Motukana Primary School, located in the highlands of Navosa/Nadroga and about 120 kilometers from Sigatoka town, will soon be equipped with solar lights and an electricity supply.
The school, which has 85 students, is among the institutions chosen to benefit from the Solar Rooftop project. Head of School, Isimeli Druavesi, expressed gratitude to the International Solar Alliance (ISA) for their support.
“With ISA’s assistance, the school now plans to introduce e-learning technologies for its students,” stated Mr. Druavesi. “We will establish a mini computer lab to help students and teachers connect with the rest of the world and integrate modern teaching methods.”
He further explained that currently, they are unable to offer evening or extra classes to students due to the lack of lighting. “Students in remote areas are always denied the opportunity to enhance their literacy skills through evening classes. Proper lighting systems enabled by electricity help create a comfortable and safe learning environment, contributing to a more engaging and productive educational experience.”
“Access to electricity allows schools to offer a wider range of online courses, virtual field trips, and collaborative projects, enriching students’ educational experiences and preparing them for success in an increasingly digital world,” Mr. Druavesi added.
Sandeep Kaur Singh, ISA’s programme head for Small Island Developing States (SIDS) and Least Developed Countries (LDCs), highlighted that the lack of electricity in remote schools leads to educational inequality. “Implementing solutions that provide sustainable and reliable electricity supply to remote schools, such as solar power systems, can help bridge this gap,” she said.
Through the ISA’s Solar Rooftop Project, solar panels will be installed on school buildings to generate electricity, ensuring that students have access to technology and a more modern education. “It’s crucial to advocate for improved infrastructure and resources for remote schools to ensure equal learning opportunities for all students. A collaborative effort from the community, government, and stakeholders can significantly address educational inequalities caused by the lack of electricity in remote schools,” she added.
Recently, consultants appointed by the ISA visited the school to conduct assessments and determine its solar energy needs, including the requirements for the school and teachers’ quarters. The consultants also gathered relevant data, such as daily average hours of sunlight, the number of classrooms that need electricity, the electrical equipment to be used and installed, and provisions for e-learning opportunities.