A Paradigm Shift for Our Education System

Opinion

By Samad Ramoly

It is generally accepted that, to quote educationalist Peter Hyman, “the purpose of school is to develop the whole child – head, heart and hand. To think deeply (head), develop emotional intelligence (heart) and become creative in problem-solving (hand)”.

To begin with, we need to recognize that Generation Alpha (born after 2010) is growing up in an atmosphere that tends to be shaped simultaneously by toxic stress in various forms (the Adolescence series on Netflix provides useful pointers of the existential imbalance) and by the digital nature of most interactions. Covid-19’s lockdown has undoubtedly further disrupted their mental health and their attention span. This is not a doom scenario, but a reality check. Planning ahead invariably also means risk mitigation. The pertinence of the curriculum is conducive to achieving the objectives of education as effectively as possible.

To reverse the prevalence of a mentality hooked on exams and academic results, a holistic education system needs to be implemented, with namely:

• teachers empowered as coaches (the “cours magistral” is so passé);
• committed parents as partners;
• motivated children as active learners;
• experiential learning (learning by doing/playing);
• interdisciplinary approach;
• rote learning reduced to its minimum.

The Finnish education system has always been praised for its ability to train well-rounded children. However, over the past two decades or so, the International Baccalaureate (IB/ibo.org) has acquired gold-standard status. What’s more, the IB’s current Director General was also the Director General of the Finnish National Agency for Education. It should be emphasized that IB education does not begin and end with the completion of secondary education (Diploma Programme/IBDP). It is a comprehensive education that begins with the Primary Years Programme (PYP), which also incorporates the key principles of the Montessori method and continues through the Middle Years Programme (MYP) to the IBDP.

Not so long ago, the IB Career-Based Programme (IBCP) was introduced, which “provides learners with essential skills for their future and prepares them to chart their career path, by combining academic subjects with their areas of professional interest”. All IB programmes are continually refreshed and redesigned – a leadership course is currently being trialled. Coherent school programmes are essential to nurture lifelong learning. Vocational training does not deserve a bad reputation: its relevance in transforming Switzerland into such a high-performing country speaks volume.

The IB is not the preserve of the elite, nor should it ever be. More and more public schools worldwide are embracing IB programmes. Denmark, for example, is seeking to offer more of them. In India, private schools offer the IBDP at low tuition fees. Ideally, our Ministry of Education should launch a Primary Years Programme (PYP) pilot project in every district with children aged 3 to 6 and let them continue their studies through to MYP (Middle Years Programme), IBDP (Diploma Programme) or IBCP (Career-related Programme). In any case, the Ministry should take inspiration from the IB. To explore its relevance, why not visit Clavis School and Le Bocage, which offer full IB programmes? This could provide valuable insights, even though implementing any strategy is proving an uphill task in today’s nervy Mauritius.Read More… Become a Subscriber

Mauritius Times ePaper Friday 11 April 2025