The government has opened a new front in efforts to strengthen national identity and social cohesion by moving to embed culture, heritage and the arts more firmly into Fiji’s national school curriculum, Assistant Minister for Multi‑Ethnic Affairs Shalen Kumar said on Friday. In what he described as the latest development in a broader push for inclusive education, Kumar confirmed the Department of Culture, Heritage and Arts is working with the Ministry of Education on a curriculum review to allow cultural learning to be incorporated into schools.
Kumar said the review will create formal avenues for stakeholders in the cultural sector to submit recommendations on how traditions, languages, histories and artistic practices can be reflected in classroom teaching. “Social cohesion is not something that happens automatically. It must be nurtured through dialogue, community engagement, and cultural recognition, deliberate and targeted state initiatives and policies, and inclusive development,” he said, framing the curriculum change as an intentional policy response to promote unity amid diversity.
The Assistant Minister told reporters a culturally inclusive curriculum would help students better understand Fiji’s diverse traditions and heritage and foster respect for cultural difference. “We want our children to learn about the stories, customs and arts of iTaukei, Indo‑Fijian, Rotuman and other communities that make up our nation,” Kumar said, adding the initiative aims to strengthen national identity while promoting respect for cultural diversity.
Details on the timeline and scope of the review have not yet been released. Kumar’s comments indicate the government is moving from principle to process by involving the Department of Culture, Heritage and Arts directly with the Ministry of Education — a shift that could see cultural content considered across subjects such as social studies, history, language and the arts, as well as in extracurricular programmes and school events. Education officials will be looking for practical submissions from cultural practitioners, community leaders, academics and arts organisations on how best to translate cultural knowledge into age‑appropriate learning outcomes.
Observers say curriculum change could have wide‑ranging implications, from textbook content and teacher training to assessment standards and resourcing. Embedding heritage education could also raise questions about which cultural narratives are prioritised and how to balance national cohesion with respect for minority traditions. Kumar suggested the review would be inclusive, with an emphasis on dialogue and community engagement as key parts of the process, but the government has yet to publish consultation schedules or mechanisms for submitting recommendations.
The announcement follows broader national conversations about social challenges and the role of education in addressing them. Advocates for cultural preservation have long called for stronger representation of Fiji’s languages and arts in formal education, arguing that early exposure deepens cultural literacy and mutual respect. For now, stakeholders in the cultural sector are being invited to prepare input as officials from both ministries develop the mechanics of the review. The Education Ministry is expected to provide further details once internal planning with the Department of Culture, Heritage and Arts is finalised.
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