The RPL Support Scheme was introduced by the Human Resource Development Council (HRDC) in collaboration with the Mauritius Qualifications Authority (MQA) as from 2019 for a first cohort of 99 applicants.

Under this scheme, the HRDC funds a Facilitation Fee of Rs 5,000 and an Assessment Fee of Rs 6,000 per candidate. The MQA sponsors 75% of the processing fee, resulting in the candidates paying a symbolic fee of Rs500 for entry into the RPL process.

This scheme is in line with one of the objects of the HRDC as stipulated in its act is to ‘stimulate a culture of training and lifelong learning at the individual, organisational and national levels for employability and increasing productivity.’

• To reach out to individuals and employees applying for RPL with a view to promote Lifelong Learning.
• To support the enhancement of the career/employability opportunities of individuals and employees as well as provide alternative routes to further education

After completion of the first cohort, the RPL Support Scheme has been renewed for an additional 100 candidates. The second cohort started with a Portfolio Development Workshop for RPL to be held on Thursday 23 March 2023. A Project Collaboration Agreement was also signed between the HRDC and MQA to formalise this collaboration.

For additional information on the RPL Support Scheme, kindly contact the MQA or visit the MQA website: http://www.mqa.mu

The main objectives of the study are to:

1. learn from international experiences of the dual training system in supporting the achievement of the aims and objectives of NAP;
2. assess the implementation of NAP from the national and sectoral perspectives, and by type of qualifications;
3. understand the multiple perspectives of varied key stakeholders involved in NAP as to what they expect to achieve from this programme, any hindrance they experience and seek their contribution in its enhancement; and
4. come up with pointers and make proposals to enhance NAP based on co-designed, co-produced evidence generated.

The study comprises a series of surveys for different target groups, namely:

• Apprentices/ unemployed individuals (both current and past);
• Heads of enterprises and mentors;
• MITD management/trainers/curriculum developers;
• HRDC;
• Ministry of Labour, Human Resource Development and Training;
• Industry associations.

Besides, secondary data sourced from the Mauritius Examination Syndicate (MES) revealed a gradual decline in enrolment in STEM subjects at secondary education level and subsequently at tertiary education level. This state of affairs is leading to a growing mismatch between the skills of job seekers and those set out by employers as a quest of filling of vacancies. It has been found that the mismatch of skills relates mainly to STEM skills that include problem solving skills, higher order thinking skills, innovation and creativity among others. Such skills are mainly developed through STEM subjects taught at school level.

Underpinning the above, a strong STEM skills base is vital for the future of the country. To this end, the Ministry of Education, Tertiary Education, Science and Technology has highlighted the primacy of these skills in the National Curriculum Framework (NCF) 2015 presently being implemented. In consonance with the endeavours of the Ministry to address this pertinent issue, the HRD Council at its meeting held in April 2019 approved to conduct a research to identify the motivations and key challenges for the development of STEM skills at schools. This will be achieved mainly via a survey, initially designed to be conducted face-to-face, now being conducted online due to the COVID-19 pandemic. This study is being conducted with the support and collaboration of the Ministry of Education, Tertiary Education, Science and Technology.

The main aim of this research is to understand the problematic of STEM skills mismatch from multiple angles, that is, students, parents (as influencers of career decisions), educators, rectors and other key stakeholders.

The objectives of the study are to:

• obtain a deep understanding of the issues that are hampering the development to STEM skills among students;
• identify the reasons behind the lack of interest of students in STEM subjects;
• gauge the point of view of relevant stakeholders vis-à-vis STEM subjects;
• come up with input that would help to mount projects with a view to alleviate this issue;
• and provide pointers to institutions concerned to take necessary measures.

Survey instrument
The research involves a main survey via online structured questionnaires. Four sets have been prepared targeting: students of Grade 9 and Grade 11; parents or guardians of those students and teachers of those classes identified among the sample of schools. The findings will be augmented through qualitative and quantitative data.

Survey sample
A sample of 52 schools (both state and private) has been targeted for the survey, representing around 30% of the population of schools.

Target audience
From schools identified above, the survey targets all Grade 9 and Grade 11 students, their parents and teachers of their classes. They will be surveyed via respective online questionnaires. As students are below 18 years, consent of their parents / guardian are sought prior.

Survey administration
All the 4 sets of instruments will be administered online via email or mobile phone. Instruments have been developed using the Survey Monkey software. The Ministry’s support, via the intervention of Zone Directors and respective rectors, is solicited to provide emails or mobile numbers of:

• Parents of students from schools (of respective grades) sampled;
• Students possessing a mobile, with consent of parent; and
• ALL teachers of Grade 9 and Grade 11, irrespective of subject taught.

Note: The requested contact information of respondents will be used solely for the purpose of the survey and will be destroyed thereafter.

Once above information are obtained, a pilot in at least 2 schools will be carried out to ensure that there is no bug in the questionnaires or in the process. Any shortcoming will be addressed before the main survey is run. A few individual expert interviews are also planned to complement the quantitative findings.

Time frame
The main survey is expected to start in October 2021 and be completed by end of November 2021. Hence, a timeline of around one month, assuming no major disruption in the process, is allocated to complete and submit the filled questionnaires. To ensure better coordination, all the instruments will be administered simultaneously. Zone directors and rectors of participating schools are playing a pivotal role in coordinating the process. Once data is collected analysis will ensue. A first draft report is expected by December 2021.

Final words
The HRDC wishes to thank all respondents participating in the survey, school staff, rectors and directors of zones of both public and private schools and the Ministry of Education, Tertiary Education, Science and Technology in this national endeavour. The HRDC will share the findings of this survey with respondents and related stakeholders.

The objectives of the Career Guidance Toolkit are to:

• empower the Senior Educators to provide career education and career information to their students;
• plan and devise a customised career education plan for their schools using the toolkit as a guide;
• and provide different exercises and activities related to skill development and information sharing to support Senior Educators.

Under this programme collaborative projects between local and/or international institutions can be mounted for effective transfer of knowledge and build local capabilities.

This umbrella programme includes a wide spectrum of instruments supporting skills development initiatives, including but not restricted to, the following components:

• Projects to expose university students to the new technologies to smoothen their entrance in the place of work, through linkage with foreign universities and /or appropriate technology providers;
• Fresh graduates and mid-level professionals to acquire specialist, expert or mastery-level competencies through selected courses;
• Professionals to have the opportunities to deepen their specialist-level competencies, through selected courses;
• Selected building blocks of AI skills development as continuous process in ongoing university programmes;
• Scholarships to follow university AI undergraduate and post-graduate degrees;
• Needs-driven projects by industry associations to start building human capital in AI;
• Train-the-trainer programmes to build capacity at local universities as a basis to promote mainstreaming AI;
• Train professionals at industries who can in turn act as mentors to university students.

Students, fresh graduates, existing professionals, lecturers/trainers, researchers are targeted beneficiaries. Proposals can emanate from groups of enterprises, industry associations, public and private universities amongst others. An indicative template for submission of proposals can be downloaded here.

The broad objectives of the programme are to:

• proactively train a critical number of people on smart technologies;
• expand and develop new AI programmes to create a pipeline of talents;
• enable and empower youth to develop their skills in smart technologies;
• and support enterprises through skills development to adopt AI applications.