亞開行-創(chuàng)造空間：所羅門群島婦女參與高等教育（英）

NO.311

AUGUST2024

ADBBRIEFS

KEYPOINTS

?InSolomonIslands,womenandgirlsfacebarriersto

education,includingcost,infrastructure,distance,violencerisks,adolescentpregnancies,andsocietalnormslimitinghigher

educationopportunities.

?SolomonIslandersoften

studyabroadfortertiary

education,withhighcostslimitingenrollment.The

newUniversityoftheSouthPacific(USP)campus

enablesmoreyoungpeople,especiallywomen,tostudynontraditionalfieldslocally.

?Throughconsultations,

theUSPcampusfeatures

genderdesignsforwomen’ssafetysuchassafespaces,improvedlighting,and

busshelters.

?Gender-inclusiveeducationequipswomenwithskillsforpersonalandprofessional

growth.Expandedonline

coursesremoveaccess

barriers,boostingenrollment.Jobcounselingand

employmentsupporthaveimprovedwomen’sjob

prospects,despitelow

femaleparticipationratesinformalemploymentinSolomonIslands.

ISBN978-92-9270-854-2(print)ISBN978-92-9270-855-9(PDF)

ISSN2071-7202(print)ISSN2218-2675(PDF)

PublicationStockNo.BRF240397

DOI:

/10.22617

/BRF240397

MakingSpace:Women’sParticipationinHigherEducationinSolomonIslands

IngridFitzgerald

FormerSeniorGenderand

SocialDevelopmentOfficer

ClimateChangeandSustainable

DevelopmentDepartment(CCSD)AsianDevelopmentBank(ADB)

AletaMoriartyConsultant

CCSD,ADB

RachelMaryAnneA.BasasGenderOfficer

CCSD,ADB

MalikaShagazatova

SeniorSocialDevelopmentSpecialist(GenderandDevelopment)

CCSD,ADB

INTRODUCTION

WomenandgirlsinSolomonIslandsfacesignificantchallengesaccessingeducation,particularlyhighereducation.Grossenrollmentratesforwomenintertiaryeducationstoodat25%inthePacificregionin2020,andat18%inSolomonIslandsin2019.

Educationalattainmentofatleastabachelor’sdegreeorequivalentamongwomen

aged25andoverrangesfrom2.7%inKiribatito10.9%inSamoa.1InSolomonIslands,4.9%offemalesaged12andoverhadcompletedsomepostsecondaryeducationin

2019(10.1%inurbanareasand2.8%inruralareas)comparedwith10.7%ofmen.2

Menalsopredominateinpostsecondarytechnicalandvocationaleducationand

training(TVET),accountingfor73%ofstudentsinregionaltrainingcentersandTVETinstitutions.3Barriersincludecost,inadequateinfrastructure,distance,increased

riskofviolenceandharassment,highlevelsofadolescentpregnancy,andtraditionalgendernormsthatprioritizehouseholdinvestmentsinmenandboysanddiscouragewomenandgirlsfrompursuingfurthereducation.

Note:Inthispublication,“$”referstoUnitedStatesdollars.

1WorldBankGroup.Educationalattainment,atleastBachelor’sorequivalent,population25+,female(%)(cumulative)

/indicator/SE.TER.CUAT.BA.FE.ZS

(accessed1March2024);PacificCommunity.2023.ThestatusofPacificeducation2022:aregionalmonitoringreport

basedoninternationallycomparablestatistics.

2GovernmentofSolomonIslands,NationalStatisticsOffice.2023.

SolomonIslandsPopulationand

HousingCensus2019

:Analysis.

3GovernmentofSolomonIslands,MinistryofEducationandHumanResourceDevelopment(MEHRD).2019.

AnnualReport2019

.

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Accesstoeducationiswidelyrecognizedasakeyfactorindriving

economicgrowthandhumanandsocialdevelopment.Improving

accesstotertiaryeducationiscriticaltoSolomonIslands’inclusivegrowthanddevelopment,aswellasadvancinggenderequality.

TheNationalEducationStrategicFramework,2016–2030prioritizesthe“establishmentofacomprehensive,integratedsystemoftertiaryskillsdevelopment,whichprovidesqualityeducationandrelevant

skillsforemployment,decentjobs,andentrepreneurship.”4

PolicyFrameworks

Nationalcommitmentstoensuringgenderequalityandinclusionineducationaresetoutinthefollowingpoliciesandframeworks:

?TheGenderEqualityandWomen’sDevelopmentPolicy,

2021–2027aimstoadvancegenderequalityinSolomon

Islands.5Itemphasizestheintegrationofgender-responsiveconsiderationsintoeducationprogramsandcurricula,the

promotionofgenderequalityinschoolmanagementsystems,andthecreationofsafeschoolenvironmentsforgirls.Genderequalitytrainingforteachersandstudentsisalsohighlighted,alongwithincreasingtheinclusionofgirlsandwomenin

male-dominatededucationstreamsandcareers.

?The

NationalStrategyfortheEconomicEmpowermentof

WomenandGirls,2020–2023

focusesonimprovingtheeconomicstatusofwomenandemphasizestheimportanceofgirls’participationinprimaryandsecondaryeducation.

Ithighlightstheneedtointegratelifeskills,including

financialliteracy,intothecurriculumtosupportwomen’seconomicempowerment.

?The

NationalYouthPolicy,2017–2030

focusesonyouth

developmentandempowerment,includingeducationaland

economicempowerment.Itemphasizesequippingstudents

withrelevantskillsandknowledgethroughcurriculumrevisionandimprovedteachingquality.Integratinggenderequalityinthecurriculumcreatesanequitableandinclusivesociety.

?TheGenderEqualityinEducationPolicy,2017–2020ofthe

MinistryofEducationandHumanResourceDevelopment

(MEHRD)providesguidelinesforaddressinggenderinequalitiesandincreasingtheparticipationofgirlsandwomenineducationandemploymentopportunities.

?TheMEHRD’sGenderEqualityinEducationPolicy

ImplementationPlan,2020–2024outlineskeyactivitiestopromoteandintegrategenderequalityineducation,includingcurriculumdevelopment,teachertraining,andsupportfor

pregnantgirlsandadolescentmothers.

?TheMEHRD’s

NationalDisabilityInclusionPolicy,2016–2020

aimstoimprovethestatusofeducationforstudentswith

disabilitiesbyprovidingaccessiblelearningenvironmentsandprofessionaldevelopmentforteachers.

?The

NationalEducationStrategicFramework,2016–2030

includesafocusongenderequality,disabilityinclusion,andsocialinclusion.Itoutlinesstrategiestoaddressinequityandexclusion,suchasreducingcostbarriers,developinginclusiveschool

facilities,andprovidinginclusiveeducationtrainingforteachers.

?The

NationalEducationActionPlan,2022–2026

givesprioritytoequity,inclusion,andgenderequality,and

commitstoreviewingordevelopingcross-sectorpoliciesandplanstoaddresssocial,cultural,andeconomicbarriersthatdeprivechildren,youth,andadultsofeducationand

qualitylearning.

HIGHEREDUCATIONIN

THEPACIFICINVESTMENTPROGRAM

TheregionalHigherEducationinthePacificInvestment

Program(Tranche2)aimstoaddressthetertiaryeducationgapandincreasetheparticipationofwomeninhighereducation,

includingscience,technology,engineering,andmathematics

(STEM),andonlinelearning.Undertheprogram,theAsian

DevelopmentBank(ADB)hassupportedthedevelopmentofanewUniversityoftheSouthPacific(USP)campus(Box1)

inHoniara,SolomonIslands,fundedbyaconcessionalloan

totaling$15.4million,inconjunctionwitha$1.5milliongrant

fromtheCleanEnergyFund.Theprogramrunsfrom2017to

2025.ItwascategorizedgenderequitythemeatentryinADB’sgendermainstreamingcategorizationsystem,astheprogram

Box1:TheUniversityoftheSouthPacific

TheUniversityoftheSouthPacific(USP)hasemergedasthe

leadingprovideroftertiaryeducationinthePacificregion,with

supportfrom12Pacificislandcountries,includingSolomon

Islands.Inthe2021academicyear(JanuarytoDecember),

studentsfromacrossthePacificcomprisedabout40%ofalltotalfull-timeequivalentstudentsand49%oftheoverallstudent

headcountforUSPregion-wide;and59%ofallUSPstudentsacrossthePacificwerefemale.

TheUSPSolomonIslandCampus,locatedinHoniara,the

capitalcity,hasthreemainfaculties:(i)arts,law,andeducation;(ii)businessandeconomics;and(iii)science,technology,and

theenvironment.TertiaryenrollmentsattheSolomonIslands

campusstoodat3,744inthe2020academicyear.Women’s

enrollmentattheUSPSolomonIslandsCampushasbeenlowerthanthatofmen,althoughitsteadilyincreasedfrom37%in2013to46%oftotalenrollmentin2021.In2021,59%ofUSPSolomonIslandsCampusgraduateswerefemale,spanningeightdifferentnationalities.

Source:USP.

USPRegionalCampuses

;USP.2022.

AnnualReport2021

.

directlyaddressesgenderequalityandwomen’sempowermentbynarrowinggenderdisparitiesineducation.

4GovernmentofSolomonIslands,MEHRD.2016.

NationalEducationStrategicFramework,2016–2030

.p.18.

5GovernmentofSolomonIslands.2022.GenderEqualityandWomen’sDevelopmentPolicy2021–2027.

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MakingSpace:Women’sParticipationinHigherEducationinSolomonIslands

ProgramObjectivesandPriorities

TheoveralloutcomeoftheregionalHigherEducationinthe

PacificInvestmentProgramistoprovideexpandedandequitable

accesstoqualityhighereducationinSolomonIslands,especially

forwomenandstudentsfromremoteouterislands.TheexpectedimpactisthatUSPgraduateswillcontributetothecompetitivenessanddiversificationofPacificeconomies.Theprojectaimsto

improvewomen’sparticipationintertiaryeducationandcontributetotheachievementofanoutcomeleveltargetof12%female

enrollmentindegreeprogramsnationally,upfrom7%in2016.ThedesignoftheHigherEducationinthePacificInvestmentProgram(Tranche2)includedthefollowingpriorityoutputs:6

?ExpandingtheRegionalCampusinSolomonIslands

ThedevelopmentoftheUSPSolomonIslandsCampus,opened

in2024,addressesthepressingneedforexpandedtertiary

educationalfacilitiesinHoniaratoincreaseparticipationin

tertiaryeducation.TheexpansionoftheHoniaracampuswill

accommodateanadditional1,200students,representingan

estimated28%increasefrom2015enrollmentrates,andwillhelp

meetthegrowingdemandforhighereducationopportunities.

TheUSPSolomonIslandsCampuswillfocusonpublichealthfor

theentireregion,andinthelongerterm,thecampuswillhostUSP’sonlymedicalfaculty.Thisexpansionisparticularlysignificant,as

SolomonIslandersoftenneedtotravelabroadfortertiarystudies;thenewUSPcampusinHoniarawillenablemoreyoungpeople,particularlyyoungwomen,topursuetheirstudiesintheirhome

country,reducingcostsandincreasingaccesstohighereducation.

?ExpandingInformationandCommunication

Technology-BasedEducationinSolomonIslands

Theprogramaimstoenhanceinformationandcommunicationtechnology(ICT)-basededucation,andexpanddistanceandflexiblelearningopportunities,facilitatingadvancedteaching

methodsandimprovingtheoverallqualityofeducation.Byembracingtechnologicaladvancements,thenewcampus

willprovidestudentswithcutting-edgeresourcesandan

environmentconducivetoeffectivelearning.TheprogramalsoaimstoincreasetheproportionofstudentsstudyingonlineandencouragesgreaterinclusionofwomeninSTEMandonline

learningthroughtargetedoutreachtoschoolsandprovisionofonlinelearningmodalitiesforallcourseofferings.

?ImprovingStudentServicesandSupport

Theprogramalsoaimstoenhancestudentservices,ensuring

thatstudentshaveaccesstocomprehensivesupport

systemstooptimizetheireducationalexperiences,includingprovidingpre-enrollmentinformation,careeradviceand

counselingandemploymentadvice,andconductinggraduatetracingstudies.Thisincludesencouragingfemalestudents

toparticipateinnontraditionalareasofstudythroughcourse

selectionandcareercounseling,andprovidingsupportforfemalegraduatestogainemployment.

?StrengtheningGovernanceandManagement

Theprogramaimstoplayacrucialroleinstrengtheningthe

governanceandmanagementofUSP,enablingtheuniversitytooperatemoreefficientlyandeffectively.Thisincludesinitiativestostrengthencollectionanddisaggregationofeducation

managementdatabysex,increasewomen’srepresentationindecision-makingatseniorlevels,andstrengtheninstitutionalpracticestopromotegenderequality.

?GenderActionPlan

Agenderactionplan(GAP)wasdevelopedtoensuregenderequalitybenefitsoftheprogramaredeliveredforwomen

andgirls.TheGAPincludestargetsandactionsto(i)provideemploymentopportunitiesforwomenduringconstruction

ofthenewcampus,(ii)ensuredesignsoftheICTlearning

hubsaregender-responsive,(iii)encourageenrollmentof

womenparticularlythoseinremotecommunities,(iv)developandimplementagraduatetracingsystemdisaggregated

bysex,and(v)promotewomen’srepresentationinmanagementpositions.7

BarrierstoWomen’sParticipationinHigherEducationTherearesignificantbarrierstoaccessinghighereducation,

particularlyforwomen,inSolomonIslands.

Remoteness.SolomonIslandsisaremotearchipelagoof

992islandsscatteredover28,896squarekilometers.Remotenesshassignificantlyimpactedthedevelopmentofthecountry’s

educationsystem,particularlytertiaryeducation.Therearetwouniversities,USPandSolomonIslandsNationalUniversity,and

theirmaincampusesareinHoniarawithoutfacilitiesinoutlyingislands.Thecountry’ssmallpopulationhashadlimitedaccesstoeducation,especiallyforstudentslivinginruralandremoteareas,asmanyofthemcannotattenduniversitybecauseofthecostoftravelandaccommodation.Parentsarereluctanttoallowtheir

daughterstotravelawayfromhomeoroverseastostudy,imposingfurtherlimitationonwomen’saccesstohighereducation.8

Earlymarriageandteenpregnancy.Theminimumlegalageformarriageis18yearsinSolomonIslands;however,marriageatage15islegalwithparentalconsent.9Asaresult,21%of

girlsaremarriedbeforetheageof18and6%beforetheageof15.10Oncemarried,familiesexpectadolescentgirlstoassumetheroleofawifeandmother,whichcanpreventthemfrom

continuingtheireducation.11Likewise,teenagepregnancyinSolomonIslandsisasignificantbarriertogirlsparticipatingineducation,particularlysecondaryandhighereducation.PlanInternationalresearchshowsthat44%ofadolescent

6ADB.

Regional:HigherEducationinthePacificInvestmentProgram–Tranche2

.

7ADB.

GenderActionPlan(Project2)

.

8UNWomen.2022.

GenderEqualityBriefforSolomonIslands.

9GovernmentofSolomonIslands,SolomonIslandsNationalStatisticsOffice;GovernmentofSolomonIslands,MinistryofHealthandMedicalServices;andPacificCommunity.2017.

SolomonIslandsDemographicandHealthSurvey2015

.

10GirlsNotBrides.

SolomonIslands

(accessed28November2023).

11PlanInternationalAustralia.2019.

OurEducationOurFuture—Pacificgirlsleadingchangetocreategreateraccesstosecondaryeducation:SolomonIslands.

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girlsdropoutofschoolbecauseofpregnancy.Inaddition,

adolescentgirlsinearlyrelationshipsorwhobecomepregnantareoftenexpelledfromschool,andmostareunabletoreturn(footnote10).

Harmfulsocialandgendernorms.Traditionalsocialandgendernormsthatlimitgirls’andwomen’seducationopportunities,alongwiththeprioritizationofinvestmentinboys’education,continue

tobeasignificantconstraintforwomenandgirlsinSolomon

Islands.Whilenormsaroundgirls’participationinprimaryschool

educationarechangingandthereisgenderparityinearlyyears

ofschooling,thereisstillasignificantdisparityatmoreadvanced

educationlevels.Schooldropoutratesremainhighamongolder

adolescents,withhigherdropoutratesamonggirlsinthefinal

yearsofschooling.12Familiescontinuetoprioritizeboys’education,especiallyinhouseholdsthatarestrugglingfinancially.When

pursuingtertiaryeducation,womencanbepressuredbytheir

familiesandcommunitiestostayathomeandassumedomesticobligations,limitingtheiracademicoptions.

Safetyandsecurity.OneofthemajorchallengesthatwomeninSolomonIslandsfaceinaccessingeducationisrelatedtosafetyandsecurityconcerns.Often,girlsandwomentravelfromrural

areastoaccesseducation.Stayingawayfromhomeexposes

womentovariousrisks.Inaddition,students,particularlywomen,experiencedspecificbarrierstostudyingatUSP.Box2providesasampleoftheperspectivesofstakeholders.

Overcrowding.TheexistingUSPSolomonIslandsCampuswastoosmalltoaccommodateincreasingstudentdemandandasaresulthasbeenveryovercrowdedandunabletoofferafullcurriculum.

Withcapacitytocaterforabout3,500–4,200students,there

wasnoroomforexpansionintheexistingsite.Classeswereheldintotheeveningtoaccommodatethecurrentstudentpopulation,posingsafetyriskstofemalestudentsandstafftravelinghome

atnight.

Cost.Becauseoflimitationsimposedbyinfrastructureand

distance,onlyalimitedrangeofcourseswereofferedatthe

existingHoniaracampus.Inthepast,studentswhowantedto

studysubjectsbeyondthelimitedcourseofferingshadtotraveltoUSPcampusesinneighboringcountries.Forexample,in2015,SolomonIslandersrepresentedthelargestgroupofinternationalstudentsattheUSPLaucalaCampusinFiji,whereabout1,000studentsfromSolomonIslandswereenrolled.13Thisposedan

additionalcostburdenonstudentsandtheirfamilies,leadingtolowerenrollmentrates.Likewise,theadditionalcostsassociatedwithmovingtostudyinHoniaraforruralSolomonIslandersalsoservedasadisincentive.

Box2:SampleStakeholderViewsonBarrierstoEducationforGirls

VaelaNgai,directoroftheWomen’sDevelopmentDivisionof

theGovernmentofSolomonIslands’MinistryofWomen,Youth,ChildrenandFamilyAffairs,highlightedthechallengesgirlsin

SolomonIslandsfacewhenaccessingeducation.“Ifafamily[can’tdecide]betweenaboyandagirlinafamily,iftheyarefinanciallystruggling…theboywillgetthepriorityforeducation.That’s

stillverymuchverytrue…especiallyintheruralareas.It’sabig

concernforus.Sadly,hereinSolomonIslands,thegirls’traditionalrolesthattheyareexpectedtoperformcontinuetoimpacthow

theireducationisvalued.”

Ngaiadded:“Oneofthechallengeswe[are]increasinglyseeingherein[SolomonIslands]isthesafetyandsecurityofgirlsthatcomefromruralareastoaccesseducation.Theyendupstayingwithfamiliesandfamilymembers.Andyouknow…thereisalotof…abuse.”

OneUniversityoftheSouthPacificemployeealsonoted:“[For]

thosestudentswhoarefromabackgroundwheretheirparentsareathomeandthey’relivingwithrelatives…whenthey’reathome,

they’reexpectedtohelp.”

Source:StakeholderinterviewsconductedinMarch2023.

PROGRAMRESULTS:

BUILDINGANINCLUSIVECAMPUS

AccessibleandInclusiveDesign

TheHigherEducationinthePacificprogramwasformulatedwiththeobjectiveofprovidinganaccessibleandinclusivedesignforthenewUSPSolomonIslandsCampus.

ThenewcampusislocatedonthegroundsoftheformerKingGeorgeVISchool,whichwasacquiredbyUSP,about

4kilometerseastoftheexistingHoniaracampus(footnote13).

Thenewcampusfeaturesadditionalclassrooms,anICThub,andstate-of-the-artsciencelaboratories.Italsohousesfacilitiesfor

facultymembersandadministrativestaff.Notably,thecampusis

equippedwithasolarpowersystemthatwillfulfill75%ofitsenergyrequirements,emphasizingSolomonIslands’commitmenttocleanenergysolutionsandreducingUSP’srelianceonexpensiveand

oftenunreliableenergyoptions.Thedesignofthenewcampus

buildingsincludesclimate-resilientanddisasterreductionfeaturestowithstandheavystormsandearthquakes.

12GovernmentofSolomonIslands,MEHRD.2022.

NationalEducationActionPlan,2022–2026

.

13ADB.2017.

ADBFinancesNewHoniaraCampusfortheUniversityoftheSouthPacific

.Newsrelease.24August.

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MakingSpace:Women’sParticipationinHigherEducationinSolomonIslands

Thenewcampusfeaturesmajorimprovementsforstudentsand

addressesthelimitationsonstudentnumbers,includingincreasingcapacityforwomenstudents.Thedesignincorporatesspecific

sitefeaturestoenhancewomen’ssafety,suchassafeandsecure

spacesforfemalestudentsinICThubsandlibraryareas.The

campusisalsodisabilityinclusive,andincludesaccesstobuildings,pathways,toilets,andcarparksforpeoplewithdisabilities.Separateamenities,suchasmaleandfemaleablutionfacilitiesthatare

disabilityaccessible,havealsobeendesignedforstaffandstudents.Sustainabilityisalsoafeatureofthecampus,withwatertanksto

ensuresufficientwatersupply,andsolarenergy-efficientlighting.

Likewise,thelibraryareas,designedasopen-planspaces,

offersecureandsafeenvironmentsforwomen,characterized

bynon-crowdedspacesandopendeskareas.Thesespacesare

subjecttopassivemonitoringthroughstrategicallyplacedwindowsandactivesurveillanceusingclosed-circuittelevisionunderthe

supervisionofon-sitestaff.

Thedesignalsoincludespurpose-builtclassroomsand

learning-relatedfacilitiesoperatingwithadequateICTequipmentformixedmodesofteaching.Inaddition,withineachbuilding

whereopen-planICThubspacesareprovided,theseareasare

well-litandcanbepassivelysupervisedbystaffondutyandactivelysupervisedviaclosed-circuittelevision.Externally,thedesign

includeslightingandbusshelterslocatedneargatesecuritytohelp

ensurefemalestaffandstudentsarriveandleavethecampussafely.Box3providessampleviewsofstaffandstudentsoftheUniversityofSouthPacificonthenewSolomonIslandscampus.

PromotingOpportunitiesforWomenintheDevelopmentoftheSite

TheprogramaimedtogenerateemploymentopportunitiesforwomenduringthedevelopmentofthenewUSPSolomonIslandscampus.

Whilethenumberofwomenemployedinfull-time

constructionworkonthecampussitewaslow,theprogramhighlightedtheimportanceofcreatingasafeandinclusiveworkenvironment,andencouragedmorewomentojointhecontractorworkforcethroughworkshopsandtrainingon

appropriateworkplacepracticesandpreventionofsexual

exploitation,abuseandharassment,andgender-basedviolenceintheworkplace.

Therearebarrierstowomenworkinginformalemployment,

includingconstruction.ManywomeninSolomonIslandsare

ininformalemployment,includingworkingasmarketvendors,

whichallowsthemflexibilitytomanagetheirincomeandunpaidcareresponsibilities.

Theconstructioncontractoridentifiedalternativeemployment

opportunitiesforwomen,includinglandscapingofthesite.Severalwomenwhohadnopriorpaidemploymentexperiencewerehiredandtrainedtoworkaslandscapers,offeringthemnewskillsand

employmentopportunities.Box4providessampleviewsofwomenemployedintheconstructionofthenewUniversityoftheSouth

PacificCampussite.

Box3:SampleViewsofStaffandStudentsoftheUniversityoftheSouthPacificontheNewSolomonIslandsCampus

FrancesPapabatuRevo,studentadministrativeservicescoordinator,said:“Thewaytheyhavedesignedthisplace

[thecurrentUSPcampus],it’sforwhenthenumbersweresmallerbefore,butnowit’sgettingbigger,andallofusareusingthesame[facilities].OneofthethingsthatI’msolookingforwardtois…

thatit’suser-friendlyforwomen…especiallywiththe[additional]restrooms”.

BillyFitoo,directorofUSPSolomonIslandsCampus,noted:

“They[will]havelectureroomsandconferencerooms,which[are]not[attheoldcampus]…sothatisagoodthing.We[will]havea

cafeteriawithspaceswherestudentscanstudy,andalso,wewill

havealiftthatisdisabilityinclusive.It’salsospacious,sostudentscansitanywheretodotheirstudies,andtheinternetwillcover

theentirearea,whetheryoustayoutsideorinside.Alltheroomswillbepopulatedwithnewchairs,newtables,newcomputers,

andsotheyareexcitedaboutit.…[We]justwishedwecouldmoveearlier,”hesaid.

Fitooadded:“There[was]abottleneckinoureducationsystem.Wehavemanyschoolsnow,butstudentsoftenleaveafteryear11or12,andthere’snoopportunityanywhere.Maybelessthan10%have

opportunitiestogofurther;theresthadnowheretogo.”

Tanna,a19yearsoldandstudyingbiologyandchemistry,meanwhile

saidthatthenewcampuswillbegoodforstudentsasthereare“morefacilitiesforstudentsdoingstudies.”

Rachel,21yearsoldandstudyingmath,chemistry,andphysics,

pointedoutthattheovercrowdingattheoldcampuswassobadthatsheandotherstudentswouldhavetocomeinearlytosecureaspotintheclassroom.“Sometimes“theclassroom[would]befull[sowewould]havetowaitforanotherday.…Itwasreallyuncertain,”shesaid.

Yvette,asciencestudent,added:“[T]heupgradeisaverygood

thing.Inorderforustogofurtherwithourstudies,weneedaspacetostudy.…Itgivesushopethatwecanhaveabetterlearningplaceandwecan[go]furtheronwithourstudies.”

aForprivacyreasons,onlyfirstnameshavebeenusedforstudentsinterviewed.Source:StakeholderinterviewsconductedinMarch2023.

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Box4:SampleViewsofWomenEmployed

intheConstructionoftheNewUniversity

oftheSouthPacificCampusSite

CommunityliaisonofficerBettyTemasi’srolewastoengage

withthecommunitiesaroundthecampussite,listeningtotheir

concernsandhelpingtoresolvethem.Itwasherfirsttimeworkingonaconstructionproject.Shenoted:“It’sagoodexperience.Ifit’sthefirsttime…toworkinacompany[where]alltheworkersare

male,it’sagoodstart.”

Temasidrewonherpreviousworkexperiencewithnongovernmentorganizationsaddressingviolenceagainstwomenandgirlsto

conductawarenessraisingandtrainingforconstructionworkers.

Shesaid:“Sometimesit’shardforthemtolistentothingslikethat…butItoldthemthatit’smyjob,you…h(huán)avetounderstandthatgirlsandwomenareimportantaswell,andwehavetorespectthem.”

Temasinotedthatwomenoftenprefertoremainintheinformaleconomyratherthanworkfulltimeinconstruction:“Most

womenwhodon’thaveajoborareunemployeddomarketthingslikesellingbetelnut.Theywouldnotwanttocomeandwork

[inconstruction]andwaitforafortnighttogetpaid.”

Landscapingprovidedflexibleemploymentopportu