A paradigm shift for our education system

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 bearing 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 PYP pilot project in every district with children aged 3 to 6, and let them continue their studies through to MYP, IBDP or IBCP. In any case, the Ministry should take inspiration from the IB. Why not explore its relevance by visiting Clavis School and Le Bocage which offer full IB programmes? This could offer valuable insights, even though implementing any strategy is proving an uphill task in today's nervy Mauritius. 

The following proposals can be implemented concurrently to provide the holistic education to which we all aspire:

·        Roots of Empathy (rootsofempathy.org) is “an evidence-based classroom programme that seeks to reduce aggression, increase sharing, caring and inclusion, and promote resilience, well-being and good mental health”;

·        intracurricular activities such as yoga, cooking and gardening (mainly to reduce dependency on ultra-processed foods), martial arts, art and music, chess, drama, sports activities, etc.; and

·        intercultural courses with exposure to the cultural and spiritual dimensions of religions in Mauritius and beyond;

·        uninhibited teaching of the history of Mauritius and the world should be compulsory;

·        much greater immersion in the English language, the world's lingua franca;

·       participation in the Programme for International Student Assessment (PISA), which measures problem solving and cognition, and monitors the performance of the education system.

Education is an essential factor in determining a nation's human capital skills and well-being. We have been too self-indulgent to date with a system that continues to reward fewer and fewer citizens. Artificial intelligence and information technology will undoubtedly continue to impact our lives, for better or for worse. Even if the perfect education system doesn't exist, we must resolutely prepare future generations to adapt to a world that crually rewards the most cognitively agile, insightful and emotionally intelligent people, rather than the number of diplomas and degrees flaunted.