Fiji is overhauling its Free Education Grant (FEG) framework, with reforms taking effect in the 2025–2026 fiscal year. The main change gives school management full flexibility in how the funds are used, replacing the previous prescriptive allocations that dictated, for example, 20% for building maintenance, 15% for IT, and 30% for administrative expenses.
Under the new system, school leaders will decide how best to deploy the grant to meet their specific needs. The Free Education Grant for FY2025–2026 is set at $65.1 million.
This reform is part of a broader push in the current education budget to decentralize financial decision-making and empower schools to address local conditions. The overall education budget supports a wide range of initiatives, including higher education scholarships and teacher-related investments, signaling a commitment to a more dynamic and locally responsive education system.
In addition to granting more spending autonomy, authorities are moving to remove restrictions on school fundraising, allowing more frequent and voluntary drives. Schools will also have the option to save funds or borrow against the grant for larger capital projects, though this autonomy will be balanced by reinforced accountability frameworks to ensure funds are used to improve educational outcomes.
The reforms reflect a broader government agenda to strengthen community involvement in education and to place school leaders at the forefront of decision-making. As these changes unfold, educators, parents, and students can look forward to a more responsive system designed to adapt to local needs while maintaining oversight to safeguard resources.
Summary: Fiji’s 2025–2026 reforms grant schools greater control over Free Education Grant spending, remove some fundraising barriers, and pair autonomy with stronger accountability. The move is framed as part of a broader effort to decentralize governance in education and empower school communities while continuing to invest in teachers, scholarships, and infrastructure.
Editorial and forward-looking notes:
– Editors may want to track how schools allocate funds in the first year of autonomy, including any shift toward expansion projects or prioritization of specific needs.
– Consider highlighting early case studies from pilot schools to illustrate how autonomy translates into improved learning environments and outcomes.
– Possible follow-up angles include how the changes affect school-community partnerships, fundraising activity, and any measurable changes in attendance or academic performance.
Overall, the policy shift carries a positive outlook for Fiji’s education landscape, underscoring a belief that local leadership, supported by targeted funding, can better meet the diverse needs of students and communities.
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