The Minister for Education, Aseri Radrodro, has raised concerns regarding a worrisome trend: students are increasingly losing their interest in education. This observation comes in light of the Fiji Year 8 Examination (FY8E), where the pass rate reached 69 percent, marking a peak yet reflecting a troubling situation, given that over 6,000 of the nearly 19,359 registered students did not meet passing standards but will still advance to Year 9.
In his address to Parliament, Mr. Radrodro noted that despite this year achieving the highest pass rate in recent years, the overall trend from 2015 to 2024 has been inconsistent, showing a steep decline in 2022 to 62 percent, followed by slight recovery in 2023 to 67 percent. He cited systemic issues affecting student success, such as a lack of motivation, an outdated curriculum, overcrowded classrooms, and ineffective school leadership.
The Minister pointed out that many students are not recognizing the value of education, resulting in inadequate preparedness and poor performance, particularly in fundamental subjects like mathematics. Issues such as low student motivation, behavioral disruptions, irregular attendance due to various factors, and the impact of family dynamics were further outlined.
Mr. Radrodro emphasized the disparities in performance between rural and urban schools, with rural students passing at a rate of 63 percent versus 70 percent in urban areas. Ethnicity also played a role in the results, with iTaukei students at 67 percent, Indo-Fijians at 73 percent, and Rotuman students leading with 76 percent.
To address the root causes, the Minister identified several factors, such as curriculum challenges, high student-teacher ratios, weak leadership, and low parental engagement. Community-related issues, including violence and lack of support services, were also mentioned as contributing factors.
Looking ahead, Mr. Radrodro stated that the Ministry is exploring reforms, including the introduction of Technical and Vocational Education and Training (TVET) at Year 8 and 9 levels to better align education with workforce needs. He also indicated a review of the current “no-repeat” policy, which allows failing students to progress automatically, as this may contribute to the growing number of underprepared students.
The need for curriculum reforms, particularly in subjects like mathematics with a national pass rate of only 41 percent, was also highlighted. Mr. Radrodro reassured that active reviews of teaching content would take place to bridge these gaps, alongside stricter monitoring of schools within the HOPE initiative.
Ultimately, the Minister called for a collective effort among teachers, parents, communities, and religious organizations to foster a learning environment that values education and motivates students toward their fullest potential. He envisions a collaborative approach that ensures Fiji remains a conducive space for every child to learn, grow, and succeed.
In summary, while current circumstances present significant challenges, the proactive steps proposed by the Ministry of Education herald an optimistic outlook for the future of education in Fiji. By emphasizing collaboration and curriculum reform, there is hope for fostering renewed interest and success among students.
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