Rajendra Sewpersadsing
What best can be proposed for the primary failures?
When it comes to propose an educational programme for a particular type of learners, one has to be very objective and rational; there should be no place for any prejudice, bias or partiality. All relevant factors need to be given due consideration, the reason behind this series of press articles, elaborating lengthily on,
(i) the learners – their profile, needs, learning styles,
(ii) the pedagogy and teaching strategies,
(iii) educators – their profile and education,
(iv) the curriculum – what to teach,
(v) the previous projects – their strengths and weaknesses.
An educational programme cannot be designed within weeks. When planning for a new educational programme, one has to think carefully on the outcome, the end product – what is expected – and how to achieve that end product. At the same time, one has to be faithful with oneself, accepting the blunt truth. And, the blunt truth is that not all children are born with the same level of intellect, not all children are brought in an environment that promotes social skills and proper development of the self. It is a universal fact that approximately 10 to 15 per cent of students in every school in every classroom have a learning difficulty. The blunt truth is that people are equally needed for white-collar and blue-collar jobs.
In simple terms, the aims of education are to help people develop their potential, learn skills, and become contributing members of society. Education can help people develop their personalities, talents, and abilities. Education empowers future citizens so that they become productive to the benefits of the society. Therefore, the national education system should aim at producing future citizens for white-collar jobs as well as blue-collar jobs. Moreover, education is meant for all, irrespective of their level of intellect. Students with learning difficulties excel in other domains, they have other potential and hidden talents; they are very good in Arts and Craft, Sports, ICT, … Technical and vocational education should be a vital aspect of the educational process particularly towards achieving democratization and social, cultural and economic development. Empowering the children with learning difficulties in vocational and technical skills is the only way to integrate them into society, overcome people’s negative attitude on them and help them earn a decent living.
Rationale for technical and vocational education
At this point, a short paragraph is herein included to highlight the rationale and importance of technical and vocational education as it will thereafter, justify the type of education being proposed for primary failures.
The Convention on Technical and Vocational Education, (which was adopted by the General Conference at its 24th session in 1989) defines Technical and Vocational Education as that which refers to “all forms and levels of the educational process, involving, in addition to general knowledge, the study of technologies and related sciences and the acquisition of practical skills; know-how, attitudes and understanding, relating to occupations and jobs in the various sectors of economic and social life”. The United Nations Educational, Scientific and Cultural Organization (UNESCO) has recognised the need for technical and vocational education as a pre-requisite for economic and social development. The main objective of technical and vocational education is to reply to students’ need to acquire knowledge and skills and behavioural learning patterns which will be of use in different spheres of economic and social life. It also encompasses all forms and levels of technical and vocational education to be provided in educational institutions, public or private. With Technical and Vocational Education being an integral part of the whole educational process, basic education will succeed in “enabling the future citizens to survive, develop their full capacities to live and work in dignity …”
Vocational and Technical Education (VTE) is important because it provides students with practical skills and knowledge for a specific career. It helps students find employment, and also helps the economy grow. VTE plays a crucial role in addressing labour shortages in skilled trades and technical fields. By equipping individuals with the necessary expertise, VTE helps bridge the gap between employer needs and workforce capabilities. In other words, the goal of VTE is to provide students with the skills and competencies that will allow them to transition successfully into the workplace. VTE connects school and the place of work as it provides to the future citizens skills and competences in occupational areas for which the demand exists in the labour market.
The importance of Technical and Vocational Education (TVE) in addressing socio-economic challenges is well-recognized globally. For instance, Germany’s dual education system combines classroom learning with hands-on apprenticeships, providing students with industry-specific skills while addressing labour market demands. This system has significantly reduced youth unemployment and ensured a steady supply of skilled workers. Similarly, Finland’s vocational education model emphasizes personalized learning paths, enabling students to select specializations aligned with their interests and strengths. By integrating general education with practical training, Finland has achieved one of the lowest dropout rates in Europe. In Mauritius, a similar approach can bridge the gap between education and employability for primary failures. A tailored curriculum focusing on practical skills and competency-based assessments can empower students to transition into skilled trades or further vocational training.
Proposing an educational programme for the primary failures
The profile of those primary failures has been clearly exposed; those pupils are seen to have big learning difficulties. They have the handicap of a poor memory and attention deficit. Put bluntly, academic studies are not meant for them. It is a mere fact and plain truth. It is important to acknowledge that a purely academic focus may not align with the strengths and needs of this group of learners. Therefore, education for those pupils, should aim at preparing them with knowledge, skills and attitude to enter vocational and technical programmes in MITD training centres. They are too young to be admitted to MITD centres; so, they should be enrolled in secondary schools for a pre-vocational education in the true sense, not as the previous projects.
After failing the PSAC, they are placed in a specific stream in a secondary school for four years and are offered a pre-vocational education geared towards a clear destination. During the four years they will be prepared either for entry into vocational or technical programmes for complex skills in trades of their choice in MITD training centres or Polytechnics or for placement in the world of work as apprentice. The pre-vocational education should aim at helping the students,
(i) develop skills for further vocational and technical training,
(ii) gain confidence and self-belief,
(iii) set realistic goals in finding a job.
The proposed curriculum for the four years of
pre-vocational education
The proposed curriculum for the four-year course will be presented in two phases: in this article for the first year (Year 1) and in the last article of this series, for the next three years (Years 2 – 4).
Year 1- Foundation Education in Numeracy, Literacy, Life Skills and Values
Formerly, upon failing CPE, the pupils were given the opportunity to repeat the sixth standard and sit for the CPE a second time. With PSAC, there is no repeat of Grade 6, all pupils who failed the PSAC, were admitted to secondary schools and placed in the Extended Programme. Those pupils are only 11 years of age and have been made to sit for a competitive examination (PSAC), when they have been victims of automatic promotion and brought up in disadvantaged home environment.
So, it is proposed that when admitted to a secondary school for the Foundation Programme, they are offered a second chance to sit for the PSAC at the end of the year. There should be intensive preparation of the students to equip them with the essential learning competencies in English, French, Maths and Science of the PSAC syllabus. The schools should be provided with the necessary supports and incentives to target a 15% pass on that second trial. In their first year of the Foundation Education, those students will, alongside be provided with life skills, values and citizenship education, Health and Physical Education, basic ICT skills and basic techniques to manage their emotions and have self-control on their behaviour.
I would here, wish to share the outcome of an experiment I had tried as Inspector Prevocational in 16 secondary schools (8 SSS and 8 private secondary schools) of Zone 3 in 2013. In that specific year, pupils failing the CPE on their first trial, were placed in a separate PVE class (PVE 1.1), not together with those failing the CPE twice. Those PVE 1.1 classes were given special supports from the ministry to prepare the pupils for CPE. And, I as Inspector Prevocational, I had paid regular visits to those classes proffering pedagogical advice and had run workshops for the teachers where good practices were shared. The teachers were encouraged to produce results; a competition was set among the teachers who willingly accepted to play the game.
The outcome of that experiment was that an average of 23% had passed the CPE (boys – 21.3% and girls – 34%), with one girl school obtaining a pass rate of 40.9%. The average performance on a subject-wise basis, is displayed in the chart above:
So, based on that experiment of 2013, a target of 15% from each school is reasonably achievable; the necessary support and incentives need to be provided and proper supervision and monitoring should accompany the project. The students who will be successful at their second trial, will be promoted to the mainstream whereas those who will not be able make it, will gain much in terms of literacy and numeracy and will proceed with their prevocational education.
In the fourth and last press article in this series, I will come forward with a proposal for a prevocational education programme for the years 2-4.