Motukana Primary School, located in the highlands of Navosa/Nadroga approximately 120 kilometers from Sigatoka town, is set to receive solar lights and electricity. The school, with 85 students, will benefit from the Solar Rooftop project.
School Head Isimeli Druavesi expressed gratitude to the International Solar Alliance (ISA) for making this possible. “Thanks to ISA’s support, we plan to introduce e-learning technologies for our students,” Druavesi said. “We will establish a mini computer lab to help students and teachers connect globally and adopt modern teaching methods.”
Druavesi noted that, due to the lack of lights, they currently cannot offer evening or extra classes. “Students in remote areas often miss out on opportunities to enhance their literacy skills through evening classes. Proper lighting creates a comfortable and safe learning environment, contributing to a more engaging and productive atmosphere.”
“Access to electricity allows schools to offer a broader range of online courses, virtual field trips, and collaborative projects, enriching educational experiences and preparing students for a digital world,” added Druavesi.
Sandeep Kaur Singh, ISA’s programme head for Small Island Developing States (SIDS) and Least Developed Countries (LDCs), highlighted the educational inequalities caused by the lack of electricity in remote schools. “Providing sustainable and reliable electricity, such as solar power systems, can bridge this gap,” Singh said.
The ISA’s Solar Rooftop Project will install solar panels on school buildings to generate electricity, ensuring students have access to technology and a more modern education. “Improved infrastructure and resources for remote schools are crucial to ensure all students have equal learning opportunities. Community, government, and stakeholders must work together to address educational inequalities caused by the lack of electricity,” Singh added.
Recently, ISA-contracted consultants visited the school to assess its solar energy requirements and those of the teachers’ quarters. They collected data on daily average sunlight hours, number of classrooms requiring electricity, necessary electrical equipment, and provisions for e-learning opportunities.