Many natural disasters have constantly threatened Fiji since the late 1950s. Among these are severe floods and cyclones/hurricanes. In addition, other countries in the Pacific such as Tonga, Nauru, Vanuatu, and Solomon’s, have not been spared. These disasters have caused loss of lives and damage to properties and transformed geological landscapes, including plants, crops, human elements and livelihoods.
The threats are further aggravated by the massive destruction of livelihood and properties, including dwelling houses and public buildings such as schools, shops and infrastructures.
The formation of any tropical cyclone has been well monitored to keep people aware of impending threats and take necessary precautions, especially for those living close to flood-prone areas.
The weathermen provide details on the cyclones, and their direction with potential speed and the probable destruction it may cause. In most cases, hurricanes may also cause heavy downfall, high-intensity wind force and as a result floods.
In Fiji, the National Disaster Management (NDMO) takes over the management of disaster responsibility and advises radio stations on the movement of cyclones and possible flooding. In potential build-ups and high risk areas, curfews are imposed in the evening in towns and cities thus ensuring safety for the public at large.
A popular view is the frequency and intensity of hurricanes such as categories three and five and flooding levels have increased over the last few decades. Some attribute this to the increased sedimentation of river channels (Cochrane, 1969; Morrison et al, 1990). Indeed, to address the issue, the Government of Fiji has adopted a policy of river dredging — a policy which has been widely regarded as the panacea to the flooding or inundation problems (Yeo, 1997). However, frequent hurricanes from the 1970s until 2019/20 and recent floods in Nadi 2024/2025, indicate that our coastal areas are not safe from excessive rainfall. Studies have indicated that most of the people who live within 17 kilometers of the hinterland are on a path of a major threat due to climate change and sea level rise. There is a high possibility that many infrastructures will be under water and these will need to be shifted to a higher ground levels. Some schools may also be affected. The government is working on this to alleviate concerns at the United Nations Conferences, and Climate Change Conferences (COPs).
Use of schools during disasters
There have been numerous occasions whereby the affected people in villages or settlements have taken shelter for a few days or more until the floodwaters have receded. The schools have been designated as evacuation centres or havens of hope. The school management will be advised to provide all necessary support to ensure the safety and security of those who will come in large numbers. The necessary public health requirements are washrooms, water supply, provisions for cooking places and garbage disposal. On the other hand, the evacuees have to bring their food rations, drinking water, and toilet tissues and napkins. This will also include food rations and personal clothing. Thus areas of public health importance such as water sanitation and hygiene (WASH) have to be addressed. At times few hundreds may occupy a few classrooms for a week or more. Health professionals must carry out medical checks and other issues of public health concern. It may include diarrhea, dysentery, typhoid and other communicable diseases. It is the responsibility of the family to look after the children and elders.
Once the people have vacated, there may be many areas that require cleaning, disinfection and repairing damages caused by the disaster. Many professionals will be hired to repair and bring about improvements bearing in mind that schools need to be ready for classes as soon as clearance has been provided by the Education Ministry.
Support and policies of the
Education Ministry
Under Education Act Cap 262, 1978, (Part V1, Section 12(1), all registered schools in Fiji have managers appointed by the management committee to ensure the school has all the requirements and other provisions for students and teachers to ensure teaching and learning are conducted in a safe environment. A school should have all the public health facilities such as adequate size of classrooms, glazed windows, a wholesome water supply, a place for disposal of garbage and refuse including an incineration facility. Depending on the number of pupils and staff (all genders), toilets are prescribed under Public Health Regulations (Cap 111, Reg 127 (5, a-c), Part 1X,) for pupils and teachers both males and females.
However, the Ministry of Education has been providing grants for the extension of classrooms and other needy infrastructural requirements. This is in addition to school fees and top-up of bus fares to children. Due to the high intensity of category five tropical cyclones such as in 2016 and 2019/20 (Winston and Yasa respectively), school buildings need to be upgraded.
According to (Relief Web 2016), the estimated value of disaster damages arising from TC Winston in Fiji was $1.99 billion, including $1.29b in damage (i.e., destroyed physical assets) and $0.71b ($0.3b) in losses.
Many schools and homes were destroyed completely beyond any means to recover building materials. There were 240 schools which were severely devastated by severe tropical cyclone TC Winston in 2016. It affected 120,000 children who were left without shelter for many months and many years. Temporary classrooms were provided by way of tents and sheds (Relief Web 2017) with about a quarter of schools damaged by Cyclone Winston still need to be repaired years after the massive storm hit Fiji (FT 5/12/18). For national disaster preparedness, the MoEHA is guided by a National Disaster Management Plan (NDMP) 1995, which remains the framework of the central disaster plan for Fiji.
The NDMP broadly outlines roles and responsibilities for line ministries and disaster responders. The National Disaster Management Act was enacted in 1998 and established the National Disaster Management Office (NDMO) which has a bearing on policies related to disaster preparedness, response, and recovery. The Fiji Times reported the Fiji government hopes to have all the 207 schools, which require significant work, to be fully operational in 2017.
Support from international stakeholders
There has been much support provided by numerous agencies, friends, and families, both locally and from overseas through food rations, including support to rebuild homes and schools. The government provided huge support to rebuild houses. On May 5, the Fiji Government launched its Help for Homes (HfH) initiative, which provides financial assistance for homeowners to rebuild through access to tools and materials. Relocation was also being considered by several communities (IRFC 2026). In addition, some of the agencies that were involved were; UNICEF, and Fiji Red Cross Society (FRCS). The governments of Indonesia, Australia, France, India and others were the European Commission, Germany, New Zealand, Sweden, the United States and the United Nations Central Emergency Response Fund (Govt Fiji 2016). Moreover, the law deals with head teachers and managers of schools to ensure schools are well protected in case of possible threats from natural disasters.
Local support and Parents Teachers Friends Association (PTFA)
Apart from key support by the Education Ministry (MoEHA) there have been others including the Fiji Teachers Association, and the Parents Teachers Friends Association (PTFA) of schools.
The school management faces an up-field battle in fixing the school properties with an area of land ranging from 3- 5 acres after natural disasters. There are many activities involved following post-disaster events.
It has been noted that those who have been taking shelter in the classrooms may not be seen in large numbers. This is a contentious area of concern. Some former students also care about the school and provide support in many areas of concern, particularly after disasters. These days’ former students live in other countries and they have been active in getting together and bonding to remember their education days at their schools.
One of the aims of this write-up up to encourage villagers and settlers – who live close to affected schools, whether their children are enrolled or not – to provide voluntary support. Repair works may include painting, providing building materials and cleaning the compound. The management is also required to keep the PTFA and other groups informed of such activities before the beginning of school and include post-disaster events.
Due to the high costs of maintenance of buildings, the costs are beyond the means of many rural schools and those in maritime areas. In smaller schools the number of children and teachers are few and many parents may not be employed. There are always problems with financing unless adequate support is provided from external sources.
A The Fiji Times report dated July 31, 2024, stated 300 students are still learning under the tents since 2020 due to damages caused by the severe Tropical Cyclone Yasa. It can be anyone’s guess if these classrooms will be ready for teaching when school begins in January 2025. In the past few years, many floods and severe tropical cyclones such as Winston and Yasa caused severe damages in 2016 and 2020 respectively. The management and head teachers may need to update the Ministry of Education on facilities available for the academic year with all the other necessary details.
Conclusion
Hundreds of students will be going to schools for the first time and will be their home away from home for the rest of the year. Children spend a substantial time in schools. Many Year 8 students will exit this year, and their parents may ignore the school despite living in the area. On the other hand, a new cohort of students and their parents will be replacements.
It is the responsibility of the PTFA to bolster support and meet to share issues of concerns to children and also the institution. Schools belong to the public and people have rights to use them for numerous uses apart from core business of teaching and learning.
Bearing in mind the transfers of teachers and cohort of new teachers who may join the institutions, team work must not be discouraged, but kept for the benefit of future students to go through the same schools. We need to ensure our generation is well educated for the betterment of our beloved nation.
Finally, I wish parents/ guardians all the best in this academic year (2025), to guide their children and keep the spirits of parents high, and the schools proud. To all teachers, all the best in spending your quality time in enhancing morale and ethics as well as complying with curricula. Stay blessed!
KESHWA NAND KRISHNA is a retired public health lecturer at the Fiji National University. The views expressed herein are the author’s and not of this
newspaper.
