The No Repeat Policy, introduced in 2014 by the FijiFirst government, has come under serious scrutiny due to its impact on academic standards in Fiji’s secondary schools. Paula Manumanunitoga, president of the Fijian Teachers Association (FTA), has identified this policy as a major contributor to the increase in academic challenges faced by students, particularly highlighting that automatic promotion has led to many students reaching Year 12 without adequate reading skills.

In a recent appeal to the Ministry of Education, Manumanunitoga articulated the need to abolish the No Repeat Policy and replace it with a system that mandates students to repeat grades if they fail to meet satisfactory academic performance. He emphasized that such changes are crucial for restoring accountability within the education system. The FTA’s concerns are compounded by a noticeable decline in parental engagement; parents have become less involved in monitoring their children’s academic progress, as they are assured that their children will advance to the next grade regardless of their performance.

The ramifications of this policy have manifested in alarming dropout rates, with nearly 4,589 students reported to be leaving primary school. The FTA argues that reinstating a grade repetition system could not only help reduce these dropout rates but also encourage parents to become more engaged in their children’s education.

Additionally, the FTA is advocating for the Ministry to implement close monitoring of student performance from Years 1 to 8 to ensure that foundational skills, especially in reading, are developed before transitioning to secondary education. The organization has also suggested linking teacher assessments to the academic performance of their students, which would enhance accountability within the educational framework.

There is a growing consensus among educational leaders, including Prime Minister Sitiveni Rabuka, regarding the necessity to reassess the No Repeat Policy in light of recent examinations revealing students are inadequately prepared for further academic challenges. This collective push for reform represents a hopeful avenue for the enhancement of education standards in Fiji.

In summary, the FTA’s call for change signals a significant opportunity for educational reform in Fiji. By focusing on accountability, foundational skills, and parental engagement, there is great potential for improved educational outcomes, ultimately paving the way for a brighter future for students within the nation. This movement reflects an ongoing commitment to fostering an educational ecosystem where all students can thrive and achieve their full potential.