Rajend Singh Somas, now the head of Vunimono Arya Primary School, fondly recalls his first weeks as a fresh-faced 27-year-old intern in 2000 and the nerves that came with starting a teaching career. At 50, he believes those early hurdles were stepping stones that shaped his long journey through Fiji’s rural and maritime schools.
After graduating, Somas was posted to Moturiki District School in Lomaiviti, where he spent three years and found it an enjoyable place to begin his teaching life. His path then took him to Muaniweni’s village school, Shantiniketan Pathshala, and Naqali District School for a year and a half, before a return to Shantiniketan and a new challenge as acting head teacher in 2014. He later moved to Tuatua Nasau Primary on Koro Island, then back to his roots at Shantiniketan, before taking on roles at Suva Gospel for Deaf, Vuci Methodist School, and Korocirciri Primary School. In 2019 he joined Korocirciri as acting head teacher, and by 2021 had risen to lead Ramakrishna Saraswati Primary School in Tailevu before arriving at his current post for his third year at Vunimono Arya School.
Through it all, Somas says he cherished teaching in remote areas and island communities, even as it demanded personal sacrifices—especially time away from his wife and daughter while stationed in the islands. He notes that natural disasters like floods could disrupt school attendance, but he also believes rural schooling brings strong parental support and unique rewards. “Otherwise, it’s quite challenging and very interesting to teach in rural schools and one good thing in teaching in rural and maritime areas is that parents are more supportive,” he says.
Reflecting on his two-plus decades in education, Somas shares how family support helped him persevere. When he was assigned to Koro Island, his wife encouraged the journey and wanted to experience island life too. He also credits his daughter for motivating him to continue his education, completing a degree and then a postgraduate qualification, with his daughter encouraging him to pursue a masters as well.
Beyond managing a school, Somas offers practical guidance for youths considering teaching: pursue a true passion for educating children, not just a paycheck; for primary teachers, include science in their senior secondary studies to ease Year Seven and Eight science teaching; and preserve vernacular language skills—Vosa Vaka Viti, Urdu or Hindi—to better teach language in primary grades.
The broader island- and rural-teacher experience in Fiji echoes Somas’s narrative. For instance, Leone Vulakauvaki on Koro Island helped drive a remarkable improvement in Year 8 results at Deuba District School, rising to 73% pass rate in 2024 from 22% in 2022 and 67% in 2023, a testament to dedicated teachers adapting to challenging conditions with community support. Another prominent example is Sereana Tuapati, Rotuma High School’s principal, who navigated language barriers and isolation to lead Rotuma’s lone secondary school since 2017, inspiring students to pursue tertiary studies and even scholarship opportunities overseas. Stories from Nasau District School in Ra highlight leaders like Irena Tuilovoni, who balances a demanding schedule with long travel, connectivity challenges, and the daily drive to prepare students for life beyond the classroom; her experience underscores the resilience required to sustain rural schooling. Additionally, the journey of Josefa Mataitoga on Ono-i-Lau—combining classroom leadership with ongoing postgraduate study and community leadership in Scouts—illustrates how educators continually expand their impact and seek roles that broaden educational leadership.
Taken together, these profiles illustrate a common thread: teachers who choose far-flung posts are guided by passion, supported by families, and driven to innovate around resource gaps, language differences, and limited connectivity. Their stories offer a hopeful outlook for Fiji’s education system, highlighting how committed educators, supportive communities, and ongoing professional development can empower rural and island students to excel.
Summary
A devoted head teacher in Fiji recalls a long, winding career across remote islands and villages, where early challenges gave way to a leadership path defined by perseverance, family support, and a commitment to nurturing students in underserved areas. Alongside his personal journey, parallel profiles of rural educators across Fiji reveal a shared dedication to improving outcomes, overcoming isolation, and encouraging youth to pursue teaching and STEM and to stay connected to their cultural and linguistic roots.
Additional value for editors
– Consider adding a photo caption highlighting the subject at Vunimono Arya Primary School, with a note about his 20+ years in service and his emphasis on family support.
– Add pull quotes from Somas about the importance of passion over money, and about parental involvement as a strength in rural education.
– Include a sidebar timeline of Somas’s postings to help readers visualize his career path.
– Tag the piece with keywords such as Fiji education, rural schools, island education, teaching in Fiji, parental support, and lifelong learning.
– If possible, link to brief profiles of the other educators mentioned (Vulakauvaki, Tuapati, Tuilovoni, Mataitoga) to provide readers with a broader context of rural education in Fiji.
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