Abstract:
The creation of the knowledge base society in Fiji is easier said than done as we hurdle into the
21st century. It raises three interesting and important issues for teachers. Firstly, relooking at
early Fijian education and understanding how the centre-periphery that is inclusive of powercoercive;
enforcing compliance by those with less power, rational-empirical; the top down
approach, normative re- educative model; assumes how culture can be shifted into a productive
form, contributes and continues to impact Fiji curriculum. The gist for learners to date comes in
the form of rote learning and the examination routine which leaves very little or no room for
critical analysis and critical thinking processes. In regards to teachers the hands off approach to
curriculum development. Secondly, the impact of rote learning on Fijian education and climate
change. Lastly, highlighting the way forward on how meaningful learning that involves the
creation of critical thinking process in lifelong learners will offer assistance in the resistance
against climate change. |
International Journal of Social Science & Economic Research
