Value-Based Education and Teacher Education in Mauritius: Analysing the Pertinence of Value-based Education at School to Reconstruct Society
Since independence in 1968, Mauritius invested massively in Education considering that its people are the major asset for development. However, despite economic success, Mauritius is vulnerable to market changes which brought its alignment to a globally competitive economy. Equally, a realignment of human resources constitutes the social infrastructure for a successful new economic agenda (MOEHR, 2008). This reinforces a revisit of education to vehicle the country's growth prospects in line with a knowledge society and an Indian Ocean hub. Government's impetus is to ensure that education is for all, as stated in the Education and Human Resource Strategy Plan (EHRSP, 2008). At the level of curriculum development, focus is on values and skills for the personal growth and critical thinking of children. In 2006, curricular reforms in pre-primary, primary and secondary education have been initiated (MOEHR, 2006). Stress is now laid on the child's whole development through knowledge about values, human rights and diversity in a composite culture. An integrated, inclusive and holistic approach is adopted in teaching and learning. Science components are integrated in Languages and values in Mathematics. Further, the national vision of education aims at empowering young people to become autonomous while maintaining moral integrity and sense of caring for the society members (MOEHR, 2006). To this end, schools will act as cornerstones of such a value-driven education. Paramount is the teacher's role in value-based empowerment of learners. Ultimately, the curriculum will play a key role in societal reconstruction. This paper analyses how far the Teacher Education programme at secondary level equips
teachers with skills to deliver a value-based education in order to respond to the new curriculum and emergence of a new society. Qualitative data will help to discuss the evolution of education and the need for value-based education for social stability. To this end, the role of teachers as leaders and school leaders will also be analysed. Document analysis, questionnaires and interviews will gather data for the research which will pave the way for policy makers to include value-based education in teacher education programmes.