Pedagogical Practices
in Fiji Schools
Cresantia Frances Koya
Introduction
This chapter presents the findings of a study carried out in 2013 at three
primary schools and five secondary schools in Fiji. The study aimed to compile
information about pedagogical approaches, so as to inform future reforms
in national education policies and educational practices in the Asia-Pacific
context. A mixed-methods approach was used, including document and
policy analysis, questionnaires, classroom observations and talanoa, an
indigenous dialogic research instrument. Participants included Ministry of
Education (MOE) officials, teacher educators at the University of the South
Pacific (USP) and a group of primary and secondary school teachers.
Background
Country context
The small island state of Fiji has over 300 islands and had a population of
837,271 in 2007. Around half of the population (475,739) are indigenous
(iTaukei), while the second largest population group is of Indian descent
(313,798). The remaining 47,734 is made up of other minority groups (Fiji
Bureau of Statistics, 2012).
Fiji was under colonial rule for almost 100 years until attaining independence
from Great Britain in 1970. The nation celebrated 17 years of democracy
before the coup d’état of 1987, which was followed by further illegal seizures
of government in 2000 and 2006. In September 2014, general elections
resulted in the democratic election of a government, following eight years
of military rule.
Education in Fiji
During the colonial era, Fiji adopted the British system of education.
While the post-independence era offered the promise of autonomy and