Abstract

This paper describes the Zones d’Education Prioritaire (ZEP) / Priority Education Zones 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 pass rate of underachieving pupils in ZEP schools through socio-pedagogical actions undertaken at the school level. The ZEP strategy is discussed against the backdrop of the primary education subsector in Mauritius. 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 near 10 years of existence are highlighted by emphasising 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 policy level have also been made to reinforce the capacity to better equip the ZEP initiative with the right human resource to improve the project deliverables. The significance of this paper is to broaden the perspective of the community of practitioners operating in the promotion of inclusive education to help fight social exclusion and poverty through socio-pedagogical projects as is the case with ZEP.
 

Keywords: Zone d’Education Prioritaire (ZEP)/ Priority Education Zones, Primary schools, underachievement, In-service training, deprived areas