By Moffat Jr Fugui
Educationist
The concept of free education is not a new flagship initiative introduced solely through Western education reforms aimed at developing and advancing their economies. In fact, free education was already embedded in traditional Solomon Islands societies long before the arrival of modern schooling systems. The main difference lies in how education was practiced, shaped by time and environmental context.
In the traditional past, knowledge was transmitted through observation and practical engagement. Children learned by going out to work, observing skilled community members, and listening to elders’ stories around the campfire before bedtime. Knowledge construction encouraged children to acquire skills relevant to the sustainable use of natural resources. They were taught what to do and how to do it—such as building houses, hunting, planting, farming, and fishing—for survival and community wellbeing.
The success of this traditional learning system was driven by a positive outlook on risk-taking for the common good. Learning was reinforced through leadership structures within society, particularly by parents, elders, priests, warriors, and chiefs. These leaders demanded that children learn appropriate work inputs, and daily conversations emphasized the importance of acquiring skills contextual to their environment.
Gender-based skills were freely taught by knowledgeable community members, a major advantage of that era. The aim was to ensure that all village children gained relevant knowledge and skills, enabling them to use their energy productively. This norm added value to children’s dignity as they grew to represent their families and tribes. Once children learned to be resourceful and useful, they used natural resources sustainably, and dependency was largely absent.
However, over time, traditional learning systems were gradually tested and weakened by the introduction of foreign subjects—commonly referred to as modern education. Modern education has not adequately defined, shaped, or accommodated Solomon Islanders since its introduction in the late nineteenth century. Its impact is still felt today, contributing to mixed reactions regarding current socio-economic challenges.
In today’s global context, modern education systems are complex. They provide more opportunities than ever imagined, spanning skilled knowledge, advanced professional training, and philosophical learning. These opportunities, however, are largely tied to financial capacity. Parents viewed modern education positively and supported their children with the hope that they would succeed academically, gain scholarships, graduate with tertiary qualifications, and secure formal employment.
In reality, these expectations often clash with the complexities of modern education. Daily transport costs, food expenses, classroom space, stable housing, examinations, discipline requirements, and performance pressures all demand consistent financial and social support. Because education is closely linked to money, financially marginalized groups—particularly in developing countries—are severely affected. As a result, many children are denied access to schooling, drop out early, or are unable to continue learning at TVET or vocational centers due to financial insecurity. Over time, they risk becoming social burdens to their communities.
The Solomon Islands is no exception. The cost of modern education remains a major barrier for financially marginalized families, as highlighted by the Leader of Opposition, Hon. Matthew Wale, in Parliament in 2025. While the modern education system creates opportunities, it also limits access. Many parents cannot afford school fees and associated learning costs. Consequently, children grow up lacking basic knowledge and relevant skills, contributing to unemployment, rising crime, drug abuse, prostitution, and sexually transmitted diseases.
One way to address these challenges is to introduce free education using a segmented approach. To understand how this can be achieved, we must revisit traditional learning systems—where education was free, inclusive, gender-based, and supported by strong leadership structures.
In modern society, leadership segments in education include Education Providers (EPs), the Ministry of Education and Human Resource Development (MEHRD), the national government, Members of Parliament through constituency structures, and international education agencies. Each of these actors has the authority to implement free education within their jurisdiction—whether through bilateral or multilateral aid, constituency development funds, or national education policies.
To put free education into practice, a clear conceptual framework and strategic work plan must be developed to address pressing social issues that will otherwise become more complex in the future. Without intervention, Solomon Islands risks a growing population of dependent youth lacking lifelong skills—posing a serious social hazard.
Introducing free education initially in selected Community High Schools and TVET/vocational centers would allow financially marginalized children to access education without intense academic competition. Students would be guided toward skills-based training, while academically strong students could progress to Solomon Islands National University (SINU) or other tertiary institutions. This approach reflects the principle of “leave no one behind” and challenges the stigma attached to school dropouts—a form of discrimination that wastes human potential.
Pathways to TVET and vocational centers should be made compulsory for Form 5 and 6 dropouts, regulated through law and policy. This would enable young people to acquire skills necessary to enhance productivity within their communities. With vocational skills gained through free education, youth can utilize natural resources sustainably, establish small businesses, engage in industry, participate in community service, support other unemployed youth, contribute to national industries, or participate in overseas labor mobility schemes—bringing remittances that support economic growth.
For free education to be implemented effectively, several steps are required. First, collect national data on the number of Community High Schools and TVET/vocational centers and their enrolments. Second, develop a realistic budget aligned with clear objectives and timelines. Third, ensure financial sustainability by embedding free education into long-term national education policy to attract international donor support.
Although free education may be costly, it is not destructive—we are not dealing with bombs where mistakes lead to loss of life. Instead, we are taking calculated risks to bring positive change for financially marginalized families who have been denied opportunities for decades. A bottom-up development approach should be adopted, beginning in rural constituencies and provincial education systems.
Constituencies with fewer schools or small class sizes should pilot free education initiatives. Education Providers can establish community partnerships and shared school ownership models, implementing free education at the primary and TVET levels. Modest subsidies for stationery and administration can be drawn from constituency development funds and education provider budgets. Since teacher salaries have already improved under the Education Act 2023, free education should be the next reform milestone.
The rollout of the new teacher salary scale in 2025 under the GNUT government—led by Prime Minister Hon. Jeremiah Manele, Minister of Education Hon. Tozen Leokana, Permanent Secretary Dr. Franco Rodie, and MEHRD officials—is commendable and widely appreciated. This moment also honors teachers who pioneered the education mission but passed away before witnessing its success, as well as past and present SINTA leadership for their continued advocacy.
This transitional period could pave the way for a Solomon Islands Free Education Act, making free education a nationwide policy—a long-standing aspiration of many citizens.
As the Chinese saying goes, “A journey of a thousand steps begins with one step.” This is reflected in the 2013 decision to transform SICHE into SINU. Despite criticism over limited resources, then Prime Minister Hon. Gordon Darcy Lilo exercised political will and leadership risk, emphasizing national pride and access to tertiary education. Today, SINU stands as a national achievement.
SINU now offers degrees, master’s, and PhD programs, attracts regional and international students, boasts world-class facilities, and employs highly qualified academics. Under the leadership of Vice-Chancellor Dr. Transform Aqorau, SINU has formed strategic international partnerships, including with the Australian National University. Dr. Aqorau’s global leadership experience, including his role in establishing the internationally recognized PNA Office, has strengthened SINU’s profile.
In conclusion, traditional societies provided free, skill-based, and inclusive education rooted in sustainability, dignity, and communal responsibility. Integrating these values into modern education—particularly through free, skills-focused pathways—can address present economic needs and social challenges. While sustaining free education is costly, its long-term benefits outweigh the risks.
Taking risks is not limited to business; it is essential in social, cultural, economic, and political development. Just as bold decisions transformed SICHE into SINU, free education in Community High Schools and TVET centers could be the next national success story.
