telecast at a special afternoon hour to 40 village Women’s Health Committee classes throughout the territory. Public Health nurses were “pre-taught” with previews of the televised lessons; the reinforced such lessons as classroom teachers. Written materials and worksheets were provided each class member for every lesson. Enrollment and attendance for this course exceeded 400 Health Committee members and non-members.
  4. Operation of daily English language classes for all divisions of the Department of Medical Services. Student nurses, graduate nurses, lab technicians, dental assistants, public health nurses and public sanitation personnel met in hour-long classes, five days a week, for the school year. Each class period included televised oral English drill and response. Enrollment in seven separate class groups totaled approximately 125.

In addition to general evening television programming as mentioned above, plus syndicated entertainment and instructional programs, and in addition to organized instructional programs utilizing televised instruction, a pilot classroom program in English literary skills was operated at Utulei high school, two nights a week, for four months.

 

Feleti Memorial Library

The Feleti Memorial Library is the only public library in American Samoa. Its function is to provide reading materialsto all of the residents of the territory. During fiscal year 1967 plans were made to establish (1) a central catalog for determining the location of all materials and (2) a central processing system from which all library materials would be procured and processed uniformly.

By the end of the fiscal year, the library had reprocessed the books in 18 elementary school libraries and two secondary school libraries. It was expected that by the beginning of the 1967-68 school year all school libraries will have been completed.

The Feleti Memorial Library is not only the headquarters of the processing center; it also serves the entire public school system and is the public library of American Samoan. These varied responsibilities have resulted in a serious space problem which in time will have an effect on the quality of its service to the public.

It is planned that when all of the school libraries have been reprocessed, the Feleti Library will begin a program for the training of teacher-librarians. Plans will also be developed for the established of school-community libraries at convenient locations throughout the territory.

 

School Lunch Program

During the consolidation of schools in fiscal year 1966, the school lunch program grew rapidly. At the end of fiscal year 1965 approximately 3,500 type A lunches were being served daily in 24 schools. At the close of fiscal year 1967 the daily average had risen to 6,233 type A lunches daily in 23 schools.

In addition to the type A lunches, the Department of Education began serving a modified lunch to 900 students at the five Manu’a schools in October 1966. The objective is to begin serving a type A lunch to Manu’a children as soon as facilities are available to prepare the lunches there. At that time, an attractive and palatable type A lunch will become a reality for all children in the consolidated elementary and secondary schools of American Samoa.

Under the Child Nutrition Act, the Department of Education started a pilot breakfast program at the Manulele Tausala Elementary School in Nu’uuli in March 1967. A total of $11,346 was allocated for the year, but the school lunch program accepted only $2,500 since it was able to start only one school in the project. The program has over 90 percent participation, and reports from both students and teachers indicate that children are more alert in class and have an increased attention span. It is expected that more schools will be added to the project in fiscal year 1968.

The school lunch budget for fiscal year 1967 was $162,615. In addition to this amount, the program received a $25,000 letter of credit from federal government as well as large amounts of federal commodities. The Manu’a schools were not included in the budgeted lunch program; consequently the school lunch program was forced to seek and additional $20,00 to defray the $3,000 monthly cost of supplying the five Manu’a schools with food.

Funds have been all located for the construction of a central kitchen facility so that all schools on primary roads can be served a controlled type A lunch program during fiscal year 1968.

 

Private Schools and Philanthropic Assistance

Four religions operate six nonpublic schools in American Samoa. The Roman Catholic Church operates two schools for girls and one school for boys (each providing grades 1-8) ; the Church of Jesus Christ of Latter-day Saints (Mormon) operates a high school with grades 7-12 ; the Christian Congregational Church operates a small coeducational school with grades 1-9 ; and the Seventh-day Adventists operate a small school with grades 1-8.

Roughly 15 percent of the 9,000 school age children in American Samoa attend these nonpublic schools; the remaining 85 percent attend public schools.

The non-public schools of the territory operate with the approval of the Department of Education and meet minimum academic and faculty requirements as set by the department.

The Frederic Duclos Barstow Foundation of Honolulu has for many years provided financial assistance to educational in American Samoa. In recent years the foundation has made contributions to the teacher training program.

 

Teacher Training

One of the Department of Education’s major goals is to upgrade effectiveness of the Samoan classroom teacher. Experienced teachers improve themselves on the job, work with stateside principals, and participate in in-service training workshops. The primary responsibility for teacher training, however, falls upon the Feleti Memorial Teacher Training School. All students at this two-year school are high school graduates. They must agree to remain in American Samoa and teach school for at least two years after graduation.

A supervisor and instructors in teacher education are responsible for planning and teaching the training courses in the school. The small Feleti teaching staff is regularly assisted by school principals and studio personnel.  The training program utilizes the consolidated elementary schools for observation and student teaching. In the course of one year, student teachers are assigned to a minimum of four schools; they work under four different stateside principals and Samoan teachers, observing the problems and procedures that result from differences in the school size, staff and location.

Worthy American Samoan teachers were able to gain invaluable educational experience again in fiscal year 1967 through continued grants from Title V of the Elementary and Secondary Education Act. Late in the fiscal year (and continuing into the fiscal year 1968) two field trips were started: one involving 26 Samoan teachers to Stanford University and another involving 10 Samoan teachers to the East-West Center in Honolulu. The former group also visited parts of California and Nevada, and the latter group toured the Hawaiian Islands. Teachers chosen to participate in each trip had demonstrated ability, interest and potential for improvement but had little formal academic background or had never experienced life beyond the shores of Samoa. The culture of the United States, as seen in California and Hawaii, made many images in the minds of the Samoan teaches become more clearer, more accurate, and more real. It is envisioned that these images will be passed on to Samoan children for years to come.

 

Fia Iloa Elementary and High School

Fia Iloa  (meaning “I want to know” or, in essence, “eager to learn” in Samoan) School offers a curriculum designed to meet the educational needs of children who have transferred from stateside schools and will return to stateside schools (or go on to stateside colleges) upon the completion of their stay in American Samoa. Stateside standards of academic achievement are maintained throughout the 12 school grades, and a complete stateside curriculum is offered. The teaching staff is composed of teachers trained and certified in the United States.

Fia Iloa School is also for the exceptional Samoan student with verbal and written fluency in the English language, and for any student whose educational achievement is comparable to stateside academic standards.

Approximately 400 students were enrolled in the Fia Iloa Elementary and High School during fiscal year 1967. Roughly half of these were Samoans or part-Samoans.

 

Office of Samoan Information

The primary mission of the Office of Samoan Information is to provides news and information to the people of American Samoa; in this respect, OSI participates in a non-instructional educational effort. Its means of disseminating local, national (U.S.) and world news is through three government-operated media” the News Bulletin, printed in English and distributed Monday through Friday to about 1,100 government and industry employees in the Pago Pago Bay are ; radio stations WVUV, the only radio station in the territory; and a bilingual television news program that is seen Monday through Friday evenings.

In fiscal year 1967 the Office of Samoan Information consisted of an information officer, assistant information officer, two Samoan editors, two Samoan typists, a radio station manager. The assistant information officer was added to the staff during the fiscal year, thus enabling the Office of Samoan Information to not only continue providing news and information to the people of the territory but also prepare the Annual Report of the Governor. The information officer and the assistant information officer combined their efforts to produce the Annual Report for Fiscal Year 1967.

The Office of Samoan Information endeavors to provide the public with unbiased and balanced reporting of happenings inside and outside of Samoa. It receives world and national news from United Press International, and most news stories – especially those used on television and radio, which are disseminated to outlying areas – are written for consumption primarily by people who have never been away from the Samoan islands. United Press International radiophotos are used on the television news program, “Tala ‘Ese ‘Ese (Today’s News).

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