Fijian Minister for Education Aseri Radrodro has called for the repeal of the Automatic Progression policy, which allows students to advance through grades without regard to their academic performance. He highlighted concerns that this policy has led to increased learning gaps, declining exam results, and an overall culture of complacency among students.

Speaking at a National Consultation event, Radrodro stressed the importance of ensuring that students reach specific grade-level competencies before they can progress to the next academic level. This consultation is particularly timely as statistics reveal a troubling trend: since the implementation of Automatic Progression in 2015, Year 8 exam scores have consistently fallen below 70 percent, with Year 12 results dropping below 80 percent.

The Automatic Progression policy, which promotes unwavering advancement from early childhood education right through to Year 12, has faced criticism for undermining the motivation of students and teachers alike. Radrodro pointed out that with the assurance of promotion regardless of performance, students may feel less urgency to strive for academic excellence.

The upcoming consultation is part of a broader effort to involve key stakeholders—including parents, teachers, and educational partners—in the educational reform process. An online survey accompanying the consultation has drawn responses from over 600 participants, indicating a strong community interest in reshaping the education system.

This initiative aligns with Sustainable Development Goal 4, which promotes inclusive and equitable quality education for all by 2030. Political leaders, including Prime Minister Sitiveni Rabuka, have lent their support to repeal this policy, advocating that allowing students to repeat grades when necessary could provide them with the academic support they need to succeed.

Overall, the dialogue fostered through the National Consultation offers hope for meaningful educational reform in Fiji. By focusing on competency-based advancement, the nation can work toward improving both student motivation and academic performance, ensuring that every learner is equipped to face future challenges effectively. The emphasis on stakeholder involvement suggests a concerted effort to create an education system that is not just supportive but also adaptive to the diverse needs of students.