The implementation of the No Repeat Policy by the FijiFirst government in 2014 has been pinpointed as a key factor contributing to significant academic challenges within secondary schools in Fiji. Paula Manumanunitoga, president of the Fijian Teachers Association (FTA), has raised concerns over the automatic promotion of students, regardless of their academic performance, resulting in a disturbing number of non-readers even at Year 12 levels.

In a recent address, Manumanunitoga expressed strong support for abolishing this controversial policy and urged the Ministry of Education to introduce a mandatory repetition system for students who fail to meet performance standards. He stated, “From the outset, I believe that FTA fully supports the Honorable Minister of Education on this,” emphasizing the organization’s long-standing criticism of the automatic promotion system.

The FTA highlights that the no-repeat policy has led to detrimental effects on the education system. It has contributed to decreased parental engagement, as parents become less involved in monitoring their children’s academic progress, knowing that their children will be automatically promoted irrespective of their academic failures. Manumanunitoga explained that school leaders were pressured to adhere to this policy, leading to a culture of promoting students even when they did not meet necessary academic proficiency.

He pointed out alarming statistics, with the primary school dropout rate rising to 4,589 students, a phenomenon the FTA argues could be mitigated by reinstating a system where students who do not perform satisfactorily from Years 1 to 8 must repeat their grades. Such measures are seen as essential to ensure students gain the necessary foundational skills, particularly in reading, which should be developed by the end of Year 8 before transitioning to secondary education.

Moreover, the FTA is advocating for a robust evaluation system for teachers, linked to the academic progress of their students, to foster an environment of accountability and drive improvement in both teaching and learning outcomes.

This call for reform aligns with comments from other education leaders, including Prime Minister Sitiveni Rabuka, who have echoed the need to reassess the no-repeat policy, particularly in light of recent examination results indicating that many students are not adequately prepared for academic progression. Rabuka’s concerns also address the potential misalignment of educational goals with funding priorities within schools.

Overall, the current discussions surrounding the no-repeat policy reflect a growing desire for introspection and change within Fiji’s education sector. Emphasizing the significance of foundational skills, these efforts signal a hopeful move towards enhancing educational standards and ensuring that students are not only promoted but adequately prepared for their future challenges. Such reforms could ultimately pave the way for a stronger educational framework in Fiji, where both students and educators can thrive.