Pressure has finally paid off. While pedagogues and children’s advocates did not think it possible anymore, the minister of Education has accepted to review his counter-reform. Even though it was not presented explicitly as a review of Dharam Gokhool’s policy since he took up office, it is no doubt an about-turn. Hardly a fortnight after the first candidates sat for the controversial Certificate of Primary Education (CPE) examinations – implying a lot of work and sacrifice – the ministry of Education launched its strategy “towards a quality curriculum”. The project is in total contradiction with the elitist system minister Gokhool has advocated so far.

As from the introduction of the report, the authors make it clear: “As a nation, we have to look beyond mere academic achievement.” And this is actually the guideline throughout the report. It insists on the overall development of children and their need to go through lifelong learning. Children should no longer be encouraged to obtain extraordinarily high grades to guarantee a seat in a national college but rather have to be given the tools to “become permanent learners”. Instead of encouraging a few to have the best results, the new curriculum wants to emphasise the “principles of equity, justice and social inclusion”.

<I>These changes will require that teachers be trained to face the new system. The Mauritius Institute of Education is expected to provide teachers with tools to become imaginative and resourceful.</I>

The main change of mindset in the report may be the importance given to the development of “artistic sensitivity and participation in creative activities” as well as “critical thinking and independence of thought”. While the system has always focused on academic results and competition, the significant place granted to creative thinking finally meets the wishes and expectations of pedagogues.

But, to achieve the overall development of children, not only must the mindset change but also the inherent school structure. This is exactly what the report is all about. In the long-term (the minister has not given any deadline so far) the ultimate objective is the disappearance of the CPE. 11 year-olds will no longer be subject to fierce competition to obtain a seat in a national college. Sources at the ministry of Education made it clear that the system would remain unchanged until the whole process is launched – but at least there is great hope for change in the future.

The primary level is to be divided into three two-year stages. Stage I (Standards I and II), stage II (Standards III and IV) and stage III (Standards V and VI). This new system is expected to “ensure that basic skills needed in each stage are indeed successfully acquired; if not corrective action can be taken immediately so that mistakes are not cumulated until it is too late”. In this way the much criticised system of automatic promotion is expected to end.

The emphasis on continuous assessment goes in the same direction. The report states that, “it provides adequate feedback for diagnosing the weaknesses of children for remedial action”. The ministry wants to quickly implement this reform and continuous assessment should be effective for all pupils in Standard I as from January 2007. There should be at least three to four assessments during the two first quarters.

The content will also change. At primary level, more subjects will be introduced to de-load the curriculum: “Children will learn from activities such as music, singing, drawing and other forms of creative activities and ICT.” As for the secondary, new subjects such as Travel and Tourism, Environmental management, Philosophy and Psychology will be introduced.

Even though there is no question of making Creole the medium of instruction, the report nevertheless mentions it as a way of facilitating teaching and learning. French and English will remain the main languages at school but it is established that Creole can be used in specific cases.

One of the biggest changes in the report is the possibility of getting rid of Cambridge for the examinations. “It is highly desirable to explore alternative possibilities such as a joint MES/Cambridge School Certificate or an International Baccalaureate,” state the authors. Although it is not explicitly stated, this could lead one to think that the ultimate goal is to stop relying on Cambridge in the long term.

Of course, these changes will require teachers to be trained and equipped to face the new system. The report is clear about that issue. “No reform will ever be effective unless teachers are trained and supported continuously at school level, prior to the introduction of the change and also throughout the duration of the reform process.” The Mauritius Institute of Education is expected to do this job and provide teachers with tools to become “imaginative, creative and resourceful”.

If the government really walks the talk rapidly and, if all stakeholders play their part, then there is no doubt that the Mauritian child will finally benefit from a school system that has for too long been stressful and over-academic.