<B>By Shardha SANDAPEN</B>

In the context of its 35th anniversary, the Mauritius Institute of Education (MIE) organised an international conference on Education and Knowledge-Based Economies? from Wednesday 9th to Saturday 12th April 2008. Distinguised educationists from around the world addressed the themes of Higher Education, Teacher Education, Evaluation and Assessment, Equity and Inclusion, and Curriculum.

The Mauritius Institute of Education (MIE), the only local teacher training body, provides opportunities to teachers, at both primary and secondary levels to continue professional development in various subject areas.

In this context, Dr Vassen Naeck from the MIE and Dr Rajeev Rattan Sharma from Jammu University, India, addressed the audience on Teacher education, which aims at strengthening the confidence of teachers and developing them as reflective practitioners and commited professionals.

Dr Vassen Naeck emphasised the problems faced by primary schools teachers in ZEP schools.

Indiscipline, lack of motivation, absenteeism, parental irresponsiblity and even their resignation from parental duties, are to mention only a few out of the lot! This arouses a feeling of inefficiency in the (very often) young teachers, leading to ?demotivation, anxiety, and even insecurity since many of our newly trained teachers begin their career in these ZEP schools?.

His paper also highlighted the earnest request of these young teachers for educational and pedalogical competence. He then invited the audience to reflect upon ?this vicious circle in our education system?, which is the posting of young and inexperienced teachers, on the threshold of a new career, in ZEP schools! Keeping these difficulties in mind, he called for a rethink of the initial training that young teachers undergo before being thrust in these schools: a training that would prepare them better.

On the other hand, Dr Rajeev Rattan Sharma, underlined the importance of teachers in a knowledge-based economy and how they are the factors responsible for change and transformation.To begin with, he highlighted the similarities between Jammu (India) and Mauritius: both are multilingual, multicultural and have an economy based on tourism.

While discussing the weaknesses of our education systems, he pointed out that, in both states, our schools do not prepare learners for its labour market. This limited system is centred around the fundamental concept, ?Whatever is learned is tested and whatever is tested should only be learnt and whatever is not tested is not relevant.? Such a system definitely calls for a rethink. Moreover, he stated that the education system in his state also suffers from a lack of context for individuals and their needs, poor resources, infrastructure and an increasing knowledge divide which is already adding to a highly stratified Indian society.

His paper also put forward the argument that the focus of an education system should thus be on critical and divergent thinking, constructivism, understanding and less memorisation.

Dr Rajeev Rattan Sharma also referred to scriptures (Rigveda) where teachers are encouraged to cultivate self-reflection. He concluded by emphasising that the traditional classroom should be changed to a more innovative standard.