EDUCATION

 
“Educa'on  is  the  most  powerful  weapon  we  can  use  to  change  the  world.”  
Nelson  Mandela  

GP-­‐  L6  2018  

Ms  Zahrah  Jowaheer  
HolisAc  EducaAon  
HolisAc  Development  
HolisAc  Development  
HolisAc  Development  
MulAple  Intelligences  
 MulAple  Intelligences  
Gardner’s  MulAple  Intelligences:  
•  Visual-­‐Spa*al  -­‐  think  in  terms  of  physical  space,  as  do  
architects  and  sailors.  Very  aware  of  their  environments.  
They  like  to  draw,  do  jigsaw  puzzles,  read  maps,  daydream.  
They  can  be  taught  through  drawings,  verbal  and  physical  
imagery.  Tools  include  models,  graphics,  charts,  
photographs,  drawings,  3-­‐D  modeling,  video,  
videoconferencing,  television,  mulAmedia,  texts  with  
pictures/charts/graphs.  
•  Bodily-­‐kinesthe*c  -­‐  use  the  body  effecAvely,  like  a  dancer  
or  a  surgeon.  Keen  sense  of  body  awareness.  They  like  
movement,  making  things,  touching.  They  communicate  
well  through  body  language  and  be  taught  through  physical  
acAvity,  hands-­‐on  learning,  acAng  out,  role  playing.  Tools  
include  equipment  and  real  objects.  
 MulAple  Intelligences  
•  Musical  -­‐  show  sensiAvity  to  rhythm  and  sound.  They  
love  music,  but  they  are  also  sensiAve  to  sounds  in  
their  environments.  They  may  study  be\er  with  music  
in  the  background.  They  can  be  taught  by  turning  
lessons  into  lyrics,  speaking  rhythmically,  tapping  out  
Ame.  Tools  include  musical  instruments,  music,  radio,  
stereo,  CD-­‐ROM,  mulAmedia.  
•  Interpersonal  -­‐  understanding,  interacAng  with  others.  
These  students  learn  through  interacAon.  They  have  
many  friends,  empathy  for  others,  street  smarts.  They  
can  be  taught  through  group  acAviAes,  seminars,  
dialogues.  Tools  include  the  telephone,  audio  
conferencing,  Ame  and  a\enAon  from  the  instructor,  
video  conferencing,  wriAng,  computer  conferencing,  E-­‐
mail.  
 MulAple  Intelligences  
•  Intrapersonal  -­‐  understanding  one's  own  interests,  goals.  These  learners  
tend  to  shy  away  from  others.  They're  in  tune  with  their  inner  feelings;  
they  have  wisdom,  intuiAon  and  moAvaAon,  as  well  as  a  strong  will,  
confidence  and  opinions.  They  can  be  taught  through  independent  study  
and  introspecAon.  Tools  include  books,  creaAve  materials,  diaries,  privacy  
and  Ame.  They  are  the  most  independent  of  the  learners.  
•  Linguis*c  -­‐  using  words  effecAvely.  These  learners  have  highly  developed  
auditory  skills  and  oaen  think  in  words.  They  like  reading,  playing  word  
games,  making  up  poetry  or  stories.  They  can  be  taught  by  encouraging  
them  to  say  and  see  words,  read  books  together.  Tools  include  
computers,  games,  mulAmedia,  books,  tape  recorders,  and  lecture.  
•  Logical  -­‐Mathema*cal  -­‐  reasoning,  calculaAng.  Think  conceptually,  
abstractly  and  are  able  to  see  and  explore  pa\erns  and  relaAonships.  
They  like  to  experiment,  solve  puzzles,  ask  cosmic  quesAons.  They  can  be  
taught  through  logic  games,  invesAgaAons,  mysteries.  They  need  to  learn  
and  form  concepts  before  they  can  deal  with  details.  
 MulAple  Intelligences  
•  Teaching  all  learning  styles  is  possible,  using  a  
mix  of  media  or  mulAmedia.    This  appeals  to  
learners  as  it  saAsfies  the  many  types  of  learning  
preferences  that  a  person  or  a  class  embodies.  
•  Decisions  must  be  made  when  choosing  media  
that  is  appropriate  to  learning  style:  
–  -­‐Visuals:  Visual  media  help  students  acquire  concrete  
concepts,  such  as  object  idenAficaAon,  spaAal  
relaAonship,  or  motor  skills  where  words  alone  are  
inefficient.  
 MulAple  Intelligences  
•  -­‐Printed  words:  There  is  disagreement  about  audio's  
superiority  to  print  for  affecAve  objecAves;  several  models  do  
not  recommend  verbal  sound  if  it  is  not  part  of  the  task  to  be  
learned.  
•  Sound:  A  disAncAon  is  drawn  between  verbal  sound  and  non-­‐
verbal  sound  such  as  music.  Sound  media  are  necessary  to  
present  a  sAmulus  for  recall  or  sound  recogniAon.  Audio-­‐
narraAon  is  recommended  for  poor  readers.  
•  Mo2on:  Models  force  decisions  among  sAll,  limited  
movement,  and  full  movement  visuals.  MoAon  is  used  to  
depict  human  performance  so  that  learners  can  copy  the  
movement.  Several  models  assert  that  moAon  may  be  
unnecessary  and  provides  decision  aid  quesAons  based  upon  
objecAves.  Visual  media  which  portray  moAon  are  best  to  
show  psychomotor  or  cogniAve  domain  expectaAons  by  
showing  the  skill  as  a  model  against  which  students  can  
measure  their  performance  
 MulAple  Intelligences  
 -­‐  Color:  Decisions  on  color  display  are  required  if  an  
object's  color  is  relevant  to  what  is  being  learned.  
 -­‐  Realia:  Realia  are  tangible,  real  objects  which  are  not  
models  and  are  useful  to  teach  motor  and  cogniAve  skills  
involving  unfamiliar  objects.  Realia  are  appropriate  for  use  with  
individuals  or  groups  and  may  be  situaAon  based.  Realia  may  be  
used  to  present  informaAon  realisAcally  but  it  may  be  equally  
important  that  the  presentaAon  corresponds  with  the  way  
learner's  represent  informaAon  internally.  
 -­‐  Instruc2onal  Se8ng:  Design  should  cover  whether  the  
materials  are  to  be  used  in  a  home  or  instrucAonal  sedng  and  
consider  the  size  what  is  to  be  learned.  Print  instrucAon  should  
be  delivered  in  an  individualized  mode  which  allows  the  learner  
to  set  the  learning  pace.  The  ability  to  provide  correcAve  
feedback  for  individual  learners  is  important  but  any  medium  
can  provide  correcAve  feedback  by  staAng  the  correct  answer  to  
allow  comparison  of  the  two  answers.  
 MulAple  Intelligences  
 -­‐  Learner  Characteris2cs:  Most  models  
consider  learner  characterisAcs  as  media  may  be  
differenAally  effecAve  for  different  learners.  
Although  research  has  had  limited  success  in  
idenAfying  the  media  most  suitable  for  types  of  
learners  several  models  are  based  on  this  method.  
 -­‐  Reading  ability:  Pictures  facilitate  learning  
for  poor  readers  who  benefit  more  from  speaking  
than  from  wriAng  because  they  understand  
spoken  words;  self-­‐directed  good  readers  can  
control  the  pace;  and  print  allows  easier  review.  
 MauriAan  EducaAon  System  (History)  
•  EducaAon  was  not  free  long  ago.  Parents  had  
to  pay  a  fee  if  they  wanted  their  children  to  be  
enrolled  in  a  secondary  school  to  conAnue  
their  studies.  
•  EducaAon  became  free  in  1977  (up  All  now).  
Some  years  ago,  the  government  even  
provided  free  transport  faciliAes  for  students  
of  secondary.  
 Present  System  of  educaAon  
•  Pre-­‐primary  (3  years)  
•  Primary  (6  years)-­‐  CPE  
•  Secondary  (7  years)-­‐NaAonal  Exams  Form  3,  
S.C.  Form  5,  H.S.C.  Upper  6.  
•  TerAary-­‐  UoM,  MIE,  UTM,  SSR  Medical  College  
+  many  foreign  universiAes  which  have  set  up  
campuses  in  MauriAus.  
 Primary  EducaAon  Sector  
•  Enhancement  Programme  
•  Extension  classes  aaer  school  hours  for  pupils  
in  standard  4  (Curricular  and  extra  curricular  
acAviAes)  
•  Private  tuiAon  is  illegal  at  standard  4  level,  
only  allowed  at  standard  5  and  6.  
 Primary  EducaAon  Sector  
•  IntroducAon  of  Creole  and  Bhojpuri  as  new  
medium  of  teaching  and  learning.  
•  Many  teachers  have  already  undergone  
training  for  this  purpose  and  are  already  using  
these  languages.  WHY?  
•  It  allows  for  more  interacAon  between  
learners  and  teachers.  
 Primary  EducaAon  Sector  
•  The  IntroducAon  of  new  subjects:  P.E  &  I.T  
 
•  More  and  more    children  are  overweight.  
•  Computer  literacy  (AN  important  concept  of  
MauriAus  as  a  cyber  island)  
•  The  training  starts  as  from  primary.  
 Primary  EducaAon  Sector  
•  The  introducAon  of  prevocaAonal  classes  for  CPE  
failures  
•  The  government  came  up  with  a  new  law:  
Everyone  must  a\end  school  up  to  the  age  of  16  
whether  they  have  passed  or  failed  the  CPE  level.  
•  CPE  failures:  prevocaAonal  classes  have  been  set  
up  so  that  they  are  provided  with  vocaAonal  
educaAon  and  training  for  future  job  prospects.  
 Secondary  EducaAon  
Reforms  /  Changes  
1)  Form  3  NaAonal  Exams.  
2)  IntroducAon  of  new  subjects:  P.E  examinable,  
Entrepreneurship,  Travel  and  Tourism,  Art,  Home  Economics  
(compulsory  and  examinable  for  boys  as  well).  
3)  IntroducAon  of  acAvity  period.  
4)  The  government  is  providing  more  scholarships  (laureates)-­‐  at  
least  20  scholarships  given  to  candidates  from  a  poor  social  
background.  
5)  RegionalisaAon  Concept  (divide  the  country  in  zones)  
6)  Academies  (Star  Schools)  will  be  specialised  based  on  subjects.  
7)  Mixed  schooling  from  Form  4  up  to  HSC  level.  
 Proposed  EducaAon  Structure  
Grades  1-­‐  6:      
Basic  educaAon  (primary)  in  primary  schools    
 
Grades  7-­‐9:    
Basic  educaAon  (lower  secondary)  in  regional  secondary  schools    
 
Grades  10-­‐11:    
Upper  secondary  in  regional  secondary  schools  /  academies    
 
Grades  12-­‐13:    
Upper  secondary  in  regional  secondary  schools  /  academies  /
polytechnics  
 CPE  to  be  replaced  by  Primary  School  
Achievement  CerAficate  (PSAC)  
•  Pupils  will  be  assessed  in  wri\en  (core)  and  
school-­‐based  assessment  (non-­‐core)  subjects.  
Core  subjects:  English,  French,  Maths,  Science,  
History  &  Geography  and  the  Asian  languages/  
Arabic/Kreol  Morisien.  
 
•  Non-­‐Core  subjects:  Physical  EducaAon,  Civic  and  
Values  EducaAon,  IT  Skills,  CommunicaAon  Skills  
and  the  Arts  (Music,  Dance,  PainAng,  and  Drama  
etc.)  
 
 Criteria  for  admidng  students  to  
Grade  7  
•  Admission  to  Grade  7  will  be  done  on  a  
regional  basis  and  the  four  EducaAon  Zones  
will  be  maintained.  
 
 Learners  needing  special  support  
•  A  special  class  reserved  in  every  secondary  
school    
•  Extended  over  a  four-­‐year  cycle    
•  Possibility  for  student  mobility  between  the  
extended  and  regular  stream  
 
 
 The  NaAonal  CerAficate  of  EducaAon  
•  A  combinaAon  of  wri\en  and  school-­‐based  
assessments    
•  Assessment  domains:  3  compulsory  subjects  
(English,  Maths  and  French)  +  4  elecAves  from  
the  following  strands:  
•   HumaniAes  (Arabic/  Hindi/  Marathi/  Modern  
Chinese/  Tamil/  Telegu/  Urdu/  etc…)    
•  Science  (Chemistry,  Physics,  Biology)    
•  Technical  Studies  (Home  Economics,  CDT,  Visual  
Arts,  Computer  Studies)    
•  Social  Sciences  (Social  Studies,  Accounts,  
Economics,  Entrepreneurship  EducaAon)  
 PromoAon  to  Grade  10  
•  Assessment  at  the  end  of  Grade  9    
•  The  NaAonal  CerAficate  of  EducaAon  will  
serve  for:  PromoAon  of  students  to  
Grade  10  
•   OrientaAon  in  either  general  or  technical  
or  vocaAonal  educaAon    
•  Admission  to  academies  
 
 Academies  
•  Academies  will  act  as  Centres  of  Excellence  with  a  specialism  in  2  
to  3  areas  (Science,  ICT,  Business,  Languages,  the  Arts,  Physical  
EducaAon  etc.)    
•  Academies  will  run  classes  from  Grades  10  to  13.    
•  Admission  to  Academies  will  be  on  a  naAonal  basis  
•  Criteria  for  Admission  to  Academies:  student  performance  and  
apAtude  at  the  NaAonal  CerAficate  of  EducaAon  or  student  
preference  for  subject  combinaAons    
•  Academies  will  be  co-­‐educaAonal  insAtuAons  
•  Academies  will  have  more  autonomy  with  a  new  management  
model    
•  Grant-­‐Aided  Private  Secondary  Schools  of  repute  with  a  track  
record  will  be  invited  to  join  the  reform  and  run  as  Academies.  
 ImplemenAng  the  new  assessments  
•  The  Primary  School  Achievement  CerAficate  will  be  
introduced  as  from  2017  onwards  
 
•  First  Cohort:    
•  Pupils  of  Std  V  in  2016    
•  Grade  7  in  2018  Second  Cohort    
•  Pupils  of  Std  V  in  2017    
•  Grade  7  in  2019    
•  No  intake  of  Grade  7  in  the  Academies  as  from  January  
2018  
•   The  NaAonal  CerAficate  of  EducaAon  will  be  introduced  
from  2020  onwards    
ObjecAves  of  9-­‐Yr    
Schooling  
The  21st  century  educaAon    
has  to  be  transformed  for  various  reasons  in  order  
to:    
•  Equip  all  students  with  knowledge,  foundaAonal  
skills  and  adtudes  leading  to  an  empowered  
2030  ciAzenry    
•  Inculcate  in  all  students  a  sense  of  moral  
responsibility,  a  set  of  values  and  a  strong  
idenAty  for  the  country    
•  Promote  the  holisAc  development  of  all  students    
 ObjecAves  of  9-­‐Yr  Schooling  
•  Provide  equitable  Learning  for  All  
opportuniAes  to  a\ain  high  levels  of  
achievement    
•  Achieve  a  smooth  transiAon  to  and  
compleAon  of  secondary  educaAon    
•  Give  greater  recogniAon  to  the  value  of  TVET  
in  building  human  capital  and  for  sustainable  
development    
 9-­‐Yr  Schooling:  +ve  
•  The  aim  of  the  new  system  is  to  allow  different  
potenAals  of  mixed-­‐ability  children  to  develop  so  
that  they  can  mature  without  feeling  any  
inadequacy,  and  acquire  the  competencies  for  
their  personal,  economic  and  social  growth  as  
part  of  this  secondary  schooling.  
•  The  curriculum  of  all  secondary  schools,  will  have  
diversified  opAons  not  only  in  relaAon  to  the  
world  of  work,  but  also  to  encourage  students  to  
develop  an  affinity  to  their  socio-­‐cultural  
environment  and  their  overall  self-­‐  development.    
 9-­‐Yr  Schooling:  +ve  
•  Specific  efforts  are  being  made  to  
strenthening  the  teaching  and  learning  of  
Science,  MathemaAcs  and  Technology.    
•  Closely  monitored  teacher-­‐based  assessments  
instead  of  formal  examinaAon  will  ensure  that  
children  have  achieved  all  the  essenAal  
competencies  before  they  move  to  the  next  
class  and  to  ensure  similar/comparable  
standards  across  the  country.  
 9-­‐Yr  Schooling:  +ve  
•  Catering  for  different  ability  students  –  Specialist  teachers  in  every  school  to  
assist  teachers  to  assess  the  pupils  on  a  regular  basis  to  idenAfy  weaknesses  
and  provide  remediaAon  as  and  when  required.  
•  Enhance  teaching  and  learning  process  –  Make  class  size  manageable  and  make  
all  schools  have  the  same  faciliAes  and  infrastructure.  
•  Enhancing  criAcal  thinking  by  removing  our  children  from  the  shackles  of  an  
unfair  compeAAon  and  an  educaAonal  space  that  sAfles  the  mind.  
•  Low-­‐ability  students  who  cannot  perform  academically,  will  be  directed  
towards  vocaAonal  fields.    They  might  therefore  have  a  career  later.  
•  Academies  will  be  co-­‐educaAonal.    This  may  be  an  advantage  as  students  will  be  
exposed  to  the  other  sex,  thereby  exposing  them  to  the  realiAes  of  life  which  
might  help  them  in  their  careers  later.  
•  Mixed  schooling  comprises  of  many  more  advantages.    For  example,  there  may  
be  a  healthy  compeAAon  between  boys  and  girls  and  students  may  be  
moAvated  to  perform  be\er  than  the  other  sex,  academically,  in  sports  and  
other  fields.    They  will  also  learn  to  respect  and  behave  be\er  in  the  presence  
of  the  other  sex.  
 9-­‐Yr  Schooling:  -­‐ve  
•  The  main  purpose  put  forward  by  proponents  of  the  9-­‐yr  
schooling  is  to  reduce  the  rat-­‐race.    However,  a  lack  of  
compeAAon  may  be  disadvantageous  as  a  minimum  of  
compeAAon  is  healthy  and  can  moAvate  students  to  
perform  be\er.  
•  The  9-­‐yr  schooling  in  theory  would  decrease  the  level  of  
compeAAon  and  therefore  stress  for  students.  
Nevertheless,  students  will  sAll  be  assessed  at  Grade  6  level  
(PSAC  exams),  and  they  will  be  admi\ed  to  regional  schools  
based  on  their  results.    Therefore,  the  compeAAon  will  sAll  
exist  as  parents  will  want  their  children  to  have  the  best  
regional  schools.    Therefore,  the  stress  for  children  would  
be  doubled  as  they  would  also  have  another  determining  
exam  at  Grade  9  level,  which  will  decide  the  academy  to  
which  they  will  be  admi\ed.  
 9-­‐Yr  Schooling:  -­‐ve  
•  Academies  (Grade  10-­‐13)  will  be  mixed,  and  this  may  lead  to  
many  problems,  including  immoral  relaAonships  between  boys  
and  girls,  teenage  pregnancy,  lower  academic  performance  
because  of  the  presence  of  and  a\racAon  to  the  other  sex.  
•  Students  may  have  to  travel  long  distances  if  ever  there  is  no  
academy  specialising  in  their  choice  of  subjects  in  their  region.  
•  Students  who  fail  the  NaAonal  Exams  in  Grade  9,  will  be  directed  
towards  vocaAonal  fields.    However  this  might  be  a  disadvantage  
as  there  are  some  students  who  develop  much  later  and  
perform  be\er  in  upper  grades.    Therefore,  they  would  be  
denied  of  these  opportuniAes.  
•  Problems  of  adaptaAon  in  new  academies,  which  will  moreover  
be  co-­‐educaAonal.  
 Famous  QuotaAons  on  EducaAon  
•  “EducaAon  is  the  passport  to  the  future,  for  tomorrow  belongs  to  
those  who  prepare  for  it  today.”  [Malcolm  X]  
•  “The  funcAon  of  educaAon  is  to  teach  one  to  think  intensively  and  
to  think  criAcally.    Intelligence  plus  character  –  that  is  the  goal  of  
true  educaAon.”  [MarAn  Luther  King,  Jr.]  
•  “Knowledge  is  power.    InformaAon  is  liberaAng.    EducaAon  is  the  
premise  of  progress,  in  every  society,  in  every  family.”      
     [Kofi  Annan]  
•  “It  is  the  mark  of  an  educated  mind  to  be  able  to  entertain  a  
thought  without  accepAng  it.”  [Aristotle]  
•  “The  roots  of  educaAon  are  bi\er,  but  its  fruit  is  sweet.”    
       [Aristotle]  
•  “EducaAng  the  mind  without  educaAng  the  heart  is  no  educaAon  
at  all.”        [Aristotle]  
Famous  QuotaAons    
on  EducaAon  

•  “An  investment  in  knowledge  pays  the  best  interest.”

         [Benjamin  Franklin]  
•  “Read  in  order  to  live.”    [Gustave  Flaubert]  
•  “Live  as  if  you  were  to  die  tomorrow.  Learn  as  if  you  
were  to  live  forever.”      [Mahatma  Gandhi]  
•  “Intellectual  growth  should  commence  at  birth  and  
cease  only  at  death.”      [Albert  Einstein]  
•  “EducaAon  is  what  remains  aaer  one  has  forgo\en  
what  one  has  learned  in  school.  [Albert  Einstein]