Ministry of Education & Scientific Research

ENDING THE RAT RACE

IN PRIMARY EDUCATION
AND BREAKING THE
ADMISSION BOTTLENECK
AT SECONDARY LEVEL

THE WAY FORWARD

May 2001
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 TABLE OF CONTENTS

INTRODUCTION-------------------------------------------------------------------------------3

I - WHY DO WE NEED TO ABOLISH CPE RANKING?----------------------------5

II - HOW DO WE ABOLISH RANKING?-----------------------------------------------6

1. THE GRADE SYSTEM-----------------------------------------------------------7

2. NEW STATE SECONDARY SCHOOLS (FORM I-V)-------------------11

3. TRANSFORMATION OF STATE 'STAR' SECONDARY

SCHOOLS INTO FORM VI COLLEGES----------------------------------18

4. REGIONALISATION OF ADMISSION IN FORM I---------------------24

III - PRIVATE SECONDARY SCHOOLS----------------------------------------------27

ANNEXURES

3
 INTRODUCTION

It is generally acknowledged that the major dysfunction of the Mauritian educational system
is to be found in the bottleneck situation constraining access from primary to secondary
education.

In actual fact, for the 18,000 children who pass the CPE examination every year, and more
especially for the 4,500 who obtain 4 A’s, there is intense competition to secure a place in
the small number of perceived ‘star’ secondary schools, where some 1,000 places are, in
actual fact, available.

It has long been observed that such competition results in a ‘rat race’ beginning right from
the lower primary years, exerting immense psychological pressure on both students and their
parents and perverting the very function of the school within society. The whole educational
process is thereby vitiated, CPE ranking emerging as the natural corollary of the star school
system which imperatively requires an instrument of selection as precise as it is arbitrary and
ruthless to distinguish the few hundred to be admitted to the star schools from the rest.

To do away with CPE ranking in the short term accordingly calls for a comprehensive
strategy premised on the following:

• Introduction of a fair and objective grading system which eschews the excessive
competition of the ranking system while providing an appropriate assessment mechanism
and preserving an element of healthy competition conducive to academic achievement.

• An intensive programme of extension, renovation and construction of secondary schools

so as to vastly increase the choice of State Secondary Schools given to students in all
regions of the Republic.

• The conversion of high demand state secondary schools into Form VI colleges so as to
ensure ‘parity of esteem’ between state secondary schools (Form I-V) and thereby
eliminate the need for so extreme an instrument of selection as the CPE ranking.

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• Regionalisation of admissions to Form I so as to guarantee a fair measure of parental
choice but within a given geographical region. In so doing, another flaw of the CPE
ranking, the arbitrary attribution of Form I places in total disregard of residence, is done
away with.

The above proposals cannot be dissociated one from the other and together offer the sole
realistic formula for the immediate abolition of the CPE ranking and all its related evils.

This comprehensive strategy is based on massive investment of Government into

education which will translate into the setting up, over the next 4½ years, of 49 new
secondary schools as follows:

THE STATE SECONDARY SECTOR

2001 2006
Total no.
of secondary 41 90
institutions*
Secondary
41 73
Schools
Form VI Colleges - 17

Form I seats** 5,255 11,480

Lower VI
3,240 6,220
seats**
* Includes the four schools of the Mauritius Educational Development Company
(MEDCO) and the three schools of the Rodrigues Educational Development Company
(REDCO).

**MEDCO and REDCO schools included.

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 ABOLITION OF CPE RANKING

I - WHY DO WE NEED TO ABOLISH THE RANKING

SYSTEM?

There are three main reasons for the abolition of the CPE Ranking:

1. Ranking has become an instrument of selection in the context of a dramatic

mismatch between demand and supply for Form I places in a few highly regarded
secondary schools.

2. Ranking is blind to the residential factor as admission to secondary schools for

ranked candidates is carried out on a national basis. A child may thus be admitted to
a college very far from her/his place of residence and spend hours in daily travel.

3. Ranking of students at the end of the primary cycle perverts the role of the school
which is forced to ensure that a maximum number of children are ranked in the top
list and this becomes its primary objective.

The aims and objectives of primary education have thus been perverted by the rat
race to make children obtain a place in one of the ‘star’ secondary schools in
accordance with the marks obtained in four examinable academic subjects only.
Worse, admission to such schools is determined by so narrow a margin as one
decimal place, which is pedagogically unsound, totally arbitrary and unfair.

This lopsided ‘education’ leaves by the wayside such important aspects of education
as physical development, aesthetic appreciation and creativity, and the importance
of learning to live together in a multi-cultural society as responsible citizens.

With the abolition of ranking, schooling reclaims its primary function, which is the
holistic development of the child. A measure of healthy competition will be
maintained for the child to excel, for her/him to compete with herself/himself instead
of engaging in a permanent stressful rivalry with other children on a national basis.

II - HOW DO WE ABOLISH RANKING?

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RANKING WILL BE ABOLISHED AND THE NEED FOR RANKING
ELIMINATED THROUGH A FOUR-PRONGED APPROACH:

1. ADOPTION OF THE GRADE SYSTEM AS THE MEASURE OF

ACHIEVEMENT.

2. CONSTRUCTION OF NEW STATE SECONDARY SCHOOLS.

3. TRANSFORMATION OF ‘STAR’ STATE SECONDARY SCHOOLS

INTO FORM VI COLLEGES.

4. REGIONALISATION OF ADMISSION TO FORM I.

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 1. THE GRADE SYSTEM

A new alphabetical Grade System will replace the Ranking System as follows:

Range of Marks Alphabetical Grading

75 to 100 A
60 to 74 B
50 to 59 C
40 to 49 D
30 to 39 E
< 30 U (unclassified)

Up to 2005, all children obtaining the present minimum pass grades (Grade E in English,
French and Mathematics and an overall 35%) will join the secondary mainstream. All those
who do not achieve the pass grades at CPE after two attempts will join the secondary pre-
vocational stream.

By 2006, the Grade System will have evolved into a record of achievement rather than an
instrument of selection so that no child is classified as a ‘failure’. With standard setting
throughout the years of primary education and the timely introduction of remedial measures,
all children would, by then, without having to repeat Std. VI, be entitled to entry in Form I
either in the mainstream or in the pre-vocational stream.

THE IMPLICATIONS

HOW DO WE GUARD AGAINST

ANY RISK OF “NIVELLEMENT PAR LE BAS”?

The school educational system will be made up of four Key Stages:

1. Lower Primary (3 levels – Std. I-III).

2. Upper Primary (3 levels – Std. IV-VI).
3. Lower Secondary (3 levels – Form I-III).
4. Upper Secondary (2 levels – Form IV-V).

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Key Stages 3 and 4 will consist of two streams: the academic mainstream and the pre-
vocational one.
Thereafter, students may opt to join Form VI Colleges or Training Centres or enter the
world of work.

PRIMARY

The democratisation of access to education and the doing away with the extreme and
senseless competition generated by the CPE Ranking in no way implies that individual
achievement will not be recognised and encouraged.

Schools will, in fact, be expected to identify the brightest students, in the same way as they
are called upon to target those with special needs. A Gifted and Talented Programme will
eventually be introduced to make the curriculum more challenging for the brightest and allow
more time for what they do best.

The Grade A will range from 75-100 marks instead of the 70-100 present range so that, in
the absence of ranking, an improved measure of achievement is available. The child will
henceforth be challenged to achieve the best grades without having to compete against
her/his classmates as rivals for ranking.

Exceptional achievement will be rewarded at all levels throughout the school system. The
rewards will take the form of Certificates of Achievement and/or prizes. At the end of the
primary cycle, exceptional achievement in any subject will be rewarded by awarding a
Distinction to children obtaining 95 marks and above in that subject at the CPE examination
- The Distinction will, however, not be taken into consideration for admission to Form I.

At present, a child is admitted to primary school after s/he has reached the age of 5 in the
previous year. This implies that child A who was born at the end of December 1996 will be
admitted to Standard I in January 2002 whereas child B born at the beginning of January
1997 (i.e. only a few days after child A) will be admitted only in January 2003.

9
Furthermore, all children do not develop at the same pace. Children who master concepts
much faster than their peers as well as those who master them at a much slower rate can feel
bored and become disruptive if their needs cannot be met in the class in which they are
placed.

The possibility of allowing some children to either skip one year or take one more year in a
particular key stage during the first two key stages will be considered in accordance with
their aptitude and progress. Parents will be consulted before a decision is taken to allow a
child to either skip or repeat a year. However, it will be the prerogative of the head of
school to take the decision subject to the approval of the Ministry and of the Responsible
Party. Furthermore, no child should skip or repeat a level more than once within the primary
cycle.

Students will be assessed at all levels of their schooling to allow for the timely adoption of
remedial measures. However, there will be no examination for promotion from one key
stage to the next, except that up to 2005, the Std. VI examinations will be maintained in its
present form to determine promotion to Form I in either the pre-vocational stream or the
academic mainstream.

SECONDARY

At the secondary cycle, each school will be allowed to consider the advisability of placing
the students in different streams in order not to hold back some of them or make it difficult
for others to follow a class. The school’s management will be able to decide on this aspect
of schooling in close consultation with the PTA.

With an eventual review of the group certificate principle in secondary schooling (School
Certificate or equivalent), the 3rd and 4th key stages would also provide for a shorter or an
extended period to study particular subjects as far as practicable.

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The structural reforms presented in this document will be followed by a drive for Quality
Assurance in schools through the definition and introduction of a Literacy and Numeracy
Strategy, the rethinking of school pedagogy, standard setting at all levels, close monitoring of
school performance, strengthening school management and upgrading of teachers’ skills.

Within such a perspective, appropriate pedagogical measures will be introduced to

encourage all children to strive for excellence and the performance of each school closely
monitored.

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 2. NEW STATE SECONDARY SCHOOLS (FORM I-V)

With the construction of a large number of state secondary schools in the years to come and
the extensions in existing State Secondary Schools together with conversions of SSS
Vocational, the bottleneck situation will no longer exist to justify a selection instrument as
pernicious as CPE ranking.

Consequent on the introduction of compulsory 11-year schooling and the enrolment of some
3,500 additional students each year in the pre-vocational classes within the secondary
schools, the secondary education system will shortly face the challenge of having to offer an
additional number of 3,500 places per year in Form I.

Government has therefore set itself the objective of widening the scope of parental choice
through the provision of new schools with upgraded infrastructural facilities.

HOW MANY NEW STATE SECONDARY SCHOOLS

(FORM I-V) AND WHERE LOCATED?

Within the next five years, 43 new secondary schools (Form I-V) will be in operation in the
Republic of Mauritius: 40 in the island of Mauritius and 3 in Rodrigues.

ISLAND OF MAURITIUS

The following infrastructural developments will be effected in the island of Mauritius:

• Setting up of 40 new state secondary schools comprising the construction of 33 new

State Secondary Schools (Form I-V) and the conversion of six SSS Vocational and the
former D. Ramphul SSS at Pamplemousses (present location of Regional Directorate
No. 2 - North) into new secondary schools.

• Upgrading of three existing Form I-III SSS into full-fledged State Secondary Schools
(Form I-V).

• Extension of four existing State Secondary Schools.

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CONSTRUCTION

The programme of construction of new secondary schools has been so worked out that all
regions of the Republic are provided with an adequate number of secondary educational
institutions.

Sixteen new SSS (Form I-V) will be built during 2001 and 2002. They will be located at:
1. Bell Village (Boys).
2. Ebène (Boys).
3. Ebène (Girls).
4. Ilot – Rabindranath Tagore Institute.
5. La Gaulette.
6. La Vigie (Boys).
7. Mapou (Boys).
8. Palma (Boys).
9. Phoenix (Boys).
10. Port Louis (Boys).
11. Port Louis (Girls).
12. Quartier Militaire (Girls).
13. Quatre Bornes (Girls).
14. Sodnac (Girls).
15. Solférino (Girls).
16. Vacoas (Girls).

[See Annexures I and II for existing SSS and new SSS in 2003]

The precise locations of the remaining 17 new State Secondary Schools to be

operational in January 2004 (6), January 2005 (7) and January 2006 (4) are presently
being determined in line with anticipated demand region wise.

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CONVERSION

With the decision to accommodate pre-vocational classes in secondary schools, the SSS
Vocational (SSSV) will become redundant. Wherever and whenever possible, the buildings
housing the SSSV will be converted into secondary schools.

As mentioned above, the former D. Ramphul SSS at Pamplemousses (Beau-Plan round-

about), which houses the Regional Directorate No. 2-North, will also be converted into a
State Secondary School (Form I-V).

The programme of conversions will be effected through the complete revamping of the
buildings, the construction of additional blocks where necessary and the provision of all
standard amenities (playground, laboratories, etc.).

The list of conversions is as follows:

1. Bambous SSSV into Bambous SSS (Boys).

2. Ex D. Ramphul SSS into Pamplemousses SSS (Girls).
3. Goodlands SSSV into Goodlands SSS (Boys).
4. Icery SSSV into La Vigie SSS (Girls).
5. Rivière du Rempart SSSV into Rivière du Rempart SSS (Girls).
6. St Aubin SSSV into St Aubin SSS (Boys).
7. Triolet SSSV into Triolet SSS (Boys).

UPGRADING

The three Form I-III State Secondary Schools at Terre Rouge (Boys), Pailles (Girls) and
Sébastopol (Boys) will be upgraded into full-fledged Form I-V State Secondary Schools.

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EXTENSION

New blocks of classrooms will be added to four existing State Secondary Schools to cater
for two additional streams in each.

The four State Secondary Schools are:

1. Bel Air (Girls).

2. La Tour Koenig (Girls).
3. Marcel Cabon - Beau Bassin (Boys).
4. Swami Sivananda - Bambous (Girls).

PHASING OUT

With the inclusion of a pre-vocational stream in all secondary schools by January 2003, four
SSS Vocational at Mont Roches, Ferney, Ripailles and Rose-Belle will be phased out in as
much as the existing buildings do not lend themselves for conversion into State Secondary
Schools at present.

RODRIGUES ISLAND

In line with Government Policy of offering a place in Form I to every pupil of the Republic
completing the primary cycle, major infrastructural developments are scheduled for
Rodrigues too.

The number of secondary institutions on the island will double as will the number of available
places in Form I.

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Provision for some 560 additional seats will be made to accommodate all students who will
have completed the primary cycle as from 2003. This will be achieved by extending existing
schools and by constructing new ones.

CONSTRUCTION

Three new 4-stream secondary schools, each including one pre-vocational stream, will be
constructed by 2003. These schools will be located at Mont Lubin, Terre Rouge and
Songes and will further reinforce the concept of regionalisation.

EXTENSION

In two existing REDCO colleges (Maréchal and Le Chou), new blocks of classrooms will
be constructed by 2002 to accommodate one pre-vocational stream and one additional
academic stream each.

PHASING OUT

With the inclusion of a pre-vocational stream in all the secondary schools by 2003, the Basic
Secondary School at Citronelle will be phased out.

INFRASTRUCTURAL DEVELOPMENT PLAN

YEAR OF COMING INTO OPERATION

ISLAND OF MAURITIUS 2001 2002 2003* 2004 2005 2006
Construction of SSS - - 16 6 7 4
Extension in existing SSS - 4 - - - -
Conversion into SSS - 7 - - - -
Upgrading to SSS - 3 - - - -
Total number of SSS** 38 45 50 56 63 67

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 Additional seats in Form I in SSS - 1,035 2,800 1,110 1,295 740
Total number seats in Form I in SSS** 4,795 5,830 7,310 8,420 9,715 10,455

* Number of SSS in 2003 = 45 +16 -11 Form VI Colleges.

Number of seats in SSS in 2003 = 5,830 + 2,800 – 1,320 (Form VI Colleges).
** MEDCO Colleges included.

YEAR OF COMING INTO OPERATION

ISLAND OF RODRIGUES 2001 2002 2003 2004 2005 2006
Construction of state-owned
- - 3 - - -
secondary schools
Extensions in existing
- 2 - - - -
REDCO colleges
Total number of state-owned secondary
3 3 6 6 6 6
schools***

Additional seats in Form I in - 130 435 - - -

state-owned secondary schools
Total number of seats in Form I in state-
460 590 1,025 1,025 1,025 1,025
owned secondary schools***
*** REDCO Colleges included.

REPUBLIC OF MAURITIUS 2001 2002 2003 2004 2005 2006

TOTAL NUMBER OF SSS**** 41 48 56 62 69 73
TOTAL NUMBER SEATS
5,255 6,420 8,335 9,445 10,740 11,480
IN FORM I IN SSS****
**** MEDCO and REDCO Colleges included.

THE IMPLICATIONS

WILL PRIVATE SECONDARY SCHOOLS

BE FORCED TO CLOSE DOWN?

On the basis of projections of demand and supply figures for Form I places, it can safely be
assumed that the above described infrastructural plan will not necessarily provoke the
closure of private secondary schools.

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 FORM I SEATS
(STATE & PRIVATE SCHOOLS)

2001 2006
DEMAND 19,100 19,500
SUPPLY 23,200 24,700

As it can be seen in the figures above, the new State Secondary Schools which are to be
operational between 2002 and 2006 should create a net additional capacity of 5,200 seats
in Form I.

However, the latter figure should be set against the combined effect of the creation of pre-
vocational classes in secondary schools and the planned introduction up to 2006 of the 11-
year compulsory schooling system. In fact, such reforms should boost the number of
students joining Form I by approximately 4,100 once secondary schooling becomes
compulsory.

The apparent increase of seats in Form I will allow for a decrease in class size which
presently stands at 40 students per class on average at secondary level.

Nevertheless, a small number of long identified ‘sub standard’ private secondary schools
which do not lend themselves to upgrading, are likely to close down over the next few years.
A joint committee of the Ministry of Education and Scientific Research and the Federation
of Managers of Private Secondary Schools will therefore be set up to study the detailed
implications of the present Reform Project, monitor its implementation and spell out the
modalities of any eventual closure.

With respect to the personnel of private secondary schools, no redundancies should ensue
from the reform proposals in the short to medium term. Should such an eventuality arise in
the longer term, security of employment of existing staff will be guaranteed through
redeployment. Here again, a joint committee of the Ministry and Employee Unions will be

18
established to ensure that the interests of the staff of the private secondary sector are
adequately safeguarded in any circumstances.

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19
 3. TRANSFORMATION OF ‘STAR’
STATE SECONDARY SCHOOLS INTO FORM VI COLLEGES

WHY DO WE NEED TO TRANSFORM THE ‘STAR SCHOOLS’?

CPE Ranking exists for the sole purpose of selecting a few hundred out of the 18,000
successful candidates to be admitted to the percieved top star secondary schools. The very
notion of a ‘star’ school is premised on such a selection.

Without ranking, there can be no ‘star’ school – A fortiori, there can be no abolition of CPE
ranking as long as perceived star schools do exist.

However excellent the modern infrastructure and other amenities provided in other state
secondary schools may be, it is noteworthy that the 143 seats available at the QEC in 2001
have been filled by candidates ranked between 1 and 150!

Today, abolition of ranking cannot therefore be envisaged if the Queen Elizabeth College
(QEC) and the Royal Colleges are to continue admitting students at Form I level.

Accordingly, the ‘star’ state schools will be converted into Form VI Colleges.

For the 11-year schooling project to become a reality, the secondary education cycle will be
divided in two phases:

(a) Form I-V secondary schools whereat schooling will be compulsory up to the age of
16.

(b) Form VI colleges whereat schooling will be optional.

All state secondary schools not transformed into Form VI Colleges will offer only Form I-V
classes.

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After the compulsory schooling of 11 years, students will have the option of either getting
admitted to a Form VI College, pursuing vocational training or entering the world of work.

The Form VI Colleges will be national colleges as opposed to State Secondary Schools
(Form I-V) which will be regional ones. Students will have a wider choice of schools as
there will be, by 2003, 15 Form VI Colleges spread across the island of Mauritius and one
in Rodrigues.

The present Form I-VI schools cannot offer a wide range of subjects because, in many
cases, there are only a few students studying a particular subject. Form VI Colleges, by
means of a certain degree of specialisation, will offer a wider choice of combination of
subjects. Form VI Colleges will furthermore ensure a more efficient use of public funds than
the Form I-VI schools in terms of cost-effectiveness.

In line with increasing demand for HSC classes and in order to offer more choice to parents,
five new Form VI Colleges will be operational by 2003 (including one in Rodrigues) and
one more will be operational by 2004.

As from 2003, existing State Secondary Schools being converted into Form VI Colleges
will no longer have a Form I intake whereas the existing State Secondary Schools converted
into Form I-V secondary schools will have no intake in Form VI.

WHICH SCHOOLS ARE CONCERNED?

The following 11 high demand and ‘star’ state secondary schools will be transformed into
Form VI Colleges:

1. Dr. Maurice Curé SSS – Vacoas (Girls).

2. Droopnath Ramphul SSS – Calebasses (Girls).
3. Gaetan Raynal SSS - Belle Rose (Girls).

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 4. John Kennedy College - Beau Bassin (Boys).
5. Mahatma Gandhi Institute - Moka.
6. Queen Elizabeth College - Rose Hill (Girls).
7. Royal College Curepipe (Boys).
8. Royal College Port Louis (Boys).
9. Sir A. Raman Osman SSS – Phoenix (Boys).
10. Sir Leckraz Teeluck SSS - Centre-de-Flacq (Boys).
11. Sookdeo Bissoondoyal SSS - Rose Belle (Boys).

The five new Form VI Colleges that will be operational in 2003 will be located at:

1. Bon Accueil (Girls).

2. Nouvelle France (Girls).
3. Piton (Boys)
4. Port Louis (Girls).
5. Citron Donis* – Rodrigues.

[See Annex III for the Form VI Colleges in 2003]

* The SSS Vocational presently under construction at Citron Donis will be converted into a Form VI College.

INFRASTRUCTURAL DEVELOPMENT PLAN

YEAR OF COMING INTO OPERATION

ISLAND OF MAURITIUS 2001 & 2002 2003 2004 2005 2006
Construction of Form VI College - 4 1 - -
Transformation into Form VI College - 11 - - -
Total number of Form VI Colleges - 15 16 16 16

Net additional seats in Lower VI - 800 1,180 880 -

Total number of seats in Lower VI

in Form VI Colleges 3,200* 4,000 5,180 6,060 6,060
*For 2001 and 2002, the total number of seats is the total number of seats in Lower VI classes in all SSS offering
HSC, including the MEDCO colleges.

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 YEAR OF COMING INTO OPERATION
ISLAND OF RODRIGUES 2001 & 2002 2003 2004 2005 2006
Construction of Form VI College - - - - -
Transformation into Form VI College - 1 - - -
Total number of Form VI College - 1 1 1 1

Additional seats in Lower VI - 120 - - -

Total number seats
40** 160 160 160 160
in Form VI Colleges
**For 2001 and 2002, the total number of seats is the total number of seats in Lower VI classes in REDCO
colleges.

REPUBLIC OF MAURITIUS 2001 & 2002 2003 2004 2005 2006

TOTAL NUMBER OF FORM VI COLLEGES - 16 17 17 17
TOTAL NUMBER OF SEATS IN FORM VI
COLLEGES 3,240 4,160 5,340 6,220 6,220

THE IMPLICATIONS

WILL THE TRANSFORMATION

OF THE SECONDARY SYSTEM HAVE ADVERSE EFFECTS?

In the Mauritian secondary school system, the 7-year cycle is already divided into two
distinct phases: a 5–year phase leading to School Certificate followed by a 2–year phase
leading to Higher School Certificate. There are, therefore, two distinct phases at present
with different syllabi and different examinations at the end of each phase.

There is presently a substantial number of students from both private and state secondary
schools offering Forms I-V only who, each year, join another school offering HSC classes
after Form V. There are also hundreds of students changing school every year at HSC
because of combination of subjects.

The experience of other countries such as the USA, France, Singapore and the UK shows
that the Form VI college system has been tried and has proved its worth. In fact, in

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Singapore, private schools, which did not initially favour the new Form VI College system,
have, by now, joined the new system.

Students above 16 nowadays can no longer be considered as immature. There has been a
drastic change in the attitude of and towards youngsters. They must be encouraged to
evolve in a different environment with a greater degree of freedom coupled with a sense of
responsibility.

To facilitate early admission of students into Form VI Colleges, the Cambridge Examinations
Syndicate has been requested to communicate to the Mauritius Examinations Syndicate
(MES) the School Certificate results by mid-January as from January 2003 instead of mid-
February as at present. In addition, a system of computerised processing of application for
places in Form VI Colleges will be established.

No effort will be spared in ensuring the efficient management and the adequate supervision
of Form VI Colleges. Rectors of these colleges will benefit from specialised training and it is
proposed to have two Deputy Rectors who will support each Rector. Boards of Governors
will assist in the effective management of the Form VI Colleges.

In line with international experience, special training programmes will be set up for the
management and teaching staff of the Form VI colleges.

All the Form VI Colleges will have comparable standard and similar facilities. The existing
colleges that will be transformed into Form VI Colleges will be upgraded accordingly.

There will be a close monitoring of standards with clear lines of accountability so as to make
the Form VI Colleges centres of excellence.

Provision will be made for extra classes to be run after normal school hours as and when
necessary for students of Form VI colleges.

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New regulations will be introduced to prescribe the minimum days of effective attendance in
schools for any student to sit for the HSC examinations.

IMPACT ON PRIVATE SECONDARY SCHOOLS

With the conversion of 11 existing secondary institutions into Form VI colleges and the
construction of five such colleges by 2003 and one additionally thereafter, State Form VI
Colleges should number 17 by 2006.

Their coming into operation will no way affect private secondary schools.

LOWER VI PLACES 2001 2006

Demand 7,400 10,300
Supply (Total) 7,440 10,420
State 3,240 6,220
Private 4,200 4,200

Demand for places in Lower VI which presently stands at 7,400 is projected to rise to
10,300 in 2006 because of an increase of a number of children joining the secondary sector,
improved performance at School Certificate level and changes in conditions of eligibility for
HSC.

At present, State Secondary Schools cater for 3,240 students at Lower VI level and their
intake will increase to approximately 6,220 by 2006. Such increase in capacity may allow
for a gradual decrease in class size at Form VI level, as appropriate.

It therefore stands to reason that the private secondary schools will continue to be called
upon to play a significant role in the provision of education at Form VI level.

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 4. REGIONALISATION OF ADMISSION IN FORM I

WHY A REGIONAL MODE OF ADMISSION?

At present, attribution of places in secondary schools is largely determined by CPE ranking,

causing students to travel long distances, over long hours and at considerable cost.

Regionalisation of admission is long overdue and should benefit both the schools and the
students. As from 2003, admission to State Secondary Schools (Form I–V) will accordingly
be effected on a regional basis.

However, to enhance parental choice while allowing for greater specialisation, Form VI
colleges will recruit on a national level.

WHICH WILL BE THE NEW REGIONS?

For the purpose of admission to and management of schools in the new system, the island of
Mauritius will be divided into four regions while Rodrigues will be considered as a separate
region as follows:

Region 1 Port Louis and North

Region 2 Beau Bassin-Rose Hill, Centre and East
Region 3 Curepipe and South
Region 4 Quatre-Bornes, Vacoas-Phoenix and West
Region 5 Rodrigues

Each region combines rural and urban areas so as to ensure effective parental choice in as
much as within any particular region, parents may apply freely to any state secondary
school.

[See Annexures II and III for the new regional demarcations]

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WHAT WILL BE THE ADMISSION CRITERIA?

Where any secondary school is over-subscribed, selection of students to be admitted by the

Mauritius Examinations Syndicate (MES) in the academic mainstream will be effected on the
basis of the following criteria in order of importance:

1. CPE Grade Aggregate.

2. Residence.

The CPE Grade Aggregate is the sum of the numerical grades - A=5, B=4, C=3, D=2,
E=1, U=0 - obtained by a candidate in the examinable subjects.

In the case of Asian Languages/Arabic, these subjects will be conferred the same status as
all other examinable subjects for the CPE examination of 2004. Accordingly, as from 2004,
the CPE Aggregate of all pupils taking Asian Languages/Arabic will refer to the grades
obtained in the eight best subjects.

All pupils will be encouraged to take an Asian Language/Arabic for CPE. To that end, as
from this year, pupils not having studied Asian Languages/Arabic before will be offered the
possibility of free coaching outside normal school hours as from this year.

The above proposal would allow for the inclusion of Asian Languages/Arabic for purposes
of admission to secondary schools without prejudicing the interest of any child.

In the intervening period, the present arrangements in terms of reserved seats in State
Secondary Schools for Asian Languages/Arabic will be maintained but on a regional basis.

Admission to Form VI Colleges will be on the basis of the grade aggregate at the School
Certificate (SC) examination and combination of subjects offered.

THE IMPLICATIONS

‘PARITY OF ESTEEM’

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The new system proposed will provide parents with a wider choice of schools in as much as
within the next five years, 49 new secondary schools (Form I-V SSS and Form VI
Colleges) will be operational in the Republic of Mauritius – all provided with standard
facilities and necessary amenities.

Within each region, parents will be free to seek admission to any secondary school for their
child as per grades obtained. To prevent the reappearance of a rigid hierarchy in the public
perception of such schools and for ‘parity of esteem’ of schools, measures will be taken to
encourage the upgrading of existing schools.

It is important that children who move on to secondary schools do not feel that there are
different categories of schools and steps will be taken to correct this erroneous perception
through provision of appropriate infrastructure and relevant resources in all schools.

It stands to reason that, in the perspective of the reforms, there will be specific measures to
eventually standardise infrastructure and other facilities available in all state secondary
schools as well as the MEDCO and REDCO schools. Furthermore, an incentive package
for upgrading of private secondary schools will be discussed with the Federation of
Managers of Private Secondary Schools.

The posting of teachers in state secondary schools will be rationalised so as to strengthen the
regionalisation process and the relevant unions will be consulted to work out the details.

As from this year, those who have not passed the CPE after their second attempt have been
given the opportunity to continue their secondary education through the pre-vocational
classes. As from 2003, State Secondary Schools will generally have a pre-vocational stream
and all private secondary schools will have the opportunity to run, at least, one pre-
vocational class.
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III - PRIVATE SECONDARY SCHOOLS

Mauritius is a democratic country that places a premium on the promotion of different

cultures, religions and languages. Accordingly, the school system, which has to respond to
the needs of everybody, cannot do so through a single state-managed system – Government
is fundamentally against the “école unique” concept.

As is the case at present, private secondary schools, including the confessional schools, will
continue to play an important role in providing an education responsive to the needs of the
individual citizen as well as to those of the nation as a whole. They will be free to provide an
alternative educational route to that provided by the State.

In the proposed scheme, private secondary schools will accordingly have the option of
continuing to run classes from Form I to V or Form I to VI, as may be the case presently.

For admission to Form I, private secondary schools will be encouraged to adopt the
regional set-up. The Ministry proposes to attribute half of the Form I seats in all of the
private schools (whether confessional or not) on a regional basis, the other half being
attributed by the management of these schools.

By guaranteeing the continued existence and development of different types of schools,

Government reaffirms its belief in the right of parents to freely choose the institutions to be
attended by their children.

10 May 2001

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