The Fijian Teachers Association (FTA) has raised serious concerns regarding the No Repeat Policy, implemented by the FijiFirst government in 2014, which they deem responsible for the decline in academic standards within secondary schools. FTA president Paula Manumanunitoga pointed out that this policy allows for the automatic promotion of students, regardless of their performance, leading to a disturbing increase in non-readers by Year 12.
During recent discussions, Manumanunitoga urged the Ministry of Education to eliminate this policy and instead adopt a system that mandates students to repeat a grade if they fail to achieve satisfactory results. He expressed full support for the Education Minister’s initiative to reassess the policy, indicating that it has systematically eroded accountability in the education sector.
The effects of the No Repeat Policy have become apparent, with a significant rise in primary school dropout rates, currently estimated at around 4,589 students. This trend, according to the FTA, is partly due to decreased parental engagement, as families become less involved in their children’s education, knowing students will be automatically advanced to the next grade.
To combat these issues, the FTA is advocating for closer monitoring of student performance from Years 1 to 8, emphasizing the necessity for foundational skills, particularly in reading, to be mastered before students progress to secondary education. They have also called for the evaluation of teachers based on their students’ academic performance to foster an environment of accountability.
The FTA’s concerns resonate with other educational leaders, including Prime Minister Sitiveni Rabuka, who have echoed the need to reform the No Repeat Policy, especially in light of recent examination results suggesting that many students are not adequately prepared for further academic challenges.
The collective movement towards reform reflects a hopeful direction for Fiji’s educational landscape. By enhancing accountability and focusing on foundational skills, the ongoing discussions signal a commitment to improving educational outcomes and setting students up for future success. Such reforms could lead to a more robust educational system, where both students and educators thrive.
In summary, the FTA’s call for change presents a pivotal opportunity for enhancing Fiji’s education system. Prioritizing foundational skills and accountability can pave the way for a brighter educational future, ensuring that all students are adequately prepared to meet the challenges ahead.
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