This programme is offered by the Faculty of Education & Sport, School of Education in partnership with the Mauritius Institute of Education

The Teacher’s Diploma SEN  programme  is being run for the second cohort for practitioners in the primary sector of education. The course has been revisited taking into account best international practices in the field of special educational needs and local classroom realities.

In line with government’s declared policy of inclusive education as a means to eradicate poverty, the targets set  by UNESCO and articulated in the Millenium Development Goals, MIE is systematically integrating aspects of special needs  education across all its teacher education programmes .   However, conscious of the need to strategically re-engineer teacher education to address more frontally failure at CPE, the Institute has, for the past years, synchronized and focused its efforts in the area of special needs through direct intervention at the school level, research and training.

List of Specialised Schools - 2006
The National Policy & Strategy Paper on Special Education Needs :  The cover
The National Policy & Strategy Paper on Special Education Needs :  The Policy and Strategy document - (pdf version - 36.8 MB)

This Report contains a summary of findings together with lists of commendations and recommendations. A commendation refers to the achievement of a stated goal, or to some plan or activity that has led to, or appears likely to lead to, the achievement of a stated goal, and which in Audit Panel's view is particularly significant. A recommendation refers to an area in need of attention, whether in respect of approach, deployment or results, which in TEC's view is particularly significant. It is acknowledged that recommendations in this Audit Report may have resource implications, and that this can pose difficulties for the Institution. Accordingly, TEC does not prioritise these recommendations, and recognises that it is the responsibility of the MIE to respond in a manner consistent with its local context.
(You can also access the report through the attachment - Open with Adobe reader)

The Teacher Education in Sub-Saharan Africa (TESSA) research and development Programme was launched at a conference in South Africa in August 2005.

The setting up of the TESSA consortium is the result of over a decade of joint research and development activities focused on the challenge of teacher education. To bring every child into school millions of extra teachers are needed. Millions of existing teachers also need to upgrade their qualifications. High achieving learners at all levels in the school system need quality teaching. The TESSA consortium is an ambitious international initiative to help all forms of teacher education to expand and develop in ways fit for the twenty-first century.

Towards a Quality Curriculum is a roadmap for the Mauritian educational ystem to respond to the numerous challenges and opportunities of the new economic and social order. It focusses on Pre-Primary, Primary and Secondary stages of education.

This research, funded by the Mauritius Research Council, was carried out by Dr. V. Ramahrai, Mrs A. Curpen and Dr (Miss) H. Mariaye and Ajay Ramphul from the Mauirtius Institute of Education. Findings of this research was officially presented this morning by the researchers, at the Mauritius Research Council, Rose-Hill. Read the executive summary here and access the powerpoint presentations made by them.

A survey was carried out over a period of nine months to collect data from a number of schools using instruments which would allow for breadth and depth of understanding and to this end, a wide range of tools have been used for different categories of stakeholders.  To allow us to listen to the plurality of voices, the interview is used with teachers, students, rectors and support staff.  Additionally, a questionnaire has been devised and administered to allow for representativeness and breadth of data.  The questionnaire has enabled us to gather both quantitative and qualitative data.  The conceptual framework adopted in the context of the project is strongly grounded in current literature and demonstrate our understanding of the issue of indiscipline and violence at school. 

In other words, we do all the research...and you get the news you need, without the fluff.