There is an active discussion around reforming Fiji’s education curriculum, largely driven by disappointing outcomes from recent external examinations. The focus often overlooks underlying factors impacting student performance in the classroom. Dr. Prashneel R. Goundar, who recently earned a PhD in Linguistics, highlights key issues derived from his research that could provide valuable insights for policymakers aiming to reshape the education system.

Dr. Goundar’s three-year study examined the academic English writing skills of first-year university students, specifically identifying educational inequalities experienced by learners on their path to tertiary education. His findings, published in his forthcoming book, “English Language Mediated Settings and Educational Inequalities: Language Education Policy Agendas in the South Pacific,” and acknowledged by Deputy Prime Minister Professor Biman Prasad, detail several obstacles faced by students.

The research identified four critical indicators of educational inequality: inadequate teaching and learning resources, language barriers, issues with the medium of instruction, and teacher shortages. These factors create a challenging environment for students, often leaving them ill-equipped for higher education. For example, one student recounted having the same set of library books for seven years, while another shared experiences of extended periods without an English teacher, which severely affected their learning.

Building on concerns raised in similar articles regarding Fiji’s current educational state, there is a clear call for examining the ramifications of the “no-repeat” policy that allows students to advance without fully mastering subjects. This policy has contributed to a detrimental cycle of mediocrity, where many students progress to the next grade despite lacking basic skills, significantly impacting exam performance and overall academic outcomes.

Moreover, Dr. Goundar’s findings echo earlier sentiments about the necessity of improving teacher training and accountability within schools. Several reports have highlighted the urgent need for more experienced educators and better resource distribution across urban and rural schools. Improvements to the education system in Fiji require collective action from all stakeholders, including local communities, parents, educators, and the government.

In summary, Fiji stands at a pivotal moment where addressing existing challenges in its educational framework represents not only an urgent need for reform but also an opportunity for constructive change. By collaborating and combining efforts to support educators and students alike, a hopeful path forward can be carved to invigorate Fiji’s education system and ultimately benefit the lives of countless students.