Education - Mauritian Creole in HSC: A Historic Advancement, Immediate Challenges
After twenty years of struggle, Mauritian Creole will become a main subject in the Higher School Certificate (HSC) starting in 2026. This significant change finally recognizes the mother tongue at the core of the educational system. However, this reform is not without its challenges.
The decision came after several weeks of uncertainty and questions. The Council of Ministers confirmed that Mauritian Creole will become a main subject in the HSC from the academic year 2026, which has already begun. It was an anticipated announcement, yet it also caused confusion among students, parents, and schools regarding the practical implementation details.
Professor Arnaud Carpooran, a linguist and leading figure in the development and standardization of Mauritian Creole, explained that this confusion arose "mainly due to a lack of communication." "Many students had already earned credits in Mauritian Creole at the School Certificate level but were unsure if the subject would continue to the HSC," he said. The government's official confirmation eliminates any ambiguity.
A circular will be issued this week in secondary schools to outline the practical aspects related to teaching and assessment. "Parents and students will clearly know what to do. We now know which direction to take," emphasized Professor Carpooran.
To those who mention a rushed political announcement, the linguist refers to the history of Mauritian Creole standardization. “It was in 2004 that the Grafi-Larmoni Committee sat for the first time. We are now in 2026. You can draw your own conclusions.” This reminder underscores that the introduction of Mauritian Creole at the HSC is part of a process that has taken more than twenty years, far from an improvised decision. Initially introduced as an optional subject and later recognized at the School Certificate level, its elevation to a main subject in the HSC is a major symbolic and structural milestone. Since January 2025, Mauritian Creole has been offered in Grade 12 (Advanced Subsidiary Level – AS) as part of the educational reform.
For Professor Carpooran, this evolution should not be seen as a break, but as the logical continuation of a process that has been underway for several years. “Mauritian Creole is a fully-fledged language, with its own rules, grammar, literature, and academic potential. Teaching it up to the HSC finally ensures coherence in students' educational journeys,” he argues.
Modest Numbers, Real Dynamics
School Certificate statistics show a still limited but growing establishment. In 2025, 648 candidates – 278 boys and 370 girls – sat for the Mauritian Creole exam, achieving a pass rate of 91.51%, a decrease of 2.6% from the 93.97% recorded in 2024. While these figures may seem modest on a national scale, Professor Carpooran believes they should not be analyzed solely in quantitative terms.
The linguist argues that the growing interest in Mauritian Creole extends far beyond mere statistics. It is primarily a meaningful choice for students. “Our students are not less intelligent than others around the world. They show increasing interest in the subject because it is the only one that discusses their country, their history, their experiences, and their authentic communicative and interactive realities.” According to him, Mauritian Creole plays a crucial role in the intellectual development of students: “Moreover, it helps them enhance their reasoning abilities, better understand what they read and write, and develop their creative potential.”
This dynamic is evidenced in some schools. At Bhujoharry College, registrations rose from 38 candidates in 2025 to 50 in 2026 for the School Certificate exams. Rector Didier Mootou sees this as more than just a curricular adjustment. “Let me commend the introduction of Mauritian Creole in SC, and soon it will be a reality in HSC as a main subject. It is a recognition of our identity and culture,” he states.
The results speak for themselves: the college recorded a pass rate of 89.71% in the School Certificate for Mauritian Creole in 2025, with 82.30% of students earning credits. More significantly, six students have already expressed their intention to take Mauritian Creole as a main subject in the HSC exams.
Between Pragmatism and Conviction
Is there a strategic dimension to this choice, with some students perceiving Mauritian Creole as a subject that offers better chances of obtaining a credit? Certainly, according to Professor Carpooran. “When you have a choice to make, you must be truly masochistic to ignore subjects that seem more manageable and opt for those where you are certain to fail.” He illustrates his point with a telling comparison: “That's what a French student would do if given a choice between French and German.” This pragmatic reasoning, he believes, does not detract from the academic legitimacy of Mauritian Creole.
The Bhujoharry rector also acknowledges this calculation. “Students’ interest increases with the idea that with a bit of effort and regular learning, a credit in KM is more or less guaranteed, which will certainly help them advance to Grade 12,” observes Didier Mootou. However, this strategy is not disconnected from a coherent educational path. “After regular discussions with parents and my students, the introduction of KM in HSC is highly anticipated. They had satisfactory results in PSAC, NCE exams, and SC.”
From a pedagogical perspective, the rector notes a gradual change in students' perception of the subject. “The KM option is like a breath of fresh air for some students, but it is appreciated by a large majority,” he claims. According to him, the initial choice is not always ideological or academic: “From my observation, at first in Grade 10, it was more to fill a gap, but after a few sessions, they discover the advantages and knowledge that come from it.”
He also emphasizes the relevance of the themes addressed: “The topics covered concern everyone – drug issues, artificial intelligence, Mauritius Sustainable Island, emotional intelligence, among others.” Thus, the choice of Creole does not stem from pure ease or a lack of academic ambition, but from a more authentic relationship with knowledge.
For Didier Mootou, failing to follow through on this progression would have been seen as an injustice. “It would have been unfair to them if the government had not honored this request. Moreover, last year, there were tears and sadness,” confides the rector. This anecdote illustrates the genuine anticipation of many students. “Some had already chosen Mauritian Creole, earned a credit, but found themselves uncertain about their future path. Today, that uncertainty has been lifted,” observes Professor Carpooran.
On the parents' side as well, clarification was necessary. Many were questioning the academic value of Mauritian Creole at the HSC, its impact on university and professional prospects, as well as equivalences with other subjects. “The upcoming circular will address these concerns factually,” assures the linguist.
A System Ready but to be Consolidated
Regarding the sensitive issue of the timeline – as the academic year 2026 has already begun – Professor Carpooran is categorical: “The system is ready, though that does not mean it is perfect and should not be improved over time.” Concerning the availability of trained teachers at the HSC level, he adopts a realistic approach: “We first need to know how many students will enroll. But it is certain that we will need to recruit more in the future.” Bhujoharry College already has two qualified teachers trained to teach Mauritian Creole at the HSC level.
As for educational resources, Professor Carpooran is reassuring. “Yes, the MIE and MES have done what is necessary,” he affirms. However, the linguist insists on one crucial point: the success of this reform will largely depend on how it is supported on the ground. Teacher training, availability of textbooks, harmonization of educational content, and student guidance will be determining factors. “A clear framework is essential to avoid misunderstandings and ensure that this subject is treated with the same seriousness as other academic disciplines,” he warns.
Because beyond the practical and pedagogical aspects, this official recognition carries a broader significance. It is part of a reflection on the linguistic and cultural identity of the country, as well as on the inclusiveness of the educational system.
“I believe it is a recognition of our national identity and a step towards social equality,” says Didier Mootou, who concludes with a political expectation: “I eagerly await its potential introduction in Parliament.”
For Professor Carpooran, “allowing students to study and value their mother tongue at an advanced level also strengthens their confidence and relationship with knowledge.” The most important thing now is the calm implementation of the decision. “There has been confusion, certainly, but today we have a clear direction. The key is to move forward with rigor, transparency, and pedagogy,” he concludes.
With the imminent issuance of the ministerial circular, secondary schools should quickly enter an operational phase. For the students concerned, Mauritian Creole will thus cease to be a subject shrouded in uncertainties to become a fully embraced academic option up to the HSC.