Motukana Primary School, situated in the highlands of Navosa/Nadroga, approximately 120 kilometers from Sigatoka town, will soon be equipped with solar lights and electricity.
With an enrollment of 85 students, Motukana Primary School is one of the institutions chosen to benefit from the Solar Rooftop project. Head of School, Isimeli Druavesi, expressed gratitude to the International Solar Alliance (ISA) for their support.
“Thanks to ISA’s assistance, we plan to introduce e-learning technologies for our students,” stated Mr. Druavesi. “We will establish a mini computer lab to help both students and teachers connect with the wider world and embrace modern teaching methods.”
Currently, the school faces challenges in offering evening or extra classes due to the absence of lighting. “Students in remote areas miss out on opportunities to enhance their literacy skills through evening sessions,” Mr. Druavesi added. “Proper lighting helps create a comfortable and safe learning environment, allowing students to focus on their studies without distractions.”
Access to electricity will enable the school to offer a broader range of online courses, virtual field trips, and collaborative projects, enriching educational experiences and preparing students for success in a digital world.
ISA’s Program Head for Small Island Developing States (SIDS) and Least Developed Countries (LDCs), Sandeep Kaur Singh, highlighted the educational disparities caused by a lack of electricity in remote schools. “Providing sustainable and reliable electricity, such as through solar power systems, can help bridge this gap,” she said.
Through the ISA’s Solar Rooftop Project, solar panels will be installed on school buildings to generate electricity, ensuring that students benefit from a modern, well-rounded education. “Advocating for improved infrastructure and resources for remote schools ensures all students have equal learning opportunities,” Singh added. “Collaboration among the community, government, and stakeholders is essential to address education inequalities in remote schools.”
Recently, ISA-contracted consultants visited the school to assessments and determine the solar energy needs of the school and teachers’ quarters. They also gathered data on daily sunlight hours, the number of classrooms requiring electricity, and the necessary electrical equipment, as well as provisions for e-learning opportunities.