The Educator Lindsay Thomas: "The Draft of Reform Proposals Raises Eyebrows"
Lindsay Thomas, an educator, shares his perspective on the existence of regional colleges, emphasizing that parents' trust hinges on the uniform quality and rigor in these educational institutions. He refers to the Nine Year Continuous Basic Education as a once-promising reform that did not meet expectations.
What do you think of the Ministry of Education's proposals for reform?
The Ministry of Education is perhaps the most complex to manage, given its multidimensional nature and the difficult coalition of diverse stakeholders with their various, often conflicting, expectations. Minister Mahend Gungapersad is seasoned and aware of the challenges he faces. However, it is difficult to assign praise or blame without acknowledging these complexities.
Why do you say that?
Let me underline some fundamental principles essential for a solid education system. The proposals must be measured against the following performance indicators:
- Authentic education, with a curriculum that addresses necessary knowledge and skills for navigating the opportunities and challenges ahead.
- Multiple intelligences, acknowledging that children do not come with a one-size-fits-all manual.
- Holistic growth of learners, encompassing intellectual, emotional, physical, and spiritual development.
- The socio-economic needs and ambitions of the country.
- A pedagogy that requires regular audits and renewal.
- Promotion of societal values.
- Development of resilience and agility within the education system to adapt to an unpredictable world.
- The use of Kreol Morisien as the language of instruction in the Mauritian context.
What is your opinion on the Nine Year Continuous Basic Education (NYCBE) proposed by former Minister Leela Devi Dookun-Luchoomun?
The NYCBE was filled with potential, yet despite its promising features, it ultimately demonstrated that good intentions alone do not lead to success. The failure often arises from political, cultural, and social intolerance. In Mauritius, issues often stem from a lack of discernment, perpetuated by ingrained prejudices.
Will the Gungapersad reform lead us to success or failure? The draft proposals are already raising eyebrows. What do you think about the closure of academies?
The much-anticipated integration of co-education seems to be quietly retracting. Many believed that merely equipping existing buildings for new occupants would ensure the success of the new mixed academies. While co-education works smoothly in primary and tertiary levels, its advantages are often debated at the secondary level. We must create conditions for success, particularly in secondary schooling, which requires a paradigm shift away from outdated views.
What do you think about Remedial Education and Automatic Promotion reflecting the limitations of the Mauritian education system?
These terms often obscure the deeper issues at play. They serve to sustain a failing system rather than address the root causes. Both approaches often lack adequate resources and trained personnel. Effective remedial education requires motivated and adequately treated educators, while automatic promotion risks becoming a mere facade.
Do recent reforms genuinely address the needs of teachers and students?
Reforms often promise much but deliver little in terms of tangible results. Educators deserve serious attention and support, including professional training and involvement in decision-making processes. The current educational climate requires collaboration and empathy from all stakeholders.
What international models are being considered for inspiration?
Scandinavian models are appealing, but we must also recognize our unique socio-cultural context. Becoming a better version of ourselves should guide our educational ambitions.
What is essential for effective school regionalization?
Educating a child in their natural environment is common sense. If all regional schools maintain high standards of quality, parents will likely choose them. The coexistence of different types of colleges only becomes problematic when competition disrupts the transition from childhood to adolescence. Parents should discern wisely while authorities mitigate harmful competitive aspects.
What solutions could make education a shared societal project?
The school is a microcosm of society. Education begins at home, and while parents often lack preparation, teachers can undergo training. These multifaceted issues require a multidisciplinary approach by partners willing to set aside differences for the greater good.