<B>By Santosh Mahadeo, mahadeo [email protected] former director of Curriculum,</B>

The concept of culture as a system around which individual and collective behaviour is organized is germane to life ? of plants, animals and humans. What makes it difficult for living organisms to accept change? It is when the conditions of change threaten the culture, the life-support system that change is rejected. For change to be accepted it should be compatible with the organizing system of the organism awaiting change.

<B> Medley of systems</B>

The Mauritian teacher-system has specificities of its own. In fact, the state system differs from the PSSA system just as it offers glarity contrasts with the system in fee-paying schools. The culture of the profession depends on the amount of authority brought about to bear on the single teacher, as individual who can influence the behaviour of others. In spite of the presence of authority in the institution, in the shape of a school leader, real accountability is neither to the Head of Department, nor to the Rector, but to some invisible power found in Headquarters. Only the rogue or the rebel can be curbed by immediate authority. Otherwise the average teacher is his own guide, mentor and critic. That is where the fault lies.

<B> Absence of culture of growth</B>

Since his recruitment, the Education Officer equipped with or innocent of a professional qualification is alone. His head of department is an administrative head who assigns specific tasks like setting and marking examination papers. There is no tradition of mentoring of juniors by senior teachers because in the teaching profession one does not learn from peers. This culture does not exist. The more time passes, the more does the teacher feel fortified in his self-esteem and his conceit enhanced by the fact that he can double his salary through tuition makes it more and more difficult for him to waste time at school. He will prefer to convert every minute into hours of honoraria rather than spend time at school doing nothing. The average teacher in many Mauritian schools is left on his own for years. His classes are never inspected by his Rector, he is never advised on ways to improve his strategies, he never prepares his lesson plans and he makes it a point of obstinacy to believe he should not prepare lesson plans after a few years of experience.

<B> Comparing cultures</B>

It is always refreshing to compare cultures. A sympathizer of my articles, Mr. S, in Toronto relates his professional experience. He reached Canada in 2004 and joined a high school in 2005. Once he gets his time-table he has to prepare his classroom. School ends at 3.30 p.m but ?very rarely will you see a teacher rush to his car and leave in the next half hour?. He says: ?In my own experience, I never remember leaving school before 3.30 p.m. It is not mentioned anywhere when you should leave school and you can stay as long as you can. Many teachers leave only at 5 p.m. I leave only when I am satisfied that the next day will be ok.?

PTA meetings in Toronto are held after school hours. On that day school breaks at 2 p.m. Teachers meet parents between 2.30 p.m and 4 p.m. Dinner is served between 4 and 6 p.m and the meeting continues till 8.30 p.m. The vice-principal of the high school visited Mr. S on two occasions. According to regulations, the observer can either approve or dismiss the teacher according to clear-cut policies designed by both the ministry and the teacher?s union. The teacher on observation was given a permanent post on the second visit after she submitted her report to the College of teachers. A teacher?s certificate can be revoked if irregularities have been detected in the teacher?s practice and behaviour. There is no such thing as a permanent contract for permanent employment. The teacher must always be on his guard. Teachers have to record the attendance of each student for each period and forward it to the office at specific times of the day. Calling and dealing with parents are part of teachers? job.

A teacher must form part of any club or activity. The ministry organizes workshops on issues that cause concern to the teaching community. Classroom management, counseling and crisis management in class help teachers to keep abreast of new ideas in education. Expecting unwavering commitment in the civil service which provides a shield to public officers from the insecurity and precariousness of the labour market is a dream. That is why many years ago successive governments have been advised to place the teaching and non-teaching staff under a Management Trust in which the worker would not seek protection from penalties in case of abuse. It is very difficult if not impossible to sue a public officer for slow work or insufficient work. If PRB recognizes the need to recruit persons outside the Civil Service for certain posts it is not impossible to think of a system of contractual employment whereby incompetent officers can be fired without any hassle.

<B> Reform through a new culture</B>

Culture is all-encompassing and provides to all opportunities of self-fulfillment. Through assimilation or acculturation, the individual finds his place in the whole. How do parts hold together in a system? Through this cultural binding. To subvert a culture it needs courage, affiliation, obedience, by the mass and uninterrupted observance of the new culture for a long time. It needed half a century for communism to rise and fall. That is why reforms must go through a new culture, for them to be successful. If change is introduced piecemeal, the culture of the past will wipe it off onto a lay by. Until the average worker habituates himself to a new way of life, mode of thinking, the old culture will hold him as hostage. The absence of a culture of accountability during the first ten years of the worker makes him feel free and autonomous. Only a few private colleges can force teachers to give evidence of prepared lessons. In other words, teachers do not have the habit of discussing pedagogical issues, sharing pedagogical experiences, analyzing the pedagogical strategies of their colleagues because no such culture has been created. It is as fortunate that rectors also do not have such a mandate when they take over a school. So a new recruit is more likely to function alone.

<B> Need to redefine teacher?s role</B>

Reforming mindsets should be guided by resource management principles. The vision must be shared, discussed and owned up by workers. Rectors should have been the mouthpieces of the ministry by mooting the change and soliciting affiliation through personal contacts. Teachers must be convinced of their professional status and, therefore, of the need to professionalise themselves beyond the routine teaching exercise. A teacher is par excellence an intellectual whose competence goes beyond the act of teaching. During the tussle between unions and ministry, unions have confessed that they are not against working till 3 p.m. They just need pupils till 3 p.m. That gives a very limited view of a professional. The rest of the fight related to permissions to leave early belongs to defining culturally ? what is a school? What is the role of the teacher?

Up to now the debate has been reduced to the childish obsession of one party for early departures and the autocratic force of the other party to impose its will. We seem to have lost sight of the real issue. Agreements have been reached under duress and long hours of negotiation have produced nugatory results. We need to create an enabling atmosphere for a new culture. Very often I wonder whether our professional teachers do not deserve better unions.