“The education system is not broken — but it needs recalibration…

Interview:  Mahend Gungapersad, Minister of Education and Human Resource

… we must be courageous enough to ask hard questions, but also collaborative enough to find shared solutions’

* ‘For enduring educational reform, cross-party consensus is essential’
A bipartisan, politically neutral policy framework ensures all parties align on core goals, allowing reforms to persist despite leadership changes

* ‘Today, we must reignite the people’s faith in our public schools
The focus should be on making public education not just an alternative, but the first choice for all families’

The Mauritian education system faces multifaceted challenges, a reality Minister Mahend Gungapersad addresses head-on in this interview. Drawing on a comprehensive assessment, he outlines the critical “sore points” afflicting the sector from primary to tertiary levels, setting the stage for a candid discussion on the need for redress and strategic recalibration.

Mauritius Times:  As Minister, you have likely conducted a comprehensive assessment of the entire education sector — moving beyond the perspective of a former college rector. Could you share your insights into the current state of the Mauritian education system across primary, secondary, and tertiary levels and what do you identify as the most critical weaknesses or ‘sore points’ within the system that demand immediate attention?

Mahend Gungapersad: Obviously, there are many ‘sore points’ which demand redress.

Over the past ten years. stakeholders had repeatedly raised the alarm bell regarding: 1) chronic shortage of teachers, 2) need to revamp the teaching and learning practices, 3) the decline in the quality of education, 4) the poor quality of school infrastructure — I am informed that schools have not been provided with new tables and chairs for the past ten years, 5) the failure of implementing a robust digital learning platform, 6) failure in implementing holistic education – now inter college sport and other activities have started, and 7) basic literacy and numeracy skill development had been neglected without forgetting the tensed relationship between the outgoing minister and the stakeholders which characterized a dismal dysfunctional educational system.

We also need to address the multiple shortcomings in the Special Education Needs, Early Childhood and Technical and Vocational Education and Training (TVET) sectors as well. However, I was shocked to take cognizance of the financial and administrative mess left behind by Special Education Needs Authority (SENA) where the shortage of carers and assistance teachers and lack of professionalism in the sector have seriously affected our vulnerable children with special needs.

It is important to acknowledge that the reforms we seek to implement will not yield immediate results. The challenges before us are deeply entrenched, and the scope of the work required is vast. As we all know, the issues we face have developed over many years, and rectifying them will require both time and sustained effort. The task ahead is formidable and progress will be gradual.

The education system is not broken — but it needs recalibration. We must be courageous enough to ask hard questions, but also collaborative enough to find shared solutions. My vision is for an education system that prepares Mauritian children not just to pass exams, but to thrive in a rapidly changing world — as confident, capable, and compassionate citizens. In essence, while the Mauritian education system retains structural integrity, it requires strategic recalibration to enhance its responsiveness and relevance. A critical, data-informed evaluation of existing policies and practices is essential, coupled with a multi-stakeholder, collaborative approach to systemic reform.

* Would you say that the findings and the 45 recommendations from the recent ‘Assises’ on Education reinforce the need for a fundamental reform agenda to address the core issues hindering the optimal performance of our education system across all levels, or does the system require only targeted improvements?

The findings and the 45 recommendations from the Assises de l’Éducation have shed light on several critical areas where our education system is underperforming, and I must be candid — many of the issues identified are the direct result of inappropriate policy choices, or lack thereof, made by the previous Minister of Education over the past decade. While certain achievements can be acknowledged, the truth is that we have inherited a system rife with systemic inefficiencies, outdated pedagogies, and deep inequities.

During the last ten years, we saw a focus on short-term fixes rather than long-term strategic planning, with too much emphasis placed on maintaining the status quo and not enough on addressing the structural problems that have been allowed to fester. This legacy has left us with significant gaps in teacher training, outdated curricula, inadequate infrastructure, and a system that has struggled to keep pace with the demands of a modern, digital-first economy.

The Assises’ findings, however, confirm what we have long suspected — that what is required now is not just targeted improvements, but a fundamental transformation starting from the preprimary to the secondary level. Incremental changes will not suffice. The challenges we face are daunting and deeply embedded in the system and require bold, comprehensive reform to reset the direction of our education system to answer the increasingly challenging needs of a world order which is permanently in a flux.

Our approach, therefore, is to build upon the multiple needs voiced out by the stakeholders during the Assises and implement a systemic reform agenda. This will focus on correcting the deep-rooted inequities, modernizing the curriculum to align with future skills, and overhauling teacher training to create an education system that empowers, not just educates. It’s time to break from the inertia of the past decade and commit to reforms that will allow all Mauritian children to thrive in an increasingly competitive and technology-driven world.

* One recurring issue with reform programmes of succeeding governments, however, is the persistent tendency for incoming governments (and education ministers) to undo – rightly or wrongly – the work of their predecessors. This lack of consistency and long-term vision often prevent educational outcomes from improving sustainably. What mechanisms can be put in place to ensure greater continuity and long-term commitment to agreed-upon educational goals, regardless of changes in government?

The inconsistency in educational reforms over successive administration has undeniably hindered the sustainable improvement of our education system. To address this, it is imperative that we implement robust mechanisms that ensure long-term commitment to agreed-upon educational goals, irrespective of political changes.

One of the key reforms would be the establishment of a National Education Council, an advisory body composed of key stakeholders in the education sector, which will provide continuous strategic oversight and ensure policy coherence across different governments. This body will foster long-term vision and continuity in educational policy, transcending short-term political interests.

Moreover, evidence-based policymaking must be at the forefront of any reform agenda. By grounding decisions in empirical data and research rather than political ideology, we ensure that reforms are not only effective but are also sustainable and aligned with global best practices. Evidence-based decisions would include regular assessments of educational outcomes, data-driven evaluations, and the incorporation of international benchmarks to guide policy development.

To further solidify the continuity of reforms, a cross-party consensus on core educational policies is essential. Establishing a bipartisan approach will involve creating a policy framework that is politically neutral, ensuring that every party, regardless of their ideological stance, can align on overarching educational goals. This shared commitment will provide a long-term stability to the reforms, even with changes in leadership.

Additionally, we must strengthen the institutional capacity of the Ministry of Education to effectively implement, monitor, and evaluate these reforms. This includes empowering the Ministry with adequate resources, expertise, and decision-making autonomy, while ensuring strong mechanisms for stakeholder engagement and accountability. A participatory governance model will be crucial for embedding reforms deeply within the system, ensuring their resilience and adaptability in the face of future challenges.

Lastly, many of the reforms proposed will require careful consideration and formal approval through the Cabinet process. Given the multidimensional impact of these changes, it is crucial that all political parties and relevant stakeholders are aligned in their support, fostering a unified political will to drive the transformation of our education system.

* Reform may not require reinventing the wheel. Aren’t there international education systems that you consider models worth studying or adapting for Mauritius?

There are indeed several successful educational models globally that offer valuable insights, and it is essential for us to examine them. However, we must approach this with caution. The educational context, culture, and socio-economic realities of each country are unique, and what works in one context may not necessarily translate to success in another. A ‘copy-paste’ approach does not guarantee effective results; if it did, we would see the same educational systems replicated universally, with uniform success.

Countries such as Japan, Sweden, Norway, the UK, and Germany have developed strong education systems with innovative practices that are worth studying. Nevertheless, it is important to recognize that educational systems worldwide are in a constant state of evolution. Countries like India, France, the UK, and Germany are continually reassessing and reforming their own education policies in response to changing needs and emerging challenges. In fact, the French education system has recently come under significant scrutiny, with experts and policymakers recognizing the need for fundamental reforms.

Change is inevitable, and we must acknowledge that education systems must adapt continuously to remain relevant. The global education sector is in a perpetual state of reconstruction, with countries constantly revising policies and practices. Therefore, while we can certainly draw inspiration from international models, we must tailor these lessons to fit Mauritius’ unique needs, ensuring a system that is both relevant and sustainable in our local context.

* As regards the current situation, educational statistics inform us that standards have been falling for many years now. Middle-class parents are abandoning public schools – both primary and secondary – for private fee-paying schools, and this can only make matters worse in the long term for those lower down the social ladder. What are your thoughts on this situation, and what do you think needs to be done?

Looking back, we must remember that many decades ago, Mauritius faced significant economic hardship. The country was struggling with limited infrastructure, and life was much harder, especially for lower-income families. Despite these challenges, children — regardless of their socio-economic background — strived to excel academically. What united them was a deep faith in the educational system and a shared belief that education was the key to a better future. This sense of trust was particularly strong during the era of Sir Seewoosagur Ramgoolam, the Father of our Nation, who made education accessible to all, regardless of class. His vision ensured that education became the “great equalizer” for the children of Mauritius, giving them the tools to transcend their circumstances.

Today, we must reignite the people’s faith in our public schools. To do so, we need to revitalize the public education system — improving the quality of teaching, enhancing school infrastructure, and ensuring that resources are equitably distributed. The focus should be on making public education not just an alternative, but the first choice for all families, irrespective of their financial means. This includes investing in schools which cater for children coming from difficult socio-economic backgrounds and focusing on effective teacher development to meet the evolving educational needs of students.

Additionally, we must review and update the curriculum to ensure it equips students with the skills necessary to adapt successfully in the modern world. We also need to build a culture of excellence and inclusivity, where every student feels supported and valued. By strengthening the public system and ensuring its quality, we can create an education system that serves all children — just as it did in the past — giving them the opportunity to thrive, regardless of their background. I am a strong proponent of hard work and assiduity.

* As for now, two issues at the primary level are calling for particular attention. First, the Foundation Course, while deemed acceptable for immediate needs, is not considered a viable long-term solution. Second, there’s a significant concern within the education sector that the PSAC and Form III exams have increased pressure on students compared to the former CPE. This has led to calls for the abolishment of one of these examinations. What’s your take on that?

Firstly, the Foundation Programme is perhaps the fastest educational change that was ever been designed and implemented in our country. We could not wait and allow thousands of our children, especially those who could not meet the examination standards of the PSAC to be humiliated and brutally tagged as failures. We had to act rapidly, and this is what we did. We had to address the curriculum and pedagogical void and support these students in their early educational journey.

Our policy will focus on reforming the curriculum at the foundational level, aligning it with modern educational standards and ensuring that it promotes both academic and social-emotional development. The long-term goal is to move beyond quick fixes and develop a curriculum that fosters lifelong learning, creativity, and critical thinking skills from an early stage.

Secondly, the issue of exam pressure at the primary level, particularly with the introduction of the PSAC (Primary School Achievement Certificate) and NCE (National Certificate of Education – an assessment taken by students at the end of Grade 9, formerly Form III) exams, has raised significant concerns. The dual examination system has led to increased stress among students, as well as growing dissatisfaction among parents and educators. Following the recommendations of Les Assises de l’Éducation, we are committed to making changes to this structure.

There will be a comprehensive review of both the PSAC and NCE exams to reassess their impact on students’ well-being and academic development. We are considering measures such as streamlining the assessment process and one of the potential reforms being considered is to reframe the NCE, shifting its purpose from a selection exam to a standardization exam. This would allow the NCE to assess and standardize student performance across the board without adding additional pressure for students at this critical stage. However, it is important to note that any proposed changes to the examination system will require the approval of the Cabinet and the necessary legal framework to move forward.

The Ministry of Education is firmly committed to aligning these changes with the holistic development of students. This will include balancing the need for rigorous academic standards with a stronger focus on mental health and emotional resilience, ensuring that students are not only academically proficient but also well-equipped to manage the stresses of the educational journey.

* It would seem that the MIE’s teacher training also requires immediate attention. Are our human resources adequate for this, and will a curriculum and research unit be established?

It is crucial that we reassess and refine the operations of the Mauritius Institute of Education to ensure it meets the evolving demands of the education sector. To that end, I am in the process of introducing the National Council of Curriculum Research and Development Bill. This initiative aims to delineate the MIE’s core responsibilities, enabling it to focus exclusively on its fundamental mandate: teacher training.

We are exploring the possibility of establishing a Curriculum and Research Unit outside of the MIE. This independent body would be responsible for the research, development, and continuous updating of the national curriculum, pedagogical methodologies, and teaching strategies. Its work would involve evaluating global educational trends, conducting rigorous action research, and generating data-driven insights to guide the future direction of education in Mauritius

By clarifying this focus, we can allow the MIE to dedicate its resources to revamping its training programs, aligning them with the emerging pedagogical needs and the challenges posed by modern education. This will empower the MIE to adapt more effectively to the changing landscape, ensuring that the training provided is not only relevant but also forward-thinking, equipping teachers with the necessary tools to thrive in an increasingly dynamic educational environment.

* There is on the other hand growing problem of indiscipline in schools. Do you consider the appointment of educational psychologists a viable solution to this issue? If so, how do you envision their role being effectively integrated into the existing school system?

In an answer to a PNQ on this issue, I talked about the setting up of a broad-based Discipline Monitoring Committee. The issue of indiscipline in schools is indeed a growing concern, and addressing it requires a multifaceted approach. We have set up a Discipline Monitoring Committee, led by the Chief Technical Officer of my Ministry, Mr Ricaud Aukbur, alongside ADSU officers, educational psychologists, and members of the Brigade de la Famille. I have also invited NGOs and other stakeholders to collaborate on this critical issue.

However, indiscipline in schools is not an isolated problem — it reflects broader societal challenges. We are witnessing a decline in moral values, the breakdown of the family structure, and a rise in self-centeredness, all of which disproportionately impact children. The increasing incidence of broken homes, substance abuse, domestic violence, and online bullying creates an environment where children, unfortunately, become victims of these dysfunctions. Teachers are often left to cope with deeply troubling cases, such as children who have been sexually abused, exploited, or coerced into criminal activities. These non-pedagogical challenges place immense strain on the school system, which is ill-equipped to address them comprehensively.

Educational psychologists play a crucial role in this context, offering specialized support to children with emotional and psychological needs, while helping educators manage complex behavioural issues. However, dealing with severe cases of indiscipline, particularly those linked to abuse and exploitation — requires not only expertise in education but also strong legal backing. We need the support of the legal system to effectively address cases of abuse, criminal behaviour, and other serious forms of misconduct. This will allow us to take appropriate action when required and provide a holistic, multidisciplinary response to these deep-rooted issues.

* What specific measures do you intend to implement to reduce the persistent disparities in performance between state schools and private colleges, particularly in terms of resources, teaching quality, and student outcomes?

There is obviously a conspicuous disparity of student recruitment right from Grade 7 between private and state schools. Parents and students rush for the highly coveted state secondary schools which tend to bag flattering academic results be it at the SC or HSC level. However, we cannot overlook the immense contribution made by private secondary schools in providing quality education to students deemed as slow learners and those who come from difficult socio-economic backgrounds. I salute the great job done by the managers and staff of these private secondary schools who work in difficult circumstances. That is why the conflicts which had plagued the relationship between the PSEA and the Federation of Managers of Private Secondary schools and the SeDEC under the previous government, were restored when I assumed office. The Grant in Aid formula mechanism was eased while respecting the accountability aspect.

We must prioritize several key areas. First, updating school resources is essential to enhance infrastructure, educational materials, and libraries — critical elements in today’s learning environment. Additionally, we need to standardize teaching quality across the board, which can be achieved through continuous professional development and ongoing training programs for Educators.
Bridging the divide between PSEA and SSS schools is another priority, and we can accomplish this by fostering collaboration and sharing best practices to ensure greater consistency in educational quality. Accountability must also be strengthened through more effective monitoring processes. Successful strategies should be identified and replicated, while underperforming schools must receive targeted interventions to support their gradual improvement.
Furthermore, expanding support for struggling students is crucial. Personalized guidance tailored to their individual needs will help these students overcome obstacles and succeed academically. Lastly, we must embrace e-learning more effectively. Although it has faced challenges in the past, finding sustainable and realistic ways to enhance our e-learning platforms will be essential for the future of education, enabling more effective management and delivery of educational content.
While investing in educational equipment is crucial, it is equally important to address the need of fundamental logistics that support their effective use. For example, ensuring reliable and widespread internet access as well as the appropriate software in all schools is a critical first step. Without the necessary infrastructure to support these tools, even the most advanced resources become ineffective. We must prioritize these foundational elements to create a truly functional educational environment.

* There is a growing demand for the teaching of Bhojpuri at secondary level. What concrete steps are being taken to promote Bhojpuri as a subject at the School Certificate level? Given that the local training of new teachers — particularly at the primary level — requires a minimum of three years of full-time study, is the Ministry considering recruiting qualified Bhojpuri teachers from abroad as an interim measure to meet this demand?

I had an interesting discussion regarding the introduction of Bhojpuri with Cambridge. Here in Mauritius, there is a small working group which I met on the issue. They are doing the follow up.

The implementation will follow a rigorous process which entails training, resource and materials development, the input of experts in the said language, working on the curriculum and assessment framework among others. It is a process which will take time and implemented only when we get the go ahead of the experts.

* What are your key expectations from the upcoming national budget for the education sector, particularly regarding programme funding, infrastructure, staffing, and teacher training to meet evolving pedagogical needs?

My primary expectation from the upcoming national budget is to secure adequate funding to address critical gaps in the education sector. One key priority is the urgent need to fill vacant teaching and non-teaching positions across schools to ensure optimal staffing levels. Equally important is addressing the deplorable condition of many schools, some of which are over 70 years old, and require substantial investment in modernizing infrastructure to meet contemporary educational standards.

Furthermore, I anticipate a focus on capacity building to ensure that our educators, school leaders, and support staff are adequately equipped with the necessary skills and knowledge required to meet evolving pedagogical demands. This includes robust funding for Continuous Professional Development programs that target not only teachers but also school heads and administrative personnel, empowering them to navigate the complexities of modern education.

A critical need is also the establishment of specialized roles, such as Discipline Masters and Educational Psychologists, to support the emotional and behavioral needs of students.

Budget is not only about finance but also about the proper policy orientations that the country needs at a defining moment of its history when its public debt has reached an unsustainable level. We need to drive the educational sector with poise amidst the very tough economic challenges. But we shall do it together by reaffirming our collective will to reconstruct our nation bit by bit, albeit from the tatters left behind by the previous government.

Mauritius Times ePaper Friday 23 May 2025