School leaders in Fiji have been urged to take a more active role in classroom monitoring to enhance student learning. Paula Manumanunitoga, the general secretary of the Fijian Teachers Association (FTA), emphasized the need for school heads to engage directly with teaching processes during a consultation in Suva, specifically addressing the repeal of Fiji’s automatic progression policy, which permits students to advance grades regardless of their academic performance.

Manumanunitoga reflected on his own teaching experience, stating that when he was in charge, teachers were held accountable for ensuring that all Year One students became fluent readers by the end of their second term. He raised concerns about the current literacy issues that are evident in secondary schools, pointing out that students are transitioning to higher levels without the necessary reading skills. He criticized some school heads for confining themselves to their offices, implying that this detachment may contribute to these ongoing educational challenges.

Education Minister Aseri Radrodro echoed these concerns, declaring that the automatic progression system has fostered complacency among students, teachers, and parents alike. He highlighted that this policy poses significant challenges for educators who must address large learning gaps. The minister asserted that the objective of repealing this policy is to ensure that students meet essential learning outcomes before advancing to the next academic level.

The discussion is particularly timely, as recent reports and surveys reveal a worrying trend in student performance; Year 8 examination results have been falling, with nearly half of the registered students not achieving passing scores. Radrodro noted that the automatic promotion policy, implemented in 2008, has contributed to declining literacy and numeracy standards in Fiji, where the country has slipped from the top position in the Pacific to sixth or seventh place.

The FTA and education authorities are now advocating for a collective effort to reevaluate educational strategies and policies. By emphasizing accountability and genuine understanding in learning, educators hope to cultivate a more supportive environment where every student can thrive and achieve their potential. The commitment to engage stakeholders in these discussions represents a hopeful step toward meaningful educational reforms that could enhance Fiji’s academic standing and overall student success.

This initiative aligns with the broader goal of ensuring quality education for all, and many are optimistic that through collaboration and active engagement from all parties involved, Fiji can navigate these changes and foster a more effective learning environment for students.