國家概況報告 - 毛里求斯 - 關(guān)于在教育中和遠(yuǎn)程學(xué)習(xí)中使用信息通信技術(shù)的研究-英

STUDYONTHEUSEOFICTINEDUCATION

ANDREMOTELEARNINGDURINGCRISES

AND

THEREQUIREDINVESTMENTFORDIGITALTRANSFORMATIONFORAFRICANCOUNTRIES

COUNTRYPROFILEREPORT

MAURITIUS

ThisstudywascommissionedbytheAfricanDevelopmentBankGroup(AfDB)

andtheIslamicDevelopmentBank(IsDB)

ushirikawaMaendeleoyaEimuBaraniAfrika

AssociationfortheDevelopmentofEducationinAfrica

AssociationpourledéveloppementdeléducationenAfrique

AssociaoparaoDesenvoimentodaEducap?oemfrica

StudyontheUseofICTinEducationandRemote

LearningduringCrisesandtheRequiredInvestment

forDigitalTransformationforAfricanCountries

MAURITIUS

Reportproducedby:

AssociationfortheDevelopmentofEducationinAfrica(ADEA)

Studycommissionedby:

IslamicDevelopmentBank(IsDB)

AfricanDevelopmentBankGroup(AfDB)

December2022

ACKNOWLEDGEMENTS

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TheAssociationfortheDevelopmentofEducationinAfrica(ADEA)expressesitsdeepestappreciationtotheIslamicDevelopmentBank(IsDB)andtheAfricanDevelopmentBankGroup(AfDB)forcommissioningthisstudy,inacollaborativeendeavorinsupportoftheadvancementofeducationaloutcomesinAfrica,andforprovidingthestrategicleadershipthroughoutthestudy.

ADEAalsoacknowledgestheresourceperson,Prof.VeronicaMcKay,whoworkedtirelesslytoproducethiscountryprofilereport.

ADEAwishestothanktheTechnicalTeamofIsDBandAfDBcomprisedofJawaraGaye,LeadEducationSpecialist-IsDB;BenAbdelkarimOussama,PrincipalEducationEconomist-AfDB;SamehHussein,SeniorTechnicalCooperationCoordinator/Africa&LatinAmerica-IsDB;IsatouCham,LeadSpecialistPolicies-IsDB;KadirBasboga,SeniorRegionalIntegration&TradePromotionEconomist-IsDB;andSissaoMoumine,SeniorEducationEconomist-AfDB;JessicaMuganza,SeniorEducation,ICTandDigitalOfficer-AfDB;MichaelOnobote,SeniorEducationOfficer,ICT&InnovationExpert-AfDBfortheinvaluabletechnicalreviewcommentsandinputs.TheoverallstrategicguidancewasprovidedbyIdrissaDia,DirectorEconomic&SocialInfrastructure-IsDB;DrMarthaPhiri,Director,HumanCapital,YouthandSkillsDevelopmentDepartment-AfDB;HendrinaChalweDoroba,ManagerEducation&SkillsDevelopmentDivision,AfDB;RiadRaguebAhmad,Director,Cooperation&CapacityDevelopmentDepartment-IsDB;AmmarAbdoAhmed,Manager,HumanDevelopmentDivision-IsDB;andSyedHassanAlsagoff,Manager,ScienceTechnology&Innovation-IsDB.

Furthermore,ADEAwishestoexpressitssinceregratitudetoDrRoopeshKevinSungkur,countryfocalperson,UniversityofMauritius,forhisinvaluablesupportforthestudy.

ADEAandthecommissioningpartnersexpresssinceregratitudetotheMastercardFoundationledbyJamesMcIntyre,fortheinvaluabletechnicalreviewandfeedbackthroughoutthestudyprocess.

ABBREVIATIONS

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AUC

AfricanUnionCommission

CERT-MU

ComputerEmergencyResponseTeamofMauritius

CPD

ContinuousProfessionalDevelopment

CPSE

CompetitivenessandPublicSectorEfficiency

DGTS

DigitalGovernmentTransformationStrategy

DYEP

DigitalYouthEngagementProgramme

EDB

EconomicDevelopmentBoard

EHRSP

EducationandHumanResourcesStrategyPlan

EMIS

EducationManagementInformationSystem

GB

Gigabyte

GOC

GovernmentOnlineCentre

GTES

GraduateTrainingforEmploymentScheme

HEC

HigherEducationCommission

HSC

HigherSchoolCertificate

HIC

HighIncomeCountry

HRDC

HumanResourceDevelopmentCouncil

IC3

InternetandComputingCoreCertification

ITU

InternationalTelecommunicationUnion

LCSS

Learner-CentredCreditSystem

LMS

LearningManagementSystems

MBL

MultimediaBasedLearning

MES

MauritiusExaminationSyndicate

MIE

MauritiusInstituteofEducation

MoETEST

MinistryofEducation,TertiaryEducation,ScienceandTechnology

MRIC

MauritiusResearchandInnovationCouncil

MTCI

MinistryofTechnology,Communication&Innovation

NCB

NationalComputerBoard

NICTSP

NationalICTStrategicPlan

NPCC

NationalProductivityandCompetitivenessCouncil

NSDP

NationalSkillsDevelopmentProgramme

ODL

OpenandDistanceLearning

OSS

Open-SourceSoftware

OU

OpenUniversity

PIAP

PublicInternetAccessPoint

PML

PolytechnicsMauritiusLtd

PSAC

PrimarySchoolAchievementCertificate

PSBTS

PublicSectorBusinessTransformationStrategy

SC

SchoolCertificate

SEN

SpecialEducationNeeds

SENA

SpecialEducationNeedsAuthority

SIDS

SmallIslandDevelopingState

SIMIS

SchoolIntegratedManagementInformationSystem

SME

SmallandMediumEnterprise

STEM

Science,Technology,EngineeringandMathematics

TVET

TechnicalandVocationalEducationandTraining

UdM

UniversitédesMascareignes

UKZN

UniversityofKwaZuluNatal

ZEP

Zonesd'EducationPrioritaires'/PriorityEducationZones

TABLEOFCONTENTS

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Acknowledgements 2

Abbreviations 3

ExecutiveSummary 7

1.Introduction 7

1.1.Thereviewandsurveyprocess 8

1.2.Limitationsofthestudy 9

2.Background 9

2.1.Overview 9

3.ReviewandSurveyHighlights 11

4.EducationSector 13

4.1.TheSystemofEducationinMauritius 13

4.2.Schoolpopulationandenrolmentrates 15

5.ICTInfrastructureforEducationinMauritius 16

5.1.ICTinfrastructureinschools 16

5.2.ICTinfrastructureinTVET 16

5.3.ICTinfrastructureinhighereducation 17

5.4.ICTinfrastructurefornon-formaleducationandlifelonglearning 18

6.ICTPoliciesforEducationinMauritius 18

6.1.GeneralObservations 18

6.2.NationalICTPolicies 18

6.3.EducationSectorICTPoliciesandImplementationPlan 19

6.4.ICTareasoffocus/clusters 21

7.ICTinPre-Primary,PrimaryandSecondarySchools 22

7.1.Equipmentandconnectivity 22

7.2.TeacherProfessionalDevelopmentandTrainingProgrammes 23

7.3.E-learningmaterials 23

8.ICTactivitiesandinitiativesinhighereducationinMAURITIUS 24

8.1.Technical/vocationaleducationandtraining 24

8.2.Universities 25

9.ICTinNon-formaleducationandLifelonglearninginMauritius 27

9.1.Generalobservations 27

10.ICT,COVID-19andEducationinMauritius 27

10.1.COVID-19LessonsLearned 27

10.2.Accessandinclusion 29

11.FactorsEnablingandConstrainingICTUseinEducation 30

11.1.TheimpactofCOVID-19ontheeducationofpersonswithdisabilities 30

11.2.FacilitatorsandbarrierstoODLduringtheCOVID-19pandemic 31

11.3.SWOCAnalysisasdeterminedbytheMauritiusDigitalFramework(2022) 31

12.ICTinEducationinMauritius:AWayForward 33

12.1.CurrentICTInitiativesandeducationprojects 33

12.2.OverviewoftheICT4EPartnerMappingandIntervention 33

12.3.MovingForwardonImplementationofICTinEducation 36

13.PrimaryResearch:Findingsandrecommendations 37

13.1.Introduction 37

13.2.MethodologicalApproach 38

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13.3.TheSample 43

13.4.Respondentstothequestionnaire:Sample 44

13.5.TheKII/FGSample 44

14.Pre-Covid-19teachingmodalities 45

15.Ensuringthecontinuationofteachingandlearningduringthepandemic 46

16.ICTpolicyandinfrastructure 47

16.1.ICTinschooling 47

16.2.ICTinTVETandUniversities 48

16.3.TheuseofICTacrossthesectorbeforeandafterCOVID-19 48

17.ThetransitiontoonlinelearningsubsequenttoCovid-19 49

18.Viewsonthetransitiontoonlinelearning 51

18.1.Officials’viewsonwhetheronlinelearningwasasuccessornot 52

19.Policyanalyses 53

19.1.Socialjusticeagendaofpolicies 53

19.2.Workforcecapacitation 54

19.3.PolicyprovisionfortheuseofICTacrossthefollowingsectors 55

19.4.Policiesinrelationtoe-materials 56

19.5.ManagementofICTineducation 57

19.6.Generalassessmentofthelevelofeducators’ICTskills 57

20.Students’experiencesofonlinelearning 58

20.1.Students’positiveexperiencesofonlinelearning 60

20.2.Students’negativeexperiencesofonlinelearning 62

21.Improvingonlineteachingandlearning 64

22.Thestrengths,weaknessesopportunitiesandchallenges(SWOC)ofICTusage 68

22.1.SWOCanalysis 68

23.NeedsforICTinEducation 69

24.Recommendations 70

25.Conclusion 71

SelectedBibliography/Rerefences 72

Annexes 73

LISTOFTABLES

Table1:IndicatorsfortheICTSector 12

Table2:EducationSysteminMauritius 13

Table3:EducationSub-sectorsinrelationtoICTstrategy 19

LISTOFFIGURES

Figure1:Internationalindices 10

Figure2:PrivateInvestmentGDPbySector 11

Figure3:Thedigitalstrategicplan 13

Figure4:SWOCanalysisbasedondeskreviewandvarioussources 33

Figure5:Breakdownoftherespondentswhocompletedthequestionnaire 44

Figure6:BreakdownofKII/FGparticipantsbysector 44

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Figure7:TheextenttowhichICTisimplementedbyeducationsubsector 47

Figure8:AvailabilityofICTfacilitiesbyschoolingphase 47

Figure9:AvailabilityofICTfacilitiesinTVETanduniversities 48

Figure10:UseofICTineducationpriortoCovid-19 48

Figure11:UseofICTineducationaftertheonsetofCovid-19 49

Figure12:Policyandthesocialjusticeagenda 54

Figure13:Theextenttowhichpolicymakesprovisionforworkforcecapacitydevelopment 54

Figure14:Theextenttowhichtrainingwasbeingimplmemented 54

Figure15:PolicyprovisionfortheuseofICTacrossthefollowingsectors 55

Figure16:TheextenttowhichICTisbeingimplementedacrosssubsectors 56

Figure17:Policyprovisionfore-learningmaterials 56

Figure18:Usageofe-materials 56

Figure19:PolicyprovisionformanagingICTineducation 57

Figure20:ExtenttowhichICTismanaged 57

Figure21:PerceivedlevelsofICTskillsacrossvariousdomains 58

Figure22:Students’assessmentoftheirownICTabilities 58

Figure23:Students’assessmentoftheirownICTabilities 58

Figure24:Students’assessmentoftheireducators’ICTabilities 58

Figure25:Students’assessmentoftheireducators’ICTabilities 58

Figure26:Mostcommonmodesoflearning 59

Figure27:Contactwiththelearninginstitution 59

Figure28:Sourcesofmotivationduringlearning 60

Figure29:Whatwouldimprovelearningexperiences 60

Figure30:Students’positiveexperiencesofonlinelearning 61

Figure31:Students’challengeswithonlinelearning 63

Figure32:Students’proposalsforimprovingonlinelearning 65

Figure33:Needsidentifiedofficialsandeducators 70

LISTOFANNEXES

AnnexA:AnnotatedCountryDemographics 73

AnnexB:EducationStatistics 75

AnnexC:PopulationDemographics 76

AnnexD:ThePenetrationofICTinMauritius–ITUDashboard 81

EXECUTIVESUMMARY

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Mauritiusisamiddle-incomecountrythathasmadegoodstridesineducationaswellasinlowandhightech.Asmallislandstateofabout1.27millionpopulationfor2040squarekilometres,ithastransitionedfromamonocropeconomytoadiversifiedeconomyandistermedas“Africa’sbestdevelopmentsuccessstory”bytheWorldBank(WorldBank,2022).

Muchofitssuccessisduetosolidinvestmentineducationandhumanresourcedevelopmentsincetheearlydaysofitsindependencein1968.Investmentininfrastructure,tourism,financialandbusinessserviceshavecontributedtoitseconomicgrowthinthepastdecadesandagrossdomesticproductof7.4%(GDPin2021accordingtotheMauritiusEconomicDevelopmentBoard).

Yet,thecountrystrugglestorecovertheeconomicgrowthitexperiencedinthe1970sand1980s.Thecountry,whileithasdeclaredfreeuniversalprimaryandsecondaryeducationandmorerecentlyfeefreetertiaryeducationforundergraduatelevel,mustgrapplewithrisingunemployment,schooldropoutsanddisparitiesinthequalityofeducation.Humancapitaldevelopmentnecessitatessolidfoundationsandgoodlearningoutcomes.

Toaddressthediversechallengesandbuildtheresilienceofitssectors,includingtheeducationsector,thecountryseekstoextenditseconomicbase,haveabroad-basedICTsectorandenableaknowledgeeconomy.Thiscallsforare-engineeringoftheeducationsystem,andasCOVID-19hasshown,buildingresiliencethroughdigitalisation.Thetransitiontoonlinelearninghasacceleratedtheadoptionoftechnologyanddigitaldevicestosupportteachingandlearninginalifelonglearningperspectiveandholisticsystemofeducation.

Mauritiushaslongsoughttousedigitalsolutionstoenhancethequalityofitseducationdelivery.Ithasequippedprimaryandsecondaryschoolswithhigh-speedconnectivityinlinewiththeGovernment'svisionofacceleratingthetransformationofMauritiusintoanICThubandindevelopingICTintoamajorpillaroftheeconomy.

Moreworkneedstobedonetoaddressthedigitaldivideandchangingworldofworktoprovideequitableopportunitiesforlifelonglearningandskillsdevelopment.Takingadvantageoftheexistingstrengthsofitsnationaleducationalpolicy,MauritiuscanestablishanewbasisthroughODLsolutionstoexpandtheaccessibilityandqualityoftheireducationalsystemstovariousvulnerablegroupsoflearners,includingpeoplewithdisabilitiesandthosethatmissoutofschoolingandeducation.

1.INTRODUCTION

Thefirstphaseofthisconsultancyinvolvedanextensiveliteraturesearchtoidentifyrelevantextantinformationtoinformthedatagatheringprocessforthepreparationofcountryreportsovera5-dayperiod.

Thereportsarestructuredtoinclude:

?Nationalpolicies,strategiesandprogrammesthatexistinthecountryfortheuseofICTineducation.

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?AbriefdescriptionofthecurrentlevelandtypesofICTinfrastructurebeingusedinthevariouseducationsectorsincludingprimary,secondary,technicalandvocationaleducationandtraining,tertiaryandnon-formalsub-sectors.

?Alistofthemajorinitiativesunderway.

?Alistofmajorpartners.

?IdentificationanddescriptionoffactorsthatenableandconstraintheuseofICT.

?TheroleofICTtoenablethecontinuationofteachingandlearning.

Datacollectionwasmainlydoneviadeskresearch,usingpublishedsourcesontheInternet.Limitedprimarydatawerecollectedthroughtelephoneande-maildiscussionswithcountry-basedcontacts,whereavailabletotheconsultant.Thiswasbecausecountryteamsthatweretoconsistofpolicymakersandresearcherswithgroundknowledge,werenotinitiallysetupororganisedasanticipated,Priortothepreparationofthefinalreport,draftsofindividualcountryreports,includingthepresentMauritiuscountryreport,willbesubmittedtotheAssociationfortheDevelopmentofEducationinAfrica(ADEA)forreviewandcomment.

Thepresentationofaliteraturereviewwithoutgatheringprimarydataandinformationfromthecountryisalimitationofsecondarydatacollectionprocesses.However,sincethisformstheinitialstageofamorecomprehensivestudy,thislimitationwillbeaddressedbythegatheringofprimarydatainthelatterstageofthestudy.

1.1.Thereviewandsurveyprocess

ThiscountryprofileformstheinitialstageofamixedmethodsdatacollectionprocessemployedtogathersecondarydatafortheICTinEducationproject.Thisfirststageofthestudyentailsacarefulreviewofsecondarydocumentsgatheredfromarangeofsourcesincludingpublicgovernmentitemsdealingwiththecountry'seconomicandsocial,legalframework,ICTinfrastructure,theavailabilityofICTtoolswithinthecountry’seducationsectorsystemstrategyaswellasteachersandstudents’capabilities.

Thedevelopmentofthecountryprofileisbasedonareviewofsecondaryliterarysourcesprovidesaninitialprofilethatoffersabaselineandframeofreferenceforunderstandingthekeyissues,forthecountry’sexperiences,prioritiesandchallengesregardingICTandremotelearningstrategyspecificallyashasbeenacceleratedbytheCOVID-19experience.Theliteraturesourcesassistinidentifyinginformationgapsthatwillinformthesecondphaseofthestudywhichinvolvesaprimarydatacollectionprocess.Tothisend,thecountryprofilesinformthedevelopmentofinstrumentsaswellasprovideabackdropfortheinterpretationofthedatacollectioncomprisingsurveysandfocusinterviewstobeconductedinthesecondphaseofthestudy.

Thisreviewofliteratureprovidesabackgroundtowhatpolicyinitiativesareinplace,budgetaryallocations,keychallenges,andlessonslearnt.Itwillalsoshowthecountry’sinterpretationandresponseregardingICTinEducation,remotelearning,andCOVID-19withimplicationsforthecountry’sresiliencylevelsandtherequiredinvestmenttoattainastandardlevelofresilience.Inaddition,theliteraturereviewprovidesinitialinformationaboutthepartnersengagedinthisareaandwillinformthedetailedpartnermapping,forwhichtheprimaryresearchactivitieswillenabletheidentificationoffurtherkeyexpertinformantsandpartnerstoprovidewaysforwardforthestudy.

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EssentiallytheICTineducationstudyreliesontheuseofbothprimaryandsecondarydatacollectionforprofilingandsuggestingproposalsfortheuseofICTineducationinAfricancountriessubsequenttotheCOVID-19pandemic,acrossthesubsectorsofbasiceducation,TVETandhighereducationspecificallyfocusingon:(1)existenceandbreadthofICTpoliciesandstrategies;(2)availabilityandutilisationofICTinfrastructureinlearningfacilities;(3)theleveloftheworkforce’sdigitalcompetenceincludinglearners’abilities;(4)theavailabilityofelectronicsystemsforlearningandassessments;(5)theexistenceofe-educationmaterials;(6)partnersengagedinsupportingtheuseofdigitaltechnologyineducation;(7)challengesrelatedtoimplementinge-education;(8)andexamplesofsuccessstoriesandgoodpractices.

Ultimatelythedatagatheredpercountryfromthismixedmethodsstudywillbeanalysedaccordingtothefollowingthematicareas:(1)commonSWOTanalysisontheuseofICTineducationandremotelearning;(2)requiredenablingfactorstosupportthestrongnationalresiliencetofuturecrisis;(3)thekeygapsconcerningICTinfrastructure,e-learningsystems,theICTliteracyofbothlearnersandstudents,ande-curricula;(4)opportunitiesforinitiatingandenhancingregionalprogramsfore-education;(5)keypartnersandstakeholderscurrentlyengagedinsupportingtheuseofdigitaltechnologypercountry,areaofsupporttheyareengagedin;and(6)bestpracticesthatmightbereplicated.

1.2.Limitationsofthestudy

Thereareobviouslimitationsofstudiesutilisingsecondarydata.Datasourcesarethemselveslimitedandthoseavailablemightbeincompleteandnotcurrent.Inthisstudy,thesubsequentprimarydatacollectionprocessusinginterviewswithkeyinformantsandpartnersaswellastheadministrationofsurveys,isintendedtoensurethatthelimitationsareminimised.

2.BACKGROUND

2.1.Overview

Mauritiushasbeenfast-trackingitsICTglobalcompetitivestrategiesandhasbeensuccessfulonallscores.FollowingthemodeloftheSingaporeanexperience,theMauritiangovernmenthasbeenvisionaryinitspromotionofitscountryasa“cyberisland,”ahubforthesouthernAfricanregionwithadiversifiedeconomy.MauritiushasattemptedtopromoteICTsinschoolssincethelate1990swhichisreflectedinitsnationalICTpolicy(2007),asegmentofwhichisdedicatedtoeducation.Thecountrycurrentlyholdsthe61stpositionof134countriesontheDigitalReadinessIndex,andasshowninFigure1hasseveralaccoladesandinternationalindicesachievedforitsadvancedICTsector.Inallcases,exceptfordigitalinnovation,MauritiusisregardedasfirstinAfrica.

ThecountryisaSmallIslandDevelopingState(SIDS)of2040squarekilometres,withapopulationofaround1.27million(January2022).ItprovisionallyattainedHigh-IncomeCountry(HIC)statusin2019,butrapidlyrevertedtoMiddle-IncomeCountrystatusin2020becauseoftheCOVID-19pandemiconitseconomy.ThetemporaryWorldBankHICgraduationisnonethelessnoteworthyinthecountry’seconomicdevelopmentanditstransitionfromaremotemonocropeconomyto“Africa’sbestdevelopmentsuccessstory”asdescribedbytheWorldBank(WorldBank,2022).

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Figure1:Internationalindices

Source:DigitalMauritius2030StrategicPlan

Sinceitsindependencein1968,theeconomyhasevolvedfromanexclusivelyagriculture-basedeconomytoadiversifiedeconomybasedontextilemanufacturing,anindustrialzone,tourism,andsuccessfulpublic-privatesectorscollaborationinthe1970s.Thecountry’sinvestmentineducation,infrastructure,financialsector,andbusinessservicesaccountsforitsgoodinternationalrankings.Forinstance,about850ICT/BPOcompaniesemployedaround30,000workersandcontributedto7.4%ofthecountry’sgrossdomesticproduct(GDP)in2021(MauritiusEconomicDevelopmentBoard,2022).

Yet,overthelastdecadeorso,itseconomicgrowthhasstruggledtoreachthelevelithadduringtheeconomic‘miracle’yearsofthe1970sand1980satatimewhenmonocropsugarproductionfuelledgrowth.Thestagnationispartlyduetoweakerinvestment,globaltrademarketcompetitivenessandrisingunemployment.Thecountryhaslostitsedgeandcompetitivenessinmanysectorswhereasinvestmenteffortsinnewornon-traditionalsectorsremainedsparse.Between2009and2019,exportsfellfrom57to40percentoftheGDP.Themainexportsectorsincludingtourism,textileandbusinessservicessufferedlossesinmarketshare.Duringthatsameperiod,privatesectorinvestmentwasmainlyintraditionalsectorsandwasaround14percentoftheGDP(pre-COVIDperiod).In2015-19,halfofprivateinvestmentwasinrealestate,whileinvestmentintourism,retail,manufacturing,andagriculturedeclined.Investmentinnon-traditionalsectorswasmainlyintheICTsector(Figure2).ForeignDirectInvestment(FDI)flowsoscillatedaround4percentoftheGDPoverthatperiod,withabout2percentoftheGDPaccountedforbythesaleofhigh-endrealestateoccupiedmostlybyforeignresidents.

Furthermore,duetoitsdependenceontourism,theislandhasseverelysufferedeconomicallyfromtheimpactofCOVID-19.In2020,recessionwasat14.9percent.Growthisexpectedtoliftin2022withthereopeningofborders.TheCOVID-19shockpresentsanopportunityforMauritiusto“recalibrateitsgrowthmodelincludingwiththereallocationofresourcestowardsmoreproductivefirms”,suggeststheWorldBank.Itgivestheretailsectorasanexamplewherenewdigitallyenabledbusinessmodelsexpandedduringthetwolockdowns(WorldBank,2022).

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Figure2:PrivateInvestmentGDPbySector

Source:WorldBank(2021)basedondatafromStatisticsMauritius

Besidesnaturaldisastersincludingpandemics,cyclonesandflashfloods,Mauritiusishighlyvulnerabletofluctuationsintheglobaltradingsystem.TheGovernmentthereforeseekstobroadentheeconomicbasetobetterabsorbtheimpactofexogenousshocksandbuildresilience.Ithasplacedemphasisonsectorssuchasthelandbaseoceanicindustry,theseafoodhub,therealestatesector,thepharmaceuticalindustry,thefinancialsector,adiversifiedtourismsector,abroad-basedICTsectoraswellastheemergenceofaknowledgeeconomy,whichallcallforare-engineeringoftheeducationsystem.TheEducationandHumanResourceStrategyfortheperiod2008-2020andpost2020providetheframeworksforthesenewdevelopmentswhileallowingforflexibilityandadaptationtochangesthatmightoccur,includingpost-COVID19recovery.

3.REVIEWANDSURVEYHIGHLIGHTS

TheGovernmentofMauritiusplanstointegratetheuseofdigitaltechnologyinthedailylifeofeverycitizenbyusingICTforgovernmentservices,businesses,andlifestyles(MTCI,2018a).Thedigitaleconomycouldcontributeupto10%oftheannualGDPannuallywithcreationofapproximately50,000jobsby2030.In2019,theICTsectorcontributedto5.7%oftheGDP1.ArobustICTsectorrequiresskilledhumanresources.TheGovernmentofMauritiusthereforebroughtchangestotheeducationsystemtorespondtotheemergingneeds.Consequently,educationpolicieswererevised,andmoredemandwasplacedonteachersandschoolprincipals2.TheEducationandHumanResourcesStrategyPlan2008-2020madeprovisionforflexiblesystemsandstructuresthatthatallowlearnerstoacquirenewskillswithinalifelonglearningframework.Thatmeansensuringthattheaccreditationandqualificationsystemsallowlearnerstoreceivecreditsforexperience,upskillingor

1

MauritiusICTIndicatorsPortal-Localindicators(ncb.mu)

2InternationalJournalofLearning,TeachingandEducationalResearchSpecialIssue,Vol.13,No.4,pp.14-19,October2015.

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knowledgegained,whetherintheclassroom,intheworkplaceorothersettings(EHRSP2008-2020:12).

ICTinfrastructureandICTindicators,includingmobilephoneandinternetaccessandusage,fixedbroadbandpenetration,allinteracttopotentiallydecreaseeducation,socialandeconomicinequalities.MauritiusisoneofonlyfourcountriesinAfricatogetherwithEgypt,Namibia,andTunisiawherethepriceofonegigabyte(GB)ofdataisaffordabletothree-fourthsofthepopulation(AUC/OECD,2021).Affordableinternetisdefinedasthecostofonegigabyteofmobileprepaidbroadbandbeingbelow5%oftheaveragemonthlyincomeofthehousehold.

Table1listssomecoreICTindicatorsforMauritiusandfurtherInternationalTelecommunicationUnion(ITU)indicatorsarediscussedinthelatterpartofthisstudy.

Table1:IndicatorsfortheICTSector

CoreICTIndicatorsforMauritius

ContributiontoGDP(end2019)

5.7%

GrowthRate(end2019)

4.8%

Broadbandpenetration(Jan2022)

87%

Noofinternetusers(Jan2022)

1,027,900

Mobilephonepenetration(2020)