Marist Brothers High School students at Derrick Campus on Friday.
SUVA, FIJI – The Fiji National University’s (FNU) TVET First Programme has entered its second term, continuing to deliver hands-on, industry-relevant training to Year 11 students from five secondary schools in the Central Division.
Facilitated by FNU’s College of Engineering, Technical, Vocational, and Training (CETVET) at the Derrick Campus in Samabula, the initiative aims to challenge traditional views of Technical and Vocational Education and Training (TVET) as a secondary option, especially for female students, by highlighting the diverse career opportunities available in high-demand sectors such as engineering, transport, and information technology.
The programme offers students practical exposure while remaining in school, helping them gain workplace-ready skills through structured workshops and project-based learning. It is being piloted in collaboration with:
Students are divided into 27 workshop groups, each focused on different TVET fields, allowing for better crowd management and personalised attention. These groups rotate through disciplines including automotive engineering, electrical and electronics, plumbing, welding, carpentry, joinery, IT and networking and more, maximising their exposure to FNU’s specialised training facilities and expertise.
TVET First Chief Coordinator, Mr Saimoni Matawalu was satisfied with the programme’s momentum.
“We initially projected 700 students and have averaged around 680 each week. Despite some disruptions in Term 1, the programme has run smoothly and continues to grow,” he said.
Each Friday concludes with a staff debrief session to assess operations and implement improvements. One such development was the establishment of a designated sick bay, staffed by FNU’s certified first aid personnel, with safety protocols in place for all health-related incidents.
“Managing nearly 700 students weekly was a major challenge, but we’ve refined our systems. The key was ensuring every student knew their group number. By the second week, students were arriving on time, heading straight to workshops, and following timetables effectively,” Mr Saimoni said.
He acknowledged that larger schools, such as Marist and ACS, require extra coordination but credited the involvement of accompanying teachers for maintaining discipline and flow.
“Our top priority is the safety of the students. While they are on campus, the duty of care shifts from parents and school staff to us. This is why we have crowd control measures in place, including staggered lunch breaks, to ensure minimal disruption to regular FNU classes,” he added.
Mr Matawalu also praised the extraordinary commitment of FNU’s instructors and academic staff, many of whom have dedicated additional time beyond their normal workloads to support the programme.
“Despite their own teaching schedules and ongoing responsibilities with current FNU students, our lecturers continue to go above and beyond to mentor and guide these visiting secondary school students. They’ve managed their time exceptionally well, ensuring both groups receive the attention and instruction they need,” he said.
“In carpentry, students are building shoe racks and money boxes; in electrical engineering, they’re assembling LED flashers with real components. These are experiences they don’t get at school or at home.”
He also noted feedback from the CCNA instructor, who was impressed by how quickly the students grasped advanced technology concepts.
“They’re digital natives,” he said.
“It’s easier teaching them because focused and absorb information quickly.”
Mr Matawalu believes the programme is helping to reimagine Fiji’s education system.
“In other countries, 15-year-olds are already job-ready through vocational training. If we adapt our system, students could start TVET from Form 3 or 4 and be ready for the workforce by age 18.”
He reaffirmed FNU’s commitment to student-focused, practical learning that empowers young people to pursue their passions and enter the workforce with confidence.
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