BY NED GAGAHE

NESTLED between the coastal communities of Sepi and Suva, Kalenga Primary School stands as both a symbol of resilience and a reminder of the many challenges facing rural education in the Solomon Islands.

With more than 200 primary students, nine teachers and two Early Childhood Education (ECE) teachers, Kalenga has in recent years expanded to become a community high school. But growth has come with pressure — on land, infrastructure, teachers and the surrounding communities.

Call for support from those in Town

School Head Teacher Mr. Nickson Teopuhi has made a strong appeal to people from the communities who are now working and living in Honiara to give back to their school.

“There is a need for our people now working in Honiara to assist Kalenga School, especially the primary school, to improve its infrastructure.

“This has not been happening enough, and people need to understand how important it is,” Mr. Teopuhi said.

He also acknowledged the dedication of individuals who have stepped up to help.

DFAT-Funded Classrooms Near Completion

One of the most significant developments at Kalenga is the construction of a new three-classroom block funded by the Australian Government through DFAT, at a cost of nearly SBD $380,000.

The project required a cost-sharing arrangement, with DFAT covering 60 per cent of the project, freight costs and the community contributing 40 per cent, along with local materials such as timber, gravel and sand. The Solomon Islands Government, through constituency funding, also contributed SBD $24,000 towards labour costs.

The building is now near completion, lacking only louvre windows, painting, railings and desks. An estimated additional SBD $80,000 is required to fully complete the project.

In early November, the school organised a major fundraising drive, raising more than SBD $11,000, along with pledges from individuals and businesses. Nearby schools, such as Lepi and Sigana, joined in support — a new initiative praised by the community.

“Money circulation in the village is very low.

“That’s why support from other schools and partners is very important. We will return the favour when other schools are in need.” Mr Teopuhi said.

Mr Teopuhi this month confirmed that DFAT has agreed to support the remaining completion work, bringing relief to the school and community.

A School Squeezed by Geography

Year Six teacher Mr Ernest Steadly, who taught at Kalenga for five years, highlighted the severe lack of land as one of the school’s biggest challenges.

“The school is squeezed between the secondary school and surrounded by high hills.

“Some classrooms are even built on rocks at the bottom of the hill,” he said.

With no flat or fertile land available, gardening — a key source of food for many rural teachers — is almost impossible.

“There is no area for gardening.

“We depend entirely on food from shops, the school canteen, or fishing. Sometimes after school we go fishing to feed our families.” Mr Steadly said.

Teachers Struggle with Living Conditions

Poor staff housing and sanitation remain serious concerns. Three teachers still live in village huts made from sago palm leaves, while others occupy semi-permanent structures. Even Mr Steadly himself lives in a leaf hut within the school compound.

“It is not fit, especially for families. Leaders, communities and school management need to come up with plans to build proper accommodation.” he said.

Sanitation is also inadequate, with teachers, students and families sharing one old toilet facility.

Water, Banking and Transport Challenges

Access to clean water is another major issue. The school depends on a water source from Sepi village, often facing low pressure due to population demand. The only water tank available belongs to the Kalenga Clinic and is shared for drinking, cooking and children’s needs.

“We need our own water source, like the secondary school,” Mr Steadly said.

Teachers also face difficulties accessing their salaries. With no commercial bank in Isabel Province, teachers must travel by boat to Buala, the provincial capital or Honiara — a journey costing up to SBD $1,000 to $2,000 in fuel and involving safety risks.

Mobile banking and M-Selen services have helped reduce travel, but cash shortages remain common. Some teachers leave their ATM cards with relatives in Honiara.

Recently, telecommunication services improved after a new tower at Sepi was switched on, easing communication and mobile banking access.

Year One teacher Mrs Norah Kaba, who has over 20 years of teaching experience and arrived at Kalenga in 2024, raised concerns about transport.

“The school needs its own transport for both primary and secondary. We rely on hiring boats from communities or teachers who own OBMs,” she said.

Community Challenges and Anti-Social Behaviour

Anti-social behaviour, particularly alcohol-related disturbances, continues to affect the school environment. Kalenga sits along a seaside road between Sepi and Suva, with people sometimes passing through the school area while intoxicated, playing loud music and using abusive language.

“Sometimes drunk villagers want to join school activities, which are strictly for the school. Our appeals to reduce these behaviours often go unheard,” Mrs Kaba said.

However, Area Paramount Chief Mr Titus Vuru said communities are taking action.

“When there are serious problems, I call the Buala Police Commander directly. Police have come and arrested youths involved in illegal homebrew. It sends a strong message,” Mr Vuru said.

Fishing Livelihoods Under Pressure

Mr Vuru explained that the three communities supporting the school — Sepi, Suva and Thathaje — rely mainly on fishing for income. For decades, villagers have travelled three to four hours by OBM to sell fish at Honiara’s Central Market.

But fish stocks close to the villages are declining, forcing fishermen to venture further into open seas. Increased mining activities around San Jorge Island have also affected fishing grounds, pushing many villagers to seek work in mining areas.

Support from relatives in Honiara, through remittances and food supplies, remains vital for many families.

Vision for a Better Kalenga

Despite the challenges, Mr Teopuhi remains focused on his vision for Kalenga School.

“My priority is infrastructure. Children cannot learn well in buildings that are not up to standard. Concrete buildings last longer and provide a better learning environment,” he said.

Beyond buildings, he aims to improve literacy levels, strengthen discipline and involve parents more actively in their children’s education. He also recommended including teachers in Ward Development Committees to ensure school issues are properly represented.

Once completed, the new classroom block with a staff room, will accommodate up to 100 students, offering proper ventilation and a safer, more conducive learning environment.

“The school cannot do this alone. It must be a collective effort — communities, leaders, parents and partners working together to improve Kalenga School for our children’s future,” Mr Teopuhi said.

*Reporting for this story was supported by Pacific Media Assistance Scheme (PACMAS)

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