Prime Minister Sitiveni Rabuka has expressed his concerns regarding the government’s no-repeat policy in education, which allows students to progress to the next grade regardless of their examination performance. He argues that this practice could potentially squander resources for both the government and parents while also impacting the academic success of future generations.
During a Christmas Eve gathering with children at his residence, Mr. Rabuka highlighted that if the education system continues to be solely determined by exam results, yet allows advancement irrespective of performance, then significant financial resources are being wasted. He posed critical questions about the long-term implications of such a policy, suggesting that continuous advancement without sufficient assessment could undermine the quality of education.
Additionally, Mr. Rabuka raised concerns about the qualifications of teachers. While they may have the necessary credentials, he questioned whether they possess the adequate skills and training to effectively teach students. This concern, he believes, ties into the broader issue of student performance, particularly as many stakeholders attribute poor exam results to the no-repeat policy.
Just recently, Education Minister Aseri Radrodro announced plans to prepare a cabinet paper aimed at abolishing the no-repeat policy, reflecting growing consensus on the need for reform in the education system. Following the disappointing 69 percent pass rate from the recent Form 4 External Examination (FEYE), there’s mounting pressure to revisit how students are recruited and promoted within the education framework.
In the last academic year, around 19,396 students took the FEYE, resulting in approximately 13,383 students passing, while 6,012 failed. This statistic starkly indicates the challenges facing the current education system and emphasizes the necessity for a re-evaluation.
Overall, while the concerns raised by Prime Minister Rabuka are significant, there seems to be an emerging dialogue among educational leaders about implementing necessary changes. These discussions could herald a more effective educational environment that prioritizes student achievement and accountability, ultimately benefiting future generations.
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