Motukana Primary School, located in the highlands of Navosa/Nadroga and approximately 120 kilometers from Sigatoka town, will soon have solar lights and electricity.
The school, with 85 students, is set to benefit from the Solar Rooftop project. Head of the school, Isimeli Druavesi, expressed gratitude to the International Solar Alliance (ISA) for their support.
“With ISA’s assistance, the school plans to introduce e-learning technologies for its students,” said Mr. Druavesi. “We will establish a mini computer lab to help students and teachers connect with the world and adopt modern teaching methods.”
He mentioned that currently, they can’t offer evening or extra classes due to a lack of lighting.
“Students in remote areas are often denied the chance to enhance their literacy skills through evening classes,” he said. “Proper lighting systems provided by electricity create a comfortable and safe learning space, contributing to a more engaging and productive environment. This allows students to focus on their studies without distractions.”
Mr. Druavesi further explained that access to electricity enables schools to offer a wider range of online courses, virtual field trips, and collaborative projects, enriching students’ educational experiences and preparing them for success in a digital world.
ISA’s program head for Small Island Developing States (SIDS) and Least Developed Countries (LDCs), Sandeep Kaur Singh, noted that the lack of electricity in remote schools leads to educational inequality. “Providing sustainable and reliable electricity to remote schools, such as through solar power systems, is one way to help bridge this gap.”
Through ISA’s Solar Rooftop Project, solar panels will be installed on school buildings to generate electricity, ensuring students have access to technology and benefit from a modern, well-rounded education. “It’s crucial to advocate for improved infrastructure and resources for remote schools to ensure all students have equal opportunities to learn and succeed. By working together, communities, the government, and stakeholders can significantly address educational inequalities caused by the lack of electricity.”
Recently, consultants contracted by ISA visited the school to conduct assessments and determine the solar energy requirements for the school and teachers’ quarters. They also gathered data, including the daily average hours of sunlight, the number of classrooms requiring electricity, the electrical equipment to be installed, and provisions for e-learning opportunities.