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Thursday, March 28, 2024

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Education In Slow Mode Since The Beginning Of The Year

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Mauritian students, especially those in secondary schools, have been doubly penalised since the beginning of the year. Apart from the numerous holidays due to the vagaries of nature and the weather, there is the increased lack of teachers in many secondary schools. And the trouble seems to be with the new PSEA regulations that are blocking recruitment. Several private and faith-based colleges are finding themselves short of teachers these days. The recruitment they had planned to make for the start of the 2023 school year has been frozen.

The new regulations imposed by the Private Secondary Education Authority (PSEA) for the recruitment of secondary school teachers are currently causing many inconveniences in colleges. A Postgraduate Diploma in Education (PGCE) is required to teach and the Teaching Licence is granted for two years and is no longer valid if there is any change in regulations.

It should be noted that this training offered by the Mauritius Institute of Education (MIE) is primarily aimed at those already in service. But normally, colleges recruit Degree Holders who then do their PGCE when the opportunity arises. And there are no PGCEs on the job market.

The Diocesan Catholic Education Service (SeDEC) has applied to the PSEA for a moratorium to allow colleges to organise themselves. The response is still pending. In the meantime, many students find themselves with free classes every day, because there are no teachers for the subject at hand. Sometimes since the beginning of the year, certain subjects have not been taught.

In fact, a simple reality of the field is forgotten and worse, the importance of the experience is not realised. In the field of employment, experience is sometimes more important than diplomas. Teaching experience is the culmination of skills, exposure or training acquired over time that enable you to do an existing job better or prepare you for a teaching position.

Work experience is an integral part of many professional training programmes internationally. While it is generally accepted that professional experience is an important part of initial teacher education, there is currently little empirical research on the links between professional experience and long-term teacher quality.

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