It is a recurring weakness in the education system. The Certificate of Primary Education (CPE) report for 2005 has not changed much compared to previous years. But, instead of being fatalistic, the government should take the bull by the horns and decide to change the system once and for all. Not by allowing the elite to reflect – which will not bring any change in overall statistics – but by integrating all CPE pupils in a system of “world-class education” as recommended in pedagogical circles.

The Mauritius Examinations Syndicate (MES) continues to drum in the message that there has been a serious lack of critical acumen and power of reasoning in pupils over the last years. Of course, these 11 year-old pupils are not asked to have intellectual discussions to solve existential problems. But school is there to inculcate in all pupils the basics that will allow them have their own opinions in their future lives. They have to be given the opportunity to acquire a global perspective over a specific issue and to communicate within society.

As the Bureau of Catholic Education (BEC) puts it, the main aim of school should be the “integral development of the children”. School is not about learning formulas; school is about giving children tools to reflect. So far, it has failed in its duty – except for those who have a special interest in learning or a special ability.

Today, the system tends to make our children’s brains lazier while its main target should be to motivate the brains. Making the brain work does not mean learning rules and formulae by heart; it means opening it up to all aspects of life.

There are moments in a child’s life that should be dedicated to learning. But there are others that should be devoted to games and sports. Likewise, exposés in front of the class or oral classes - as it is the case in some schools - are essential to open up the minds of our children. Not only will this force them to do personal research – giving them more independence in the way they work – but they will also have to speak in front of an audience. And this will be helpful for their future professional lives.

School does not prepare for life. It only prepares for exams. As a result, the success rate may increase – as in 2005 – but the reasoning of pupils doesn’t get better at all.

Similarly, the level of English remains worrying for examiners. But I will not insist on what I consider one aspect of a far wider problem. Of course, pupils should be more exposed to the English language but I do not really know if it is the major problem at this stage.

In fact, it may well be a vicious circle and I would not be surprised to see the level of English rise automatically if there is a change in the system. Giving pupils the chance to reflect more and learn less by heart will undeniably lead them to be more interested in languages and bring better results.

Instead of encouraging mechanical learning, the authorities should commit to a mechanical opening-up!