Prime Minister Sitiveni Rabuka and former Education Minister Ro Teimumu Kepa are calling for a reevaluation of the contentious ‘no repeat policy’ in schools, particularly in light of the troubling Year Eight exam results released this year. It has been revealed that approximately 50% of Year Eight students failed their exams, with only 69% achieving a passing grade—an improvement of merely 2% from the previous year. This statistic suggests that over 6,000 students may progress to Year Nine without properly mastering essential skills.
In a recent interview, Mr. Rabuka voiced his concerns regarding the implications of the policy, insinuating that schools may be more focused on obtaining government funding than on ensuring academic success. He questioned whether schools were compromising educational results for financial gains and emphasized the importance of thorough evaluation of the current educational system. He further highlighted the role of the Fijian Teachers Association (FTA) in monitoring teacher performance and addressing these educational challenges.
Ro Teimumu Kepa echoed these sentiments, emphasizing the necessity for students to have the opportunity to repeat grades when needed. She remarked, “We cannot expect every student to learn at the same pace,” underscoring the notion that repeating a year can provide struggling students with a vital opportunity to better understand the material. She added, “Failing a year doesn’t mean failure in life; it’s an opportunity to build a stronger foundation for future success.”
Both leaders collectively agree on the need to reassess the ‘no repeat policy’ to ensure that students are adequately prepared for their future academic pursuits and life challenges.
This discussion sheds light on a crucial educational issue that could reshape the academic landscape for many students. As leaders push for these changes, there is hope that reforms will not only improve academic proficiency but also foster a more supportive learning environment for all students.
In summary, Rabuka and Kepa’s advocacy indicates a growing recognition of the diverse learning paces among students and the importance of policies that genuinely support their educational journeys.
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