In the last and next few articles, I am attempting to highlight the striking features of some educational systems which have particularly impressed me. These subjective views are of course open to criticism, if not downright correction, particularly from experts within these countries themselves.

The value to the Mauritian public, a few days before the opening of the Ministry’s curriculum conference, may lie in conclusions such as “this is what we need here” or equally “sa nou pale”. A word of caution: in-depth evaluation of any external feature is essential before importing it to fit carefully identified local needs.

First the NY LILLESKOLE Schools (literally “the small schools”) in Denmark that are in no way like schools (only called so because children go there daily). Subject to the normal limits of decency, children at NY “do what they want, with whom they want for as long as they want and all of the time”! The teachers provide a place where children can do this and the means for them to experiment as they wish! There are no subjects, no classes, no prepared paths to follow, no tests, no exams, no grades and no reports of any kind - the perfect deschooled society! The aim of the founders was to counter, after the Second World War, the old German-style of schooling, with its mass production and indoctrinating techniques of training.

They wanted to cultivate “self-actualization”, individual and social responsibility and avert the sheep mentality. These schools evolved into real open-plan schools and were funded by the state.

The experiment did face major problems regarding discipline and conflict resolution and many evaluated these NY Schools to be less good than the traditional Danish schools, in an already liberal society.

It also highlighted the dangers of carrying out reform as a reaction to past evils, instead of future weal.

Investing in education has been central to Findland’s economic success. Priority is given to quality, with 65% of school leavers going on to Universities or Polytechnics, the aim being to ensure that the entire population has access to education and training, life-long! Children go into day-care as from the age of one, since most mothers have jobs outside the home. Formal schooling starts at the age of seven (as it is in Norway and Sweden) and is compulsory up to 16, in the same integrated comprehensive schools.

Schooling is for half-day only, so that children live and learn as much at home and in the community as they do at school. Finnish teachers almost all hold a Masters degree, enjoy high social status and are very well paid.

Finland’s recipe for creating and maintaining a high-wage and high-skill economy is this massive investment in education, research and development, with accent on clean technologies in the industrial sector.

<B>Dr. Michael ATCHIA

[email protected]

http://www.michael-atchia.info</B>