THERE is an ongoing effort within the Education Ministry to integrate drug awareness and HIV education across the primary and secondary school curriculum.
The approach aims to build awareness, foster responsible behaviours, and promote health literacy among students.
Key points in the curriculum focus on building resilience and advancing drug prevention through youth, community and sports programs in Fiji.
In Parliament this week, Education Minister Aseri Radrodro expressed the Government’s appreciation for Australia’s ongoing support of Fiji’s education system, particularly in curriculum development.
“This valuable contribution under the Vuvale Partnership continues to help shape resilient, healthy, and empowered young people,” he said.
Launch of Future Leaders Fiji
Mr Radrodro said two weeks ago, the ministry launched Future Leaders Fiji at Nasinu Secondary School.
“This is the first youth engagement session of its kind in the country under the Pathways to Purpose initiative, proudly assisted and supported by UNDP.
“This program focuses on building resilience and advancing drug prevention through youth, community, and sports in Fiji. From an education perspective, this program is particularly significant. It seeks to implement targeted prevention and awareness strategies in red zone communities and schools where drug exposure risks are highest.
“The initiative’s strategy involves using the right messengers, such as Fiji rugby players, former coaches, former internationals, Fijian Drua athletes, other prominent sports personalities, local musicians, and well-known influencers to ensure prevention messages are delivered by voices that resonate with our students.”
Partnership approach
Mr Radrodro described this initiative as a whole-of-government effort.
The ministry collaborates closely with the Ministries of Policing, Youth and Sports, and Trade, as well as the Fiji Rugby Union, the Great Council of Chiefs, the Fiji Substance Abuse Advisory Council, the UNDP, and other bilateral partners to effectively embed the campaign within schools nationwide.
“Through curriculum integration, coordinated school events, and student-led initiatives, we aim to foster a generation that is informed, resilient, and united in rejecting drug abuse.”
Additionally, a citizenship education curriculum was introduced this year for students in Years 1 to 4 in 125 primary schools and for students in Years 9 and 10 in 50 secondary schools.
“This curriculum is still in its pilot stage. This term, an additional 118 secondary schools have been trained in citizenship education.”
Year 9 students explore social issues such as glue sniffing, drugs, and HIV/AIDS under the theme of human rights and responsibilities, encouraging investigations and solutions.
Year 10 covers civic participation and national identity, emphasising community advocacy on drug issues, including education on common substances like alcohol, tobacco, opioids, and synthetic drugs. It also addresses the short- and long-term effects of drug use, drug abuse, and the social and economic impacts.
“In addition, there is also Health and Family Life Education.”
Healthy living and family life education
The Year 7 Healthy Living curriculum introduces students to HIV/AIDS, emphasising causes and preventive strategies such as abstinence, faithfulness, and safe relationship practices.
Family Life Education for years 12 and 13 focuses on human growth and development, explicitly covering sexually transmitted infections including HIV, hepatitis B, syphilis, gonorrhoea, and HPV, using resources from textbooks and health agencies.
The science and biology curriculum integrates this content as well:
-Year 12, chemistry students learn about the chemistry of medicines and drugs, fostering debates on social issues related to alcohol, cigarettes, and illegal substances.
-Year 11 biology includes an in-depth study of STIs like HIV/AIDS, focusing on transmission, prevention, treatment, and the effects of smoking, drugs, and alcohol to promote healthy choices and awareness of vulnerability.
-Year 13 biology discusses the significance of viruses, including HIV, in the context of disease and biological effects.
Physical Education and Social Studies relate as follows:
-Year 9, physical education addresses sports safety, injury prevention, and how HIV can affect physical performance.
-The geography curriculum links to HIV/AIDS through topics such as population health, demographic shifts, urbanisation, migration, and development indicators to provide a broader understanding of the disease’s impact on society.
Inclusion of HIV and drug topics in the assessment
Mr Radrodro noted that the English and other language curricula from years 9 to 13 progressively develop student understanding of social issues such as HIV/AIDS, drug abuse, cyberbullying, and human rights through reading, writing, research, and critical analysis.
“The inclusion of HIV and drug topics is also part of assessments in other language subjects, such as Vosa Vakaviti, Hindi, Urdu, and Rotuman. Initiatives include comprehension passages, essays, oratories, speeches, debates, storytelling, role plays, interviews, panel discussions, and participation in awareness activities on prevention strategies.”
These activities develop critical thinking about societal changes, expressing opinions, research writing, and advocacy communication.
The ministry collaborates with organisations like Drug Free World Fiji, the Indian High Commission, Fijian Broadcasting Corporation (FBC), SPC, and others to conduct awareness campaigns, oratory contests, and competitions for posters and essays as community outreach.
Media engagement also includes radio talk shows and a teacher award program for teachers, students, parents, and the wider community.
Early childhood education safety focus
Mr Radrodro highlighted that safety awareness is also emphasised in Early Childhood Education (ECE).
“Within the physical development, health, and wellbeing curriculum, there is a focus on safety awareness at this level to equip young children with the skills and confidence to recognise and report uncomfortable and unsafe situations.”
