Not every student will become a public servant, but every public servant was once a student. This simple proposition raises a significant but insufficiently examined question about the wider purpose of education: to what extent does education contribute to forming the values, ethical judgement, critical consciousness and sense of public responsibility of those who later serve within public institutions? While education is frequently evaluated through academic achievement, qualifications, employability and economic productivity, comparatively less attention is given to its longer-term contribution to ethical public service and good governance. This conceptual paper critically examines the relationship between education, public-service formation and governance, with particular attention to Fiji and the wider Pacific. Drawing upon literature on democratic education, critical pedagogy, character and values education, the Capability Approach, public-service ethics and Indigenous Pacific epistemologies, the paper argues that the foundations of ethical public service begin long before an individual enters government employment. Schools, tertiary institutions, families and communities contribute to developing integrity, responsibility, empathy, critical thinking, cultural understanding, respect for diversity and commitment to the public good. These capabilities become increasingly important as public servants confront complex challenges involving inequality, climate change, digital transformation, artificial intelligence, cultural diversity and declining or contested public trust. The paper proposes an Education–Public Service–Society Cycle to conceptualise the intergenerational relationship through which education contributes to professional and civic formation; public servants subsequently influence policy implementation, institutional integrity and service delivery; and the quality of public institutions, in turn, shapes the educational and social opportunities available to future generations. In the Fiji and Pacific context, the paper further argues that ethical public-service formation should integrate professional competence with Indigenous values of relationality, collective responsibility, service and cultural accountability. It concludes that education should not merely prepare people to obtain employment in public institutions, but contribute to developing people capable of serving the public ethically, competently, equitably and with humanity. Reimagining education in this way positions the classroom as one of the earliest foundations of trustworthy institutions, responsible public administration and sustainable Pacific futures.

education, public service, public-service ethics, ethical leadership, good governance, integrity, human agency, public trust, Indigenous Pacific epistemologies, Fiji, Pacific education, public administration

1. Bandura, A. (1977). Social learning theory. Prentice Hall.

2. Becker, G. S. (1964). Human capital: A theoretical and empirical analysis, with special reference to education. University of Chicago Press.

3. Biesta, G. J. J. (2009). Good education in an age of measurement: On the need to reconnect with the question of purpose in education. Educational Assessment, Evaluation and Accountability, 21(1), 33–46. https://doi.org/10.1007/s11092-008-9064-9

4. Bourdieu, P., & Passeron, J.-C. (1977). Reproduction in education, society and culture (R. Nice, Trans.). Sage Publications.

5. Constitution of the Republic of Fiji. (2013). Constitution of the Republic of Fiji. Government of Fiji.

6. Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education. Macmillan.

7. Dobel, J. P. (1990). Integrity in the public service. Public Administration Review, 50(3), 354–366.

8. Freire, P. (1970). Pedagogy of the oppressed (M. B. Ramos, Trans.). Seabury Press.

9. Miao, F., & Cukurova, M. (2024). AI competency framework for teachers. UNESCO.

10. Miao, F., Shiohira, K., & Lao, N. (2024). AI competency framework for students. UNESCO.

11. Perry, J. L., Hondeghem, A., & Wise, L. R. (2010). Revisiting the motivational bases of public service: Twenty years of research and an agenda for the future. Public Administration Review, 70(5), 681–690. https://doi.org/10.1111/j.1540-6210.2010.02196.x

12. Perry, J. L., & Vandenabeele, W. (2015). Public service motivation research: Achievements, challenges, and future directions. Public Administration Review, 75(5), 692–699. https://doi.org/10.1111/puar.12430

13. Perry, J. L., & Wise, L. R. (1990). The motivational bases of public service. Public Administration Review, 50(3), 367–373.

14. Ritz, A., Brewer, G. A., & Neumann, O. (2016). Public service motivation: A systematic literature review and outlook. Public Administration Review, 76(3), 414–426. https://doi.org/10.1111/puar.12505

15. Sanga, K., Reynolds, M., Houma, S., & Maebuta, J. (2020). Tok stori as pedagogy: An approach to school leadership education in Solomon Islands. The Australian Journal of Indigenous Education, 50(2), 377–384. https://doi.org/10.1017/jie.2020.31

16. Schultz, T. W. (1961). Investment in human capital. The American Economic Review, 51(1), 1–17.

17. Sen, A. (1999). Development as freedom. Oxford University Press.

18. Thaman, K. H. (2003). Decolonizing Pacific studies: Indigenous perspectives, knowledge, and wisdom in higher education. The Contemporary Pacific, 15(1), 1–17. https://doi.org/10.1353/cp.2003.0032

19. United Nations Development Programme. (2023). Integrity and ethics agency improvement framework. UNDP Pacific Office in Fiji.