Opposition Member of Parliament Premila Kumar has raised alarming concerns in Parliament regarding the critical shortage of qualified teachers and the misalignment in teacher placements throughout schools in Fiji. During a recent debate, Kumar emphasized that this issue is not a new one but has now escalated to concerning levels.
Kumar underscored the dire reality faced in many classrooms, where subjects lack dedicated teachers. “The report acknowledges this shortage, and anyone visiting our schools will see the classrooms devoid of teachers or being staffed by educators without the appropriate qualifications,” she stated. She highlighted troubling cases where teachers, lacking the necessary authority, have been assigned to teach subjects they are unqualified for, particularly noting instances of secondary teachers being placed in primary school roles.
One example she provided was particularly concerning: “An English language teacher has been assigned to teach mathematics but has only one unit in the subject. What kind of education can be expected in such a situation?” Kumar argued that while these placements might be seen as short-term fixes, they undermine long-term educational standards. She cautioned that employing underqualified individuals sends a dangerous message about lowering expectations.
Moreover, despite a surplus of early childhood education teachers, Kumar pointed out that crucial subjects like mathematics and science are still lacking qualified educators. “It’s illogical to have a stream of ECE graduates without jobs while essential subjects remain unstaffed,” she remarked. This poor coordination and planning call for accountability from the Fiji Teachers Registration Authority (FTRA), which Kumar insisted must take responsibility for this disparity.
Recent discussions indicate that the Ministry of Education is aware of these pressing issues but has yet to provide substantial solutions. With nearly 580 teacher vacancies reported in primary schools alone, and many educators leaving for better opportunities abroad, the situation has reached a crisis point. Teacher representatives have voiced the urgent need for reform, stressing that gaps in staffing directly affect the quality of education provided to students.
The education regulator has recognized the significant presence of newly registered teachers but acknowledged that addressing the underlying issues related to teacher qualifications and placements remains paramount. Collaborative efforts between the FTRA and the Ministry of Education are ongoing, with hopes of improving recruitment, retention, and professional development strategies moving forward.
As stakeholders rally for reforms, there is a glimmer of hope that systemic changes could enhance the quality of education in Fiji. With a comprehensive approach to addressing teacher shortages and ensuring qualified educators are in classrooms, the future of education in Fiji may yet see improvement, ensuring both teachers and students can thrive.
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