The polarisation of opinion on the educational reforms effective in 2007 has somehow missed two very clear-cut benefits. First, the criteria for admission at the nine so-called star colleges are clear cut, for the first time; therefore, performance permitting, every one is equally eligible. Second, it promises to do away with or severely curtail the influence that sectarian lobbies, such as the BEC and those for oriental languages, have sustained since pre-independence days. Taken together, this implies that gifted students need only prove their aptitude and it forebodes well for the country.

It has the potential to improve the quality of the workforce which is the most valuable asset of a nation. This is the basis of competitive advantage and future growth. Today, India and China are regarded as the two countries with the highest growth potential. However, India has a demographically balanced population because of the failure of its birth control programme whereas China does not; China has an ageing population precisely because its programme succeeded.

Taken together with the inherent advantage of being English speaking, India is on the path of accelerated and sustainable growth. Mauritius is quite close to India both demographically and in terms of the advantage of language. The education system relates directly the growth potential of the country: the enhancement of the educational opportunities of the able student is a step in the right direction to enhance future growth rates.

<B>Revision of marks up or down</B>

It can be self-regulating. Given that the nine star colleges have a finite limit in their intake, what happens in a year when the CPE examinations produce fewer or more students than the limit? One alternative is to vary the assessment such that the results always produce the right number of students for admission to the nine colleges. Unfair as this may seem, it is a technique widely used by institutions worldwide: for instance, the prestigious Institute of Actuaries in England revises its pass marks up and down in order to control the number of qualified actuaries. Likewise, most reputable universities that have a quota on the number of students awarded first class degrees resort to a similar technique.

Are students worse off? Given the information, they are marginally better off because their objective is clear and the present measures will reduce, if not remove, the adverse influences exerted by lobby groups and other patronage. For reassurance, the government needs to demonstrate that actual admissions from 2007 onwards are based on results and results alone.

A wide body of opinion is vocal in its condemnation on grounds that these reforms will make education punitive and that students will be much worse off than before. It is difficult to see how either argument holds water. Yes, the reforms will create an elite and discriminate against the less gifted. However, the real issue is not whether discrimination is good or bad; discrimination is indeed an unpleasant reality of life. The true question is whether there is a better basis for discrimination that ability. Unlikely: in every sphere of life, ability attracts the greatest rewards. These reforms hold the promise of removing discrimination.

The reprehensible institutionalised epidemic that plagues education is private tuition. The stranglehold that private tuition has in the country stands to negate the benefits of the reform. No doubt, CPE results will be skewed in favour of the well off who can afford better and more private coaching. This is a continuation of the status quo rather than a consequence of the reforms.

What is missing? This is the first phase of reforms and it is unclear what other measures will follow. Certainly, the present measures will change very little, if anything, unless accompanied by a full set of measures that deliver equal opportunities to students irrespective of their family wealth. What measures will the government take to ensure equitable access to opportunities?

Measures to promote the quality of teaching in all establishments are required. This may seem like a pipe dream; after all, no institution deliberately sets out to be poor although it is true that some do aim for excellence from the outset. A key factor determining the merits of an institution is its teaching staff. At present, it matters little whether a college has a failure rate of 5% or 50% as this affects neither the remuneration of the teaching staff nor the funding of the college. Colleges need a performance target that relates directly to teachers? salaries and school funding. The criteria for classification as a star college must be published: it should be possible for any college to accede to or lose this status. Whatever the reasons, some colleges will not improve as a result: the ultimate penalty for failing colleges must be their closure or merger with more successful neighbours.

A second initiative is the introduction of a system of cyclical placements for all teachers outside their own place of work. This will expose them to the culture of different schools, including students of different abilities. This regime will institute a self-financing programme of ongoing teacher training and will provide evidence of the effect of the quality of teaching on results.

<B>Impact of digital TV on education</B>

A visible and proactive state/student/parent partnership will equalise opportunities. Of 53 countries in Africa, Mauritius is one of just two countries?the other is Senegal?that have introduced digital television. However, this initiative has completely ignored the potential impact of this medium on education. Digital broadcasting technology is capable of sustaining many more channels than terrestrial broadcasting. The opportunity of one or more visual or audio channels delivering the curriculum is within easy reach. These channels may be state sponsored - at a cost equivalent to the budget of a single college - or it may be a commercial channel available via subscription. The UK's BBC television is a state financed channel: its Learning Zone programme provides a ready-made model. It is delivered both on air and via its web site.

Another initiative might be the provision of local after-school learning centres, with Internet facilities, across the country. If nothing else, this will provide students with an opportunity to work with students at institutions other than their own: this exposure will provide them with a quantitative measure of the quality of their private study. The parents' contribution will be their opportunity to retain/finance qualified personnel to assist their offspring. Both of these measures have the potential for addressing the punitive private tuition system.

Complementary and complimentary initiatives must follow sooner rather than later. The reforms are sound, timely, and planned well in advance so as not to jeopardise students' opportunities. In what other country do students have a longer working day, comprising of school and private tuition hours, which is longer than that of their parents? Doing nothing is no longer a viable option.

<B>Ajay ASKOOLUM</B>