Concerns are growing regarding educational standards in Fiji as nearly half of the students who completed the Year Eight Examination this year did not pass. Of over 19,300 candidates, the Ministry of Education reported a pass rate of only 69 percent, which marked a slight increase of just two percent compared to last year.
This outcome implies that more than 6,000 students may advance to year nine without having met the necessary academic criteria. Paula Manumanunitoga, the general secretary of the Fijian Teachers Association, expressed disappointment in the results, labeling them as “close to pathetic.” He called upon all parties involved in education, from classroom teachers to ministry officials, to evaluate the situation, identify the root issues, and devise strategies for improvement before the next academic year.
Manumanunitoga also highlighted the role of parental involvement in education, criticizing many parents for not taking an active interest in their children’s academic success. He urged families to prioritize education and support their children seriously, noting, “They should take their children’s education seriously and not treat it as trivial.”
The ongoing debate surrounding the controversial no-repeat policy, which was instituted by the previous government, also came into the spotlight. Manumanunitoga argued that this policy has allowed unprepared students to advance, even stating that some students who struggle with reading are being allowed into university. He advocated for the removal of the policy to ensure that only adequately prepared students progress to the next educational levels.
Additionally, statistics from the Ministry of Education revealed that between 2019 and 2023, 5,726 students dropped out before completing year ten, and another 4,589 left before finishing primary school. This alarming trend raises concerns about the educational system’s effectiveness.
Curriculum changes were singled out by Manumanunitoga as another significant issue, with at least three different curricula being introduced within the last decade. These frequent alterations contribute to confusion among educators, making it difficult for them to teach effectively.
Prime Minister Sitiveni Rabuka has also criticized the no-repeat policy and signaled a need to revisit it. He emphasized the necessity for an improved curriculum to tackle the alarming trend of poor exam results.
While the Ministry of Education was unavailable to comment at the time, these concerns represent a crucial moment for reform in Fiji’s education system. With collective efforts from parents, educators, and policymakers, there is hope for a more robust educational framework that prioritizes student readiness and academic achievement.
This conversation surrounding educational standards in Fiji can serve as a catalyst for meaningful change, encouraging collaboration among all stakeholders to foster a brighter future for the nation’s youth.
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