The Primary School Achievement Certificate (PSAC) in Mauritius has reported a stable national pass rate of around 77%, with 76.90% achieving success in the first session of 2025. However, beneath these statistics lies a growing disparity between students' scores and their actual skills in reading, writing, and math. International reports from organizations such as the World Bank, UNESCO, and PASEC have raised concerns about the increasing "learning poverty" in Mauritius.
An analysis of the PSAC and its predecessor, the Certificate of Primary Education (CPE) from 2015, reveals significant changes in the exam structure. The CPE required students to work independently, while the PSAC introduced a more guided approach, including multiple-choice questions and visual aids. This shift has led to concerns that students are being tested on their ability to follow instructions rather than their actual knowledge.
A comparison of the CPE and PSAC exams highlights the changes in the assessment process. In math, students now work through problems in a step-by-step manner, with partial marks awarded for correct methods even if the final answer is incorrect. In languages, students are provided with visual aids and word banks to support their writing, rather than being required to write independently.
To measure the impact of these changes, a simulation was conducted comparing the scores of a student with average abilities under both the CPE and PSAC systems. The results suggest that the new exam structure can lead to higher scores without necessarily reflecting an improvement in actual knowledge or skills.
The concerns over the PSAC are echoed in international research on "learning poverty." A joint World Bank and UNESCO report found that approximately 40% of 10-year-old students in Mauritius struggle to read and understand a simple text. This raises questions about the validity of the PSAC pass rates as an indicator of academic achievement.
Experts in cognitive psychology have noted that the PSAC's focus on recognition and recall rather than active learning and independent thinking may not accurately reflect students' mastery of a subject. This approach is at odds with international best practices, which emphasize the importance of assessing students' ability to apply knowledge and think critically.
The changes to the PSAC have sparked debate among educators and policymakers in Mauritius. Arvin Bhojun, president of the Union of Private Secondary Education Employees (UPSEE), has highlighted the need for a more nuanced approach to assessment, one that balances the need for accountability with the need to support student learning and development.
Key points
- The PSAC pass rate in Mauritius has remained stable at around 77%, but concerns have been raised about the actual competence of students in reading, writing, and math.
- International reports have highlighted the issue of "learning poverty" in Mauritius, with around 40% of 10-year-old students struggling to read and understand a simple text.
- The changes to the PSAC exam structure have led to concerns that students are being tested on their ability to follow instructions rather than their actual knowledge or skills.
