Concerns are mounting over the recent Year Eight Examination results in Fiji, where nearly half of the over 19,300 registered students did not pass. With a reported pass rate of just 69 percent—only a slight improvement of two percent from the previous year—more than 6,000 students may advance to Year Nine despite failing the exam.
Paula Manumanunitoga, the general secretary of the Fijian Teachers Association, expressed disappointment at the results, calling them “close to pathetic.” He urged collaboration among all educational stakeholders—teachers, parents, and ministry officials—to critically examine and address the challenges affecting student performance.
Mr. Manumanunitoga criticized the lack of parental involvement in their children’s education, emphasizing the importance of parental support and engagement in fostering a positive academic environment. He believes that education should be regarded with seriousness rather than treated lightly.
He also denounced the no-repeat policy instituted by the previous government, which allows underperforming students to advance to the next grade without having mastered necessary skills. Mr. Manumanunitoga highlighted concerns that some students lack basic literacy skills, stating, “We have children who can’t read going to university. It must go.”
Recent data reveals that from 2019 to 2023, 5,726 students dropped out before completing Year 10, and 4,589 left before finishing primary school. This stark statistic underscores the urgent need for reform in the educational system.
Curriculum instability is another issue contributing to the situation, with multiple reforms implemented over the last decade causing confusion among teachers. Mr. Manumanunitoga mentioned that at least three different curriculums have been rolled out under various ministers, leading to inconsistencies in educational delivery.
Prime Minister Sitiveni Rabuka has also criticized the no-repeat policy and indicated that revisiting it is part of his strategy to enhance educational outcomes. He acknowledged the necessity for a more effective curriculum to combat the ongoing trend of subpar examination results.
As the Ministry of Education has not provided comments regarding the examination outcomes, the need for stakeholders to unite and consider solutions becomes increasingly crucial.
This situation presents an opportunity for a comprehensive reassessment of the Fijian education system. By collaborating and engaging more fully with parents, teachers, and policymakers, there is hope for meaningful changes that can bolster student performance and foster a healthier academic environment moving forward.
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