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Private sector & NGO-led initiatives to involve parents in alternative school projects or to access school facilities outside normal hours were often stalled, because the necessary clearances from Directorate & Inspectorate were not obtained. (b) Recruitment of teachers in ZEP schools is not totally voluntary: Teacher retention in ZEP school is a problem The ZEP project affi rmed its successful implementation on the commitment of an unfl inching human resource that would be willing to work in the ZEP school scenario on voluntary basis. Hence the point of departure to build on the willingness of school personnel to collaborate with the central policy to help fi ght the underachievement of the pupils in those deprived areas. Unfortunately, the situation is very different as revealed by the Indian Ocean Child Rights Observatory (2008) which report that teachers’ retention in the ZEP sector is a major obstacle to have a continuity in the policy to build the capacity of teachers in that sector. Teachers’ motivation in the survey was measured inter alia, by the percentage of teachers who would like to change their profession being given the chance and the desire to be transferred from their present posting. The survey showed that more than 60% of the teachers surveyed would like a transfer away from the ZEP school to a non ZEP school. (c) Lack of coherence in policy at the center concerning ZEP teachers posting and development It is right to say that there are many factors which are tributary to teachers being transferred away from the ZEP schools even before the prescribed normal cycle of 6 years. On the one side there is a problem of teacher retention in the ZEP as argued earlier and on the other side, there is also a lack of commitment of the central administration of the Ministry to support the ZEP initiative as underlined on several occasions in the mid-term evaluation review report published by the UNDP in 2005. The effect of transferring a teacher who benefi tted from a capacity building programme [ 34 ] INRULED
to enhance learning of the ZEP pupils defi nitely breaks down the continuum of the process and each time the cycle starts anew. The transfer of teachers away from the ZEP school resulting probably from the lack of information by the high offi cers carrying out the transfer have devastating effect on the whole capacity building programme initiative. (d) A lack of communication on the whole ZEP strategy In their paper on the ZEP strategy implemented by the government, Mahadeo & Gurrib (2009) reviewed the problem areas of the ZEP sector and reported that the lack of communication and knowledge about the ZEP project in the public pulls back the efforts of the government to make of it a national project to be accepted and be endeared by all. The paper observed that the teaching personnel working in the non-ZEP schools have no idea about the activities and achievements of the ZEP schools. Moreover, this lack of communication affected the recruitment of teachers to work in the ZEP schools. Attempts to reinvigorate the ‘info-doc-com’ (Information, documentation and communication) strategic action with Head Masters never yielded much result as the cooperation with the ODEROI (‘Observatoire des droits des enfants de l’Ocean Indien’/ Indian Ocean Child Rights Observatory) with the Ministry of Education stopped after the publication of the List of Indicators for the ZEP sector essentially due to lack of funding. Hence the action planning to engage in schools to develop the know how to work out and publish the school data as dash board key performance indicators died an early death. (e) School organisational factors rarely support teacher development School organisational factors are known to support teacher development process. Ouedraogo (2011) points out organisational factors such as schools’ systems planning, the management, the physical logistics of the school and the distribution of the load of work will impinge on the teachers’ positive psychology. In addition it is also noted that the interpersonal relationships amongst teachers and between the INRULED [ 35 ]
Page 1 and 2: INRULED Working Papers on Teachers
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Page 5 and 6: Abstract This paper describes the Z
Page 7 and 8: will be directed to regional colleg
Page 9 and 10: (The Indian Ocean Child Rights Obse
Page 11 and 12: 2.2 The management structure of the
Page 13 and 14: • Caters for a social welfare pro
Page 15 and 16: children living mostly in the less
Page 17 and 18: 3.0 Focus on teachers as a critical
Page 19 and 20: intellectual resources that this ex
Page 21 and 22: Training initiative Year/ duration
Page 23 and 24: eplaced by colleague teachers at th
Page 25 and 26: iii. iv. v. Teachers’s guide for
Page 27 and 28: vii. To create a learning environme
Page 29 and 30: * Louis S. Coutet is a ZEP school c
Page 31 and 32: y half due to concerted efforts of
Page 33 and 34: (b) The operation of the ZEP favour
Page 35: 6.2 The weaknesses of the ZEP proje
Page 39 and 40: 7.0 Proposals from a policy perspec
Page 41 and 42: 7.2 Implementing a set of Human Res
Page 43 and 44: esearch process, in order to establ
Page 45 and 46: At the same time the element of acc
Page 47 and 48: Mauritius Examinations Syndicate Re
Page 50: About INRULED Working Papers on Tea

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