Motukana Primary School, situated in the highlands of Navosa/Nadroga, approximately 120 kilometers from Sigatoka town, will soon receive solar lights and an electricity supply.
With an enrollment of 85 students, MPS is one of the schools selected to benefit from the Solar Rooftop project.
The Head of School, Isimeli Druavesi, expressed gratitude to the International Solar Alliance (ISA) for making this possible.
“With the assistance from ISA, the school now plans to introduce e-learning technologies for its students,” said Mr. Druavesi.
“We will establish a mini computer lab to help students and teachers connect with the rest of the world and adopt modern teaching methods,” he added.
Currently, they are unable to offer evening or extra classes due to the lack of lighting.
“Students in remote areas are always denied the opportunity to enhance their literacy skills through evening classes,” Mr. Druavesi said.
“Proper lighting systems enabled by electricity create a comfortable and safe learning space, contributing to a more engaging and productive environment, allowing students to focus on their studies without distractions,” he continued.
“Access to electricity allows schools to offer 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 Programme Head for Small Island Developing States (SIDS) and Least Developed Countries (LDCs), Sandeep Kaur Singh, mentioned that the lack of electricity in remote schools can lead to educational inequality for students in those areas.
“One way to help 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 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 education,” she explained.
“It’s crucial to advocate for improved infrastructure and resources for remote schools to ensure that all students have equal opportunities to learn and succeed. Working together as a community, government, and stakeholders can significantly address educational inequalities caused by the lack of electricity in remote schools,” she added.
Recently, consultants contracted by the ISA visited the school to conduct assessments and determine the solar energy requirements for both the school and teachers’ quarters.
The consultants also explored the area and collected relevant data, including the daily average hours of sunlight, the number of classrooms requiring electricity, the electrical equipment to be used and installed, and provisions for e-learning opportunities.