Debate on Coeducation in Academies

Title: The Issue of Coeducation in Academies Sparks Debate

Since their inception, academies have functioned in a coeducational manner. However, authorities are currently contemplating a shift in this approach, reigniting a sensitive debate.

"The Ministry of Education is not bringing up the issue of coeducation out of political whim or ideology," asserts Acting Deputy Director Preetam Mohitram. The ministry's ideal remains a comprehensive coeducation system from Grade 1 to Grade 13. "In principle, coeducation is a lever for equality, mutual respect, and harmonious living together, but the Mauritian school system is structured as follows: pre-primary, primary, secondary, each with its own realities, constraints, and contexts."

Preetam Mohitram believes that the current debate does not question the value of coeducation but rather examines the conditions for its true success, here and now. He clarifies that the idea of partially questioning coeducation did not originate solely from the ministry: "It emerged during consultations, education forums, and interactions with teachers, rectors, parents, unions, and civil society actors."

Concerns raised included:

• An increasingly challenging school climate,

• A weakening of school authority,

• A normalization of rules,

• A perceived decline in certain educational values.

He argues that the real issue is not coeducation itself but a broader educational context: "Reducing the debate to 'for or against coeducation' is simplistic and reductive. The ministry observes a cultural shift among adolescents, immense pressure from social media, which sometimes values transgression, non-conformity, ease, and a rejection of effort, alongside a partial parental disengagement in some cases, and a growing boldness in behaviors that complicate harmonious living."

Nonetheless, the ministry's primary goal is clear: to enable students to learn in a calm, structured, and demanding environment. "This is not about stigmatizing either girls or boys or regressing socially. It is about correcting missteps where they exist. The priority remains learning, training, and educational success," he states.

Preetam Mohitram also specifies that "temporary or targeted non-coeducation is not segregation. It is, in certain contexts, a transitional pedagogical tool, aimed at calming the school climate, better addressing specific needs, and correcting certain inequalities in educational pathways. It is about better preparation, not exclusion."

He adds that successful coeducation requires serious pedagogical preparation, student support, an adapted curriculum, adequate infrastructure adjustments, and continuous training for teachers. "The Ministry of Education has not said its final word… The debate on coeducation should not be an ideological battle but a responsible reflection. The school must first provide an environment conducive to learning, respect, and success. Only under this condition can coeducation fully fulfill its role, not as a slogan but as a mastered educational reality."

In a recent address to the National Assembly, Education Minister Mahend Gungapersad reiterated that no final decision has yet been made regarding the abolition of coeducation. A consultation with all stakeholders is ongoing to listen to and take their opinions into account. The minister emphasized that the reform project is based on the Education Forums held in April 2025 in Mauritius and in May 2025 in Rodrigues. An inter-ministerial committee has also reviewed the proposals and made recommendations.

During the forums, several speakers expressed reservations about the coeducational model in academies, with the exception of the Mahatma Gandhi Institute. The ministry is currently conducting a national consultation that will conclude on January 20, 2026, to gather public opinions on coeducation and admission procedures in colleges.