Prime Minister Sitiveni Rabuka and former Education Minister Ro Teimumu Kepa are calling for the repeal of the contentious ‘no repeat policy’ in schools, particularly in response to alarming Year Eight exam results. This year, nearly half of all Year Eight students did not pass their exams, with only 69 percent achieving a passing grade. This represents a minor improvement of just two percent compared to the previous year, indicating that more than 6,000 students may progress to Year Nine without a firm grasp of essential skills.
In a recent interview, Mr. Rabuka expressed his concerns regarding this policy, suggesting it may incentivize schools to prioritize funding over the quality of education. He raised a critical question: “Are schools simply trying to secure more government grants with little regard for academic results?” He emphasized the need for an in-depth assessment of the educational system and highlighted the Fijian Teachers Association (FTA) as instrumental in monitoring teacher performance and addressing these pressing issues.
Ro Teimumu Kepa joined the discussion, underlining the importance of allowing students to repeat grades when necessary. “We cannot expect every student to learn at the same pace,” she noted, advocating for the opportunity to retake a year as vital for students who are struggling. She asserted that failing a year should not equate to life failure, but rather offer a chance to solidify their understanding and skills, setting a stronger foundation for future success.
Both leaders concurred that a thorough review of the ‘no repeat policy’ is crucial for better preparing students to face academic and life challenges ahead.
This dialogue highlights the importance of adapting educational policies to meet the diverse needs of students, reinforcing the belief that a flexible approach can pave the way for long-term student success. Hopefully, by addressing these issues, the education system can foster an environment where every student has the opportunity to thrive.
As this discussion unfolds, it sets the stage for potentially significant changes that could enhance educational outcomes in the region.
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