Driven by students’ interests and preferences, the integration of Technology Education does not solely impart learning competencies but also spearheads a transformative reform within the education system.
This statement was made by the Acting Director of e-Education and Technical Education, Mr Yugesh Panday, on Thursday, during the briefing session on Technology Education, held at the Core Building, in Ebène.
Rectors from various Secondary Schools; representatives from the Mauritius Institute of Education and the Mauritius Examination Syndicate, along with other members affiliated with the education sector were also present during that occasion.
In his address, Mr. Panday stressed the urgency of nurturing technological competencies among students early on, acknowledging the pervasive shift towards a technology-centric world. Central to his emphasis was the need for an education system focused on fostering success and competencies across all learners, preparing them for the swiftly evolving future.
On this note, he announced the launching of the Technology Education Programme in ten secondary schools across four educational zones starting January 2024, offering students the choice between the traditional School Certificate (SC) path or diving into Technology Education after completing their National Certificate of Education (NCE).
He further emphasised that Technology Education Programme, a two-year study course at Grades 10 and 11, culminates in National School Certificate Examinations, accredited by the Mauritius Qualifications Authority as equivalent to the O-level Cambridge School Certificate. This recognition, he added, is poised to open doors to further educational opportunities for students.
Moreover, Mr Panday outlined the majors offered in the Technology Education Programme, including Engineering Technology, Computer Technology and Innovation, and Health and Hospitality. He stated that the programme comprises eight subjects, including core areas like Applied Mathematics, English, French, and Applied Sciences, offering students the choice between Physical Sciences, Life Sciences, or Skills for the Future. He also affirmed that the curriculum was collaboratively developed to establish a strong link with business and industry representatives, ensuring its relevance and applicability.
Mr Panday spoke about the objectives of the Technology Education Programme in diversifying learning paths, preparing learners for future skills, and establishing a foundation for higher-level skill development. He highlighted the Programme’s emphasis on a learner-centered, project-based approach, underlining the tailored teaching methodologies and assessment methods designed to equip students with practical skills aligned with industry demands.
