Frontline educators across the Solomon Islands are raising serious concerns about the competency of some newly graduated teachers, particularly those trained at the Solomon Islands National University (SINU).
They are now calling for stricter admission standards to protect the quality of education nationwide.
Veteran teachers claimed that some recent graduates struggle with basic professional tasks, including writing student progress reports and managing large classrooms.
They warned that such deficiencies weaken classroom effectiveness and negatively affect student learning outcomes at a time when the country urgently needs a strong and capable teaching workforce.
“If we truly care about the future of our children and our country, we must take this issue seriously,” said one concerned teacher, who spoke on condition of anonymity to preserve professional relationships.
The educators have identified SINU’s teacher training programs as a key area requiring reform, urging the university to introduce more rigorous selection criteria for students entering education degrees.
While acknowledging SINU’s critical role in national development, they cautioned that relaxed entry standards could result in an oversupply of underprepared teachers.
SINU, the country’s primary tertiary institution, has expanded its teacher education programs in recent years to meet growing demand driven by population growth and post-COVID-19 recovery efforts.
However, critics within the teaching profession argue that prioritizing quantity over quality risks worsening existing challenges, including overcrowded classrooms and limited educational resources.
Education sector stakeholders have yet to publicly respond to the concerns.
The Ministry of Education and Human Resources Development could not be reached for comment at the time of publication, though sources indicate that reviews of teacher training standards are ongoing as part of broader national curriculum reforms.
Teachers behind the call emphasize that their advocacy is rooted in a commitment to excellence rather than criticism of SINU as an institution.
“Strong teachers build strong nations,” they said, aligning their appeal with national goals for human capital development amid mounting climate and economic pressures.”
As discussions intensify, the issue highlights the critical link between teacher quality and the Solomon Islands’ long-term social and economic prosperity.
By John Chrisma
Solomon Star Online
