This thesis describes the development of an assessment framework to address the development of culturally appropriate and culturally competent assessment methods/tools using Hindu thought as a base. The case studies focus on agricultural education for Fiji. The purpose of this framework is to enable the alignment of the use of learner centered teaching and learning
methodologies with the assessments. It also intends to include a broader scope of learning outcomes, including soft skills, empathy, and active learners. The framework examines culturally appropriate pathways of assessing and learning in agricultural education for Fiji. A literature review examines the definition of culturally appropriate and competent assessments, current practices and implications on learners, trainer competencies and values, and the effect on teaching and learning. This research employed two different frameworks to collect data and information. One was called the Vanua research framework, which guided the study conducted within the Fijian context. Another framework was based on a Hindu educational perspective to guide how information was gathered within a culturally appropriate model and assessment framework. This culturally competent assessment framework for agricultural education in Fiji is derived from the Swasti Assessment Model informed through literature and data collected through a literature review, questionnaires, interviews, focus groups and observations.