Abstract:
This study has examined the Tuvalu National Curriculum Policy Framework (TNCPF) and its underlying social vision and mission. The main aim of the research was to develop a strong socio- cultural consciousness of the TNCPF by examining and critiquing its development, as well as identifying and critically reflecting on the underlying vision and mission of this relatively new curriculum framework. Another critical objective of the research was to establish how the school curriculum can address a goal such as “sustainable living for all” by exploring the relevancy and TNCPF’s ability to locate and accommodate three contemporary issues and concerns – two of which are new learning areas to the Tuvalu schools: Climate Change Education (CCE), and Human Rights Education/Social Citizenship Education (SCE). The results demonstrated that the development of the TNCPF was politically inspired in the sense that the government, through multi-sector deliberations, realised the issues with the then curriculum and subsequently recommended a curriculum reform for Tuvalu. The focus of the reform was to develop an appropriate curriculum that was relevant and targeted the needs of individuals and society as a whole. While the TNCPF is initiated by the Tuvalu government, there are also regional and international influences that have played some parts in the planning and designing of the TNCPF.