NATIONAL FORUM NATIONAL FORUM

Prevocational Education:Prevocational Education:New Strategic OrientationsNew Strategic Orientations

Ministry of Education and Human ResourcesMinistry of Education and Human Resources

August 30, 2011August 30, 2011

INCEPTION AND HISTORICAL DEVELOPMENTINCEPTION AND HISTORICAL DEVELOPMENT• 1990 : First implemented by ex-IVTB

• 1997: Management transferred to former Technical School Management Trust Fund in the context of the implementation of the 9-year schooling reform in the educational system.

• 2001: Pre-vocational Education (PVE) project under the control of the Ministry of Education officially launched with the collaboration

of stakeholders, mainly the FOM and BEC, in the then existing 10 SSSV, 2 SSS and 38 Private Secondary schools

Shift from trade-oriented courses in Metalwork, Woodwork, Home Economics and Bicycle Repairs to more academic ones with the provision of textbooks to students

• 2004: One-year NTC Foundation Course run by ex-IVTB to prepare Prevocational Year III students to join first level of vocational programme (NTC level 3)

Issues of Major ConcernIssues of Major Concern•. Negative Perception of the Prevocational stream

• High dropout rates ( currently some 20%)

• Failure of a large number of students to seek access the Foundation (and subsequently NTC3 )after three years of PVE

• The non-alignment of the curriculum with the New Curriculum Framework ( Secondary)

• The absence of a formal certification: Necessity to give recognition to final exams

• Rector/Teacher- Empowerment

Enrolment Enrolment

Year Republic of Mauritius

State Private Total

2007 3493 6080 9573

2008 2862 5633 8495

2009 2411 5622 8033

2010 2126 5316 7442

2011 2178 5092 7270

Distribution of StudentsDistribution of StudentsZone No. of schools No. of classes No. of teachers

State Private State Private State Private

1 19 25 55 96 72 149

2 13 19 44 64 68 97

3 9 17 30 66 23 99

4 9 10 21 33 34 54Island of Mauritius 50 71 150 259 197 399Island of Rodrigues - 5 - 24 - 38Republic of Mauritius 50 76 150 283 197 437

Drop Out RatesDrop Out Rates

Year Admitted Completed Completion Rate Dropout rate

2003 2825 1507 84.62% 15.38%

2004 3109 1570 69.32% 30.68%

2005 4157 2276 80.57% 19.43%

2006 3756 2418 77.77% 22.23%

2007 2920 3026 72.79% 27.21%

2008 2677 2640 70.29% 29.71%

2009 2790 2287 78.32% 21.68%

2010 2635 2162 80.76% 19.24%

ShortcomingsShortcomings• Limited or no access to specialist rooms in many Limited or no access to specialist rooms in many

Secondary SchoolsSecondary Schools• Teachers with different levels of trainingTeachers with different levels of training• Many teachers ( except for Prevoc Teachers) Many teachers ( except for Prevoc Teachers)

untrained with limiteduntrained with limited

- - pedagogical skills in teaching students with pedagogical skills in teaching students with learning difficulties in literacy and numeracy and learning difficulties in literacy and numeracy and

- skills in handling students with behavior problems- skills in handling students with behavior problems

• NO profiling of students to benchmark their ability NO profiling of students to benchmark their ability and aptitude.and aptitude.

Shortcomings (Contd)Shortcomings (Contd)

• 44thth year (NTCFC) in MITD training centres: year (NTCFC) in MITD training centres: courses run on two shifts due to limited courses run on two shifts due to limited number of seats resulting in high rate of number of seats resulting in high rate of dropout esp. among girlsdropout esp. among girls

• Practically no database on the PVE project for Practically no database on the PVE project for prompt decision makingprompt decision making

Positive Backwash Positive Backwash

•‘ Cohabitation’ of PVE students with Mainstream generally a reality

•Recognition of Achievements and Talents of PVE students

•Kreol Language used as a Support Language to facilitate T/L process •Transition rate of 79% to Foundation Course

•Profiling of students on joining the Foundation Course

• NTC Foundation course

Completion Rate: 90% Pass Rate 70%

Major assumptions underlying Major assumptions underlying New StrategyNew Strategy

All children can learn and are intelligent in multiple All children can learn and are intelligent in multiple ways.ways.

Children learn at their own pace and have their Children learn at their own pace and have their preferred style of learning.preferred style of learning.

Children must be provided with alternative routes Children must be provided with alternative routes to success.to success.

The school must prepare children for their role as The school must prepare children for their role as productive citizens by developing vocational skills.productive citizens by developing vocational skills.

School experiences must relate to real life School experiences must relate to real life experience and make meaning for the child.experience and make meaning for the child.

Method is as important as content- what the child Method is as important as content- what the child learns is as important as how s/he learns.learns is as important as how s/he learns.

19/04/2319/04/23 DD- MIEDD- MIE 1010

New Strategic Orientation 1New Strategic Orientation 1 Provision of 4 years of Prevocational Education

a gradual integration of trade skills and entrepreneurial skills right from Year 1

access to NC3- the first year of vocational education of MITD on completion of 4-yr cycle

Curriculum Development

19/04/23 DD- MIE 12

Curriculum Framework for Pre-Vocational Education

19/04/23 DD- MIE 13

ICTICT

Domains of Learning

Languages/ V. Arts/Drama/Music/

ICT

Languages/ V. Arts/Drama/Music/

ICTCommunic-ation Skills

Life Skills

Livelihood and Trade

Skills

Numeracy and

Problem-Solving Skills

Curriculum Framework for Pre-Vocational Education

19/04/23 DD- MIE 14

ICT

Domains of Learning

Communic-ation Skills

Life Skills

Livelihood and Trade

Skills

Numeracy and

Problem-Solving Skills

Functional numeracy, Understanding nature

(science), the environment

Functional numeracy, Understanding nature

(science), the environment

Curriculum Framework for Pre-Vocational Education

19/04/23 DD- MIE 15

ICTICT

Domains of Learning

Communic-ation Skills

Mov & Personal Growth- - Health-

History & Heritage- Values & Citizenship- Interpersonal skills- Wellness & Self Care

Mov & Personal Growth- - Health-

History & Heritage- Values & Citizenship- Interpersonal skills- Wellness & Self Care

Life Skills

Livelihood and Trade

Skills

Numeracy and

Problem-Solving Skills

Curriculum Framework for Pre-Vocational Education

19/04/23 DD- MIE 16

ICT

Domains of Learning

Communic-ation Skills

Life Skills

Tech Drawing- Food & Nut; Agriculture-

Woodwork & Metal Work- House keeping- Entrepreneurial skills- Electricity, Plumbing &

General Maintenance....

Tech Drawing- Food & Nut; Agriculture-

Woodwork & Metal Work- House keeping- Entrepreneurial skills- Electricity, Plumbing &

General Maintenance....

Livelihood and Trade

Skills

Numeracy and

Problem-Solving Skills

Curriculum Framework for Pre-Vocational Education

19/04/23 DD- MIE 17

Production of teaching & learning materials

19/04/23 DD- MIE 18

Cater for

Discussion issueDiscussion issue

Joint Provision of PVE by Schools and MITD Joint Provision of PVE by Schools and MITD through a mix of Academic and Technical/ through a mix of Academic and Technical/

Vocational SkillsVocational Skills

New Strategic Orientation 2New Strategic Orientation 2

Assessment, Certification and Equivalence.• New Certificate of PVE to be recognized by MQA

• Pitched at a specific level in the National Qualifications Framework thus allowing for pathways for lifelong learning

• Certificate of Pre-Vocational Education should enable the learner to opt for either: Vocational Education

Reintegrate an academic stream or

Become functional and employable in any sector

Certification

19/04/23 DD- MIE 21

Discussion issuesDiscussion issues

a) Mode of Assessmenta) Mode of Assessment

b) Certificationb) Certification

Strategic Strategic Orientations Orientations

Capacity Building

Training of Educators to promote Activity- based learning

Enlistment of specialists as Resource Persons for promotion of communication and problem-solving skills as well as life skills

Ownership by Heads of schools and School Community

Quality Assurance Set up a Quality Assurance system to secure internal efficiency and quality of teaching and learning.Support to schools for self-empowerment and ownership , hence setting measurable goals for improvement

New Strategic Orientations (Contd)New Strategic Orientations (Contd)

Setting up a Tracking and Monitoring Mechanism to

prevent Drop-out

THANK YOUTHANK YOU