Teachers in the highlands of Navosa are urging for an increase in the Free Education Grant allocated to rural and maritime schools, arguing that the current funding is inadequate and inequitable. During consultations on the review of the Education Act 1966, educators voiced their discontent with the “low amount” each school receives under this grant system.
Aseri Uluinavucu, principal of Navosa Central College, expressed that the existing Act fails to account for the cost of living challenges, treating rural and urban schools as equivalent despite significant differences. He highlighted the disproportionate transportation expenses faced by rural schools, noting, “If you look at the financial reports of rural schools, most of their money goes towards transportation.” He shared that a one-hour trip from Sigatoka Town to Navosa Central College costs approximately $240, while trips to more interior locations can reach up to $500.
Jone Kanalagi, principal of Thomas Baker Memorial School, echoed these sentiments, emphasizing that the funds available for rural schools are not sufficient for infrastructure improvements, as illustrated by their two-year campaign to raise money for a new canteen. Ponipate Tobua, head teacher of Natutatale Primary School, pointed out the disparity between equality and equity in education funding, especially critical in this digital age, underscoring that the allocation of grants is not reflective of the unique needs of rural educational environments.
These concerns resonate with broader issues highlighted in previous articles, such as inadequate monitoring of free education grant allocations and the necessity for increased accountability in the usage of funds. Previous discussions have underscored the importance of improved oversight and active engagement from the Ministry of Education to ensure that financial resources are utilized effectively.
Despite the challenges, there remains hope that the Ministry’s acknowledgment of the concerns from the education community can lead to meaningful reforms that improve the situation for rural schools. By prioritizing the unique needs of these institutions, there is potential for better educational outcomes and a more equitable approach to education funding in Fiji.
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