ARVIND BHOJUN
President of Union of Private Secondary Education Employees (UPSEE)

Abstract: The privatisation of education has emerged as a dominant global trend, reshaping the role of teachers in the private sector. This paper examines the implications of this shift on educators at the global, regional (African), and local (Mauritian) levels. It explores the challenges and opportunities brought by privatisation, including employment conditions, job security, professional autonomy, and social dialogue mechanisms.

Introduction: Education is widely recognised as a public good, yet increasing privatisation trends challenge traditional models of educational provision. The rise of private schools, corporate-funded institutions, and profit-driven education enterprises impacts both access to quality education and teachers‘ working conditions. This paper seeks to analyse the status of private sector teachers within this evolving landscape.

Global Context: In many countries, privatisation has led to a dual-tiered education system, where teachers in private institutions are either very well paid or often face lower wages, limited job security, and fewer professional development opportunities compared to their public-sector counterparts. Large-scale education businesses, such as low-cost private schools in developing nations, have introduced cost-cutting measures that undermine teachers‘ status. Furthermore, the influence ofmultinational corporations and education technology firms hasaltered classroom dy namics, sometimesreducing teachers‘ roles to content de- liverers rather than pedagogical leaders.

Regional Context (Africa and SADC Region) In Africa, privatisation has expanded rapidly due to government underfunding of public education and growing demand for schooling. Countries such as Kenya, South Africa, and Nigeria have seen a surge in low-cost private schools, often employing unqualified or underpaid teachers. In the Southern African Development Community (SADC)
region, unionisation among private school teachers remains weak, limiting collective bargaining power. The lack of strong regulatory frameworks exacerbates disparities in wages, benefits, and workload between public and private sector teachers.

Local Context (Mauritius) Mauritius has a long-standing private education sector, primarily composed of confessional, non-confessional, and fee-paying private schools. Despite government funding to certain institutions through the Private Secondary Education Authority (PSEA), disparities persist. Teachers in private schools often experience delayed sal- ary adjustments, weaker job security, and inconsistent application of labour laws. Additionally, increased managerial interference in pedagogical matters has led to diminished professional autonomy.

Mauritius is one of the few countries that provides free education from pre-primary to tertiary levels, ensuring accessibility and inclusivity for all students. The government also offers free transport to all students and provides free textbooks to students from Grade 1 to Grade 9, while those registered under the Social Register Scheme (SRS) continue receiving free school materials and textbooks up to Grade 13. Furthermore, the state covers the examination fees for the Cambridge International School Certificate (SC) and the Cambridge International Higher School Certificate (HSC) for students attending public and government grant-aided private secondary schools, but there are also private fee paying schools in Mauritius. Aprroximately, 80% of our students in the pre-primary, primary & secondary Schools students are ei- ther admited in the government or Government grant-aided pre-primary, primary & secondary schools.

To help you in better understanding the different private schools in Mauritius, please follow the list below:

In Mauritius, private pre-primary schools cater to children aged 3 to 5 years and fall into different categories based on their curriculum, philosophy, and administration. Here are the main types:

1. Roman Catholic Aided (RCA) Pre-Primary Schools
• Managed by the Roman Catholic Education Authority (RCEA).
• Receive partial government funding.
• Follow the National Early Child-hood Curriculum with a Catholic ethos.
• Example: Pre-primary sections in RCA primary schools.

2. Hindu Aided Pre-Primary Schools
• Managed by the Mauritius Sanatan Dharma Temples Federation (MSDTF).
• Partially funded by the government.
• Incorporate Hindu cultural and religious teachings alongside the National Curriculum.

3. Islamic Aided Pre-Primary Schools
• Run by Islamic organizations with partial government funding.
• Teach Islamic values and religious studies alongside the National Early Childhood Curriculum.

4. Montessori Schools
• Based on Dr. Maria Montessori’s child-centered education philosophy.
• Focus on hands-on learning, independence, and self-paced progress.
• Use Montessori materials (e.g., counting beads, sensory activities).
• Example: Petit Poucet Montessori School.

5. International Pre-Primary Schools
• Offer foreign curricula such as:
o International Baccalaureate (IB) Early Years Programme
o British Early Years Foundation Stage (EYFS)
o French Maternelle Curriculum
• Often linked to international primary schools.
• Examples:
o Clavis International Primary School (IB)
o IPS (International Preparatory School) (IB)
o École du Nord (French Curriculum)

6. Local Private Fee-Paying Pre-Primary Schools
• Independent schools that follow the National Curriculum but charge fees.
• May include additional programs like bilingual education, creative arts, and outdoor learning.

7. Local Private Grant-Aided Pre-Primary Schools
• Independent schools that follow the National Curriculum but are funded by the government. (free education)

8. Alternative & Specialised Pre-Primary Schools
• Schools that follow alternative education philosophies, such as:
o Reggio Emilia Approach (child-led, project-based learning)
o Waldorf/Steiner Method (art, imagination, minimal technology)
• Some schools also focus on special needs education.

9. Community-Based & NGO-Run Pre-Primary Schools
• Operated by charities, NGOs, or community groups.
• Often provide free or low-cost early education to underprivileged children.
• Example: Pre-schools run by the Early Childhood Care and Education Authority (ECCE) in partnership with NGOs.

In Mauritius, private primary schools can be also presennted into several categories based on their administration, funding, and affiliation. Here are the main types:

1. Roman Catholic Aided (RCA) Schools
• Managed by the Roman Catholic Education Authority (RCEA) under the Diocese of Port-Louis.
• Partially funded by the government (teachers‘ salaries and operational costs).
• Follow the National Curriculum with religious education incorporated.
• Examples: Père Laval RCA School Notre Dame de Lourdes RCA School.

2. Hindu Aided (Aided Hindu Schools – AHS)
• Managed by the Mauritius Sanatan Dharma Temples Federation (MSDTF).
• Receive government aid for staff salaries and operational costs.
• Follow the National Curriculum with Hindu religious teachings.
• Example: Aryan Vedic Aided Schools.

3. Islamic Aided Schools
• Managed by Islamic organizations and receive partial government funding.
• Follow the National Curriculum while including Islamic religious education.

4. Madrassahs (Islamic Religious Schools)
• Privately run Islamic schools focusing on Quranic and Islamic studies.
• Some also offer the National Curriculum alongside religious teachings.

5. Private Fee-Paying Schools
A. Private Local Fee-Paying Primary Schools
• Independent schools that follow the National Curriculum but charge fees.
• May include additional programs like bilingual education, creative arts, and outdoor learning.
B. International & Progressive Alternative Schools
Some private international schools also adopt alternative education models, blending Montessori, project-based learning, and experiential education. Fully independent and privately funded (no government aid).

Examples in Mauritius:
• Clavis International Primary School (IB curriculum with alternative learning methods)
• École du Nord (French curriculum with an emphasis on creativity)
• IPS (International Preparatory School) (IB approach with child-centered learning)
• May follow local or international curricula (e.g., British, French, or IBcurriculum).
Examples: Clavis International Primary School, École du Nord, Hampton Primary School

6. Montessori and Alternative Schools
• Private schools following alternative education models like Montessori or Waldorf.
• Example: Petit Poucet Montessori School.

Montessori and alternative schools provide non-traditional education models that focus on child-centered learning, creativity, and holistic development. They differ from mainstream schools in their teaching methods, curriculum structure, and assessment approaches.

Montessori education is based on the philosophy of Dr. Maria Montessori, emphasizing:
√ Hands-on, self-directed learning
√ Mixed-age classrooms (e.g., 3–6 years, 6–9 years)
√ Use of Montessori materials (e.g., wooden blocks, counting beads)
√ Focus on independence and exploration rather than traditional exams
Examples in Mauritius:
• Petit Poucet Montessori School
• La Maison Montessori de Moka

In Mauritius, there are several Secondary fee-paying schools that offer both local and international curriculums. One example is the International Preparatory School (IPS), which follows the British curriculum. Other notable fee-paying schools include:

1. Le Bocage International School – Offering an international curriculum with an emphasis on British education.
2. Mauritius International School (MIS) – A British-style school with a focus on both academic and extracurricular activities.
3. The Lycée La Bourdonnais – A French international school offering a curriculum that aligns with the French educational system.
4. Queen’s College – Though not as internationally focused as others, it is a prominent fee-paying school in the country.
5. International School of Mauritius (ISM) – A popular school offering the International Baccalaureate (IB) curriculum.
6. Emmanuel Christian School – A private Christian school following a Western curriculum.

These schools provide various types of programs, including the International Baccalaureate (IB), British GCSEs, and A-levels, catering to both local and expatriate families.

The Paradox of Free Education and the Growing Demand for Private Fee-Paying Institutions in Mauritius.

Despite the extensive provisions to offer free education to our students, there has been a notable increase in demand for private fee-paying educational institutions from pre-primary to tertiary levels in Mauritius. This trend raises critical questions: Why are parents willing to pay for education when it is provided free of cost? Who are the parents that prefer private education?

The Role of Private Tuition and
Inequity in Free Education
Although free education is provided at all levels, coaching classes and private tuition have long been an integral part of the Mauritian education system. Many parents invest significantly in additional educational support to ensure their children excel in examinations. Unfortunately, this creates an equity gap, as not all families can afford private tuition, thereby disadvantaging students from lower-income backgrounds. The government has not taken stringent measures to regulate or condemn such practices, further exacerbating educational inequalities.

Policy Failures and the Teacher
Shortage Crisis
One of the key factors contributing to the growing preference for private education is the series of policy failures by the previous Minister of Education. Certain decisions made by the ministry resulted in difficulty in recruiting qualified teachers in public and grant-aided private secondary schools. Consequently, many students were left without adequate guidance in crucial subjects. This teacher shortage led to a decline in educational standards, prompting concerned parents to explore alternative educational institutions that guarantee better academic support and mentoring. Due to practice of nepotism in the grant aided private secondary schools, many staff are having to work under incompetent and unprofessional managements, which obviously create uncondusive and toxic and inappropriate working environments as well as streaneous industrial situations which is also a main reason why competent staff prefer to seek for other and better opportunities, which they always consider whenver comes to them.

Challenges in the Governance
of Government Grant-Aided Pri-
vate Schools in Mauritius
In Mauritius, government grant-aided private schools are fully funded by the state, including the salaries of all staff members. However, the governance of these institutions remains a critical concern as the appointment of managers is left to the discretion of the owners, who may be trusts or individuals. This lack of regulatory oversight permits the appointment of individuals who may lack the requisite knowledge and expertise to effectively manage educational institutions. Notably, there are no existing regulations specifying the necessary qualifications for managerial positions in such schools, resulting in widespread nepotism and inefficiency.

A significant issue within these institutions is the prevalence of discrimination against staff members by unprofessional and biased managers. The absence of a meritocratic system has led to the prioritization of family lineage over competency for promotional opportunities. Consequently, capable and hardworking staff members often find themselves burdened with additional responsibilities, compensating for the inefficiencies of underqualified colleagues. This systemic lack of fairness has led to widespread demotivation, with many educators opting to change careers, seek employment abroad, or transition to international private schools that offer better working conditions and career prospects.

The responsibilities of staff in these government grant-aided schools have become increasingly demanding due to rising cases of indiscipline, substance abuse, and other social issues among students. Despite these growing challenges, the initial salary for a graduate educator holding an undergraduate degree and a Post Graduate Certificate in Education (PGCE), a Master of Education (MEd), or an equivalent qualification remains alarmingly low at approximately $315 per month. While Mauritius is a democratic nation
with labor laws designed to protect workers‘ rights, the mechanisms necessary for ensuring compliance with these laws have proven inadequate in curbing abuses and injustices within the education sector.

One of the fundamental rights granted to employees in government grant-aided private secondary schools is the freedom to join trade unions. The Union of Private Secondary Education Employees (UPSEE) is the largest trade union in the education sector, representing nearly 5,000 members. UPSEE has been firmly defending the interest of all staff of the private and government grantaided private secondary schools for the 50 years. We have been able to maintain our presence in many important negotiation with the Minister of Education in alighning the salary and nearly all the priviledges as offered to the staff of the government secondary schools to the staff in all government graint-aided private secondary schools in early 1980’s, payment of all the salaries and benefits from the grant of the managers of the grant-aided private scondary schools directly to the bank account of the respective staff through the reguatory body of the private grantaided secondary schools, that is the Private Secondary Education Authority (PSEA) and the agreement with the Minister of Education in 2000, to safe-guard all the job with all their benefits and in same condition by reploying all the staff in the grant-aided private secondary schools in the colleges of the Mauritius Education Company (a company with th emajority shares of the state) and the excess staff in the state secondary schools. Unfortunately, despite the advocacy efforts
of the UPSEE, violations of workers‘ rights persist. A tragic case in point occurred last year (2024), when a union member lost his life while performing tasks that were not in the scheme of his official duties. Disturbingly, the institution responsible for this incident has not been held accountable, high-lighting the urgent need for stronger enforcement of labor protections and governance reforms within the education sector. As the republic of Mauritius consist of different islands, such as Mauritius, Rodrigues, Agalega, St Brandon & the Chagos Artipelagoes, UPSEE has members in all the islands providing education through private seconadry schools. We need to high-light that our members are mainly in the government grant-aided private seconadry schools and the staff in the fully private secondary institutions have difficulties in joining a trade union. Most of these institutions include it in their conditions while recruiting staff, preventing or discouraging them from being a member of a trade union, thus one of the reasons why these staff are not members of any trade union.

Government Policies Encourag-
ing Private Education
Instead of strengthening the public education system, the government has continued to grant permits for es- tablishing new private institutions at all levels. This has facilitated the expansion of private educational institutions, offering parents more alternatives outside the public system. Moreover, in the 2024 national budget, the government introduced a tax incentive where parents who could afford to send their children to private fee-paying schools were allowed to declare school fees as tax-deductible expenses. Such policies indirectly promote private education by making it financially viable for wealthier families.

Reasons Behind the Preference
for Private Education
The increasing shift towards private education can be attributed to several factors:

1. Perceived Higher Quality of Education – Private institutions often have smaller class sizes, modern facilities, and a stronger academic reputation.
2. Better Teacher-Student Ratio – Parents believe their children receive more individual attention in private schools compared to the overcrowded public schools.
3. Extracurricular Opportunities – Private institutions offer a wider range of extracurricular activities, fostering holistic development.
4. Flexible Curriculum Options – Some parents prefer international curricula (e.g., IB, IGCSE, or French Baccalaureate) that provide broader academic exposure.
5. Greater Discipline and Control – Private schools often have stricter discipline policies and better student supervision, which many parents consider beneficial.

Who Are the Parents Opting for
Private Schools?
The parents who prefer fee-paying private institutions generally fall into the following categories:

1. Affluent and Upper-Middle-Class Families – They can afford high tuition fees and prioritize quality education over cost.
2. Professionals and Business Owners – They seek elite academic environments that offer networking opportunities for their children.
3. Parents Disillusioned with the Public System – Those who feel public education is declining in quality, especially due to teacher shortages and lack of resources.
4. Expatriates and Foreign Nationals – Many expatriate families prefer international schools that align with their home country’s education system.
5. Parents Seeking Foreign Language Education – Some private institutions offer language-focused curricula (e.g., German, Mandarin, Italian. Spanish, Japa- nese or Arabic).

The situation of teachers in Mauritius, particularly in fee-paying schools, can vary depending on the institution. However, there are some common trends and challenges faced by teachers in this context:

A. Local Fee Paying Schools:
In local private fee-paying schools in Mauritius, staff members work under extremely deplorable conditions. Numerous pre-primary and secondary fee-paying schools exist across the country, yet the working conditions for their employees are both dire and often illegal.

Graduates employed in these institutions receive salaries that fall below the minimum wage policy set by the government. Additionally, they are compelled to work beyond their official working hours and to teach subjects for which they lack proper qualifications. Job security is virtually nonexistent, as these employees are never granted permanent positions and can be dismissed at any time without justification. Although we have legal regulations to protect the staff, but the ministry of labour have failed to set up proper check and balances as well as institutions to see to it that the regulations are respected. We at the Union level are having
to report individual cases nearly everyday to bring justice and help the saff to get their rights, which is obviously costly an time consuming.

Furthermore, employees in these schools are deprived of essential employment benefits such as pension contributions and other legally mandated entitlements. They are subjected to the capricious and often harsh language of managers, who impose unfair working conditions. Many staff members are forced to sign unfavorable contracts and payslips under duress, with the constant threat of dismissal should they refuse to comply.

B. International Fee Paying Schools:
1. High Demand for Qualified Teachers:
• International Standards: Many fee-paying schools, especially those following British or IB curricula, require teachers with specific qualifications and experience, such as a degree in education, teaching certifications, or international qualifications. This can create a competitive job market for teachers.
• Attracting Talent: Schools that follow international curricula often recruit teachers from abroad, especially for subjects like English, sciences, and mathematics. This helps bringdiverse expertise but also means that schools need to offer attractive salary packages and benefits to retain high-quality educators.

2. Workload and Expectations:
• Heavy Workload: Teachers in fee-paying schools may face higher workloads although they have smaller class sizes but greater individual attention required. There’s often an emphasis on preparing students for international exams (e.g., IGCSE,A-levels, or IB), which can create additional pressure for teachers to prepare and deliver high-quality lessonsfor different exams and provide extra support.
• Extracurricular Commitments: Many fee-paying schools expect teachers to take part in extracurricular activities such as clubs, sports, and events, which can increase their overall workload.

3. Salaries and Benefits:
• Varied Compensation: Teachers in private or fee-paying schools in Mauritius may be offered competitive salaries, especially in schools following international curriculums. However, salaries can vary widely depending on the school’s reputation and resources.
• Benefits: Expatriate teachers who are in these schools may receive benefits such as health insurance, professional development opportunities, and sometimes housing allowances or relocation packages if they are recruited from abroad.

4. Professional Development:
• Ongoing Training: Fee-paying schools, particularly those with international standards, often provide teachers with professional development opportunities, such as training in the latest teaching methodologies, exam preparation strategies, and curriculum updates. This is especiallyimportant for maintaining accredita tion with international organizations like the International Baccalaureate (IB).
• International Exposure: Teachers in international schools may benefit from exposure to different teaching styles, international conferences, and the opportunity to collaborate with educators from around the world.

5. Teacher Autonomy and Support:
• Autonomy: Teachers in fee-paying schools may have more autonomy in terms of curriculum design and teaching style, particularly in international schools that encourage creative approaches to learning. However, they still need to align with the school’s overall goals and the curriculum standards.
• Support: In many high-quality fee-paying schools, teachers are provided with adequate support, including teaching assistants, access to modern teaching tools, and a collaborative environment with other educators. This can help reduce teacher burnout and improve job satisfaction.

6. Teacher-Student Relation- ships:
• Smaller Classes: The smaller class sizes in fee-paying schools often result in closer relationships between teachers and students. This can be a rewarding aspect of teaching, as it allows for more individualized attention, fostering a stronger teacher-student bond.
• Parental Expectations: In fee-paying schools, parents often have high expectations and may be more involved in their children’s education, which can increase the pressure on teachers to meet those expectations. However, this can also create a supportive environment if communication between teachers and parents is open and constructive.

7. Job Stability and Growth:
• Job Security: In fee-paying schools, the financial stability of the institution is crucial for teacher job security. While many of these schools are well-funded and have good resources, there can be some instability during times of financial difficulty or changing market demands.
• Career Advancement: Teachers in fee-paying schools may have opportunities for career advancement, including positions as heads of departments, coordinators for extra curricular activities, or even school leadership roles.

Challenges:
• Burnout: Due to the high demands placed on teachers (e.g., long hours, high performance expectations, balancing administrative tasks with teaching), burnout can be a concern.
• Cultural Adjustment: For expatriate teachers, adjusting to the local culture and environment in Mauritius can be challenging, though many schools provide support to help with this transition.
• Not To Be Represented By Trade Union: In most of the fee paying private schools the management discourage the staff to be a member of or to be represented by a trade union, which reduce their bargaining power and leave them in vulnurable situations during disagreement with the management. Secondly, the staff in the international private secondary schools are mostly expatriates and afraid of losing their contarct, they abide to the decision of the management of their respective institutions. Those few mauritians who have been recruited by the Internatonal Secondary Institutions, are definitely better remunerated comapred to the government and government grant-aided seconadry schools staffs, thus another reason encouraging them of accepting the conditions imparted upon them not to join any trade union.

Conclusion
While Mauritius prides itself on providing free education for all, the inequalities within the system, government policies favoring private education, and declining confidence in public institutions have led to an increased demand for private fee-paying schools. If this trend continues unchecked, it may result in a two-tier education system where quality education is accessible mainly to those who can afford it, thereby undermining the principle of educational equity. Addressing these disparities requires policy reforms, investment in public education, and measures to regulate private tuition to ensure that every child, regardless of socio-economic background, has access to quality education.

The lack of stringent regulations governing the appointment of managers in government grant-aided private schools and local fee paying schools have resulted in systemic inefficiencies, nepotism, and workplace discrimination. The challenging work environment, compounded by low salaries and an increasing burden of responsibilities, has driven many educators to seek alternative career paths. To address these issues, the authorities must implement robust mechanisms to regulate managerial appointments, enforce labor laws, and ensure that meritocracy prevails in these institutions. Without such interventions, the quality of education and the well-being of educators in Mauritius will continue to be at risk.

Whereas, teachers in fee-paying schools in Mauritius can expect a professional environment with higher expectations, competitive salaries, and good career opportunities. However, they must also navigate challenges such as high workload, pressure from parents, and a need for continuous professional development. Despite these challenges, many teachers find the experience rewarding, especially with the opportunity to teach in smaller, well-resourced classes and interact with a diverse student body. With the objective to better serve, represent and negotiate for the staff in the education sector, UPSEE has joined hand with other unions in th e education sector, from pre-primary upto tertiary and formed the Federation of Education Unions (2024), which is recognised by the
law and the Ministry of Education. UPSEE id also a compliant member of the ANTUSA and we are also seeking for being a member of the Education International (EI).