CONCLUSION

 

 

Paving the Way for an E-confident School, Society and Nation through the Implementation of ICT as a Subject in Primary schools by Permanent Specialist ICT Teachers

         

The memorandum has shed light on various issues:

 

1.     The School IT Project aimed at introducing ICT in primary schools is a necessary step in order to position Mauritius with the global economy and to enhance the competitiveness of the national economy.

2.     At the end of the four-year contract employing ICT teachers, it has been observed that:

§       The status of ICT as a subject and the ICT teacher have remained at the bottom end of the school hierarchy.

·       The initial budget allocated for the implementation of ICT in schools has been significantly reduced.

 

 

 

In the second part of this memorandum, the ICTTN details and supports the following arguments:

 

1.     ICT: A Prerequisite for Enhancing our National Competitiveness

a.      The School Reform is in line with global trends led by the digital revolution.

 

2.     ICT: A Subject with Statutory Requirements

a.      ICT has its own principles of digital ‘literacy and numeracy skills’.

b.     In line  with the government’s publication, ‘Reform Project: School Leaving Assessment at Age 16 –ICT’, benchmarks in ICT competencies need to be attained by each pupil for him to acquire his computer driving license and participate in the knowledge economy.

 

 

 

 

     Conclusion: It is imperative to maintain ICT as a subject in primary schools.

 

 

 

3.     ICT: A Subject Requiring Permanent Specialist Teachers

      a.   ICT teaching requires specific knowledge, skills, qualifications and experience.

<               b.   Introducing ICT as a subject in schools is a stepping stone towards embedding an ICT pedagogy within the school environment.

c.      Using ICT as a tool for teaching other subjects is the next step in this process.

 

 

 

 

Conclusion:

 

 

 

                           i.     The status of ICT teachers should be changed to permanent specialist ICT

teachers. They could also be made responsible for ICT issues such as security, health and safety, purchase and maintenance of infrastructure, the strategic deployment of resources and professional support for basic technical problems.

 

 

 

                         ii.     In the extension of their role as teachers to that of coordinators as detailed in the above paragraph, they would also help in integrating ICT as a tool for other subjects. In this light, a collaborative approach between ICT teachers, GP teachers and ICT learners would ensure that teaching and learning are carried out in an e-confident school, converging towards the vision of a ‘Cyber Island’.