The Mauritius Institute of Education: The Teacher Training Program

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students who will select these subjects are fewer compared to Hinduism. Very often in the government secondary schools, these two subjects are not offered even though there is a demand for them. Again, these subjects are taught by teachers of the same faith and in most of the cases students of the same faith will opt for subject related to their faith. As Maudarbux highlighted

“Each group is taught separately and there is no interaction at all between the different faiths and cultures” (2016, p. 472).This situation has led to the compartmentalisation of the different religious groups in the school. There is no formal interaction or teaching regarding religion between the different ethnic groups. For example, in the UK, they have Religious Studies. All the students have the opportunities to learn about the main religions in the world.

Therefore, it can be said that at secondary level, students mainly experience interculturalism through their daily encounters with their teachers and friends. There is a gap in terms of the philosophy and practices of NCFS on social cohesion in the school system.

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It should be noted that since its inception, MIE has been involved in curriculum development for both the primary and secondary levels. In 1988, the national curriculum development was undertaken by a separate department known National Centre for Curriculum Research and Development (NCCRD). However, the MIE has continued to provide for the personnel to be subject matter experts and consultants. The NCCRD has the task to direct national objectives from the Ministry of Education and Human Resources into curriculum specifications. The National Curriculum Framework has to be adopted in the schools. The Mauritius Institute of Education is the major teacher training program in Mauritius which is responsible for teacher training for the pre-primary, primary, and secondary sectors. This institute was established in 1973 by an Act of Parliament, indicating Government willingness to improve the education system from the very early period of independence. Ramdoyal (1973) pointed out that the conception of M.I.E was “to provide facilities and to engage in educational research, curriculum development, and teacher education and thereby to promote the advancement of learning and knowledge in the field of education and in particular, to provide a teacher education responsive to the social, linguistic, administrative, scientific, agricultural, and technological needs of Mauritius”(p. 11).The following are the main function of the MIE:

a) To act as a catalyst in education system and guide it to meet the needs of the country.

b) To improve the quality of primary and secondary school teachers by providing adequate pre-service and in-service courses, and with the assistance of the University, to develop suitable methods of certification for teachers, particularly at the secondary level.

c) To develop, test and evaluate learning materials (including teacher‟s manuals and audio-visuals aids) which would incorporate new curriculum content and methods.

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d) To design and incorporate activities which are selected by the Ministry of Education at primary and secondary levels.

The MIE is divided into four main schools:

a) School of Applied Science with 4 departments.

b) School of Arts and Humanities, 5 departments c) School of Education, 3 departments

d) School of Science and Mathematics, 2 departments.

All courses for primary teachers are in-service while secondary teachers have the option to attend either pre-service or in-service courses. Only the following courses have been reviewed because they are directly related to the primary and secondary levels:

1. Teachers‟ diploma (Primary) 2. Teachers‟ diploma (Secondary) 3. Teachers‟ Certificate (Primary) 4. Teachers‟ Certificate (Secondary)

5. Advanced Certificate in Education (Primary)

6. Post Graduate Certificate in Education (PGCE)-Secondary 7. Bachelor of Education (B. Ed)

In 1983, in the „Teacher Certificate Primary‟ (TCP) there was a module named

„Environmental studies‟ (EVS). One of the objectives of this course was to enable teachers to develop respect towards the environment and to have an openness and tolerance vis-à-vis the rich cultural heritage of the island. In the course titled „Sociology of Education,‟ there was a section which dealt with the concept of multiculturalism. The module analysed the application of education in a multicultural context within various theoretical frameworks, for example through

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the psychology of education and its analysis of the socio-affective, linguistic, moral, and general personality development of the child. Research conducted in 1994 by the MIE for UNESCO showed that multicultural approach is adopted in the teacher training informally in the teaching of various subjects. The research stated that “An analysis of the objectives and content of these various subjects in the training program does not reveal a primary concern for multicultural education” (1994, p. 149). The institute focused more on the academic training of the teachers and the research revealed that “The principal concern in most of those areas that will subsequently be taught is to equip trainees with knowledge about the content and methodology of teaching these subjects in order that they may function effectively” (1994, p. 149).

However, in the TDP programme 2004-2006, there was a specific module named

„Intercultural and Citizenship Education‟. The objectives of this module were to enable the teachers to acquire knowledge on cultural and citizenship issues in Mauritius. It has been noted that this module specifically focused on the vital importance of social cohesion and social stability within a multicultural context. There is an effort towards the strengthening of the social cohesion through the spread of cultural understanding among teachers. A new module, entitled

„Values and Citizernship,‟ has replaced this previous module though the content is quite similar.

The Education Studies Department, through the PGCE Programme 1994-1995, was offering a module entitled „General Cultural Studies.‟ The content of the module offered the teacher-trainees the opportunity to develop multicultural attitudes through the understanding and appreciation of music, literature, history, and philosophy of various cultural traditions.

Throughout the teacher training institute, all subject areas and Education studies departments encourage the development of critical thinking among the trainees. That is reflected through the above-mentioned modules, in which trainees were encouraged to critically reflect on their daily

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practices and exposure to other cultures. Indeed these can help to develop positive multicultural competences.

Current modules, including ones such as „Issues in Education‟ and courses like „Research Methodology‟ in the PGCE programme, will further lead to develop critical thinking attitudes as they encourage teachers to analyse sensitive issues, whether related to academic level or to cultural understanding, in the classroom. In one module, „Thinking skills,‟ the teacher trainees will learn about different theories and strategies on critical thinking. Such courses will enhance their ability to deal with problems and through objective and scientific methods they will be able to find solutions to problems that may arise in their classroom. If this is examined through a multicultural context, it can be said that the teachers will be well equipped to teach in a diverse classroom environment. They will be open-minded and have more understanding towards the cultural ethnic groups.

It has been noticed that the course leading to a „Bachelor of Education‟ includes several modules which included the concept of multiculturalism. The following table⁴⁵ highlights the modules that have included in a formal way issues pertaining to cultural understanding.

45Information compiled by the researcher

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Table 7: Lists of Modules

Modules Components related to ME and IE

Sociolinguistics With special reference to the Mauritian context, this course considers multiculturalism and language policy.

Philosophical Issues in Education

This course includes some certain aspects of multicultural education and cultural studies.

Social context of teaching and learning.

This course stressed on the importance of pluralism and education for the next millennium.

In 2003, the MIE launched a module titled „Values Education‟ for secondary school teachers. It was a short-term course, offered for only three weeks. It is important to point out that the course was not part of a major of study at the MIE, but rather developed in response to societal problems manifesting in the behavior among school students; it was noticed that there was a degradation of values. To respond to this issue, MIE felt it was important to empower the teachers who could in turn influence the students. The National Curriculum Framework had already set guidelines for value education at the school level. For this module, approximately 80 teachers from different subject areas attended the course voluntarily with the understanding that they would then integrate values education into their subject areas at school. The main contents of this module were regarding family values, respect of others, and problems resulting from the generation gap and their possible solutions. There is no formal mention of multicultural or intercultural education in the content of this course, and it was run only once. Most probably due to administrative changes or new government educational reforms the project was abandoned.

Regarding the Intercultural Education project which was launched in 2011, it was the M.I.E who was responsible for this project as well. They selected schools from across the island and teachers who were working at the primary level. The teachers who were chosen to

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implement the project were given a short-term training on how to undertake the process with the students. They were not given formal training on the pedagogical perspective of Intercultural Education.

Most of the content that has been analysed does not reveal a clear presence of multicultural and intercultural education. Both concepts are expressed in rather broad terms.

Furthermore, the Institute doesn‟t make a clear distinction between the two pedagogies. In a few courses and modules, the multicultural elements appeared clearly and in a more explicit way.

However, the main concern of the Institute is to equip the teacher trainees with the knowledge, competences, skills, and methods to teach the various subjects of the curriculum. When the content of the MIE programs is compared with the NCF we can see that there is a gap. The NCF concerns towards strengthening the cultural understanding of heterogeneous students have not been explicitly included in the MIE teacher-training programs. It is important to examine if the content outlines of the few programs at the MIE which deal with the components of ME and IE are translated into practice. It might be possible that the multicultural or intercultural elements become more evident and clear during practical training between the teacher-trainers and teacher-trainees.

4.4.Content Analysis of a Situation Analysis of Education for Sustainable Development at