<I>Deputy Director of the Institut Universitaire de la Formation des Maîtres (IUFM) of Reunion</I>

● <B> As the assistant director of the IUFM in Reunion, what did your mission in Mauritius consist in?</B>

There has been a convention between the Organisation Mondiale pour l’Education Préscolaire (OMEP) and the IUFM in Reunion for several years. Its aim is to bring about improvements in teachers’ training - not only to train teachers for better management of their pupils and classrooms but also to train those who will later become the trainers.

● <B>Was this your first mission here?</B>

No, representatives of the IUFM have been coming regularly to Mauritius for the past three or four years to train about 12 teachers from the OMEP. Some of these teachers have also been to Reunion to follow training courses there.

● <B>What do such missions aim at?</B>

As mentioned above, the main objective is to train teachers so that they can coach other teachers afterwards. We have implemented the project in six pre-primary schools so far so there is a lot to do outside those schools. We have also been able to liase with the Mauritius Institute of Education as well as the ministry of Education to try and establish a synergy and set up training for the highest possible number of teachers.

● <B>What was the response of the trainees?</B>

They were the ones who had asked for training so obviously the response was good. Just before the end of my mission, I met some of the teachers and one of them told me, “Now we feel more comfortable with what we’re doing”. But I can say that I have noticed quite a big difference between the first time I came here about seven years ago and recently. Teaching in pre-primary schools has improved a lot.

● <B>What do you mean?</B>

The pre-primary schools used to be seen more as day nurseries rather than real places where children could learn something. After the different courses teachers have been through, they are more aware of what children can achieve during those years. It is now clear for instance that it is possible for children to be given the desire to read as from three or four years old.

● <B>What are the new areas of development for pre-primary schools in France that could be implemented in Mauritius as well?</B>

Pre-primary schools – and education in general – are in constant evolution in France and in Europe. Debates are ongoing but it is a fact that, as I mentioned earlier, pre-primary schools are no longer seen merely as instruments of socialisation but have really become learning centres. It is becoming clear in France that school starts before school. I am pleased to note that Mauritius is going in the same direction with initiatives such as democratising access to education.

● <B>What about the changes in pedagogical methods?</B>

Pedagogy is becoming increasingly individual-oriented. Each pupil has his own needs and capacity and it is up to teachers to adapt to children – just as it is up to the children to adapt to their school.