Concerns are rising among parents, educators, and stakeholders following this year’s Fiji Year Eight Examination results, where nearly half of the over 19,300 students who took the test did not pass. The Ministry of Education reported a pass rate of 69%, a modest increase of only two percent from the previous year, leaving more than 6,000 students set to advance to year nine despite failing.
Paula Manumanunitoga, the general secretary of the Fijian Teachers Association, labeled the results as “close to pathetic,” urging a comprehensive reevaluation and strategic planning from all parties involved, including classroom teachers and ministry officials. He emphasized the need for a thorough analysis of the issues at hand and called for effective countermeasures to boost future performance.
Manumanunitoga pointed to a lack of parental involvement as a critical factor, highlighting that many parents do not adequately supervise or support their children’s educational pursuits. He stressed the importance of taking education seriously, warning that an indifferent attitude could be detrimental to students’ futures.
The controversial no-repeat policy, implemented by a previous government, faces criticism for allowing unprepared students to progress through the educational system. Manumanunitoga claimed this policy results in many students, some unable to read, pushing on to higher education levels. He insisted on the need to abolish this policy to ensure that children are better equipped for their educational journeys.
Ministry data reveals a troubling trend, with 5,726 students dropping out before completing year 10, and another 4,589 leaving primary school early between 2019 to 2023.
The Fijian education system has also seen turmoil due to frequent curriculum changes, with Manumanunitoga noting that the introduction of multiple curriculums from different ministers over the last decade has caused significant confusion for educators.
Prime Minister Sitiveni Rabuka echoed these concerns, criticizing the no-repeat policy and indicating that a reevaluation of this approach is necessary. Rabuka further recognized the urgent need for a more effective curriculum aimed at addressing the persistently low exam results.
This challenging situation in Fiji’s education system raises awareness about the critical roles of all stakeholders—teachers, parents, and policymakers—in creating a supportive and effective learning environment for students. Moving forward, constructive dialogue and cooperation among these groups may provide the path toward necessary reforms and improvements, hopefully leading to more promising outcomes in future examinations.
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