The Fijian Ministry of Education is undertaking a review of the controversial automatic progression policy, commonly referred to as the “no-repeat” rule, which has been in place since the early 2000s. Education Minister Aseri Radrodro has acknowledged concerns that this long-standing policy may be hindering student performance by allowing students to advance grades regardless of their understanding or mastery of the material.
Radrodro has confirmed that a proposal to modify this policy is currently with the Solicitor-General for legal guidance, after which it will be presented to the Cabinet for consideration. He emphasized the need for policies that guarantee quality education and noted that some students may require additional time to grasp important lessons.
The Fijian Teachers Association, along with the Fiji Teachers Union, has strongly called for the immediate abolition of the no-repeat policy, arguing that it undermines the fundamental principles of literacy and numeracy and contributes to declining academic standards. Paula Manumanunitoga, the General Secretary of the FTA, pointed out that decision-making regarding student promotions should involve teachers, school leaders, and parents, stressing that students should not be promoted without meeting the necessary academic criteria.
Recent discussions around this policy have led to national consultations involving various stakeholders, illustrating a collective concern about students’ academic achievements. Historically, the introduction of the no-repeat policy in 2008-2009 has reduced parental engagement in monitoring their children’s education, as many parents believe that automatic promotion diminishes the urgency to ensure academic success. The correlation between this policy and a reported drop in Fiji’s literacy and numeracy rankings, from first to sixth and seventh in the Pacific, further substantiates calls for reform.
This review represents an opportunity to create a more equitable education system that can meet the diverse needs of students. The upcoming discussions and consultations reflect a proactive approach to educational reform, promoting the idea that students should achieve specific competencies before progressing. Such measures could potentially enhance both student engagement and outcomes, establishing a framework for more effective learning experiences in Fiji.
By re-evaluating the automatic progression policy, there lies hope for a stronger educational system that ensures all students receive the support necessary to thrive academically and prepare for their futures.
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