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Contents Abstract 3 1.0 The context of the ZEP project in Mauritius 4 2.0 Background information about the Zone d’Education Prioritaire in Mauritius 6 3.0 Focus on teachers as a critical success factor in the ZEP strategic initiative 15 4.0 Investment in capacity building of Head Masters and teachers in the ZEP sector 16 5.0 Impact of the ZEP initiative in the primary education sub sector of Mauritius 26 6.0 The strengths and weaknesses of the ZEP project in Mauritius 30 7.0 Proposals from a policy perspective to reinforce the ZEP initiative as a good practice 37 8.0 Conclusion 42 References 44 [ 2 ] INRULED
Abstract This paper describes the Zones d’Education Prioritaire (ZEP) / Education Priority Zone project as being an important government initiative to structure efforts to bring more resources to those primary schools which are found in the deprived regions of the country. The project goal is to increase the percentage pass rate of those underachieving pupils in the ZEP schools through socio-pedagogical actions undertaken at the level of the schools. The ZEP strategy is here discussed in Mauritius in the backdrop of the realities of its primary education sub sector. Its strengths and weaknesses are also outlined with a view to bring attention on features of the project that could be improved so that it may still deliver on its promises. The challenges that the project pose in its nearly 10 years of existence are highlighted by putting emphasis on the fact that the success of the pedagogical aspects of the project is dependent on the teachers as the main agents of change. Attempts entertained by the ministry to train the teachers to enhance their teaching in the ZEP scenario have been described. Proposals at the level of policy have also been made in view to reinforce capacity to better equip the ZEP initiative with the right human resource to improve the project deliverables. The signifi cance of this paper is to broaden the perspective of the community of practitioners operating in the promotion of inclusive education to help fi ght social exclusion and poverty through socio-pedagogical projects as is the case with the ZEP. Keywords: Zone d’Education Prioritaire (ZEP)/ Education priority Zones, Primary schools, underachievement, In-service training, deprived areas INRULED [ 3 ]
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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 and 36: 6.2 The weaknesses of the ZEP proje
Page 37 and 38: to enhance learning of the ZEP pupi
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
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