The Fijian Teachers Association is calling on government ministers to spend time in rural and maritime schools to gain a clearer picture of the challenges facing education in Fiji’s remote communities. Speaking at the association’s Annual Delegates Conference, FTA president Netani Druavesi argued that policy decisions are often made from second-hand information rather than lived experience, and a day spent in rural schools would help leaders grasp the real stakes for students and teachers.
Druavesi noted that national budgets have tended to emphasize individual assistance programs such as free education and back-to-school packages, while the infrastructure and logistical support needed by rural and remote schools—including those in Kadavu, Lau, Lomaiviti and Rotuma—remain insufficient. He urged policy-makers to visit communities to witness the disparities affecting rural and predominantly indigenous students, stressing the importance of protecting iTaukei language and education systems as a means to reduce early dropouts and curb youth unemployment.
Citing Section 26 of Fiji’s 2013 Constitution and Article 2 of the United Nations Declaration on the Rights of Indigenous Peoples, Druavesi asserted that indigenous students benefit from iTaukei teachers who can strengthen language, culture and religious education from early childhood. He warned against a drift away from heritage, invoking a familiar line from George Orwell’s Animal Farm to remind audiences that “all animals are equal, but some are more equal than others.” He added that the iTaukei community, supported by early childhood and early primary education, will need Indigenous iTaukei teachers to reinforce language, culture and religion so that students are not deprived of learning their heritage from a young age.
Druavesi concluded by acknowledging the efforts of Education Minister Aseri Radrodro, praising the minister’s dedication and cooperative approach to improving the teaching and learning environment with the resources available.
Context from recent education discussions in Fiji shows a broad consensus that rural and indigenous education requires more than slogans. Earlier comments from Paula Manumanunitoga, General Secretary of the Fijian Teachers Association, linked declines in literacy to reduced parental engagement within iTaukei families, while Education Minister Radrodro has warned about growing disengagement among students and the broader societal impacts. The shared message across these voices is that a coordinated, community-centered approach—bringing together parents, teachers, and local leaders—offers the best path to strengthening Fiji’s education system.
Looking ahead, there is cautious optimism that closer collaboration between authorities and educators can translate into meaningful improvements across Fiji’s schools. By aligning budget decisions with the on-the-ground realities of rural education, investing in culturally responsive teaching, and fostering active parental and community involvement, Fiji can work toward higher student achievement, stronger cultural preservation, and more opportunities for youth across its islands.
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