Mauritius Country Report - Africa

ALIVE Associate: ASSOCIATION OF LIVING VALUES EDUCATION (MAURITIUS)
Representative to ALIVE: Dr. Ravind Ramjee
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2009

Peter Williams, an ALIVE trainer and the former principal of an LVE school in Kuwait, recently presented a symposium paper on Values Education to 800 delegates in Mauritius. The Deputy Minister of Education and the Head of Early Childhood Education in Mauritius indicated to him that a values-based approach to education will be adopted by the Early Childhood Education Authority.

The symposium was followed by a lively, informative and interactive two-day TTT which resulted in 30 colleagues being trained as trainers. A second two-day LVE Educator Trainer followed immediately afterwards with 30 attendees. They were trained for the most part by the "newly qualified" trainers who presented with enthusiasm, presence and effectiveness. One of the attendees came from Madagascar; Isabelle is currently working with the Heart and Conscience organization and will be taking the LVE program back to her students.One of the key issues in Mauritius is the decreasing amount of time parents are spending with their children. In trying to help deal with this issue, the University Pro-Chancellor has established a "Happy Families" community programme that promotes a minimum of 30 minutes of family conversation every day. He is keen to bring this programme to LVE and Peter is currently working with him in regard to this initiative. Peter also facilitated seminars with youth, post graduate students at the university, community and social workers, business and civil servant leaders, held two public programmes on the Power of Intuition "¦ and, of course, made two visits to local schools.He wrote: "The Mauritius family is so amazing, so giving and so loving. One cannot but give and succeed on this island. It was a joy to be there." Are good people always busy?! The following week, Peter participated in a U.K. LVE event with 34 primary school educators from Oslo, Norway. He said, "They were introduced to the joys of values-based learning using LVE. They embraced a very interactive day with an enthusiasm to learn more." Thank you, Peter, for all your wonderful work.

2008

2003 April

In Mauritius, piloting of Living Values: An Educational Program dates back to the early days of 1997. It was in 1998 that the Mauritius Institute of Education introduced LVEP in all its teacher education programmes. The trainee-teachers range from pre-primary and primary to secondary levels. Both pre-service and in-service teachers are trained and, as part of their training, trainee-teachers are expected to gain school-based experience and are assessed on the application of skills used in the classroom. Living Values Activities are being utilized with students in almost 400 schools. This includes 320 elementary and middle schools and 20 high schools. While at this point in time plans are being made to involve more whole schools, only a few schools have had the entire staff trained. The norm is for a few teachers in each school to do Living Values Activities with students.

Highlights of the value activities up to April 2003 have been full and varied. They include:

on-going training in the education sector and further development of values education programme for teachers by Distance Education Mode
values education in schools through Living Values Clubs
extension of services to NGOS and prisons
overseas training in LVEP

These developments have necessitated training of more LVEP facilitators and offering of self-empowerment programmes. The current number of facilitators involved in the official LVEP modules at the MIE is 12. Another group of 10-12 are involved in various ways on an informal basis.

Programmes held:

2002:

13-14 April: Training for teachers at Diamond Retreat House (DRH)
13 July: Launching of the LVEP Committee - Quatre Bornes (QB)
16-18 August: Intensive training for individuals the teaching profession (DRH)
November: one half-day awareness programme for 35-40 rectors and principals. Also, a two-day awareness programme for 160 teachers of private secondary schools at the Private Secondary School Authority
2-3 December: Awareness programme for educators and parent participants - Quatre Bornes

2003

12 February: Awareness program on Living Values Education for the promotion of peace and harmony with a member of the Committee for National Unity. Values for the Nation to be advertised on TV in the context of the Independence Celebrations in March were proposed.

March/April:
working on the rules for the National LVEP Association
Three awareness sessions for the students of Cosmopolitan College (private school) with the participation of 180,140 & 150 students respectively
14-15 April: Awareness program for 50 teachers at the Rose Belle
18-20 April: Retreat for facilitators & trainers at Diamond Retreat House for self-empowerment
23 April: Orientation program for the teaching staff of Thanacody college (private school in the South )

On-going programmes:

Mauritius Institute of Education

Teacher's Diploma (Primary)

A 45 contact-hour module in values-based education is offered to an annual intake of 540 in-service teachers of more than 25 years of teaching experience.

Teacher's Certificate Primary

A 22 hour module in LVEP is offered to an annual intake of primary school trainee teachers of about 300.

Evaluation

Presentation of a portfolio based of the following criteria:

Self-assessment;

Application of LVEP tools,

Impact of tools on students

Team presentation: Modeling of value activities; mind maps on values

PGCE Students have taken dissertation on Impact of LVEP in Lower Secondary School (Action Research)

Overseas Training in LVEP

June 2002	Rodrigues LVEP Training for teachers
May & October:	Reunion Island LVEP Training for teachers & parents
May & June:	India - Education in values training for principals of secondary schools

Sites

LVEP Clubs exist in two state secondary schools
LVEP is a subject on the official time table at Grand Bois (private) College and Le Bocage School (private)
40 trained teachers are using LVEP in their respective schools
350 Primary schools

Prison service on values-based program

Impact

An evaluation of LVEP revealed phenomenal transformation undergone by teachers, pupils and, in some cases, parents. While quantitative analysis is being processed, extracts from the evaluation forms in the participants' own words follow.

Extracts are classified into three categories: General comments; Personal change; and
Success stories.

General Comments

"With LVEP, I really felt peace of mind and have been motivated to accept any challenge in life."

"LVEP was my favourite subject last year. While the other subjects related to my improvement at school, LVEP related to my holistic improvement."

"I think these values should be taught to parents through TV, newspapers and talks."

"My pupils are asking me for more 'travels' (visualisation of a world of peace) and I try to satisfy them."

"The children have asked me if they can interchange ideas with other school children."

"The pupils talk much about LVEP in their respective family environments. LVEP can bring about a better society."

Personal Change

"This subject has helped me to be nearer to my pupils. I am learning so much from them!"

"I realised that what we preach, we have to put into practice, being a model."

"After this Programme he has changed a lot for the better . I think he has learned what love is."

"I personally experienced change when I taught the values of respect, love and peace. I am now more peaceful with myself."

"I have become more friendly towards the children, more understanding, tolerant and humble."

"There is a feeling of being wanted and loved by the students."

"I myself should possess the qualities before sharing them with small kids."

"Without LVEP there is no student development."

"After the Programme I changed my perception towards the pupils. I learned to love all my pupils regardless of the differences in their family background, their religion and, particularly, their aptitudes."

"More positive, I used to think negative ideas."

"More honest, responsible in my duty towards the kids."

"More confident, better self-esteem, and much more tolerant; better class management with the ability to deal with stress."

"Improved relationships with my family, pupils and others."

"I have been able to develop a caring attitude towards my pupils instead of a controlling one."

"Helped me refine my class management skills."

"Minimized risks of inappropriate behaviour among students."

"After following LVEP I find myself more positive and have peace of mind especially through the visualisation. I do a lot of self-checking during the whole day to improve."

"Now I feel more relaxed, whereas at first I felt tense due to workload of the C.P.E class."

"My rudeness towards my two children has changed; Living Values has made my life pleasant and enjoyable."

Success Stories

"Patrion was a wild pupil. He used to steal, tell lies and hurt his friends. Yet, after doing the values activities, he turned out to be a more obedient and respectful pupil."

"Rajen comes to school twice or thrice weekly. After doing LVEP he has changed completely. Now, he comes to school everyday and he is punctual. He wears clean clothes (not beautiful ones) and is always tidy. He stands near the school gate and greets all the teachers. When I alight from the bus, after greeting me, he immediately takes my bag."

"Jayesh, 4 years old, would sit the whole day without moving. The paper and the pen would be in his hand but he would not write anything. At first I thought that he was lazy but while observing him I came to know that he lacked self-confidence and had a lot of fear. I helped him create his self-esteem and found the change magical. Now he is sharp and without any fear."

"Abhishek, 3 years old, was a very aggressive child in the class. He used to bite his classmates and this created disharmony in the class. No one liked him, no one would like to sit near him or share anything with him. Parents would come with complaints. He was really a difficult child; during play-time he would tear the doll into pieces. This scene puzzled me. Then I searched for the reason behind his behaviour. In fact I learned that he lacked a lot of parental affection. Through some values activities (love and co-operation) his behaviour changed after one week. He stopped biting and a good relationship was established among his classmates. Living Values created in me a motherly care."

"Shawn, 1 years old, was deaf and dumb. His mother was tired of changing nursery 'guarderie' because he was crying the whole day; she came very desperately to seek help from me. I accepted the child and I shared a lot of love and affection with him. The first day he cried the whole day but after two days his mother came just to tell me that Shawn took his bag in the early morning and had shown his mother the willingness to go to school."

"I was very much pleased one morning to welcome one of my pupil's parents. They had noticed a real positive change in their son concerning his sense of responsibility regarding his homework, his sense of commitment to whatever he was assigned to do and most of all a general sense of self-confidence and self-discipline."

"There is a boy whose name is Donovan. His parents are divorced and he spends his time changing from home to home. He is a very difficult child who needs a lot of attention and love. After this Programme, I notice that he is always after me everywhere I go. He has changed a lot for the better. He gives me and shows me in return lots of affection. I think that he has learnt what love is."

"To my surprise, my pupils celebrated my birthday in class. After 29 years of teaching I have now been able to relate to pupils as friend, guide and parent. I agree that Living Values was the main reason of my love success story."

"I practise LVE with pupils. We did a drama for our class. The Head Teacher asked us to do it school-wise. It was much appreciated."

"I was very much surprised to see quite a lot of my students who followed the Living Values class based on respect coming towards me with folded hands to wish me a very good morning the following day and even now they differ from other pupils as far as their behaviour and attitude are concerned."

"One of the deaf pupils, Azaria, used to excel at our weekly swimming sessions. Gradually she became more self-confident. When there was a swimming competition for the disabled, her efforts were rewarded: she was the lucky winner!"

Report from Facilitators

Mrs S. Banee
"This is indeed a great pleasure to find out how much positive change the Trainee Teachers have undergone while practising and teaching Living Values at the Primary Level teaching. Most of them revealed that they have become more confident as teachers and individuals, more peaceful and understanding while interacting with pupils. Thus students too improved in behaviour both at school and home, hence having an impact on parents as well. Nearly all teachers advocated that this Living Values Programme would ultimately bring about a peaceful society."

Mrs S. Kaniah
"The evaluation reveals there has been 100% positive impact on the participants. While 40% have undergone change in behaviour, 60% have become aware of their innate core values. This enhances their self-esteem."

Rekha Jhumun
"There has never been anything as empowering for teachers as LVE. I have seen participants coming with a skeptical mind and leave at the end totally transformed. LVEP gives participants an opportunity to be themselves and to understand themselves, and so they are in a better position to understand kids. Participants come as teachers and leave as human beings. Every individual on this earth should, at least once in their life, undergo the LVE experience and we will have more human beings than human doings - the world will become a home and its people will live as one family.

Out of 36 Evaluation forms, 20 educators reported that they have experienced changes as a result of going through the Programme. Eleven of them reported that LVEP should be incorporated in every school and that all teachers, even Pre-Primary school teachers, need to be trained to do this Programme with youngsters. There is a need for a fixed period for LVEP in the daily timetable of the school curriculum, as well as a need for specialist teachers. One reported the need for guidebooks and working books for pupils while two suggested LVEP for parents."

Souyesh Kowlessur
"Right from the first session a special relationship was created between me and the 'teachers'. When I am in touch with my own values it becomes so easy to make them experience their values. In LVEP, we serve more through our BEING then our DOING. My self-respect made them feel at ease and close to themselves; and then I learnt more; we all grew together!"

Jayshree Boodhun (at a Pre primary school)
"Whenever an opportunity arose where I could put emphasis on certain values, e.g. Respect or Honesty, I did so, with much zeal and enthusiasm. The result is that kids of three to five years of age have acquired very good manners and thus become the pride of the School. Several parents have congratulated me as Headmistress of the school for what they hear from their children at home.

"The most important aspect on which I would like to put emphasis is the "Golden Silence" that prevails at school during school hours.

"Our students are aware of the importance of listening, especially when teachers are saying something. The great benefit that has ensured is that almost all the messages are now conveyed to parents verbally through the children. No more phone calls or paper notes are used to inform parents. Questions by students are encouraged but in a very disciplined manner, one at a time.

"The few moments of SILENCE observed during Assembly, make them really understand what it means to 'STAY QUIET'."

At the Ministry of Women, Family Welfare and Child Development

A Child Development Unit, set up to implement the Child Protection Act, has six centres across the island. A child welfare officer trained in Living Values reports:
"I participated in workshops of Living Values and had ample occasions to implement in my personal and professional life the concepts and learning of Living Values. Living with values in daily life has helped me to further enhance my personality and interactions with my family, friends and at work. I have developed tolerance and acceptance.

"As a child welfare officer at the Child Development Unit, I deal with abused children (emotional, physical and sexual abuse), victims and problem families. By implementing concepts of Living Values and attempting some activities with the abused children and their families, while undergoing counselling sessions or performing visits at their homes, outstanding positive results emerged. When the children are met again, they become much closer and more friendly and change is observed. The families become more cooperative and aware of the importance of values in dealing with their children and understanding the problems.

Personal observations:

"As an experience, I observed that most of the abused children culminate and develop certain trauma internally and live in an environment of fright and insecurity. On the other hand, profound interviews with victims and problem families showed that the parents themselves have been victims of abuse in childhood. As such they were very little imparted with values.

"I have closely observed the absence or lack of love, happiness, cooperation, peace, respect and responsibility within the parents and children as a cause of their problems.

"Living Values has greatly helped me in my personal and professional life. I believe that the "Children and Parenting modules" will be of great help if introduced in the on-going training curriculum of social workers at my department."

Conclusion

"It is becoming more and more obvious that eternal values that have survived the tests of time will be the anchor for humanity. The process is gradual, and the increasing erosion of values, as perceived by Child Protection Unit and Child Development Unit, is alarming. This situation calls for individual and collective effort and commitment from one and all. Political and social leaders need to pool their resources together in order to forge the way ahead with the light of values."

2001

An African Regional Conference on Values Education was held from 4 to 6 December 2001, within the activities of the UNESCO Chair in Higher Education, organised by the Mauritius Institute of Education (MIE) in collaboration with the UNESCO Regional Office for Education in Africa (BREDA). The Conference was attended by participants from 17 countries including Botswana, Ghana, Kenya, Mali, Mozambique, Namibia, Niger, Nigeria, Reunion (France), Senegal, Seychelles, South Africa, Zimbabwe and Mauritius as host country. Two LVE representatives from a further two countries served as facilitators of the conference together with Professor Shabani, UNESCO Senior Specialist in Higher Education in Africa and Dr V T Patil, Vice Chancellor of Pondicherry University, India.

As one of the themes of the conference, the conference report noted that the importance of Living Values Education has been established in the African context and some common modes and features of values transmission in the non-formal and formal systems were examined in the conference. The full report is available here.