Motukana Primary School, located in the highlands of Navosa/Nadroga, about 120 kilometers from Sigatoka town, will soon have solar lights and electricity supply.
With an enrollment of 85 students, Motukana Primary School has been selected to benefit from the Solar Rooftop project.
Isimeli Druavesi, the Head of School, expressed gratitude to the International Solar Alliance (ISA) for making this possible.
“With ISA’s assistance, the school plans to introduce e-learning technologies for its students,” said Mr. Druavesi. “We will have a mini computer lab to help students and teachers connect with the rest of the world and adopt modern teaching methods.”
He mentioned that they currently cannot offer evening or extra classes to students due to the lack of lighting when darkness falls.
“Students in remote areas miss out on the opportunity to enhance their literacy skills through evening classes,” he said. “Proper lighting systems made possible by electricity create a comfortable and safe learning space.”
“This contributes to a more engaging and productive learning environment, allowing students to focus on their studies without distractions,” added Mr. Druavesi.
“Access to electricity enables schools to offer a broader range of online courses, virtual field trips, and collaborative projects, enriching students’ educational experiences and preparing them for success in an increasingly digital world.”
Sandeep Kaur Singh, ISA’s Program Head for Small Island Developing States (SIDS) and Least Developed Countries (LDCs), stated that the lack of electricity in remote schools can lead to educational inequality for students in those areas.
“One way to help bridge this gap is by implementing solutions that provide sustainable and reliable electricity supply to remote schools, such as solar power systems,” she said.
“Through the ISA’s Solar Rooftop Project, solar panels will be installed on school buildings to generate electricity, ensuring that students have access to technology and benefit from a more modern and well-rounded education,” she added.
“It’s crucial to advocate for improved infrastructure and resources for remote schools to ensure that all students have equal opportunities to learn and succeed. By working together as a community, government, and stakeholders, we can significantly address education inequalities caused by the lack of electricity in remote schools.”
Consultants contracted by ISA recently visited the school to conduct assessments and identify the solar energy requirements for the school and teachers’ quarters.
The consultants also surveyed the area, collecting relevant data including daily average hours of sunlight, the number of classrooms to have access to electricity, the electrical equipment to be used and installed, and provisions for e-learning opportunities.