Fiji’s education system is undergoing critical scrutiny as discussion intensifies around the no-repeat policy, which automatically promotes students regardless of their academic performance. The president of the Fiji Head Teachers Association, Johnson Rura, emphasized the necessity of considering student attendance as a criterion for promotional decisions during a consultation in Suva. He pointed out the negative social and emotional ramifications tied to repeated failures and high absenteeism rates.

Mr. Rura argued that allowing students to progress without adequately addressing their attendance and educational needs could lead to overcrowded classrooms, compromising both teacher effectiveness and student behavior. The suggested ratios point to a growing concern over bullying and increasing emotional struggles, like low self-esteem, among students who might feel demoralized by continuous promotion without merit.

In proposals to mitigate these issues, Rura advocated for establishing a threshold of 75% attendance for promotion along with enhanced monitoring criteria from Year 1 to Year 12. He called for systematic assessments that incorporate non-academic subjects to promote a holistic view of student performance and capabilities.

These insights align closely with concerns raised by the Fijian Teachers Association (FTA), which has been actively campaigning against the no-repeat policy. The FTA has indicated that since the policy’s introduction in 2008-2009, there has been a marked decline in parental engagement with children’s academic endeavors, significantly impacting literacy and numeracy standards in the country, which have dropped from the top to sixth and seventh in the Pacific region.

Moreover, alarming dropout rates, reported at approximately 4,589 students, underline the urgent need for educational reform. Advocates from the FTA, including General Secretary Paula Manumanunitoga, have repeatedly urged the government to abolish the policy in hopes of reinvigorating accountability within the learning environment. They argue that restoring the tradition of retaining students who do not meet academic standards could cultivate greater responsibility among parents and enhance teacher focus on struggling learners.

This ongoing dialogue conveys a hopeful message for Fiji’s educational landscape. By addressing foundational skills, accountability, and parental involvement, the reforms indicate a commitment to fostering an academic environment equipped to prepare students for future challenges.

In summary, the discussions surrounding the potential repeal of the no-repeat policy highlight a critical opportunity to enhance Fiji’s education system, wherein improved outcomes can emerge from prioritizing student engagement and performance standards.