Mauritius needs a TVET strategy” by Roland Dubois

Mauritius needs a National TVET Strategy

According to UNESCO convention, “Technical and

Vocational Education and

Training (TVET) refers to all forms and levels of the educational process involving, in addition to general knowledge, the study of technologies and related science, the acquisition of practical skills, know-how, attitudes and understanding relating to occupations in the various sectors of economic and social life”

Many Mauritians would be surprised to learn that TVET has a very long history in Mauritius, starting very timidly indeed in early 1900s and gradually developing to what it is today. Needless to underline that it has gone through a difficult and hesitating pathway. However, the development of TVET has been very closely associated with the economic development of Mauritius in one way or another, most particularly with the creation of the Industrial Trade Training Centre (ITTC) in 1967, the school of Industrial Technology of the University of Mauritius in 1968 (now the Faculty of Engineering), the Lycee Polytechnique de Flacq in 1981, the IVTB with main roles to regulate, facilitate and provide training in 1988, the Technical School Management Trust Fund (TSMTF) in 1990. The Mauritius Qualifications Authority was set up in 2002 as the then IVTB was perceived to be in a conflictual situation being a regulator and a provider of training. In line with the restructuring of the TVET starting earlier, the Human Resource Development Council (HRDC) was established in November 2003 with the following objectives:- • promote human resource development in line with national economic and social objectives; • stimulate a culture of training and lifelong learning at the individual, organisational and national levels for employability and increasing productivity; and • provide the necessary human resource thrust for successful transformation of the economy of the country into a Knowledge Economy. The third international congress in Shanghai in 2012 made clear that external demands on TVET systems go far beyond the familiar call for TVET to contribute to economic growth, employment and competitiveness. Today, TVET is considered to be a crucial vehicle for social equity and inclusion, as well as for the sustainability of development. Besides, many advanced countries such as Switzerland, with up to 70% of secondary students going for TVET and Singapore which we like to emulate with 65% of secondary students enrolling on the TVET stream, lead the way in teaching the skills for the future. The Center for International Education Benchmarking (CIEB) report says the VET system, in which 30% of Swiss companies participate, prepares a broad cross-section of students for careers in a range of occupations and sectors. Their VET system “enjoys very strong support from Swiss employers, who credit it with being a major contributor to the continuing vitality and strength of the Swiss

economy.” 1 It is not surprising that Singapore and Switzerland ranked first and fifth in the global competitiveness Index 4.0 in 2019.

Here in Mauritius, 70% of students did not acquire their 5 credits at the last SC examinations. It must be emphasized that they were successful in completing their basic schooling though. The issue is therefore to ensure that they are given the opportunity to enhance their skills to another level to make them employable before they drift onto the labour market. It seems that the future of work won’t be about degrees. More and more, it will be about skills. Because of this focus on vocational training, there’s also less emphasis placed on getting a degree as mentioned above in Switzerland and Singapore. It is high time that TVET in Mauritius be reinvented and a new brand TVET be advocated with quality skills provision for both Mauritius and beyond in today’s world, given that the 4th IR will fundamentally alter the way we live, work, and relate to one another.

It is interesting to note that our government is laying heavy emphasis on TVET in line with international trends. Yet, while TVET is steadily rising to the top of policy agendas, the capacity of TVET systems to respond to multiple and elevated demands and to shape the future is often limited. Simply scaling up TVET provision in its current forms is unlikely to prove adequate or feasible. Hence, it is important that Mauritius does not adopt a reductionist approach in the development of our TVET system. Mauritius needs an effective TVET strategy which will ensure the development of a more relevant, attractive, flexible, inclusive and responsive TVET system that has quality at the centre of its operation and capable of enhancing self-esteem, empowerment, entrepreneurship, responsible citizenship, innovation, lifelong learning leading to sustainable socio economic development and a TVET system in line with the international agenda, guided by:- • SDG 4 (which seeks to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all) • SDG 8 (to promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all) • The Incheon Declaration “Education 2030” which emphasizes access to affordable quality TVET, the acquisition of technical and vocational skills for employment, decent work and entrepreneurship; the elimination of gender disparity and ensuring access for the vulnerable In addition, it is also important to identify the key priority sectors which are aligned with the national economic development plan so that TVET graduates are optimistic that they will be employed. We are living in an age of change including the way people live their lives, the way they work, and the way they communicate. The pace of change will only increase as the years go by and there is a need for an integrated and comprehensive response. Hence, we need to ensure that all our Mauritians are adequately equipped with the relevant skills to take us through the changes impacting on us all and TVET is being called upon to be a major player here. Roland Dubois

Director, RDCL