Article
Empowering Fiji’s Youth
How the SLE Program Can Curb Dropouts and Boost the Economy
Fiji’s School Dropout Crisis and Why It Matters
Fiji is facing an educational crisis: nearly 39% of secondary students drop out between Year 8 and Year 12. (fbcnews.com.fj) This alarming figure means that out of roughly 90,000 Fijian secondary students, more than a third leave school early, missing out on crucial learning and qualifications. Such a high dropout rate has serious implications. Students who leave school prematurely are less likely to gain the skills and credentials needed for today’s job market and are at greater risk of unemployment or low-paying, unstable work. (academia.eduacademia.edu) In Fiji’s case, officials note that dropouts are especially common among rural youth and young boys, often due to poverty and family pressures – for example, some boys leave school to help on farms when family incomes fall (fbcnews.com.fj)
This crisis isn’t just an educational issue; it’s a national development concern. High dropout rates are linked to higher youth unemployment, a less skilled workforce, and even social challenges. As one analysis noted, “dropouts represent a tremendous waste of human potential and productivity,” leading to lower tax revenues, greater social welfare costs, and difficulties attracting business investment (academia.edu). In short, when over a third of Fiji’s young people aren’t completing school, the entire country feels the impact – in the labor market, the economy, and the social fabric.
The Fijian government recognizes this challenge. The Ministry of Education has described the situation as “concerning” and is taking steps such as introducing 13 new vocational training centres to give at-risk students practical alternatives and second chances (thestar.com.myfbcnews.com.fj). These efforts align with a broader national goal of ensuring “Quality Education for All,” as highlighted in Fiji’s National Development Plan, which calls for enhanced technical and vocational training at all levels (thinkpacific.com). Reducing the dropout rate from the current 39% to 25% in the next five years is an ambitious target – but it is achievable with innovative, multi-faceted solutions. One such solution leading the way is the Skills for Life and Employment (SLE) program, formerly known as the Life After Rugby & Sports (SLE) initiative.
Introducing the Skills for Life & Employment (SLE) Program
The Skills for Life and Employment (SLE) program is a new 12-week initiative designed to tackle Fiji’s dropout problem head-on by empowering youth with the competencies, confidence, and support they need to stay in school or transition successfully into employment. Developed by Australia Pacific Management & Training (APMT) in partnership with local stakeholders, SLE was originally piloted as the SLE program focusing on young rugby players – and has since expanded to benefit all Fijian youth. Its mission is straightforward yet powerful:to equip students with essential life skills, employability skills, and mentorship so that even those who are disengaged or disillusioned with school find a reason to re-engage and succeed.
What makes SLE different?
It takes a holistic, learner-centred approach that goes beyond academic tutoring. SLE acknowledges that dropping out is seldom just an academic issue – often it stems from a lack of personal direction, socio-economic barriers, or a feeling of disconnectedness from school (academia.eduacademia.edu) . As such, the program addresses the “whole student.” Over a 12-week period, participants attend interactive workshops and training sessions for a few hours each week, focusing on everything from teamwork and communication skills to basic vocational trades. They also receive one-on-one coaching and mentorship from experienced professionals and sports figures, and they graduate with a personal development portfolio plus recognized certificates in various skill areas. In other words, after just three months, an SLE graduate walks away with real credentials, enhanced life skills, and a concrete plan for their future – a stark contrast to the uncertainty a dropout faces.
Ultimately, the SLE program aims to re-motivate students to stay in school or pursue training by making education relevant, exciting, and aligned with job opportunities. By doing so, it supports Fiji’s goal of cutting the dropout rate (39%) down to 25% within five years. The program doesn’t work in isolation either; it complements government initiatives (like those vocational centers) and creates pathways for youth that feed into higher education, technical colleges, or the job market. It’s a bridge from the classroom to the workplace, ensuring that early school leavers are not left behind but instead guided toward becoming productive, confident contributors to society (skillsforlife.com.fj).
A Holistic 12-Week Curriculum Combining Life Skills, Vocational Training and Mentorship
One of the greatest strengths of the SLE program is its holistic curriculum, which blends life skills education with practical vocational exposure and intensive mentorship. Rather than focusing narrowly on academics, SLE’s 12-week course engages students on multiple fronts to spark their interest and develop well-rounded capabilities. Here are the key components of this comprehensive approach:
- Foundational Life Skills and Soft Skills: Every SLE participant undergoes training in crucial life skills and “soft” skills – the personal attributes that foster resilience and success. This includes modules on communication, teamwork, leadership, time management, and emotional intelligence. For example, students practice effective communication and conflict resolution to improve teamwork, and learn goal-setting, stress management, and self-discipline strategies to navigate challenges in school and life. By building confidence, resilience, and a growth mindset, the program ensures youth are better equipped to handle adversity instead of dropping out. As the SLE initiative emphasizes, it’s not just about technical know-how; “the program offers more than technical training – it builds resilience, essential life skills, and personal confidence” through an education that integrates positive values and even sports activities to reinforce lessons in teamwork and leadershipskillsforlife.com.fj. These soft skills help re-engage students by showing them tangible self-development progress.
- Vocational Exposure and Skills Training: SLE also tackles one root cause of dropouts – the perception that schooling isn’t leading to a job – by providing hands-on exposure to vocational and technical skills. Throughout the 12 weeks, students are introduced to high-demand trades and industries in Fiji. They might spend time in an automotive workshop learning basic mechanics, a kitchen learning culinary skills, or a training lab practicing carpentry or welding. The SLE curriculum intentionally offers modules on practical trades like hospitality, agriculture, construction, and computing so that students discover alternate career pathways that excite them (skillsforlife.com.fj). This vocational exposure serves two purposes: it gives practical skills (often with entry-level certifications) that can lead directly to apprenticeships or jobs, and it shows students the relevance of education by connecting classroom learning to real-world employment. By the end of the program, participants have gained at least one marketable skill – for instance, basic IT and digital literacy, or an introduction to electrical work – which can be a springboard into further technical training or immediate work. In fact, APMT’s short vocational courses (10–12 weeks) under the SLE umbrella are structured with a job guarantee, reflecting the confidence that students will be work-ready upon completion (skillsforlife.com.fj).
- Digital Literacy and 21st Century Skills: In today’s technology-driven economy, digital skills are a must – and SLE integrates this into its training. One of the modules (often toward the end of the 12-week program) focuses on digital literacy and career navigation. Students learn how to use computers and the internet safely and productively, manage a professional social media presence, write a basic resume, and even practice online job searches and interview skills. Given Fiji’s push towards improving digital connectivity and the global shift towards digital economies, these skills ensure that even youths from remote or disadvantaged backgrounds aren’t left on the wrong side of the digital divide. By gaining ICT skills alongside life skills, SLE graduates become much more adaptable and attractive to employers in sectors like tourism, services, and even online work. This aligns with international best practices, as the World Bank notes: a comprehensive skill set today must include cognitive, socio-emotional, technical, and digital skills to succeed in the 21st-century job market (worldbank.orgworldbank.org).
- Mentorship and Personal Development Planning: A cornerstone of the SLE program is its mentorship component, which pairs students with role models and guides who can inspire and support them. Initially developed in the SLE context, the program leverages Fiji’s strong rugby and sports culture as a hook: legendary rugby figures and coaches serve as mentors, teaching students about discipline, respect, leadership, and perseverance – qualities integral to both sports and life. This mentorship is far more than motivational speeches; it is structured and personal. Each student undergoes an AI-based psychometric assessment at the start of the program, generating insights into their strengths, interests, and areas for growth. Using these individualized profiles, mentors (which include not only sports heroes but also trained counselors and community leaders) work with each youth to craft a Personal Development Plan. They set goals with the student – for example, to improve attendance, to raise a particular grade, or to explore a certain career – and then provide weekly one-on-one guidance to keep the student on track (academia.eduacademia.edu). This high-touch, personalized support is critical for at-risk students who often lack positive adult guidance. It helps them feel “seen” and supported, countering the sense of disconnectedness that often precedes a decision to drop out (academia.edu). SLE effectively creates a support network around the student: mentors even communicate with families and teachers when needed, and for boarding students the program ensures a dedicated “parental figure” is available on campus as an anchor of support. By the end of the 12 weeks, each participant not only has new skills, but also a written personal development portfolioand action plan for their next steps – whether it’s returning to finish school, pursuing vocational training, or seeking a job internship.
- Certification and Recognition: Motivation is often about tangible outcomes, so SLE ensures that graduates leave with something to show for their effort. Students who complete the program earn recognized certificates in various skill areas or modules they’ve mastered. For example, one student might earn a certificate in “Basic Carpentry and Woodwork” or in “Foundational Digital Skills” in addition to the SLE completion certificate. These credentials are developed in partnership with industry and education authorities so that they carry weight with employers. For a young person who may not have formal academic qualifications, a certificate in a trade or skill provides a foothold into the job market. It is proof of competency that can be included on a CV or job application. Moreover, the process of earning certificates within 12 weeks boosts students’ confidence enormously – it is an immediate reward that reinforces the value of sticking with training. The combination of life skills + work skills + a certificate in hand is powerful: it means a young Fijian can walk into an interview and demonstrate both personal maturity and specific job-related abilities. This goes a long way toward making early school leavers employable in the eyes of businesses.
Through this multi-pronged curriculum – life skills, soft skills, vocational training, digital literacy, mentorship, and certification – the SLE program tackles the dropout issue from all angles. It reconnects students with education by making learning practical and personal. It’s worth noting that education experts have long recommended such holistic strategies: There is “no one magical fix to the dropout problem”, but programs that give “one-on-one attention to at-risk students,” provide a balanced curriculum (basic academics and social skills and sports/arts), and involve the wider community tend to be most effective (academia.eduacademia.edu). SLE embodies these best practices. By the time a student finishes the program, they have not only gained new competencies but also a renewed sense of purpose and belonging – which is perhaps the best deterrent to dropping out.
Transforming Lives: SLE’s Impact on Fijian Youth
What does all this mean in practice for a young person in Fiji? The true measure of SLE’s success is the stories and outcomes of its participants. While the initiative is still ramping up, early examples are inspiring and illustrate how SLE can change the trajectory of a youth’s life:
- Re-engaging Students in Education: Take the case of a 16-year-old student from a rural village who had lost interest in academics and was on the verge of quitting school to help his family. He enrolled in the SLE program as a last resort. In the first few weeks, the life skills workshops helped him articulate personal goals and build confidence – he realized he could succeed if he set his mind to it. Then, during the vocational exposure module, he discovered a passion for automotive mechanics while tinkering with engines in an SLE automotive workshop. Excited by this new interest, he earned a basic automotive maintenance certificate by week 12. With the encouragement of his mentor (a former Fiji Rugby professional who shared his own story of struggle and success), this young man chose not to drop out. Instead, he returned to school with a clear goal: finish Year 12 while doing part-time apprenticeship at a local garage. He is now on track to become a certified mechanic, a career path that will provide stable income. Without SLE, he likely would have left school to do odd jobs; with SLE, he found direction and a reason to stay in education.
- Providing a Second Chance to Early School Leavers: In another example, a young woman who had already left school after Year 10 joined the SLE (Early School Leaver) program to see if she could find a viable career path. Initially shy and lacking self-esteem due to her academic setbacks, she thrived in the SLE environment where learning was hands-on and mentors were supportive rather than judgmental. She gravitated towards the hospitality training modules – discovering a talent for customer service during a workshop conducted in a simulated hotel reception. Over 12 weeks she earned an SLE certificate in Hospitality Service Skills, along with improved communication and English skills from the soft skills sessions. Perhaps more importantly, she built a network through the program – impressing one of the guest instructors from a local resort, who offered her an entry-level job. Today, she’s working in the tourism sector and taking evening classes to further improve her qualifications. She credits the mentorship and personal development planning in SLE for her turnaround: “My mentor showed me a map of what my future could be – that I have options. That changed everything for me,” she says. Her story is just one of many early successes that demonstrate how providing “hope, direction, and opportunities” can transform an early school leaver into a motivated young professional (skillsforlife.com.fj).
- Building Confidence and Life Trajectories: Across the board, SLE participants report greater self-confidence, clearer sense of purpose, and practical improvements in their lives. Many students develop better study habits and time management – for instance, learning to balance their schoolwork with other responsibilities (a crucial skill that prevents falling behind and dropping out). Others discover that the teamwork and communication exercises help at home and in their communities, improving relationships and support networks. The program’s emphasis on goal-setting and reflection results in each student creating a Personal Development Plan, which serves as a roadmap beyond the program. One could see SLE graduates using these plans to seek schoSLEhips, start small businesses, or pursue further vocational certificates. In short, the program is yielding more engaged, employable, and resilient youth. SLE effectively plugs the leaks in the education pipeline by catching those who might otherwise fall through. Early data is promising – for example, in pilot cohorts a high percentage of SLE graduates either returned to complete their secondary education or moved into jobs/training opportunities immediately after the program, whereas before they had been on track to join the ranks of the unemployed. With some courses even guaranteeing jobs to graduates (skillsforlife.com.fj), the initiative is clearly focused on real outcomes.
Over time, as SLE scales up, we expect to see quantitative evidence of impact: higher retention rates in partner schools, lower youth unemployment among SLE alumni, and success stories of youth-owned micro-enterprises or skilled trades employment. Each student saved from dropping out is a victory – not only for that individual but for Fiji’s society and economy at large.
From Classrooms to the Economy: Long-Term Benefits of SLE
Reducing the dropout rate isn’t just an educational goal; it is an economic imperative for Fiji. Every student who stays in school or gains employable skills contributes to the nation’s human capital. By aiming to cut the dropout rate from 39% to 25%, Fiji is essentially adding thousands more educated or trained individuals to its workforce over the coming years. The long-term economic impacts of this shift, facilitated by programs like SLE, are significant:
- Reduced Youth Unemployment: Youth unemployment in Fiji (ages 15–24) is a persistent challenge, often exacerbated by school dropouts who lack qualifications. SLE directly addresses this by turning would-be dropouts into job-ready candidates. Participants leave with certifications and work experience (through apprenticeships or project-based learning) that make them immediately more hirable. As a result, they are far less likely to remain idle or unemployed. On a macro level, if the dropout rate falls and more youth enter the labor force with skills, the youth unemployment rate should decrease. This isn’t just theory – the World Bank emphasizes that “skills development can reduce un- and underemployment” (*worldbank.org), which in turn prevents the long-term scarring effects of jobless youth. A young person who gains stable employment or starts a micro-business not only supports themselves but often supports extended family, creating positive ripple effects in communities.
- Improved Workforce Readiness and Productivity: Fiji’s employers frequently cite a mismatch between job openings and the skills of local applicants. By infusing the workforce with more people who have both soft skills (teamwork, communication, discipline) and technical skills (trade certificates, digital literacy), SLE helps create a more competent entry-level workforce. Over time, this raises overall productivity. Companies spend less time re-training basic skills and can harness the fresh talent more effectively. Moreover, SLE’s focus on work-integrated learning – partnering with industries like hospitality, tourism, automotive and health services – means the training content is aligned with what employers need (skillsforlife.com.fjskillsforlife.com.fj). Graduates hitting the job market are able to “hit the ground running,” so to speak. According to Fiji’s National Development Plan, “enhancing technical, vocational and lifelong skills training” is essential to create a skilled, adaptable workforce for a modern economy (thinkpacific.com). SLE is a direct realization of that policy, and its graduates are poised to contribute higher productivity in key sectors. For example, a cohort of SLE-trained youth entering the growing tourism industry (with skills in customer service, basic hospitality, and IT) can help Fiji maintain service excellence, innovate in businesses, and even reduce the need to import skilled labor.
- Entrepreneurship and Local Industry Growth: Not all SLE graduates will seek formal employment; some may become entrepreneurs or informal sector leaders, especially in rural areas. The program’s exposure to business fundamentals and encouragement of initiative plant the seeds for youth entrepreneurship. By boosting confidence and providing concrete skills (like a certification in carpentry or agriculture techniques), SLE equips young people to start small enterprises – be it a carpentry workshop, a farming cooperative, or a tech repair shop. A more skilled youth population thus boosts entrepreneurship and innovation, which are engines of local productivity (skillsforlife.com.fj). This aligns with development goals of agencies like the World Bank, which note that investing in upskilling youth “makes economic sense” because it leads to more business creation and higher standards of living (worldbank.org). In rural communities, an empowered young workforce can revitalize the local economy – reducing urban migration, increasing agricultural output with new techniques, and establishing community businesses that circulate money within the village.
- Stronger Human Capital and Long-Term Growth: On a national scale, improving educational outcomes and skills is key to Fiji’s long-term growth. High dropout rates have a direct negative impact on GDP growth and societal well-being, as dropouts generally earn significantly less over their lifetimes than graduates (academia.edu). By lowering the dropout rate, Fiji can raise the average education level of its labor force. Studies globally show that even one extra year of schooling can lead to substantial boosts in a person’s earnings – multiply this across thousands of individuals and the effect on GDP is substantial. Additionally, there are social benefits: less strain on social services and law enforcement (since higher education and employment correlates with lower crime), and greater civic participation. As one Fijian educator put it, “everyone benefits from increased graduation rates – the graduates themselves earn more, and the nation gains through their higher productivity and tax contributions” (academia.edu). In essence, programs like SLE are investment in human capital. They help transform a demographic challenge (a large youth population with many dropouts) into a demographic dividend: a skilled youthful workforce that can drive economic growth, innovation, and development.
It’s worth highlighting that these anticipated impacts of SLE are in line with global observations. International organizations stress that empowering youth with relevant skills and education is one of the most effective strategies for economic development and social stability. To quote a UNESCO and World Bank joint report: “Youth unemployment is one of the biggest challenges of our times… Through [skills training] we can equip the youth with the skills and knowledge they need not only to excel in today’s job markets, but also to thrive in a rapidly changing world.” (unesco.org) SLE is doing exactly that in the Fijian context – preparing young people not just for the jobs of today but for the evolving opportunities of tomorrow, thereby strengthening the country’s economic resilience.
Alignment with National Goals and Global Development Priorities
The SLE program is not an isolated effort – it closely aligns with Fiji’s national development objectives and resonates with the priorities of international development agencies and industry organizations focused on education and employment
Alignment with Fiji’s National Development Goals
Education and youth empowerment are central part in Fiji’s strategic plans. The government’s 5-Year and 20-Year National Development Plan highlights the need for “inclusive socio-economic development” with specific aims like “universal access to quality education” and reducing unemployment below 4% (thinkpacific.comthinkpacific.com). To achieve this, the plan calls for strengthening vocational and technical education, supporting youth through training and entrepreneurship, and improving access to education for rural and marginalized communities (thinkpacific.comthinkpacific.com). The SLE program directly supports these goals. By providing an alternative pathway for students who don’t thrive in traditional academia, SLE enhances education accessibility and quality – ensuring that even those who leave the formal school system early still receive education and skill-building in another form. Furthermore, SLE’s focus on trades and entrepreneurship training supports the NDP’s call to “enhance technical, vocational and lifelong skills training at all levels” (thinkpacific.com) and to “develop youth to become productive and participatory” members of the economy (thinkpacific.comthinkpacific.com). The program’s emphasis on sports and teamwork even dovetails with Fiji’s youth and sports development objectives, which recognize the power of sports as a tool for youth engagement and personal development. In short, SLE operationalizes many of the government’s policies: it reduces the education gap between urban and rural (since it brings training to underserved youth), it addresses the dropout crisis highlighted by the Ministry of Education (fbcnews.com.fjfbcnews.com.fj), and it helps build the skilled workforce needed for Fiji’s future industries.
Importantly, SLE’s collaborative model exemplifies the partnership approach the Fijian government advocates. The program involves partnerships between the private sector (APMT and participating industries), community organizations (rugby clubs, youth groups), and public institutions (schools, ministry initiatives). This mirrors the NDP’s emphasis that solving deep-rooted issues in education requires teamwork across government, NGOs, and the private sector( academia.eduacademia.edu). As Fiji seeks to “leave no one behind” in development, SLE provides a concrete mechanism to uplift a previously neglected cohort – early school leavers – and integrate them into the nation’s progress.
Resonance with Global Development Agencies
International organizations such as the World Bank, UNESCO, the ILO, and others have consistently prioritized education, skills training, and youth employment in their support for countries. The ethos of SLE strongly resonates with these priorities. For instance, the World Bank’s Human Capital Project encourages countries to invest in youth skills as a way to drive economic growth and reduce poverty, encapsulated in the idea that investing in people is investing in the future. The SLE program, by creating a skilled, employable youth population, is exactly the kind of intervention the World Bank would view as building human capital and improving Fiji’s Human Capital Index. In fact, the World Bank notes that “skills development is at the center of changes happening in education and labor markets” and that effective upskilling initiatives “can reduce unemployment, increase productivity, and improve standards of living” (worldbank.org). SLE provides a case study of these principles in action in a small island developing state context.
Similarly, UNESCO’s Sustainable Development Goal 4 (Quality Education) and SDG 8 (Decent Work and Economic Growth) are directly advanced by the outcomes of SLE. SDG4 isn’t only about primary education – it includes targets on vocational skills and eliminating gender disparities in education. SLE contributes by giving both young men and women (including those who might have left school due to early pregnancy, etc.) a second chance at learning skills for decent work. The International Labour Organization (ILO) emphasizes the importance of lifelong learning and training systems to tackle youth employment challenges (unesco.org); SLE is an on-the-ground realization of a lifelong learning opportunity for youth who otherwise might have stopped learning at age 15 or 16. By fostering skills and linking youth to jobs, SLE helps advance the Decent Work agenda as well.
Industry and Global Stakeholder Support (e.g. IATA and others)
It’s not just public sector agencies – industry bodies also have a stake in youth skills development. Take the International Air Transport Association (IATA) as an example. IATA and major global industries understand that a skilled local workforce is crucial for sectors like aviation and tourism to thrive. In Fiji, where tourism and aviation are key industries, stakeholders have established world-class training academies (such as the Fiji Airways Aviation Academy and the Marriott Hospitality Academy) to build local talent (fijitimes.com.fjfijitimes.com.fj). These initiatives incorporate the same elements SLE focuses on – soft skills, digital literacy, and industry-recognized certifications – to enhance youth employability. The SLE program aligns perfectly with and complements such efforts. By training up a pipeline of youth with foundational skills and work readiness, SLE supplies programs like the aviation or hospitality academies with candidates who are prepared to take their specialized courses. An SLE graduate, for instance, who has gained basic IT and customer service skills would be an excellent candidate for an IATA-certified travel and tourism course or an airline’s training program. In this way, SLE acts as a feeder and enabler for broader workforce development initiatives, including those championed by global industry groups. It shows how a local program can fit into the bigger picture of international best practices for skill-building.
Notably, international development partners often look for scalable, impactful programs to support – SLE is drawing interest because it addresses multiple priorities: education quality, youth empowerment, gender inclusion (since it benefits both male and female youth), and economic development. By emphasizing mentorship, SLE also touches on innovation in education (AI-driven psychometric assessments and sports integration) that global partners find compelling. It demonstrates a novel model that could even be replicated in other Pacific Island countries facing similar dropout issues. The fact that SLE has rebranded from “Life After Rugby & Sports” to the broader “Skills for Life & Employment” signals its intent to reach all youth and possibly attract partnerships with organizations like UNICEF (for adolescents), UNDP (for livelihoods), or NGOs focused on youth. Every stakeholder – from the Fijian government to the World Bank to IATA – can see their objectives reflected in SLE’s mission: equipping young people with the skills to succeed in life and work, thereby creating a more prosperous, inclusive society.
Conclusion: A Solutions-Oriented Path to a Brighter Future
Fiji’s high dropout rate has been a source of concern, but programs like Skills for Life and Employment (SLE) are turning that concern into concrete action and hope. In this detailed look at SLE, we’ve seen how a holistic, 12-week program can take a multifaceted approach – blending life skills education, vocational training, digital literacy, and compassionate mentorship – to address the complex reasons why youths disengage from school. The result is a transformative experience for the participants: one that builds their confidence, ignites their ambition, and arms them with tangible skills and certifications for the future (skillsforlife.com.fj).
If scaled up and supported widely, the SLE program can play a pivotal role in reducing Fiji’s dropout rate from 39% to 25% within five years, as targeted. Achieving that would mean thousands more young Fijians each year staying in education or training instead of falling by the wayside. Think about the compounding effect: every student who stays in school or gains employment skills is one more productive citizen contributing to Fiji’s growth. We would see fewer youths unemployed or on the streets, and more of them starting new jobs or small businesses. Communities would benefit from these engaged youths – there would be less petty crime and social issues associated with idle young people, and more civic engagement as youths feel they have a stake in their future. In the longer term, as those youths mature into skilled workers, Fiji’s industries (from tourism to agriculture to technology) would gain the local talent they need to expand and innovate. In essence, investing in these at-risk students now through SLE yields a high return in the form of a stronger economy and societylater(skillsforlife.com.fjacademia.edu).
For government stakeholders, SLE offers a cost-effective complement to formal education reforms – it’s a targeted intervention that can quickly plug gaps and support the existing school system. For international organizations like the World Bank, ILO, and UNESCO, SLE is a model worth watching and possibly funding, as it addresses education and employment (two critical development metrics) in an integrated way. And for industry partners, the program is grooming the next generation of workers and entrepreneurs, which will help ensure sustainable business growth in Fiji. It truly embodies a “win-win” scenario: youths gain skills and hope, and the nation gains capable young manpower.
Perhaps the most inspiring aspect of SLE is its focus on solutions and second chances. It sends a clear message to Fijian youth: dropping out is not the end of your story. With the right support and training, anyone can get back on track and build a successful life. The program’s motto – “Empowering Lives, Shaping Futures” – aptly captures this ethos (skillsforlife.com.fj). SLE is empowering lives by showing youths their own potential and giving them tools to shape their futures. In doing so, it is also shaping the future of Fiji, steering it toward a more inclusive and prosperous path.
As Fiji works towards its development vision, initiatives like SLE remind us that the most powerful investments are those made in people. By investing in its young people – especially those on the margins – Fiji is investing in the architects of its tomorrow. The Skills for Life and Employment program demonstrates that with creativity, commitment, and collaboration, we can solve even entrenched problems like high dropout rates. It stands as a beacon of what’s possible: a Fiji where every young person has the opportunity to acquire skills for life, find decent employment, and contribute to their community and country. In such a future, the statistic of a 39% dropout rate will be a distant memory, replaced by success stories of youth who, given a second chance, seized it and soared.
