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the ZEP schools. The University of Brighton, UK was associated with the initiative
through its resource person.
The International Reading Association provided a training of trainers’ course on
notions of differentiated teaching for effective instructions in class situation. The
training aimed at having a multiplier effect as the trainers would carry out on site
training with a larger audience at the site of the ZEP schools.
As from 2009, MIE took over the capacity building of teachers in ZEP schools
through a systematic manner taking on board all the 10 trainers who followed the
International Reading Association programme. The capacity building of teachers
takes the form of an accompaniment of teachers in classroom situation at the site of
the ZEP schools. The programme is currently on-going.
(b) The participants in the capacity building programmes
Teacher participants who called at the In-service training initiatives were those who
were already in employment and who were already in post in the ZEP schools. While
pre-service student- teachers were trained at the Mauritius Institute of Education on
this important government policy; those already in the ZEP schools were mandated
to follow the training courses.
Standard IV teachers of the ZEP schools were selected as most of the time they
were the same teachers who would be teaching the students up to Standard VI. The
primary education sector prior to 2006 was viewed to consist of 2 main cycle which
were Standard I - Standard III in the fi rst and Standard IV - Standard VI in the second
(Ministry of Education & Human Resources, 2001). Teacher participants at the start
of the second cycle were deemed to secure the return on investment as additionally
the policy on the posting of teachers in ZEP schools was of 6 years duration.
Only few teachers were selected so as not to hamper the smooth running of the
schools. Replacement of those teachers in training at the rate of twice a week were
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