Journal of Education

The Journal of Education is an interdisciplinary research journal. It addresses issues in the field of pedagogy, education, curriculum, evaluation and teacher education. It aims at opening discussion across subject areas by involving all those who share an enthusiasm for learning and teaching.

Journal of Education, Vol. 3, No. 1

EDITORIAL BOARD

Editor in chief  V. Ramharai

Members

Mr Dhoowooah, Mauritius Institute of Education, Mauritius

Dr V. Hunma, Mauritius Examination syndicate, Mauritius

Dr A. Jahangeer Chojoo, Mahatma Gandhi Institute, Mauritius

Ms K. Miller, University of Brighton, United Kingdom.

Prof. G. Namah, ENSMM de Besan9on, France

Dr Ramjaun, Mauritius Institute of Education, Mauritius

Mr S. Reddi, University of Mauritius, Mauritius

Ms J. Rivalland, Edith Cowan University, Western Australia

Dr Sookun, Mauritius Examination Syndicate, Mauritius

Designed by Nazal Rosunally and Kamla  Ernest  ©Mauritius Institute of Education Reduit, Republic of Mauritius

The views expressed herein do not necessarily represent those of the Editorial Board or of the Mauritius Institute of Education.

ISBN: 99903 - 40 - 32 - 3

Editorial Note

The present issue introduces the problem of construction of knowledge from two different angles. Probing into the constructivist theory, J. Dindyal discusses its application ii Mathematics education, and highlights its advantages for the learner and the possibility for the teacher to use different strategies in classroom interaction. However, the author warn: us that constructivism is not a panacea for acquiring knowledge in Mathematics, and mos probably in also other subjects. The construction of knowledge depends also on other factors. M. Latchoumanin and V. Naeck view the acquisition of knowledge from the stand point of training. Cognitive education posits that intelligence can be developed provided that social factors are taken into consideration. Several experiments, carried out on the development of knowledge (where emphasis is laid on remedial education) in France am Reunion Island, have proved to be successful in achieving the objectives set. The people targeted for these experiments are pupils from secondary schools and adults. One of the strategies used during the phase of experimentation is mediation, which is based on active listening skills and reflective thinking. This is very important in the construction o knowledge.

However, socio-economic indicators are as important in the development of knowledge because focus on mediation or on constructivist theory won't help a child to become intelligent. Some sort of cultural capital is absent in his/her surroundings.

H. Mariaye and O.N. Varma investigate the causes of exclusion from school in the out skirts of Port Louis, the capital city of Mauritius. The policy of inclusion focusing 01 schools found in deprived areas is one of the objectives of educational reforms proposed by the government. However, the authors find that parents are not taking advantage of the incentives given by the Ministry of Education because exclusionary processes occur not a one but at multiple levels, within one social group and across social groups.

If children from disadvantaged groups are excluded from school for a variety of reasons one is appalled at the fact that 'History of Mauritius', as a subject in its own right, has been absent from the primary curriculum for a long time. R. Boodhoo analyses the reasons o this lack of interest and the fact that History has always been integrated in subjects sue! as Social Sciences or Environmental Studies. Delving into the situation, he envisions the introduction of History of Mauritius as a subject in itself but recognizes that, without proper planning, a syllabus approved by all stakeholders, appropriate textbooks and a variety of teaching and learning strategies, this subject will continue to be confined to a small corner of the primary school curriculum.

Varied teaching  and learning  strategies  are  important in  any  subject.     And  H. Beessoondoyal, V. Jhurry and J. Dindyal investigate the trainee teachers' perception of their lecturers' teaching strategies at the Mauritius Institute of Education. Pedagogy becomes the focus of their research. The authors come to the conclusion that there has been a positive perception of the tutors by the ICT students. Constructivist, social learn­ing and active learning theories underpin the strategies used by the tutors. However, further research is needed to find out whether these pedagogical choices have positively influ­enced the ICT trainee teachers in their teaching skills in primary schools.

Moving away from the primary scene, V. Ramharai analyses the introduction and the influence of free education in Mauritius. Free education was introduced at a critical time and according to many people, without planning. This is one of the reasons why there is still some sort of chaos in secondary schools in Mauritius. V. Ramharai sheds some light on this issue and argues that free education has been beneficial to the country, and that the policy of democratization of secondary education for all is praiseworthy. However, it is the management of this policy that needs to be reviewed.

V. Ramharai

To obtain a full text copy of any of the above articles send a request to MIE Journal