School managers in Fiji are expressing significant frustration over their perceived lack of authority and respect within the educational system. During the biennial conference of the School Management Association of Fiji held in Nausori, president Govind Singh articulated the discontent felt by his colleagues, highlighting that school managers are often viewed as “grass cutters” and portrayed as “crooks.” This negative perception has contributed to their exclusion from decision-making processes in schools they have worked hard to establish.
Mr. Singh lamented that school managers are no longer empowered to voice their opinions or partake in discussions that affect their institutions. He referred to the treatment of school management committees as “stepmotherly,” stating it has severed their connection with their communities. Under the previous government, school managers faced accusations of misusing funds, which led to a widespread mistrust that continues to persist even after a change in administration.
The president noted that the association has not built any classrooms independently over the last decade, a testament to their diminishing role. He stressed the importance of professional development for school heads, asserting that equipping them with necessary resources and authority would lead to improved outcomes for schools.
Historically, the association has played a key role in supporting school management committees by facilitating resources, addressing conflicts, and advocating for necessary adjustments to outdated constitutions. However, Mr. Singh criticized the previous government’s aggressive tactics that stifled the voice of school management during critical reforms.
As the conference unfolds, Mr. Singh emphasizes the need for discussions on the key roles of advocacy and representation to ensure school managers are no longer sidelined, aiming for a system that empowers rather than alienates them.
This dialogue reflects a hopeful movement towards revitalizing the role of school management in Fiji, with the potential for better collaboration and partnership to enhance educational quality and availability across the nation. By advocating for a more inclusive and supportive framework, there is the possibility of restoring trust and building stronger ties between school managers, communities, and government authorities.
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