Motukana Primary School, located in the highlands of Navosa/Nadroga and approximately 120 kilometers from Sigatoka town, will soon be equipped with solar lights and an electricity supply.
With an enrollment of 85 students, Motukana Primary School is one of the institutions chosen for assistance under the Solar Rooftop project.
Head of School, Isimeli Druavesi, expressed his gratitude to the International Solar Alliance (ISA) for making this possible.
“With the help provided by ISA, the school now plans to introduce e-learning technologies for its students,” Mr. Druavesi stated.
“We intend to establish a mini computer lab to help students and teachers connect with the world and adopt modern teaching methods.”
He noted that presently, they are unable to offer evening or extra classes due to the lack of lighting.
“Students in remote areas are often denied the chance to improve their literacy skills through evening classes.
“Proper lighting systems enabled by electricity help create a comfortable and safe learning environment.
“This contributes to a more engaging and productive learning atmosphere, allowing students to focus on their studies without distractions.”
“Access to electricity allows schools to provide a wider range of online courses, virtual field trips, and collaborative projects, enriching students’ educational experiences and preparing them for success in an increasingly digital world,” Mr. Druavesi added.
ISA’s program head for Small Island Developing States (SIDS) and Least Developed Countries (LDCs), Sandeep Kaur Singh, emphasized that the lack of electricity in remote schools can lead to educational inequality for students in those areas.
“One way to bridge this gap is by implementing solutions that provide sustainable and reliable electricity supply to remote schools, such as solar power systems,” she said.
Through the ISA’s Solar Rooftop Project, solar panels will be installed on school buildings to generate electricity, ensuring that students have access to technology and benefit from a more modern and well-rounded education,” she said.
“It is essential to advocate for improved infrastructure and resources for remote schools to ensure that all students have equal opportunities to learn and succeed. Collaborative efforts from the community, government, and stakeholders can significantly impact addressing educational inequalities caused by the lack of electricity in remote schools.”
Recently, consultants contracted by the ISA visited the school to conduct assessments and determine the solar energy requirements for the school and the teachers’ quarters.
The consultants also surveyed the area and gathered data on factors such as the daily average hours of sunlight, the number of classrooms to be electrified, the electrical equipment to be used and installed, and provisions for e-learning opportunities.