The Ministry of Education wishes to set right comments that appeared in the editorial column of the Fiji Times on Thursday 21st of January under the title, “Welcome Revolution”
The article is not only erroneous in construction but in facts as well. Furthermore, the tenor of the article is insulting towards the indigenous people, which the Ministry cannot condone.
The writer is insinuating that the indigenous community relied on Government to build schools for their children. This is totally false and mischievous.
Before the Alliance government of Ratu Mara came into power after independence in 1970, indigenous communities had already built schools on their own without government assistance. Many of these schools were built on the sweat and tears of men who left their homes to raise funds for the education of their future generation.
Many went to cut copra in big estates on Vanua Levu, others went to the cane belt to cut cane, and much later people were sent by their elders to pine plantations. The proceeds from all these work were directed towards the construction of school buildings in their respective vanua.
As for scholarships, the writer did not state the reasons why 50 percent were reserved for the indigenous candidates nor did he reveal how many non-indigenous candidates actually benefited.
While discussing the centres of excellence, the writer stated that millions of dollars were poured into centres of excellence with little or no return. This is argumentative and besides, he failed to identify which institution(s) he referred to.
His argument over the success of non-indigenous communities is false. The following authorities; F.B. Stephens (1944); C. Whitehead (1981); H.Tavola (1991); P. Gaunder (1999); C.M. White (2001) would reveal to the writer how non-indigenous communities succeed in education.
Perhaps it would also enlighten him more why the non-indigenous communities are not so successful in education if he reads the Education Commission Reports (1969) & Education Commission Report 2000).
What the parents of the Duavata Secondary School are doing is not different from what parents in other vanua are doing for their schools. The writer needs to go to some island schools and think about how building materials were carted to the building sites after the boats unloaded them on the shore or how schools in the interior were built when hardly any vehicle travel there.
Revolution in indigenous education did not start with the people of Udu today but had already started way back before the writer’s father was born. Perhaps the only revolution needed is our way of thinking.
The Ministry of Education at this point does not wish to discuss this issue any further.