International Journal of Science, Engineering and TechnologyAuthors: Davendra Sharma
Abstract: This article critically examines the intersection of education reform, governance, and structural inequities in the context of Fiji’s efforts to align its education system with the demands of the Fourth Industrial Revolution (4IR). While global education reform narratives often celebrate innovation, digital transformation, and future-readiness, such ambitions risk becoming superficial or exclusionary if they fail to address the foundational disparities that continue to constrain opportunity and inclusion, particularly in developing and postcolonial contexts (Burns & Gottschalk, 2020; Schleicher, 2018). In Fiji, enduring governance challenges, such as centralized decision-making, limited policy coherence, inadequate stakeholder participation, and regional disparities, have impeded the effective implementation of inclusive and equitable education reforms (Lingam & Lingam, 2018; Fiji Ministry of Education, 2022). These systemic weaknesses undermine efforts to equip all learners with the competencies required for meaningful participation in a rapidly evolving digital economy. The paper argues that achieving genuine transformation in education requires more than the adoption of new technologies or curricula; it necessitates a governance framework grounded in equity, transparency, and participatory decision-making. Drawing on international literature and regional analyses, the study situates Fiji’s reform agenda within broader global and Pacific discourses on educational governance, social justice, and sustainable development (UNESCO, 2020; Tikly, 2019). The analysis suggests that without addressing root-level inequities, such as the urban-rural digital divide, infrastructure deficits, and capacity gaps in teacher training, efforts to modernize education may inadvertently reinforce existing socio-economic divides rather than bridge them (World Bank, 2018; Sayed & Singh, 2020). The article concludes by calling for a more holistic, inclusive, and context-responsive approach to educational transformation in Fiji, one that integrates digital innovation with systemic governance reforms to ensure that no learner is left behind in the pursuit of 21st-century education.
DOI: http://doi.org/
