Passing English should not be compulsory for Year Eight external exam students, Fiji Head Teachers Association president Johnson Rura has told educators at the 42nd FHTA Conference in Denarau. Rura urged the Ministry of Education to remove the mandatory progression requirement he described as a rigid barrier that can trap learners who are still developing their English proficiency.
In Fiji’s multilingual classrooms, many students use English as a second or third language. Rura noted that research on multilingual education shows that insisting on a compulsory English pass at an early stage can unfairly disadvantage these learners and may exclude them from further study and opportunity. He warned that high-stakes English requirements can dampen student confidence and motivation during the early secondary years, and that repeated failure in a mandatory subject often leads to a sense of inadequacy, disengagement, and higher dropout rates. He argued that allowing flexibility in English requirements supports holistic development and reduces emotional stress for students.
The stance aligns with ongoing debates over Year Eight progression and related reforms in Fiji’s education system. Recent discussions tied to the Fiji Year Eight Examination (FY8E) have highlighted persistent challenges, including a pass rate around 69 percent and more than 6,000 students who may move on to Year Nine without passing. Rural schools have fared worse than urban schools, and pass rates vary among ethnic groups, with iTaukei students around the mid-60s, Indo-Fijians in the low to mid-70s, and Rotumans somewhat higher. These concerns have fed calls for systemic reforms, such as rethinking the no-repeat policy, expanding Technical and Vocational Education and Training (TVET) to earlier grades, and strengthening school leadership and parental engagement.
Education Minister Aseri Radrodro has signaled reforms that intersect with these debates, including the introduction of TVET for Year 8 and Year 9 and a Cabinet review of the no-repeat policy. He has emphasized the need for better alignment of the curriculum with students’ contexts and the importance of monitoring underperforming schools to ensure accountability. The ministry’s broader reform agenda also contemplates creating alternative educational pathways and investing in language and foundational skills to support learners who struggle with English.
Taken together, the discussions around English requirements, progression policies, and broader curriculum reform reflect a shared push to create more inclusive, responsive education that preserves opportunities for all Fiji’s students. Advocates argue that safeguarding students’ motivation and emotional well-being, while providing targeted language support and clear, workable progression routes, can help reduce dropout rates and better prepare learners for diverse pathways, including vocational training and higher education.
What this could mean for schools and students:
– Increased emphasis on language support and targeted English development rather than automatic advancement based on an English threshold.
– Greater flexibility in progression rules to accommodate multilingual learners while maintaining overall academic standards.
– Continued exploration of TVET and other alternative pathways to ensure students can pursue practical skills aligned with their strengths.
– Ongoing collaboration among teachers, parents, and communities to strengthen student engagement and accountability.
In summary, the call to decouple Year Eight progression from a mandatory English pass, framed within Fiji’s wider reform agenda, underscores a growing commitment to balance fair assessment with learning support. This approach envisions a more inclusive system that helps students stay motivated, complete their education, and access a range of respectful learning and career options.
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