Education has been free for the secondary degree since 1977 and for full clip undergraduate degree at the University of Mauritius since 1988. The State provides equal support for instruction, on occasion striving tight budgets and even subsidising a great portion of the outgo in grant aided secondary schools, that is, schools under the control of in private owned establishments. With cosmopolitan primary instruction being achieved in the 1970s, free instruction in 1977, and statute law devising instruction up to 16 old ages of age compulsory, the challenges policyaˆ?makers have had to face have related to broadening entree at the higher instruction degree, bettering quality, and beef uping the direction of the sector ( while guaranting equity ) . The funding of higher instruction is fundamentally via the authorities and students/parents.
Students enrolled in public higher educational establishments are funded to a really big extent by the authorities. Students enrolled in local private higher instruction establishments and those in abroad establishments pay the full cost of their instruction.
The cardinal factors act uponing the quality of higher instruction are the quality of module, course of study criterions, technological substructure available, research environment, accreditation government and the administrative policies and processs implemented in establishments of higher acquisition.
The overall vision of authorities was spelt out in the New Economic Agenda formulated in 2000. The chief challenge was to travel bit by bit off from traditional sectors to the services sector. The aim was to diversify fabrication into higher valueaˆ?added markets and to consolidate services ( fiscal, ICT, etc. ) as a 4th pillar of economic development. To pull new investing and to keep the state ‘s fight, a extremely productive skilled work force was seen as imperative. With a position to puting Mauritius on a higher growing way, the state has recognised the importance of developing higher instruction as a regional hub for high quality instruction and preparation, to guarantee that the cognition industry acts as a accelerator in broadening the Mauritanian economic system, and in supplying the necessary support to the bing and approaching sectors. There has been a dramatic paradigm displacement in the development scheme mooted by the authorities.
In drumhead, it has been accepted by authorities that the instruction system, particularly higher instruction, needs to be reaˆ?orientated to react more efficaciously.
Higher instruction in Mauritius can be traced back to the constitution of the School of Agriculture within the Department of Agriculture in 1914, which became integrated into the UoM when it was established in 1965. However, it was merely in postaˆ?independent Mauritius that several public higher instruction establishments were created, which were complementary to UoM.
Over the old ages the higher instruction sector has become progressively diversified.
Pre Primary sector
The Pre-primary sector traditionally catered for kids aged 4 onwards and, since this twelvemonth, for those aged 3. The NER presently stands at 94 per centum, with the State supplying a per-child grant of MR 200 ( USD 6 ) . Private individuals/ establishments make up some 80 per centum of the educational proviso in the sector.
The undermentioned steps are portion of policy developments to consolidate the sector:
aˆ? Strengthening the institutional and regulative model for the proviso of Early Childhood Care and Education.
aˆ? Reduction of disparity among pre-schools.
aˆ? Addressing the job of out-of-schools pre-primary kids due to absolute poorness.
aˆ? Developing a National Curriculum Framework for the pre-primary subsector.
aˆ? Ensuring preparedness of all pre-primary school kids for primary school.
aˆ? Construction of pre-primary units in deprived countries
aˆ? Strengthening partnerships with parents through a Parent Empowerment Program.
Childs are enrolled in primary school from the age of five and come in Standard ( Grade ) I and travel automatically up to Standard VI. The system is competitory and a biennial readying starts since Standard V up to Standard VI for the terminal of primary school scrutinies, the CPE ( Certificate of Primary Education ) . The CPE is a national scrutiny carried out in all the schools of the island following a rating system. Five topics are mandatory — English, Gallic, Mathematics, Science, and History and Geography and the scaling procedure is based on the 5 best classs obtained from these along with any one of the Asian/ Arabic languages. .
Government has implemented several enterprises in primary schools of the state in order to better CPE scrutinies consequences. One such enterprise is known as the ‘Zones d’Education Prioritaires ‘ ( Z.E.P. ) . This inaugural targets the schools with low public presentation over a back-to-back period of five old ages and involves the whole school community: school staff, parents, NGOs, concern and community-based associations in bettering the school clime and consequences. Other recent enterprises have included the development of an Enhancement Programme to provide for pupils of Std III and IV supplying several carbon monoxides curricular activities to back up the holistic development of the kid, and the debut of ICT in the schoolroom through the ‘ Sankore ‘ programme where categories of Std IV are increasingly being equipped with computing machines and synergistic projectors.
The CPE determines admittance to a secondary college. Secondary schools are either State owned, grant-aided private schools, or to the full private fee-paying schools. The kid enters college in Form I and progresses through to Form VI, necessitating seven old ages of schooling since there is a two twelvemonth readying for the Higher School Certificate/A-Level scrutinies. A major nationally devised course of study has been developed for Forms I-III with the Secondary Curriculum Framework now in topographic point since 2010. Students study for a wide compulsory course of study up to Form III consisting English, French, Mathematics and the Social and Hard Sciences.
When pupils reach Form IV, they have to take at least six major topics for their O-Level scrutinies in Form V. Subsequently, pupils have to specialize in 3 chief topics and 2 subordinate 1s for the A Level scrutiny. The O-Level and A-Level scrutinies are carried out by the University of Cambridge through the University of Cambridge International Examinations, which devises the course of study ; prepares and prints the scrutinies documents and does the rectification for most topics.
TVET ( Technical and Vocational Education and Training )
The chief supplier of the TVET plan is the Mauritius Institute of Training and Development ( MITD ) . The intent of the MITD is to offer legion proficient plans to supply human resource preparation to run into the demands of the universe of work at the in-between professional degree. The MITD besides presently besides provides classs at the degree of National Diploma. The TVET sector is regulated by the Mauritius Qualifications Authority which besides develops and maintains the national Qualifications Framework ( NQF ) .
Tertiary instruction which started in 1924 with the College of Agriculture has since developed into a diversified system, composed of public, private, regional and abroad establishments providing for a broad scope of classs and programmes.
Third instruction in Mauritius is characterized by a broad scope of establishments with diverse features. Some provide all degrees of third instruction in a scope of subjects while others focus their activities on merely one or two countries at certain degrees. A figure of the establishments are overseas with their commissariats made available through the distance instruction and mix manner. Within the populace sector, third instruction revolves around the University of Mauritius ( UoM ) , the University of Technology ( UTM ) , the Mauritius Institute of Education ( MIE ) , the Mahatma Gandhi Institute ( MGI ) , the Mauritius Institute of Training and Development ( MITD ) and the Open University of Mauritius ( OUM ) . Oversing the four third instruction establishments ( TEIs ) is the Tertiary Education Commission ( TEC ) which, inter alia, has duty for apportioning public financess, and fosterage, planning and organizing the development of post-secondary instruction and preparation.
In add-on to the above publicly-funded establishments ( PFIs ) , a figure of private establishments are soon presenting tertiary-level programmes, largely in niche countries like Information Technology, Law, Management, Accountancy and Finance. Many of the programmes in the private sector are offered in coaction with abroad establishments.
Many Mauritanian pupils besides either travel overseas or fall back entirely to the unfastened acquisition manner in prosecuting their higher instruction surveies.
The University of Mauritius
The University of Mauritius ( UOM ) is a national University in Mauritius. It is the oldest and largest university in the state in footings of pupil registration and course of study offered. The public university ‘s chief campus is located at Reduit, Moka. Her Majesty Queen Elizabeth II, who was accompanied by His Royal Highness the Duke of Edinburgh, inaugurated the University on 24th March 1972.
Over the past decennaries, in response to the contemporary and emergent demands of the assorted sectors of the Mauritanian economic system, the university now has progressed from being a largely in-service preparation establishment to a fully-fledged university, concentrating progressively on unmarried man ‘s grades, graduate student programmes, research and consultancy.
The university ‘s current strategic program, Strategic Directions 2006-2015, has the following six strategic waies:
Knowledge creative activity
Investing in resources
Choice civilization and good administration
National, regional and international coactions
The University of Mauritius has committed itself to uninterrupted betterment and quality direction.
These are the actions that the university is seeking to provide for:
Guaranting relevancy – interact proactively with the universe of work and the community to provide for emergent demands while instilling a wider sense of belonging to the university.
Guaranting quality of instruction and larning – enhance bing commissariats for uninterrupted betterment in the quality of instruction and acquisition, and work increasingly towards the execution of best pattern.
Strengthen research – develop further the university ‘s research capacity and research direction program.
Internationalize the university – better the international standing of the university and spread out its function and programme of activities.
Amongst Mauritian universities the UoM stands out both in footings of its laterality with respect to registration and it legion pockets of excellence with respect to research. The UoM is the largest provider of third instruction locally, accounting for 22.2 % of entire higher instruction registration.
Originally, the university had three schools, viz. Agriculture, Administration and Industrial Technology. It has since expanded to consist five modules, viz. Faculty Of Agriculture, Faculty Of Engineering, Faculty Of Law and Management, Faculty Of Science, and Faculty Of Social Studies & A ; Humanities. The modules are involved in learning, research and consultancy. It has besides a Centre for Medical Research and Studies, a Centre for Distance Education, a Centre for Information Technology and Systems, and a Consultancy Centre. Following these on-campus developments and enlargements, it resulted in a coincident addition in the figure and in the diverseness of programmes being offered, and the figure of pupils enrolled.
The programmes of the University are internationally recognized and include choice confidence mechanisms such as the external tester system and affiliated with celebrated Universities worldwide. There is a Quality Assurance Office which helps the University in keeping and bettering the quality of all its activities. There are assorted exchange understandings that have been established between the UOM and abroad universities.
The Students Union, established in 1971, is run by and for the pupils. It work in the involvement of pupils and on a regular basis organize assorted activities. All pupils are members, the rank fee being included in the enrollment. Students are really dynamic in forming extracurricular activities supported by the Public Relations Office.