Teachers Solomon Islands

Teachers Solomon Islands Contact information, map and directions, contact form, opening hours, services, ratings, photos, videos and announcements from Teachers Solomon Islands, Non-Governmental Organization (NGO), 342 panatina, Honiara.

29/04/2026

Calvin Rore has been the steady voice behind some of our most memorable moments.

As Music Coordinator at the Oceania Centre for Arts, Culture and Pacific Studies, the Solomon Islands-born choirmaster has led the USP choir at graduation ceremonies with quiet dedication, shaping not just harmonies but experiences that linger long after the ceremonies end.

His influence extends beyond the campus stage; he has collaborated with the esteemed Dr Igelese Ete on a number of significant projects, further cementing his reputation in the Pacific musical landscape.

From graduation stages to high-profile University events, and through producing music at the Oceania Centre, Calvin’s work has become an essential part of the emotional fabric of USP.

What began as a passion for music has grown into a meaningful role in connecting people. Through every rehearsal and performance, Calvin brings together students from across the Pacific, blending diverse voices into one unified sound.

For many, the choir is more than just music - it is a sense of belonging, a shared journey, and a reflection of the region’s rich cultural diversity.

Over nearly a decade, Calvin has witnessed generations of students pass through the choir - each leaving their mark and carrying forward the discipline and joy of performance. Behind the scenes, his commitment remains constant: late practices, long hours, and a deep belief in the power of music to uplift and inspire.

As USP continues to celebrate milestones and achievements, Calvin’s contribution stands as a reminder that some of the most powerful moments are not spoken, but sung.

28/04/2026

I want to share my experience here:

I am currently studying at a university where many of my classmates come from Asian countries such as China, Malaysia, Thailand, and Singapore. I have noticed that many of them are not confident English speakers, which becomes clear during classroom presentations. I even sat beside a PhD student from Malaysia who told me he struggles with speaking English. I told him that I also face the same challenge because English is my third language.

In our class, students from countries like China often speak their own language with each other. This shows that their education systems are strongly connected to their cultural identity and national language. Their curriculum supports their language, and their language is recognised internationally. Because of this, they can easily access lecture notes translated into their own language, which gives them a strong advantage in their learning.

This experience reminds me of the importance of building a curriculum in the Solomon Islands that reflects who we are. We should not feel pressured to copy other countries. Instead, we should design a curriculum that strengthens our languages, our values, and our ways of understanding the world. A culturally grounded curriculum will help our young people stay connected to their identity while still preparing them for global opportunities.

15/04/2026

“SIG Must Act: More Teachers Need Study Opportunities Overseas”

I've been reading and reviewing six key research studies from our very own Solomon Islands scholars: Malasa, Ruqebatu, Aruhu, Lingam, Porakari, and Sanga. They all share a powerful message — our school leaders and teachers really need more training and further education if we want to boost the quality of education in our country.

These researchers discovered that many principals and teachers are working with minimal training, insufficient resources, and very little support. For instance, Malasa (2007) and Ruqebatu (2008) pointed out that many principals were promoted without the necessary leadership training. Lingam and his team (2014) found that numerous rural schools still have untrained teachers, which makes it tough for principals to do their jobs. Porakari et al. (2015) also noted that while school leaders want to promote inclusive education, they often lack the skills or training to do it effectively. Sanga and his team (2021) reminded us that leadership in the Solomon Islands needs to be rooted in our culture, but leaders still require professional development to perform their roles effectively.

Given these findings, I firmly believe that each year, the Solomon Islands Government (SIG) should send a significant number of teachers and school leaders abroad for further studies, especially to places like Australia, New Zealand, and USP-Fiji. These locations can provide our teachers with new skills, fresh ideas, and valuable experiences. When they come back home, they can help enhance teaching, leadership, and the entire education system.

These studies clearly highlight the importance of training. If SIG truly wants to improve education in our country, then the insights from these Solomon Islands researchers need to be taken seriously. Our teachers and leaders deserve the opportunity to grow, learn, and bring about positive changes in our schools.

References are provided below if anyone wishes to read and review the studies themselves.

Aruhu, S. C. (2010). School planning in community high schools in the Solomon Islands (Master’s thesis). University of Waikato.

Lingam, G. I., Lingam, N., & Raghuwaiya, K. (2014). Challenges for rural school leaders in the Solomon Islands. International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, 8(12), 3862–3867.

Malasa, D. P. (2007). Effective school leadership: An exploration of the issues inhibiting the effectiveness of school leadership in Solomon Islands’ secondary schools (Master’s thesis). University of Waikato.

Porakari, J., Sevala, B., Miniti, P., Saemane, G., Sharma, U., & Forlin, C. (2015). School leaders’ readiness for inclusive education in the Solomon Islands. International Journal of Inclusive Education, 19(12), 1229–1244.

Ruqebatu, C. B. (2008). Highly effective principalship: An investigation of the views of six Solomon Islands’ community high school principals (Master’s thesis). University of Waikato.

Sanga, K., Reynolds, M., Houma, S., & Maebuta, J. (2021). Tok stori as pedagogy: An approach for Solomon Islands leadership and learning. Waikato Journal of Education, 26(1), 93–104.

25/08/2025

NEW MEMBERS! TAKE YOUR TIME TO READ OR LISTEN TO OUR DETAIL OBJECTIVES:

Teachers Solomon Islands Forum – Detailed Objectives
1. Professional Collaboration and Networking
Foster a strong network among teachers across the Solomon Islands.
Encourage sharing of teaching strategies, classroom experiences, and best practices.
Promote collaboration between urban and rural educators to bridge gaps in resources and support.
2. Resource Sharing and Development
Provide a platform for teachers to share lesson plans, assessment tools, and teaching materials.
Support the development of locally relevant educational resources.
Encourage innovation in teaching through shared digital and print resources.
3. Emotional and Peer Support
Create a safe space for teachers to express challenges, frustrations, and successes.
Promote mental well-being through peer encouragement and solidarity.
Facilitate discussions that uplift morale and build resilience in the teaching profession.
4. Capacity Building and Professional Growth
Organize Tok Stori sessions, webinars, and workshops for continuous professional development.
Support teachers in accessing scholarships, training opportunities, and career advancement.
Encourage mentorship and leadership development among educators.
5. Advocacy and Representation
Serve as a collective voice for teachers on educational issues and policy matters.
Advocate for better working conditions, resources, and recognition of teachers’ contributions.
Engage with stakeholders such as the Ministry of Education, NGOs, and international partners.
6. Student-Centered Impact
Align teacher collaboration with the goal of improving student learning outcomes.
Share strategies for inclusive education, differentiated instruction, and student engagement.
Promote equity in education across all regions of the Solomon Islands.
7. Digital Literacy and Innovation
Encourage the use of digital tools and platforms for teaching and learning.
Support teachers in developing ICT skills and integrating technology into classrooms.
Promote online collaboration and virtual learning communities.

19/08/2025

Tok Stori Session

Title: Teaching with Heart: How Our Culture Helps Students Learn

Purpose of the Session

To share ideas and stories about how our local culture, values, and ways of life can help students learn better in school. We want to hear from teachers across the islands—what works, what inspires, and how we can teach with heart.

Topic Highlights
• Local Wisdom in the Classroom: How do we use kastom stories, proverbs, or village life to explain school subjects?
• Respect and Relationships: How do we build trust with students and parents using our cultural ways?
• Teaching in Pijin: When and how do we use Pijin to help students understand better?
• Challenges We Face: What stops us from using culture in teaching—and how can we fix it?

Sharing Time
Each teacher will have to share:
• A short story or example from their classroom
• A tip or idea that other teachers can try
• A question or challenge they want help with

This Tok Stori is not just for talking—it’s for growing together. Let’s build a strong teacher family that respects our culture and lifts up our students.

22/05/2025

Teachers in Solomon Islands we are encouraged to attend the meeting 2moro. All of us must attend.

Venue: Honiara High School
Time: 12pm
Date: 23rd of May 2025

Please whatever agenda we will be discussing 2moro. We must all agreed to STIKE of CLASSES as of June 1st. Everyone must agreed to that decision. We can do it teachers! If other pacific countries can do it, umi sa ve duim too ya!

So of you teachers must attend the meeting!

SEE YOU THEN! 🙏🙏🙏🙏

16/05/2025

The government will pay the 2025 COLA (Cost of Living Adjustment) for the Established and Non-Established public servants on its pay run on May 22, Minister of Finance Harry Kuma announced in Parliament this week.

The government had approved 3 percent COLA for 2025.
“I would also like to announce that the 2025 COLA adjustments for the Established and Non-Established public servants will be effected in the pay run on May 22. This will include the payout of the backdated COLA (to January 1) portion as well as the COLA adjusted salaries henceforth,” said Kuma who was reshuffled to the ministry of finance last weekend following the political shake-up.

Similarly, he stated, the 2025 COLA adjustments for Teachers (based on relevelled pay structure) and Police will be effected in the pay run on May 29 2025 adding this will include the payout of the backdated COLA (to January 1) portion as well as the COLA-adjusted salaries henceforth.

What do you think?

15/05/2025

It seems no backdate for new structure pay which contradicts Ministers announcement during parliament meeting!

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