Educational System: “The 9-Year Schooling Reform Has Failed”

Harrish Reedoy, president of the United Deputy Rectors and Rectors Union (UDRRU), shares his insights on the education sector in Mauritius. He discusses the current challenges and suggests solutions to enhance the system. With a new education minister at the helm, he remains hopeful for improvements.

Factors Behind the Failure of the Nine-Year Continuous Basic Education Reform

The Nine-Year Continuous Basic Education reform aimed to modernize and provide quality educational access to all students in Mauritius.

Unfortunately, despite its commendable intentions, the reform has not succeeded due to various factors.

First and foremost, the implementation was inadequate.

There were significant gaps in innovation and a failure to adapt to the actual needs of students.

Challenges such as insufficient resources in schools, infrastructure issues, and inadequate teacher training posed major obstacles.

Furthermore, the reform did not anticipate the rapidly evolving expectations of society and the challenges faced by today’s students.

Instead of undergoing systematic reform, the educational system has often been addressed in an ad-hoc manner with improvised solutions.

Challenges Facing Primary Education & the Need for Modern Infrastructure

Mauritius’s primary education confronted several significant challenges.

One of the most pressing issues is the lack of modern infrastructure in most public schools.

Many schools operate from aging buildings with outdated equipment, hampering the learning environment.

Research conducted by UNESCO indicated that well-equipped classrooms can enhance student engagement and outcomes by up to 25%.

However, numerous public schools lack access to modern resources, whereas private schools benefit from advanced technologies, including digital classrooms and specialized learning spaces.

It is vital to modernize the infrastructure of our public primary schools to provide an enabling learning atmosphere.

Improvements in Oral Language Skills in English and French

Oral communication skills in English and French are paramount in a bilingual country like Mauritius, especially for success in academia from a young age.

In contrast to countries such as Finland, where 30% of primary education assessments focus on oral skills, the teaching of spoken English and French is inadequate in public schools in Mauritius.

This shortcoming is preventing students from developing essential language proficiency.

Reedoy suggested incorporating oral assessments in English and French into the Primary School Achievement Certificate (PSAC) to better prepare students for bilingual mastery.

Consequences of Automatic Promotion for Students Failing the PSAC

The practice of automatically promoting students who do not pass the PSAC leads to significant learning gaps.

These students often struggle in secondary education, lacking the foundational skills necessary to keep up with the curriculum, resulting in high dropout rates.

To address this issue, students who failed the PSAC should be allowed to retake their year, enabling them to fill in their knowledge gaps before progressing to the next level.

Additionally, students who failed the PSAC twice should be directed toward Technical and Vocational Education and Training (TVET) programs, blending academic learning with practical technical skills.

This model has proven successful in countries like Germany, where a large number of students in vocational pathways quickly find employment post-training.

Challenges Facing the Extended Programme

The Extended Programme (EP) was designed to support students who do not meet PSAC requirements before advancing to conventional secondary education.

However, this program is facing numerous challenges.

The success rate for EP students achieving the National Certificate of Education (NCE) is alarmingly low—only 2.15% in 2023 and 8.9% in 2024.

Even with an extended timeline of four years to complete the NCE, these students are struggling to meet the program’s demands.

There is a stark mismatch between the fundamental skills necessary for success and the requirements to progress to the next level, especially regarding the NCE and School Certificate (SC).

This is indicating that both the EP curriculum and the assessment systems for the NCE are not adequately tailored to meet the needs of these students.

Reinventing Educational Pathways for Struggling Students

The current approach to education for students who do not meet standard academic requirements needs significant reevaluation.

Reedoy advocated for directing these students toward Technical and Vocational Education and Training (TVET) programs.

This shift would integrate both academic and practical skills, providing these individuals with concrete career prospects while allowing them to continue their education.

By incorporating technical subjects such as carpentry, plumbing, electronics, and information technology, such programs would equip students with skills that are in high demand in the job market, ultimately helping to lower dropout rates.

The Case for Banning Cell Phones in Classrooms

Cell phones have emerged as a major distraction in educational settings, disrupting learning, facilitating cyberbullying, encouraging cheating, and exposing students to inappropriate content.

These issues are undermining the quality of education significantly.

Many countries, including France, Italy, Finland, Greece, and China, have implemented bans on cell phone usage in classrooms, yielding positive results.

Such a ban would allow students to focus on their studies, reduce conflicts, and foster a more conducive learning environment.

Reedoy is urging the Ministry of Education in Mauritius to take decisive action to prohibit cell phone use in schools.

Tackling Bullying, Smoking, and Teen Pregnancy

Bullying, smoking, and teenage pregnancies are critical issues in Mauritian schools.

To effectively combat bullying, it is essential to implement zero-tolerance policies and train educational staff to identify and address these situations promptly.

Regarding smoking, collaboration with authorities to conduct awareness campaigns and cessation programs would be beneficial.

For teenage pregnancies, comprehensive sexual education programs must be introduced to equip young people with the knowledge and tools necessary to make informed decisions.

The Impact of Academy and Regional College Segmentation on Students

The establishment of academies has created a division within the educational system, where academies cater to high-achieving students while regional colleges primarily accommodate those with lower academic performance.

This disparity led to stigmatization, demoralizing both students and teachers in regional colleges.

Reedoy is calling for a reassessment of this dual system and advocates for a more inclusive approach that begins in Grade 7 across all regional colleges, as is practiced in primary education.

This would equalize opportunities for all students, regardless of their backgrounds.

Shortcomings of Online Learning

Online learning has not met expectations primarily due to inadequate devices and poor internet connectivity.

Many students, particularly from vulnerable backgrounds, lack access to the necessary resources to participate fully in online education.

The government must ensure that students have access to tablets and that teachers are equipped with reliable laptops and internet connections.

Furthermore, enhanced training for educators is crucial to improve the effectiveness of online teaching methods.

Bridging the Gap Between National Certificate of Education and School Certificate

There is a significant disconnect between the National Certificate of Education (NCE) program and the School Certificate (SC) curriculum.

The NCE failed to adequately prepare students for the academic rigor expected at the SC level, leading many NCE graduates to struggle and ultimately fail in Grade 10.

Reedoy emphasized the need for a thorough review of the NCE curriculum to align it more closely with the cognitive and academic expectations required for the SC.

The Drawbacks of Automatic Promotion from Grades 7 to 9

The automatic promotion policy from Grades 7 to 9, as part of the Nine-Year Continuous Basic Education reform, has serious drawbacks.

It is allowing students to advance year after year without mastering essential skills, resulting in significant learning gaps that hinder future academic success.

This is leading to increased dropout rates and repeat failures.

Additionally, demotivating teachers by diminishing their incentive to foster excellence and address challenges early on.

Reedoy argued that this practice should be abolished in favor of a more rigorous approach, wherein progression is contingent upon mastering fundamental skills.

Administrative Staffing Shortages in Public Colleges

The shortage of administrative staff in public colleges is a pressing issue that directly impacts the management and quality of education.

Rectors are often overwhelmed with administrative tasks alongside their educational responsibilities, detracting from their ability to focus on academic leadership and student support.

The Ministry of Education must expedite recruitment processes to address these staffing shortages.

Temporary staff should also be employed to alleviate immediate pressures while permanent hires are processed.

Consequences of Insufficient Funding for Schools

Insufficient funding for schools severely compromises the learning environment and infrastructure.

Many school furnishings, including student desks and teacher tables, have not been replaced in over five years, leading to deteriorating conditions that disrupt learning.

Even when rectors make efforts to repair furniture using funds from Parent-Teacher Associations (PTA), they often do not receive reimbursement from the ministry, which creates further financial strain.

The Importance of Autonomy for Rectors in School Management

Increased autonomy for rectors in managing their colleges is vital.

The current top-down approach from the Ministry of Education significantly restricts rectors’ flexibility to adapt educational strategies to the specific realities of their institutions.

Strict regulations and imposed directives limit their ability to innovate and effectively respond to their students’ needs.

Greater autonomy would empower rectors to customize teaching methods, allocate resources more effectively, and foster an environment conducive to innovation and improved academic outcomes.

Reedoy’s insights shed light on the urgent need for systemic reforms in the Mauritian education sector, emphasizing the importance of addressing these challenges holistically to ensure a better future for all students.

Source: Defi Media