TO PROVIDE PROFESSIONAL AND QUALITY LEADERSHIP IN SECONDARY SCHOOLS THROUGH ADVOCACY, SUPPORT, PROFESSIONAL LEARNING AND COLLEGIAL NETWORKS. OUR MISSION Identifying and nurturing particular professional, collegial and personal needs of Principals. Partnering with educational stakeholders to represent views of Principals. Securing affiliations, membership and involvement as determined by the Executive committee in regional associations and the International Confederation of Principals (ICP). MESSAGE FROM THE HONOURABLE MINISTER FOR EDUCATION It is with immense pleasure and pride that I extend my warm greetings to all the esteemed Principals of the 179 secondary schools. I also wish to convey my congratulations to the Fiji Principals Association for spearheading this valuable initiative to publish an educational quarterly newsletter. This platform is a testament to your proactive leadership and collective vision. On the same note I express my gratitude for your unwavering commitment, exceptional leadership, and profound dedication to nurturing the future generations of Fiji. Your efforts are foundational to the holistic education of our secondary school students nationwide. With the grace of the Lord Almighty, we have reached mid-year and our focus intensifies ensuring that enhancing educational outcomes through the application of evidence-based teaching pedagogies seamlessly integrated with the transformative power of technology and digital innovation. Our paramount goal remains fostering an inclusive learning environment that thoughtfully caters to the diverse needs and unique potential of every student. Together, we must prioritize the mental health and holistic well-being of our students, ensuring that our schools remain a safe and supportive space for learning and growth I encourage you to continue collaborating with local communities, parents, and educational stakeholders to create a holistic approach to education. Your role in promoting parental involvement is crucial, as it strengthens the support system our students need to thrive. As we face new challenges, let us also celebrate our successes and the resilience shown by our dedicated teachers and educators alike. I am confident that through our united and collective efforts, we will continue to inspire, equip and empower our children to excel academically and become responsible citizens. Thank you once again for your tireless dedication to fostering a rich and nurturing educational environment. Let us continue to strengthen collaboration in this academic year nurturing creativity, critical thinking, innovation, and a growth mindset for our stakeholders, parents, teachers and more importantly our students. May God Bless us all. Honourable Aseri Masivou Radrodro 1 1
Dear members! Greetings from the amazing team of Fiji Principals Association Executives and from the Nausori Principals Association. I am pleased to present to all of us, our premier edition of FPA Newsletter. This year FPA has decided to have quarterly newsletter published to keep all our members informed of the association’s events. We want to link our members to important stakeholders who would contribute to our publications. This will enable our valued members to be well-informed of the recent educational developments. We also want to promote the culture of research and critical writing amongst our members and would publish their research papers or critical analysis of any educational or social issues affecting our education systems. This would not only elevate our leadership and decision-making attributes, but will also contribute to scholarly work of our educational leaders. In doing so, we will try to enhance the professionalism of our association to be on par with Regional and International Principals’ Associations. We sincerely hope that our publications would be met with excitement as a valuable literature and memory lane in years to come. Enjoy Reading! Mr. Vishnu Deo Sharma 2 2
PRESIDENT VISHNU DEO SHARAMA VICE PRESIDENT SECRETARY TREASURER ILAISA TUKANA WAQALALA PRAVEEN CHAND PRANESH KUMAR JUNIOR VICE PRESIDENT VIRENDRA SHARMA LAISANI CAMA COMMITTEE MEMBER COMMITTEE MEMBER COMMITTEE MEMBER PRAVEENA SINGH WAQALALA ASST SECRETARY TOKASA WILSON WAQALALA BIJEN SINGH WAQALALA COMMITTEE MEMBER COMMITTEE MEMBER RANJEETA D KUMAR JOVESA JALE The Editorial Team Vishnu Deo Sharma – Editor Safiq Ahmed – Sub- Editor Sanjalesh Abhay Nand – Sub-Editor Bijen Singh – Website In-charge Manorma Prasad – member Laisani Cama – member Ranjeeta Kumar - member Praveen Chand – Secretary 3 3
INTRODUCTION Reviewing the Fijian Education Act 1966 and identifying areas for improvement involves assessing how the legislation aligns with current educational needs, global best practices, equity, accessibility, and future-readiness. This exercise, even though carried out after a long period of time is very pivotal to enhancing the educational structures, framework and the associated legislation entailing the education ministry of the Fiji Islands. Fiji Principals Association was formed in 1964 and since then has been an integral part of many educational engagements. The association is privileged to be part of the teams of stakeholders to present its submission to the Education Act Review team in the hope that its submission is critically analyzed and considered by the team in formulating a revised Education Act. Here is a focused summary of key areas of the Act and recommendations for improvement: Key Areas of the Fijian Education Act 1. Access and Compulsory Education o Education is compulsory up to a certain age (often up to Year 12). o Public primary and secondary education is free. 2. Curriculum and Language Policy o Curriculum is centrally controlled by the Ministry of Education. o English is the primary language of instruction; though vernacular languages are included in early education. 3. Teacher Registration and Qualifications o Teachers must be registered with the Fiji Teachers Registration Board. o Ongoing professional development is encouraged but not always enforced. 4. School Governance and Administration o School management involves school committees and principals. o Faith-based and community-run schools still play a significant role. 5. Equity and Inclusion o Policies are in place for girls’ education, special needs, and rural outreach. 6. TVET (Technical and Vocational Education and Training) o There are separate provisions for vocational training pathways. 4 4
1. Modernizing the Curriculum – Even though the Act has not been reviewed for a long time, the curriculum has undergone changes on a number of occasions. These changes are primarily influenced by the constant change in leadership at the policy level which is further enhanced by conditions of the donor agencies. As the result of this there is not much choice left to the curriculum developing agency to develop curriculum which would suit our unique island nation. • Issue: The curriculum is academic orientated, exam-focused, and slow to adapt to emerging regional and global trends. • Recommendation: Fiji Principals Association recommends that the revised Education Act: o Integrate structured digital literacy, climate and civic education, and entrepreneurship. o Introduce more localized and culturally relevant content from the primary school level so that our students are well informed of their culture and heritage. o Undertake regular curriculum reviews with teacher unions, Fiji Principals’ and Fiji Head Teachers’ Association, tertiary institutions and industry input. o Introduce cultural, civic, sustainable change and climate change awareness, non-testable curriculum in ECE and lower primary school (up to Year 3 level) o Shifting Fiji’s curriculum to a fully outcome-based model using the SOLO Taxonomy (Structure of the Observed Learning Outcome) would be a significant, progressive step toward a system that focuses on deep understanding, cognitive progression, and learner-centered outcomes. o Emphasizing Spiritual, Moral and Cultural Values at Formative Stages Early Childhood Education and Care (ECEC) Provisions & Lower Primary Curriculum Strengthen the role of ECEC centers in values development by mandating curriculum content that fosters empathy, kindness, cooperation, respect for elders, and cultural pride and mandate that Years 1–3 include learning outcomes related to understanding of family and community roles (e.g. vanua, church, extended family structures). o Principals and Heads teachers to be consulted in any curriculum and policy reviews (academic and sports). 5 5
education system must be designed in such a way that it effectively accommodates the basic necessities of all communities. Every child, no matter, where they are, must feel confident in learning and are able to thrive equally with their counterparts, anywhere in Fiji. • Issue: There is a huge disparity in resources and outcomes between urban, rural and remote schools. This disparity has a multi-dimensional effect of learning and teaching. • Recommendation: o Increase funding for rural schools for capital developments in areas such as specialist rooms and staff quarters o Increase in location and boarding allowance – This will be a pull factor for new graduates and experienced teachers who would be able to bring about long-term stability in the rural schools. o Improve communication and network utility infrastructure (internet) – This will allow connectivity and ease of doing work in remote schools. This will also enable effective communication with the Ministry of Education, education partners and other stakeholders. o Strengthen distance learning options post-COVID-19. 3. Inclusive Education for Students with Disabilities – Inclusive education is a new norm in the 21st century Fiji. The Ministry of Education, while strengthening the special education centers, must also look into making selected school in the urban and rural and almost all schools in the remote location, inclusive. In urban centers, particularly, resources need to be strategically allocated to existing mainstream inclusive school so that these schools are able to cater for the needs of our special and inclusive students. • Issue: Lack of teacher training and infrastructure for inclusive education. • Recommendation: o Mandate special and inclusive education training in teacher training institutes. There must be few mandatory units of SIE courses added to the required course contents, so that graduates are well prepared for such schools. o Fund assistive technologies, infrastructure and support staff in identified mainstream schools. o Create measurable inclusion benchmarks. 6 6
becoming increasingly important that teachers be provided with the best of opportunities to develop professionally. There should be a move to harmonize the MQR of all teachers in ECE, Primary and Secondary schools, however, the existing teachers in service must be fully supported by the Ministry of Education to complete the required MQR through ministry incentivized in-service training. o Issue: Limited opportunities and incentives for teachers for continuous professional development while in service. o Recommendation: o Require periodic upskilling of those teachers who currently do not meet the MQR for re-registration. There is a need for budgetary allocation for teacher upskilling until such time that all teachers meet the MQR o Strengthening of leadership training to enable prospective leaders to acquire basic leadership skills before they progress through promotion. This succession planning will create a pool of leaders, who can then be posted to positions that become vacant. o Provide access to online training platforms. o Provide salary increment after every 3 years based on service and performance. o Incentivize rural service with career progression. Rural service must be made as one of the criteria for ascending to a higher post of responsibility. 5. Governance and Decentralization – The governance in education plays a very significant and pivotal role in shaping our countries education system. For far too long our system is using the top-down approach in governing schools. This creates a barrier and limits the creativity and zeal of educators. Additionally, the centralized system of current operation of the ministry puts a lot of pressure on staff and resources. It is understood that some departments of the ministry cannot be decentralized. However, a well calculated decentralization move would earn favorable accolades from stakeholders. • Issue: Excessive centralization can limit innovation at the school level. • Recommendation: o Allow more autonomy for school-based decision-making. The Principals and Head Teachers need to have more say in matters such as staffing, using of the FEG, certain degree of decision making in terms of managing students’ behaviour and discipline and internal assessments and examinations o Train school boards on finance, HR, and strategic planning. 7 7
District Office must have a balance of officers from Primary and Secondary schools. o Frequent Advisory visit must be made by these officers to schools. o Approval of appointment of teachers (CHAPTER 262 EDUCATION ACT) Clause 23 page 13 to be removed. o PS to oversee the fairness of all schools sporting body and to intervene with this professional directive as and when the need arises. 6. TVET and Alternative Pathways • Issue: TVET is often seen as inferior to academic pathways. • Recommendation: o Improve quality and perception of vocational education. o Strengthen partnerships with industries. o Update the Act to integrate TVET on equal footing with academic streams. The Singapore model of schooling needs to be incorporated so that vocational studies become of equal value in secondary schools. o There is an urgent need to develop selected schools’ infrastructure to cater for Vocational Courses based on the needs of the community. Having selected school will ensure that resources, finances and human resources are well utilized to maximize outcome, while considering the various communities needs will enable the greater participation of the associated industry partners in taking our students for apprentice’s scheme. 7. Monitoring, Evaluation, and Data Systems • Issue: Weak data systems make it hard to track outcomes and performance. Currently the ministry has a weak monitoring and evaluation practice. The result of these monitoring is also not converted to any monetary gains for the teachers. The method of evaluation is too broad and becomes difficult to critically look at the outputs of any teacher. • Recommendation: o Establish a robust national education data portal. The current portal might not be sufficient to cater for the increased need of the future and as such there is an urgent need to upgrade. o Use data to inform funding and policy decisions. o Annual reporting on learning outcomes and equity. The ACR needs to be reintroduced with necessary adjustments. 8 8
schools. However, there is a need for a provision for the school managements to charge building fees for regular maintenance and for capital developments. This will make parents realize the value of education and at the same time assist many managements and faith-based schools to make some revenue to carry out capital developments and major upgrading works. • Issue - The laxity in learning from many students and the lack of ownership of education from some of the parents, may simply be due to the fact that they do not pay anything for the education of their children. As a result, they do not take active ownership of their child’s learning journey. FPA is proposing that while the government continues with its free education initiatives, a guideline be set, so school can levy building fees etc. • Recommendations o The PS decides on a termly levy (building fees) that schools can charge o Small school be given an extra building grant not exceeding $100 000,00 per year and then every five years thereafter, to carry out infrastructural development. o That Ministry uses the disadvantage index in giving building grants to schools o While FPA continue to support compulsory education till Year 12 level, it firmly suggests that progression to another level must be on a set minimum requirement for promotion (attendance/work completion/conduct/etc) and those students who do not this are given another chance to study at the same level with 50% of FEG paid by government and 50% met by parents/guardians. 9. Policies – Teacher Protection Policy – With the increasing advocation of rights of children, the abolishment of corporal punishment and the widespread issue of drugs and digital media abuses, teachers are exposed to all forms of harassment and abuse by student, parents and the public. This erodes the confidence and morale of teachers and creates a fear in them to perform to the best of their abilities. Having a policy will safeguard teachers and enable them to perform their duties with due diligence. • Issue – Teachers have been bullied, physically assaulted and shamed on social media platforms. In some cases, the teachers are publicly oppressed even if they perform according to polices and guidelines, simply because the actions do not augur well with the recipients. • Recommendation o Ministry in consultation with partner and donor agencies draft a teacher protection policy to safeguard teachers in their workplace and in public. 9 9
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