<B>How was the prevocational project created? </B>

Dev Virahsawmy has been involved with the Bureau of Catholic Education for quite a long time. In view of the number of failures in the Certificate of Primary Education (CPE) and the lack of framework to welcome such kids, Dev was approached by the BCE to deal with children of prevocational groups. He then came up with proposals to completely restructure the system, especially using Creole, their mother tongue as a real medium of teaching.

<B>What does this program aim at? </B>

It aims at giving a second chance to children who have failed the CPE twice. The course lasts for four years. After these four years, they will have three choices:

The ones who have been the most successful will be able to re-enter the mainstream academic field in secondary schools. They will thus be able to sit for the School Certificate and the Higher School Certificate if they want to.

Others will prefer to start a prevocational training course at the IVTB for instance.

Finally, there will also be those who simply don?t have real desire to go further or who have no academic ability to do so. For those children, a specific plan has been put forward. They will obtain a ?Lower School Certificate? that will allow them to enter the employment market with something in hand.

<B>What is special about the program? </B>

There is one very important aspect, which completely differs from the current system: children are able to learn through their own language, which is the Mauritian language. As they understand the rules of their language, it becomes easier for them to learn a foreign language.

My role in this program is to teach English as a foreign language. The idea was to develope the English syllabus by using Mauritian Creole. There are obviously very close links between Mauritian Creole and English. All research shows that it is almost impossible to learn a second language when you don?t even know your own. If they are taught the rules of their own language, they will be able to transfer their knowledge when they learn English, which makes it far easier for them. They will have a point of reference.

<B>Tell us more about the English syllabus you have set up for the prevocational schools? </B>

Well, I have specialised in teaching English as a foreign language and I believe this is the best way for these kids to learn the language. This course has been constructed for students who are being re-introduced to the English language. It has been assumed that some knowledge of English is present, but at a very elementary level, and that the confidence of the students about using English is low.

So we completely ignored what was already in place, as the system didn?t take into account that many of these children were still illiterate. Then, we had to take into consideration that these children have experienced failure; so they first have to regain confidence in using a second language. Teachers will have to ask themselves how these children must feel after such failures. They?ll have to encourage them and make them realize that what they are doing is good and useful.

<B>A vast program? How will you manage to achieve all these aims at the same time? </B>

During the first year, children will hardly learn how to read or write English. Oral English is easier and far less technical. They?ll first be taught functional English. The main focus is to allow them to communicate. I hope that this method will make them become more inquisitive and motivated to learn more about the language. If they master oral English, they should also be more confident afterwards.

<B>6. What will the classes be like? </B>

My main concern when I created the syllabus was: how to make it fun. We have to break down barriers to make kids more accessible to teaching. Teachers will thus create a fun environment for children to learn without even realizing they are learning. They will use a whole range of games in class.

Through such activities not only should kids develop skills more quickly but also this fun environment should boost their morale and make them more enthusiastic. We have to ensure that teachers have a clear policy on rewarding. So children who make an effort to learn and succeed should have something they can keep like small stars for instance or sweets. This should create a positive energy in the classroom.

Teachers will also be very flexible. The program is spread over four years so there is no rush. Teachers should make sure children have understood one theme before starting another one. Flexibility is one of the keys to this program. It doesn?t matter if the syllabus is not finished. Everyone should be on the same level at the end of the program.

<B>Will teachers get training before the beginning of the term on the 16th of January?</B>

The whole team was brought together at the BCE for a three-day training sessions where two or three teachers from each school was present. We tried to give them some ideas about the approach they should have. There may be another day of training before the beginning of the term but each teacher will have to find his/her own method of working.

What I can say is that we had a positive response after these three days. Of course, there is also some anxiety as we?re starting something new. But I think this is a good sign. We?ll make some regular visits to schools to fine-tune the program and make it as effective as possible.