Fiji’s education regulator is tackling a rise in teachers working under “limited authority” due to qualification gaps and a reluctance to teach in rural and maritime areas. The issue surfaced during a Standing Committee on Social Affairs review of the Fiji Teachers Registration Authority (FTRA) annual reports.
FTRA Chief Executive Sangeeta Singh said the authority is working with the Ministry of Education to fix the problem, noting that remote regions suffer from poor connectivity and limited access to educational facilities, which complicates upskilling efforts. Under FTRA regulations, teachers with limited authority earn a different pay scale from fully registered teachers, a framework designed to enforce compliance and spur professional development.
Singh highlighted specific shortage areas, saying: “For example, Mathematics, Physics, Primary, PEMAC, and Computer Science—we don’t have enough in the pool, and the Ministry generally needs them in the system. So, these are underqualified teachers. That’s category one.” She added that the regulator is exploring solutions like moving teachers to locations where they can access the necessary courses.
The plan allows teachers with limited authority to teach on a conditional basis, with an initial two-year window to upgrade their qualifications. Under the Act, an extension may be granted, giving a maximum four-year period for these category-one teachers to upgrade, move toward provisional status, and eventually attain full registration. FTRA stresses ongoing monitoring, with induction programs, mentorship, and regular reporting to ensure these teachers meet minimum standards for full registration.
Context from the broader education landscape shows why these measures matter. Fiji has been grappling with a persistent teacher shortage, particularly in core subjects, and the Ministry of Education has been working alongside FTRA to boost recruitment and retention. Recent efforts include registering hundreds of new teachers to alleviate shortages, collaboration with teacher training institutions, and initiatives to address brain drain by improving job satisfaction and career pathways. The government has also signaled a focus on upgrading qualifications for hundreds of teachers, with salary incentives tied to progress and improved standards.
Additional reforms being pursued in parallel include the establishment of a new FTRA board to oversee licensing and quality assurance, with members drawn from seasoned education professionals. These changes come as the ministry advances measures such as salary upgrades for teachers and strategies to retain talent, particularly in rural postings, and as it seeks to reduce vacancies across primary and secondary schools.
Looking ahead, Fiji’s approach appears to be a multi-pronged effort: tighten regulatory oversight, expand professional development for underqualified teachers, and strengthen recruitment and retention through incentives and structured career progression. If connectivity and access challenges in remote areas are addressed, the country could see more teachers upgrading to full registration and a more evenly distributed quality of education for students nationwide.
Summary for readers: Fiji is addressing growing numbers of limited-authority teachers by offering structured upskilling, supportive induction, and potential pathway to full registration, while the education system simultaneously pursues broader recruitment, retention, and incentive measures to close shortages in rural and core-subject areas. A hopeful trajectory is emerging as regulators, the ministry, and training institutions align to improve long-term teaching quality and equity for Fiji’s students.
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