Pooja Dutt, Programme Manager of Dialogue Fiji, recently addressed the Parliamentary Standing Committee on Justice, Law, and Human Rights, where she acknowledged the positive aspects of the Education Bill 2025 while also voicing significant concerns regarding specific provisions of the proposed legislation.
One of the most notable reforms in the Bill is the complete ban on corporal punishment, which Dutt praised as a progressive move towards more humane educational practices. However, she raised concerns about the removal of school zoning, which, while aimed at promoting parental choice, could inadvertently create disparities that affect students in under-resourced and poorer schools. This alteration risks establishing a dual public education system that could deepen existing inequalities.
Dutt also highlighted issues related to school levies and fundraising efforts, cautioning that these could threaten the foundational principle of free education. She questioned how “reasonable and equitable” contributions would be defined for low-income families and how schools might address non-payment without excluding students, which could impede access to education.
In their submissions, Dialogue Fiji advocated for a review of school start times, proposing a shift to a 9 a.m. commencement in urban areas like Greater Suva. This adjustment aims to alleviate traffic congestion, thereby enhancing both student safety and well-being.
Furthermore, the organization emphasized the need for a clear definition of the compulsory education age within the Act itself, referencing successful practices in countries like New Zealand, where such laws are clearly established. This clarity is particularly important given the potential penalties that could arise from enforcing school attendance.
In summary, while the Education Bill 2025 contains commendable elements, Dialogue Fiji calls for careful scrutiny of its implications to foster equitable access to quality education for all students, reinforcing the importance of addressing these critical concerns to promote a fairer educational landscape.