Education has always been deeply valued by Cook Islands people. Our historical practices, cultural traditions, and contemporary efforts reflect an unwavering commitment to learning, writes Thomas Tarurongo Wynne.

The assertion that we do not value education is not only inaccurate but also diminishes the legacy of our forebears, who placed great importance on acquiring knowledge – both traditional and modern – to build resilience, foster leadership, and ensure the survival of our communities.

What has changed is not our value for education but the way education is delivered and its quality.

Long before Western schooling systems were introduced, our ancestors had a rich educational framework rooted in oral traditions, hands-on learning, and communal wisdom. Elders were our teachers, and learning was holistic – it included navigating the vast Pacific, mastering agricultural techniques, and understanding the complexities of our environment and culture. This knowledge was practical and essential for survival, demonstrating how deeply ingrained education has always been in our identity.

Having worked in schools in New Zealand, Rarotonga, and Aitutaki, I know firsthand the quality of education we delivered then was second to none.

The trail of Cook Islands students heading to schools beyond the reef had diminished greatly.

As a Board Member at Mount Albert Grammar School, it breaks my heart to now see parents making the painful decision to move offshore to access the education or subject matter their children need to get ahead.

This simply has to stop, but it will only stop when investment, delivery, and quality are addressed at home.

However, this reliance on external systems must be replaced with confidence in our own institutions, built through serious investment and improvement, like the courses offered at the University of the South Pacific.

Today, the question is not whether we value education but whether the current system values us.

The delivery of education must address the unique needs of our society. Imported models often fail to fit the realities of life in the Cook Islands. Our small communities, geographical isolation, and cultural nuances require a tailored approach.

When education feels disconnected from young people’s lived experiences, it can create the perception it is not valued. In reality, it is not education itself that is rejected but a system that fails to inspire and empower.

Equally critical is the need to re-establish a Teachers College in the Cook Islands. This institution would serve as the foundation for training and empowering educators.

However, as important as the college is the role of the Tū Oe – the navigator we place at the head of that vaka.

In a fast-changing digital and AI-driven world, old tools and methods will not guide us to the motu of a thriving and connected generation. Without forward-thinking leadership, our young people may continue to look beyond the reef to schools in New Zealand rather than thriving within our own reef.

The curriculum must continue to prioritise Cook Islands Māori language, history, and culture alongside global competencies. Education should not alienate our children from their heritage; it should reinforce it. When students see themselves reflected in their learning, they are more likely to engage and excel.

Additionally, strong partnerships between schools and families are essential. Parents have always been active participants in their children’s education, but systemic barriers can limit their involvement. Schools need to empower parents to contribute meaningfully to their children’s learning journey.

Ultimately, we must challenge the narrative that Cook Islanders do not value education.

This narrative shifts focus away from systemic issues and unfairly places the burden on individuals and communities.

Our people have always recognised the transformative power of education. The question we should be asking is how we can make education more relevant, accessible, and inspiring for our people.

To our government: Invest in our teachers and schools, re-establish the Teachers College, and make education a top national priority.

To our educators: Embrace innovative, culturally relevant teaching methods.

To our communities: Continue to support and advocate for our children’s learning.

Together, we can create an educational system that honours our past, serves our present, and inspires our future.

We are a people who value education deeply. Let us shift the conversation from blame to solutions. Let us ensure that education remains a beacon of hope and a cornerstone of our identity and the future well beyond us – within the reef and not just beyond, our children are counting on it.