School-based training sustained with critically reflective approaches to empower professionals is a must in the Mauritian context for the teaching and learning of literacy. This paper documents the capacity building project in Mauritian ZEP Schools that empowers teachers in adopting a paradigm shift in their instructional practices in a view to alleviate illiteracy and encourage literacy achievements in our primary schools. Supported by the Mauritius Institute of Education, this project has come a long way since its inception and collaboration with the UNDP a few years back. While the paper supports ground roots training for educators and regular training for facilitators, it also takes the innovative literacy practices and sustains the approaches that should be applied in the teaching and learning process. It illustrates the performance and competence of educators in educating the learners and also illustrates the success stories that are the outcomes of the espoused strategies. Additionally, the paper illustrates the disposition of teachers and learners to adapt themselves to diverse and authentic approaches in the teaching and learning of literacy.
|Keywords:||School-based Training, Literacy, Reflective|
Senior Lecturer, School of Education, Mauritius Institute of Education, Mauritius
Lecturer, School of Education, Mauritius Institute of Education, Mauritius
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