Opposition Member of Parliament Premila Kumar has voiced significant concerns in Parliament regarding the pervasive shortage of qualified teachers in Fiji, as well as the troubling mismatch in teacher placements across schools. During a recent parliamentary debate, Ms. Kumar criticized the coordination failures among the Fiji Teachers Registration Authority (FTRA), teacher training institutions, and the Ministry of Education, labeling the situation as a serious ongoing issue rather than a new development.
Ms. Kumar remarked on the alarming reality, citing that there are numerous subjects in schools unstaffed or taught by individuals lacking the necessary qualifications. She pointed out that some teachers, under “limited authority,” are being placed in classrooms without meeting the proper registration requirements. Meanwhile, fully qualified secondary teachers are assigned to teach in primary schools where they do not hold the relevant qualifications.
Highlighting a particularly striking example, she noted an instance of an English language teacher tasked with delivering mathematics lessons despite having completed only one unit in the subject. “So, what kind of teaching is happening in that classroom?” she asserted, warning that such placements, albeit seemingly practical in the short term, risk undermining education standards in the long run.
Kumar also called attention to the disparity in the job market, where an oversupply of early childhood education (ECE) graduates exists, while crucial subjects like mathematics and science suffer from significant shortages. “It is poor planning and poor coordination,” she stressed, indicating that the FTRA must acknowledge its responsibilities regarding this mismatch in educational staffing.
These insights resonate with broader issues in Fiji’s education landscape, as highlighted by recent figures showing hundreds of vacancies in primary and secondary schools due to a lack of qualified teachers and the movement of educators seeking better opportunities abroad. The importance of addressing these concerns is underscored by discussions surrounding teacher support, compensation, and working conditions—a reflection of the need for systemic change to ensure the sustainability of Fiji’s educational quality.
While the challenges are apparent, there is a glimmer of hope as advocacy continues for the improvement of teacher conditions and recruitment efforts in critical subjects. If effectively addressed, these systemic reforms can lead to a more robust educational infrastructure and ultimately enhance the learning experience for students across Fiji.