29 August 2015
Petites Annonces Gratuite
FacebookTwitterGoogle PlusLinkedin
Friday, 21 December 2012 11:48

Reforms in CPE

Written by 
The Certificate of Primary Education (CPE) is going to face significant changes in the coming years so as to make it more accessible.
A second forum for the review of CPE was presided by the Education Minister and in the presence of stakeholders and educationists at Ebène on Monday. The first forum was held last year whereby the Education Minister had invited recommendations and suggestions for the abolition and/or transformation of the CPE and a new mode of evaluation at the end of the primary cycle.

Following the forum, five committees were instituted, comprising some 20 members each. The working groups worked on: Review and De-loading of Curriculum; Review of Paper Design and Format; Review of Assessment and Automatic Promotion; Reinforcement of Pedagogy and Remedial Education; Certification and Selection. During Monday’s forum, the different committees submitted their report to the Ministry of Education.

“The Review of the Certificate of Primary Education (CPE) has always remained high on the agenda of this Government. As you may be aware, the Ministry of Education and Human Resources already embarked on and is successfully implementing new and innovative programmes since the past three years . The Review of the CPE exams which is one of the major educational reforms on our agenda is a challenging and a long and exacting task in that it has multifarious and far reaching implications and involves a gamut of partners, namely parents, students, educators, trade unions and staff of the education family,” said Dr Vasant Bunwaree at the opening of the forum.

One of the crucial points recommended in the context of the CPE Review is the shift from a purely examination - oriented exercise to a blend of continuous assessment.

The Pre-vocational sector also went through a thorough review and hence, a new Pre-Vocational Strategy which is student friendly has come up. Students who have not succeeded at their CPE exams at their first attempt will be given the opportunity to join the Pre-Vocational stream with the possibility of sitting again for the CPE examinations.

For pupils who seem to be lagging behind, reinforced pedagogy and consolidated essential learning competencies have been introduced through Remedial Education.

According to Dr Amode Taher, Ag. Chief Technical Officer, the CPE system has these shortcomings: too strong competition, stress for both pupils and parents, no holistic development of children, values education such as Interpersonal Education, Citizen Education, Sexuality Education, Environmental Education are not adequately taught, no consideration for life-skills, artistic, aesthetic, moral attitudes, no scope for critical thinking and innovation, emphasis on written work, exclusive summative assessment.

Review of Assessment and Automatic Promotion
The forum believes that it is in the interest of the child to repeat a year during the primary cycle to ensure success at CPE rather than repeating the CPE. They also think that STD III is the baseline and if a child fails in STD III, it is preferable to consolidate the base. Thus, the report recommends scrapping of automatic promotion that is, no promotion for pupils failing STD III.

A new assessment model was also proposed. Year I which aims at bridging the gap from pre-primary and establishing a foundation for learning will have formative and continuous assessments. Years II, III and IV which aim at identifying strength and weaknesses in literacy, numeracy ongoing remediation to avoid cumulating learning difficulties in Stage 3 will have formative and continuous assessment. For year IV, a summative assessment will be introduced. Years V and VI which aim at assessing both product and process of learning as well as life skills will have continuous, formative and summative assessments.

Certification and Selection
The Certification and Selection will be further discussed in another forum in January 2013 but the recommendations were already submitted. It has been remarked that the anti-pedagogical aspect of combining Selection and Certification vitiates the teaching process and encourages rote learning. This results in the central objectives being to get seats in the ‘best’ schools.

Presently, the selection mode for the seat allocation in secondary schools relies on the CPE Grade Aggregate and, in case of ties, on the relative performance for admission to National Colleges, and the proximity of residence in the case of Regional schools. Objectivity of the criteria results in a high degree of acceptability and little or no protest among parents while the reasons for the setting of criteria are the differences in standards of school and parents’ expectations and perception of schools.

Four proposals have been submitted for the selection process. Proposal 1 (medium to long term) divides the subjects at CPE level into three groups: Group 1 (English, Mathematics), Group 2 (French, Science, History & Geography, Asian Languages, Arabic, Kreol Morisien) and Group 3 (Physical Education, The Arts, Music). Continuous Assessment will be used for Certification but not for Selection. For Selection purposes, compulsory Passes in English and Maths along with 2 best subjects in Group 2 is required while for Certification purposes, compulsory Passes in English, Maths  + pass in 1 or 2 subjects from Group 2 + pass in  1 in   Group 3
For Certification purposes pending teaching in Group 3 starts, compulsory Passes in English, Maths + pass 2 subjects from Group 2 + pass in 1 in   Group 3.

Proposal 2 (Review of Exam Format) includes a 4-day exam period (covering 6 papers) be used for Certification purposes while an additional paper be used to determine the allocation of schools. This will imply either an Additional Paper with a combination of subjects or emphasis on numeracy and literacy in lieu of a paper with a combination of subjects. The selection mode will include 4 best grades out of 6 + the result of the Additional Day exam (optional), guaranteeing each student a seat in a Regional College.

Proposal 3 mentions the placement of students with mixed abilities. Proposals had been made during the National Forum (December 2011) for the identification of 3 or 4 best performers in each school and getting them admitted its National Colleges. With best students admitted in National Colleges, the esteem/credentials of the said  primary schools  are increased. However, a minimum Performance/Attainment would be needed. Moreover, it could be to the detriment of more meritorious students.

It has been proposed that a ‘Special Support Class’ with a special pedagogy with a flexible programme be created and that these seats are to be over and above the normal allocation.

Proposal 4 puts forward the effective separation of Certification and Selection purposes. It supports that Certification should be school-based according to the pupil’s performance taken cumulatively between STD III and IV. It proposes National Exams in 1 or 2 subjects per year conducted by MES across the grades III to IV and validation by a team at school level.

Selection for secondary school admission process: MES to carry out  the selection of Certified  pupils for admission to a Regional school based on proximity to residence.

Two schools per Zone selected, with admission based on a competitive examination set by the MES.  Admission to these schools may be national. One Secondary School in each Zone offering studies leading to HSC Professional. Mixed rather  than single sex Schooling.

Some amendments will be made in January 2013 while other changes will be brought about by 2015. Meanwhile, proposals regarding the selection and certification will be decided upon during another forum next month.

Review and De-loading of Curriculum
To ensure the holistic development and good citizenship in terms of literacy, numeracy, life skills, ICT, Civic Education, Moral Values, all the core subjects as well as Asian languages and Arabic will be de-loaded. Numerous concepts which are too difficult to grasp and complex notions, topics will be transferred to the secondary curriculum.

It is also believed that one cause of failure at CPE is the cruel transition from pre-primary to primary. Hence, the current structure of the primary cycle which is Stage 1 (STD I & STD II), Stage 2 (STD III & STD IV) and Stage 3 (STD V & STD VI) be restructured to Stage 1 (STD I), Stage 2 (STD II, STD III & STD IV) and Stage 3 (STD V & STD VI). Foundation for Primary schooling and consolidation of the Pre-Primary and extension of Bridging the Gap over the year.

Stage 1 will include the foundation for primary schooling and the consolidation of the pre-primary and extension of Bridging the Gap over the years. Stage 2 will consist of Literacy, Numeracy and Life Skills while Stage 3 will comprise the consolidation and preparation for end of the primary cycle assessment.

Review of Paper Design and Format
To create conditions propitious for pupils sitting for the CPE exam, and to improve the pass rate, there is a need to redefine the paper weightage system. It has thus been recommended that the current concept of ELC (60%) and DLC (40%) be replaced by the assessment at three levels of learning: (i) Knowledge & Understanding: 40% to 60%; (ii) Application & Interpretation: 40% to 30%; (iii) Analysis and Evaluation: 20% to 10%.

To ensure commonality among all examinable subjects with regard to Format and Design, the duration of all papers will be 1 hr 30 mins. For languages, exam papers will be aligned in terms of number and types of questions as well as in terms of level of difficulties.

Presently, for the award of CPE, the minimum requirement is Grade E in English, Maths and French, together with an overall of 35% of total marks in either English, Maths, French, Science, History & Geography or English, Maths, French, Science, History & Geography, Asian Languages, Arabic.  The minimum requirements for the award of the CPE have been reviewed: Pupils having scored 4 ‘E’s not to be considered as having failed for not obtaining an overall of 35 % of total marks. Amendment to internal regulations under the MES Act will be required.

Reinforcement of Pedagogy and Remedial Education
Already, the Ministry have embarked on the task of reinforcing pedagogy, and consolidating essential learning competencies of pupils who seem to be lagging behind through Remedial Education. According to the Education Minister, the Ministry is recruiting additional Remedial Education teachers so that they may assist slow learners in acquiring the basic knowledge and learning competencies that will see them successfully through the primary cycle. Therefore, weaknesses in both learning and teaching will be identified and addressed through differentiated/alternative pedagogy for enhanced learning.

Consolidating the culture of reading
No child can learn if he/she does not read and no child can write well if he/she cannot read. Welcoming the “Silence on lit” project as a good practice, the forum recommended the availability of appropriate books for the different age groups and a professional monitoring of the reading exercise.

Sankoré Project as ICT support
The Sankoré project has become a very important ICT support tool across the curriculum by providing more meaningful learning. Sankoré project which comprises an interactive whiteboard is available in all STD IV classrooms. It enables learning by doing, personality development of pupils, autonomy, activity, production of practical results, better pedagogy with interactive mode, and successful learning enhancement.

Pupils with Special Needs
Special consideration will be given to pupils with Special Education Needs (SEN). SEN requires logistics, Teacher Training, Psycho-Pedagogical and collaborative approach, inter alia. Thus, the mode of assessment will be reviewed. SEN pupils will be assessed according to their abilities. Special education program will be customized to address individual student’s needs and the continuous professional development for SEN Educators. Training for headmasters and school inspectors and sensitization of parents and community have also been recommended.

Staff development programme
Regular training sessions.
Use of modern equipment to enhance teaching methods
Peer learning among teachers at workshops
Training and upgrading skills and competences
In-service training, regular workshops, peer-learning
School-based Continuous Professional Development (CPD) including on-line learning

Premita Leelachand

Email This email address is being protected from spambots. You need JavaScript enabled to view it.
Zero Tolerance

ZERO Tolérance

Les internautes qui voudraient commenter les articles qui sont publiés sur le site defimedia.info sont avisés qu'ils doivent éviter à tout prix d'utiliser des termes obscènes, racistes, communaux ou diffamatoires. La moindre utilisation d'un terme offensant entraînera le rejet automatique du commentaire soumis.

Il est interdit d’utiliser comme profil une photo ou une illustration pouvant montrer une personnalité, ou encore d’utiliser une photo d’un inconnu.

Tout internaute ne respectant pas ces conditions sera banni du site.

comments powered by Disqus