3 Motivating people 23/11/25

Chapter 3 explores one of the most fundamental tasks of a school leader: understanding what motivates people and using this insight to improve the performance, commitment, and well-being of staff and students. The authors argue that effective management is essentially about working with people, and motivation sits at the centre of this work.

1. Understanding Motivation

The authors begin by defining motivation as the set of internal and external forces that determine how individuals behave, the effort they exert, and their persistence in pursuing goals. Motivation is not something managers “give” to people; rather, managers create the conditions in which individuals become motivated.

Key ideas:

  • Motivation influences energy, direction, and sustained effort.

  • It is shaped by both individual needs and organisational conditions.

  • People behave differently not because they are inherently lazy or hardworking, but because their motives and needs vary.

2. Whom Do We Need to Motivate?

In schools, motivation involves multiple groups:

(a) Teachers

Teachers must feel energised, valued, and supported to maintain high performance. Their motivation is directly tied to job satisfaction, professional autonomy, recognition, and meaningful involvement.

(b) Non-teaching staff

Administrators, support staff, and auxiliary workers also need motivation. Often underestimated, their work influences school climate, efficiency, and the smooth running of daily operations.

(c) Students

Students must be inspired to learn, participate, set goals, and develop intrinsic motivation.

(d) Parents and the wider community

Motivating parents toward cooperation, support, and partnership enhances school success.

Conclusion: Effective school managers must recognise the varied needs and drivers of each group.

3. Satisfying Needs: The Foundation of Motivation

The authors argue that motivation is rooted in human needs. Managers who understand these needs can better design environments that encourage positive behaviour.

When individuals feel their needs are met, they:

  • demonstrate more commitment

  • experience greater satisfaction

  • perform better

Conversely, unmet needs lead to frustration, resistance, and disengagement.

4. Maslow’s Hierarchy of Needs

Maslow’s (1954) theory is presented as a helpful framework for understanding human behaviour. The ladder consists of:

  1. Physiological needs: Food, rest, physical comfort

  2. Safety needs: Job security, predictable environment

  3. Social needs: Belonging, acceptance, relationships

  4. Esteem needs: Recognition, status, achievement

  5. Self-actualisation: Realisation of personal potential

Application in schools:

  • Teachers want security in employment, but also recognition for their work.

  • Students need belonging (class cohesion) before focusing on academic excellence.

  • Staff functioning at higher levels (esteem or self-actualisation) become natural leaders.

5. Relevance of the Hierarchy

The authors acknowledge criticisms:

  • Needs do not always follow a strict progression.

  • Cultural and individual differences influence priorities.

  • Some people pursue high-level goals while basic needs remain unmet.

However, Maslow is still highly relevant because:

  • It highlights that different people are motivated by different things.

  • Managers must identify which need level is dominant for each individual.

  • It encourages a holistic approach to understanding human motivation.

6. Theory X and Theory Y

Douglas McGregor’s (1960) framework examines how managers’ assumptions shape their behaviour.

Theory X (Authoritarian view)

Managers assume:

  • People dislike work

  • Need close supervision

  • Avoid responsibility

  • Are motivated mainly by fear and punishment

This results in:

  • Rigid rules

  • Low staff morale

  • Resistance and passive compliance

Theory Y (Humanistic view)

Managers assume:

  • People seek responsibility

  • Are capable of self-direction

  • Find satisfaction in their work

  • Are naturally motivated if conditions are right

This creates:

  • Autonomy and trust

  • Increased innovation

  • Higher engagement

Conclusion: Effective school managers adopt Theory Y, promoting empowerment rather than control.

7. Frederick Herzberg’s Two-Factor Theory

Herzberg distinguishes between:

(a) Hygiene factors (prevent dissatisfaction but don’t motivate):

  • Salary

  • Working conditions

  • School policies

  • Interpersonal relations

  • Job security

Improving hygiene factors prevents complaints but does not boost motivation.

(b) Motivators (create satisfaction and drive performance):

  • Achievement

  • Recognition

  • Responsibility

  • Advancement

  • Skill development

Motivators lead to true engagement.

Application in schools:

  • Increasing salary alone does not motivate teachers long-term.

  • Giving teachers responsibility for curriculum design, mentoring, or innovation enhances motivation.

8. Involvement

The authors emphasise that motivation grows when staff feel genuinely involved in decision-making.

Involvement strategies:

  • Staff participation in school development planning

  • Collaborative goal-setting

  • Distributed leadership

  • Professional learning communities

When people feel ownership, they show:

  • Higher commitment

  • Greater creativity

  • Stronger loyalty to the organisation

9. Achievement Needs

Drawing on David McClelland’s Achievement Motivation Theory, the authors highlight three dominant needs:

  1. Need for Achievement (nAch)

  2. Need for Affiliation (nAff)

  3. Need for Power (nPow)

Implications:

  • High-achievers thrive on challenges, feedback, and responsibility.

  • Affiliation-driven staff prefer teamwork and relationships.

  • Power-motivated individuals enjoy leadership roles.

Understanding these helps school managers allocate tasks effectively.

10. The Self-Motivated Achiever

Self-motivated achievers:

  • Set high but realistic goals

  • Seek feedback

  • Enjoy responsibility

  • Are driven by personal standards

  • Persist despite difficulties

Schools benefit from encouraging such individuals through:

  • autonomy

  • leadership opportunities

  • professional growth

  • recognition systems

11. Motivation Theory and the School Manager

The authors argue that school managers must integrate multiple theories to create a motivational climate.

Effective managers:

  • Diagnose individual staff needs

  • Provide recognition and feedback

  • Foster supportive relationships

  • Delegate meaningfully

  • Create opportunities for growth

  • Build a positive school culture

They understand that motivation is not manipulation; it is about enabling people to realise their potential.

12. Discussion Topic

The chapter includes reflective questions such as:

  • What motivates you personally as a school professional?

  • How do staff in your school behave when motivated versus demotivated?

  • What barriers to motivation exist in your school?

13. Further Reading

The authors recommend classical and contemporary works on:

  • motivational psychology

  • leadership theory

  • organisational behaviour

(for academic integrity, exact listings are omitted but rooted in Maslow, Herzberg, McGregor, and McClelland).

14. Opinion Questionnaire

This tool helps school managers analyse their own assumptions about human behaviour, their management style, and their orientation toward Theory X or Theory Y.

15. Assessing the Motivation of Others

The chapter concludes with practical guidance:

  • Observe behavioural cues

  • Conduct informal conversations

  • Use performance reviews

  • Apply surveys or checklists

  • Reflect on morale and engagement levels

The goal is to use data—not assumptions—to design motivation strategies.

2 The manager as a leader 23/11/25

1. Introduction: Leadership as the Core of School Management

Everard, Morris and Wilson argue that leadership is not optional for school managers: it is fundamental to ensuring effective staff performance, learner outcomes, motivation, and school culture. In schools, managers must combine administrative authority with human influence, which makes interpersonal competence an essential leadership tool.

The chapter emphasises that leadership is exercised even when managers are unaware of it, as their attitudes, decisions, and emotional states shape the working climate.

2. Interpersonal Skills

The authors highlight interpersonal skills as the cornerstone of effective leadership. These include:

a. Communication

  • Clarity of instructions

  • Active listening

  • Ability to articulate expectations

  • Giving constructive feedback

Good communication prevents ambiguity, reduces conflict, and increases trust.

b. Empathy

Understanding others’ feelings and perspectives helps managers:

  • Support staff morale

  • Identify personal or professional barriers

  • Build positive relationships

c. Influencing Skills

Leadership involves persuasion rather than coercion. Influence is achieved through:

  • Logical reasoning

  • Emotional appeal

  • Modelling good practice

  • Fairness and credibility

d. Conflict Management

Effective leaders intervene early, use mediation, and shift discussions from positions to interests.

e. Motivation

Recognising staff efforts, delegating meaningfully, and using praise appropriately are essential for sustaining teacher motivation.

3. Management Style Models

The chapter introduces several frameworks that help leaders understand their behavioural tendencies.

a. Autocratic vs. Democratic Styles

  • Autocratic leaders direct, control, and make decisions alone.

  • Democratic leaders share decision-making, encourage participation, and promote collaboration.

Everard et al. emphasise that schools function better with democratic tendencies, but autocratic approaches are sometimes necessary (crisis, discipline breakdown, emergencies).

b. Task-Oriented vs. People-Oriented

Leaders vary in their focus on:

  • completing tasks efficiently (task-centred), or

  • supporting individuals and teams (people-centred).

Effective school leaders blend both according to situation.

c. The Blake & Mouton Managerial Grid (implied)

Though not explicitly named, the authors draw on the grid’s logic:

  • High task / low people

  • Low task / high people

  • High task / high people (the ideal)

  • Low task / low people

4. Orientation and Behaviour

Leadership orientation is shaped by:

  • Personal beliefs

  • Past experience

  • Attitudes to authority

  • Level of emotional intelligence

Behaviour is the external expression of this orientation. The authors argue that leaders must be conscious of their default behaviour, because unconscious patterns can limit effectiveness.

5. Dominant and Back-up Approaches

Leaders generally display:

  • a dominant style (their habitual leadership behaviour in routine situations), and

  • a back-up style (behaviour adopted when they are under pressure or stress).

Examples:

  • A normally democratic leader may become autocratic under stress.

  • A supportive leader may withdraw or avoid conflict when overwhelmed.

The key message:

Recognising your back-up style helps you prevent damaging reactions to stress.

6. Suiting Behaviour to Circumstances (Situational Leadership)

Everard et al. emphasise situational leadership, which adapts behaviour according to:

  • staff competence

  • staff commitment

  • the nature of the task

  • time available

  • urgency of situation

This aligns with the ideas of Hersey & Blanchard:

  • Directing

  • Coaching

  • Supporting

  • Delegating

A headteacher must vary leadership in a dynamic school environment—new teachers, crises, innovation adoption, and disciplinary issues require different styles.

7. Recognizing Inappropriate Behaviour

The chapter warns that leaders often continue using ineffective styles because they:

  • are unaware of their impact

  • misinterpret staff reactions

  • equate leadership with authority

  • confuse activity with effectiveness

Signs of inappropriate behaviour include:

  • Increased resistance from staff

  • Low morale

  • Complaints

  • Avoidance by colleagues

  • Increased conflict

Leaders should seek feedback, reflect, and adapt behaviour.

8. Leadership and Job Experience

Experience influences leadership in two main ways:

a. Benefits of Experience

  • Better judgement

  • More confidence

  • Improved communication

  • Enhanced emotional control

b. Risks of Experience

  • Rigid thinking

  • Overconfidence

  • Reduced openness to innovation

  • Reliance on routine

Effective school managers combine experience with reflective practice to avoid stagnation.

9. Passive / Political Orientation

The authors contrast two orientations:

a. Passive Orientation

Leaders with a passive stance:

  • avoid conflict

  • rely on rules rather than initiative

  • wait for problems to resolve themselves

  • avoid taking risks

This leads to organisational stagnation.

b. Political Orientation

Not “politics” in a negative sense, but:

  • understanding power relations

  • negotiating

  • building alliances

  • influencing others strategically

Successful headteachers use political awareness to navigate complex school environments.

10. Leadership Style and the School Manager

The chapter stresses that the leadership style of school managers directly affects:

  • School climate

  • Staff morale

  • Innovation adoption

  • Conflict patterns

  • Parent community relations

  • Quality of teaching and learning

Democratic, participatory, and flexible leadership styles tend to produce higher trust and better outcomes.

11. Categories of Leadership

Everard et al. present categories of leadership commonly seen in schools:

a. Transactional Leadership

  • Based on exchanges and rewards

  • Works well for routine tasks

  • Ensures minimum standards

b. Transformational Leadership

  • Inspires vision

  • Motivates staff intrinsically

  • Encourages creativity

  • Drives long-term school improvement

c. Instructional Leadership

  • Focus on teaching and learning

  • Monitoring performance

  • Supporting professional development

d. Moral / Ethical Leadership

  • High integrity

  • Fairness, consistency

  • Values-driven behaviour

The authors suggest that effective school leaders blend all categories, depending on context.

12. Standards for Management and Leadership

Leaders should demonstrate:

  • Vision and strategic planning

  • Effective communication

  • Emotional intelligence

  • Integrity and ethical behaviour

  • Efficient management of resources

  • Capacity to build teams

  • Ability to develop staff

  • Decision-making competence

  • Accountability and reflective practice

These standards align with modern school leadership frameworks (e.g., UK National Standards for Headteachers).

13. Characteristics of Headteachers and Deputy Headteachers

The authors summarise characteristics commonly found in effective school leaders:

Headteachers

  • Visionary and strategic

  • Confident decision-makers

  • Skilled communicators

  • Delegators who empower staff

  • Politically aware

  • Resilient under pressure

  • Able to command respect

Deputy Headteachers

  • Operational leaders

  • Bridging link between teachers and headteachers

  • Strong in administration and coordination

  • Reliable, calm, detail-oriented

  • Often act as mediators

  • Provide continuity and stability

Deputies often exhibit leadership qualities but may be more task-focused, whereas headteachers must balance strategy, vision, people, and policy.

Conclusion

Chapter 2 positions leadership as an essential competence for school managers. It stresses that effective leadership requires self-awareness, flexibility, interpersonal skill, and political understanding. School leaders must adapt their behaviour to context while maintaining ethical standards and a commitment to staff development.

1 Who is a manager 23/11/25

Chapter 1 sets the conceptual foundation for understanding why management matters in schools and why all educators—formally designated leaders or not—require managerial competence. Everard, Morris, and Wilson argue that effective management is not a separate technical domain isolated from teaching; rather, it is integral to shaping the conditions that allow quality learning to occur.

1. Do Schoolteachers Need to Learn Management?

The authors challenge the long-standing assumption that teachers are “professionals of pedagogy” and not “managers.” Traditionally, teaching has been viewed as a vocation driven by subject expertise, classroom instruction, and pastoral care. However, modern schooling is far more complex, requiring teachers to:

  • plan, organise, and sequence learning

  • coordinate activities, resources, and assessment

  • collaborate in teams

  • manage behaviour, relationships, time, and communications

  • contribute to whole-school development

  • participate in curriculum planning and evaluation

  • implement national reforms and quality assurance procedures

Because the school is now understood as an educational organisation, not simply a loose collection of classrooms, every teacher needs at least a basic repertoire of management skills.
The authors emphasise that effective teaching is actually a form of effective management—of learners, environment, time, and tasks.

Thus, learning management is not optional; it is foundational for all educators who wish to operate in a complex, accountable, and rapidly changing school context.

2. Instinct, Common Sense, Skills and Techniques

Everard, Morris, and Wilson describe management as a blend of four elements:

a. Instinct

Some individuals demonstrate a natural capacity to organise, lead, motivate, and supervise others. instinct can contribute to successful management, but relying on instinct alone is insufficient, because:

  • instinct may not adapt well to new contexts

  • instinct might reinforce outdated habits

  • instinct can be biased or inconsistent

b. Common Sense

Common sense—practical judgement developed from lived experience—helps managers make reasonable decisions. However, common sense can also be culturally bound or subjective.

c. Skills

Skills are learned abilities gained from practice, such as communication, delegation, conflict resolution, time management, or planning. Schools increasingly require teachers to master such skills to deal with daily classroom and organisational challenges.

d. Techniques

Techniques refer to systematic methods or tools, such as:

  • strategic planning models

  • performance management frameworks

  • project management processes

  • evaluation and monitoring tools

The authors argue that relying solely on instinct and common sense is no longer adequate in a world of professionalised school management. Skilled educators must adopt structured management techniques to ensure consistency, accountability, and improvement.

In essence: management excellence is built, not born.

3. What is Management?

Management is defined as the process of getting things done effectively through people. Its goal is to coordinate human, material, and intellectual resources to achieve organisational aims.

The authors highlight that management in schools involves:

  • setting objectives

  • planning and allocating resources

  • coordinating staff effort

  • monitoring progress

  • making decisions

  • evaluating outcomes

  • ensuring continuous improvement

Management is therefore a practical, purposeful, and social activity. It is not hierarchical control for its own sake but the facilitation of successful teaching and learning.

4. Who is a Manager?

A manager is anyone responsible for achieving results through the work of others.

In the school context, this includes:

  • principals and deputy heads

  • heads of departments

  • grade coordinators

  • curriculum leaders

  • team leaders

  • anyone guiding colleagues or students toward shared objectives

The authors stress that teachers themselves are managers even if they do not carry a formal title. For example:

  • Teachers manage classrooms, behaviour, lessons, and learning processes.

  • They coordinate with colleagues and parents.

  • They plan and implement activities within limited time and resources.

Thus, management is not restricted to senior leadership; it is present at every level of the school.

5. The Manager and the Organisation

No manager operates in isolation. The organisation—its culture, policies, people, norms, and structures—shapes what a manager can or cannot do.

The authors note that school managers must understand:

• Organisational Structure

How authority, communication, and roles are distributed.

• Organisational Culture

Shared beliefs, rituals, expectations, and unwritten rules.

• Organisational Processes

Decision-making, planning, conflict resolution, communication channels.

Effective management depends on the manager’s ability to navigate these organisational realities. Problems arise not simply from individuals but from interactions between people and systems.

Schools are especially complex organisations because they:

  • deal with young people with diverse needs

  • employ professionals with different specialisations

  • must satisfy parents, communities, and government expectations

  • operate under strong accountability and political pressures

Understanding the organisation is therefore essential to successful school leadership or classroom management.

6. Ethics and the Manager

Management is not merely technical; it is moral. The authors emphasise that managers make decisions that affect people’s lives, wellbeing, and dignity.

Key ethical responsibilities include:

  • fairness in distributing responsibilities and rewards

  • transparency in decision-making

  • respect for staff and students

  • confidentiality and trust

  • honesty and integrity

  • prioritising the welfare of learners

  • avoiding misuse of authority

  • resolving conflicts justly

Because schools deal with vulnerable young people, ethical standards must be especially high. Ethical lapses undermine trust, morale, and organisational culture.

Everard, Morris, and Wilson argue that ethical leadership is not optional—it's central to effective management.

7. The School’s Role and Mission: Are Education and Management Incompatible?

Some educators fear that management introduces business-like, bureaucratic pressures that may conflict with the moral mission of education. The authors address this tension directly.

Is management contrary to education?

They argue no: management and education are mutually dependent.

Reasons:

  1. Education is a social mission requiring coordination.
    Without proper planning, organisation, and resource management, the educational mission collapses.

  2. Management protects teaching.
    It ensures stability, clarity, safety, and resource availability so that teachers can focus on learners.

  3. Poor management harms students.
    Inefficiency, chaos, or inconsistency reduces learning quality and increases teacher burnout.

  4. Good management empowers educational values.
    It allows the school to pursue its vision, nurture learners, and respond to societal changes.

Thus, management does not detract from the school’s mission; it enhances it.
A well-managed school is one where excellence in teaching, student support, and professional collaboration becomes possible.

Conclusion

Chapter 1 establishes that management is an essential, learnable competence required by all teachers and school leaders. It blends instinct, common-sense, skills, and formal techniques. It operates within an organisational context, guided by ethical considerations. Importantly, management and education are not incompatible; effective management is indispensable to achieving the school’s educational mission.


(g) Sir Gaëtan Duval: A Political and Social Architect of Modern Mauritius 11/10/25

Sir Gaëtan Duval: A Political and Social Architect of Modern Mauritius

Abstract

Sir Charles Gaëtan Duval (1930–1996) remains one of the most charismatic and controversial figures in the political history of Mauritius. As a lawyer, political leader, and visionary, he played a defining role in shaping the island’s political identity, particularly in relation to independence and the development of the tourism industry. This paper examines Duval’s early life, political career, ideological stance, and legacy within post-colonial Mauritius.

1. Introduction

Mauritius’s post-colonial political landscape was marked by strong personalities who influenced the nation’s trajectory toward democracy and socio-economic growth. Among them, Sir Gaëtan Duval stands out for his eloquence, populist style, and enduring influence on Mauritian identity politics. As the leader of the Parti Mauricien Social Démocrate (PMSD), Duval shaped both the political discourse and the early development of the tourism sector (Eriksen, 1998).

2. Early Life and Education

Born on 9 October 1930 in Rose Hill, Duval pursued his education in law at Lincoln’s Inn in the United Kingdom and later in Paris. His legal training honed his rhetorical skills, which became central to his political appeal. Upon returning to Mauritius, he established himself as a prominent barrister known for his sharp intellect and persuasive courtroom presence (Wikipedia, 2024).

3. Political Career and Ideology

Duval’s entry into politics through the PMSD marked the beginning of a new era of conservative and nationalist politics in Mauritius. During the 1960s, he emerged as the principal opponent of the island’s immediate independence from British colonial rule. The PMSD, under his leadership, argued that Mauritius was not yet economically or socially prepared for sovereignty (Simmons, 1982).

Although his stance against independence was controversial, Duval’s political strategies allowed him to gain significant support among the Creole and Franco-Mauritian communities. Following independence in 1968, he adopted a more pragmatic approach, entering coalition governments and serving as Deputy Prime Minister from 1983 to 1988 under Prime Minister Sir Anerood Jugnauth (Mathur, 1991).

4. Contributions to Tourism and National Development

One of Duval’s most enduring legacies lies in his contribution to the Mauritian tourism industry. As Minister of Tourism, he envisioned Mauritius as an international destination of luxury and hospitality. His promotional campaigns in Europe laid the foundation for the island’s future as a tourism hub. He is often referred to as the “architect of Mauritian tourism” (Ile Maurice Tourisme, 2021).

5. Controversies and Political Legacy

Despite his achievements, Duval’s career was not without controversy. He was briefly arrested in the early 1980s on charges related to political violence, though later acquitted. His populist rhetoric sometimes polarized Mauritian society along communal lines. Nonetheless, his political resilience and charisma earned him admiration across communities (Boswell, 2006).

His son, Xavier-Luc Duval, later continued his political legacy as leader of the PMSD and Deputy Prime Minister, reflecting the enduring influence of the Duval family in Mauritian politics.

Gaëtan Duval’s Opposition to Independence

During the 1960s, when the question of independence for Mauritius was debated, Sir Gaëtan Duval and his party, the Parti Mauricien Social Démocrate (PMSD), firmly opposed the idea of immediate independence from British colonial rule.

1. Political Context

At the time, Mauritius was deeply divided along ethnic and socio-economic lines. The Independence Party, led by Sir Seewoosagur Ramgoolam, advocated for full sovereignty and self-rule. In contrast, Duval and the PMSD argued that Mauritius was not yet economically ready and that independence could lead to instability, communal tension, and economic decline (Simmons, 1982; Eriksen, 1998).

2. Duval’s Ideological Position

Duval represented mainly the Creole and Franco-Mauritian minorities, who feared political marginalization in a post-independence government dominated by the Indo-Mauritian majority. His slogan, “No Independence Before Agreement”, reflected his call for a constitutional compromise that would guarantee minority rights before independence (Boswell, 2006).

3. Referendum and Outcome

When the issue was put to a referendum-like election in 1967, the Independence Party won a narrow majority, and Mauritius proceeded toward independence on 12 March 1968. Duval and the PMSD respected the result but continued to represent the opposition for several years afterward.

4. Post-Independence Shift

After independence, Duval adopted a more pragmatic stance, joining coalition governments and eventually serving as Deputy Prime Minister (1983–1988). His focus shifted from constitutional issues to economic and tourism development, for which he later became highly respected.

Summary

Period Position Reason
Early 1960s – 1968 Opposed independence Believed Mauritius was not economically or socially prepared; feared ethnic domination
Post-1968 Accepted independence; worked in government Focused on nation-building, tourism, and economic growth

Legacy & Recognition

  • Knighthood: He was knighted by Queen Elizabeth II. 

  • Honors: He was also honored by France (Commandeur de la Légion d’Honneur). 

  • Influence: He played a major role in developing Mauritius’s tourism and helped shape parts of its socio‐political structure.

6. Conclusion

Sir Gaëtan Duval’s life encapsulates the complexities of Mauritius’s transition from colony to independent state. His opposition to independence, later pragmatism, and visionary leadership in tourism collectively shaped the socio-economic foundation of modern Mauritius. Though divisive, his political career symbolizes the negotiation between identity, progress, and power in a multi-ethnic society.


References

  • Boswell, R. (2006). Le Malaise Créole: Ethnic Identity in Mauritius. New York: Berghahn Books.

  • Eriksen, T. H. (1998). Common Denominators: Ethnicity, Nation-Building and Compromise in Mauritius. Oxford: Berg Publishers.

  • Simmons, A. (1982). Modern Mauritius: The Politics of Decolonization. Bloomington: Indiana University Press.

  • Ile Maurice Tourisme. (2021). Sir Gaëtan Duval – L’architecte du tourisme mauricien aurait eu 95 ans. Retrieved from https://www.ilemauricetourisme.info

  • Mathur, H. M. (1991). Politics in Mauritius: From Colonial Rule to Coalition Government. New Delhi: Allied Publishers.

  • Simmons, A. (1982). Modern Mauritius: The Politics of Decolonization. Bloomington: Indiana University Press.

  • Wikipedia. (2024). Gaëtan Duval. Retrieved from https://en.wikipedia.org/wiki/Ga%C3%ABtan_Duval

(f) Yousuf Mohamed: A Legacy of Legal Excellence and Public Service in Mauritius 28/09/25

Yousuf Abdul Razack Mohamed (1933–2022) stands as a towering figure in the legal and political history of Mauritius. Known for his unwavering commitment to justice, his mentorship of countless legal professionals, and his active participation in the nation’s political landscape, Mohamed's life and work have left an indelible mark on the country.

Early Life and Education

Born in 1933, Yousuf Mohamed was the son of Sir Abdool Razack Mohamed, a prominent Mauritian minister. He pursued his studies in the United Kingdom, first in Bristol and later at the Faculté de Droit de Paris in France, where he specialized in French law. Returning to Mauritius in the mid-1960s, he embarked on a distinguished legal career that would span over six decades.

Legal Career and Mentorship

In 1961, Mohamed established his own chambers, MC Law Offices, which became a cornerstone of legal practice in Mauritius. His expertise and dedication earned him the title of Senior Counsel (S.C.), and he was honored with the Grand Officer of the Star and Key of the Indian Ocean (G.O.S.K.) in 2003. Beyond his legal acumen, Mohamed was renowned for his exceptional skills in cross-examination, his meticulous preparation, and his ability to impart wisdom to younger barristers. Many legal professionals regard him as a mentor who significantly shaped their careers.

Political Engagement

Mohamed's political journey began in 1967 when he was elected to the Legislative Council for Constituency No. 8 (Quartier-Militaire–Moka). Although he was not elected in the 1976 general elections, he was nominated through the Best Loser System and appointed as Minister of Labour and Industrial Relations until 1979. Subsequently, he served as Ambassador to Egypt and later as Deputy Speaker of the Legislative Assembly from 1983 to 1987. Throughout his political career, Mohamed advocated for electoral reforms and was a proponent of considering Mauritius as a single constituency to reduce communal divisions.

Personal Qualities and Legacy

Beyond his professional achievements, Yousuf Mohamed was celebrated for his infectious personality, sense of humor, and readiness to assist others. He was known to engage with individuals from all walks of life, offering guidance and support. His passing on April 3, 2022, at the age of 88, marked the end of an era in Mauritian legal and political circles.

In recognition of his contributions, a biography titled The Journey of Yousuf Mohamed: Jurist, Politician, Humanist was launched in July 2025. The event was attended by prominent figures, including Prime Minister Navin Ramgoolam, who lauded Mohamed's dedication to pro bono work and his profound impact on the nation.

Conclusion

Yousuf Mohamed's life was a testament to the values of justice, integrity, and public service. His legacy continues to inspire legal professionals and public servants in Mauritius and beyond. Through his mentorship, political endeavors, and unwavering commitment to the rule of law, Mohamed has left an enduring imprint on the fabric of Mauritian society.

(e) Sir Anerood Jugnauth (1930–2021) a Nation builder 22/09/25

Introduction
Sir Anerood Jugnauth (1930–2021) was one of the most influential political leaders in Mauritius, whose life and career left a profound mark on the island’s political, social, and economic landscape. Serving both as Prime Minister and President of Mauritius during different periods, he is often regarded as a visionary statesman who helped shape the modern Mauritian state. His leadership was pivotal in steering the country from a developing island nation toward economic diversification and democratic consolidation.

Early Life and Education
Born on 29 March 1930 in La Caverne, Vacoas, Mauritius, Anerood Jugnauth grew up in a modest family. He pursued his education locally before furthering his legal studies in the United Kingdom, where he was called to the bar at Lincoln’s Inn in London. On his return to Mauritius, he entered the legal profession, gaining recognition as a skilled lawyer, before transitioning into politics in the 1960s.

Political Career
Jugnauth’s political career spanned over five decades, beginning with his involvement in the Independent Forward Bloc (IFB) and later the Mauritian Militant Movement (MMM). Eventually, he co-founded the Militant Socialist Movement (MSM), which became a dominant political force in the country.

As Prime Minister
He first assumed office as Prime Minister in 1982 and went on to serve multiple terms: 1982–1995, 2000–2003, and 2014–2017. His leadership was characterized by political resilience, coalition-building, and economic reforms. Notably, he played a key role in transforming Mauritius into a diversified economy, moving away from a dependence on sugar to developing textile, tourism, and financial services sectors.

As President
Between 2003 and 2012, Jugnauth held the largely ceremonial post of President of Mauritius, where he was recognized as a unifying figure, respected across the political spectrum.

Contributions and Achievements
Economic Transformation – Jugnauth championed policies that diversified the economy, laying the foundation for Mauritius to become a middle-income country with a robust financial sector.
Democratic Consolidation – His political strategies, though sometimes controversial, contributed to the endurance of multi-party democracy in Mauritius.
International Relations – He strengthened ties with India, the United Kingdom, and other global partners, which helped Mauritius secure trade, cultural, and economic benefits.
Education and Social Policies – He emphasized access to education, healthcare, and social welfare, aiming to uplift the standard of living of Mauritians.

Challenges and Criticisms
Like any long-serving leader, Jugnauth faced criticisms. Some accused him of authoritarian tendencies, particularly in the 1980s, while others questioned his reliance on political alliances to maintain power. His long dominance in Mauritian politics also raised debates about dynastic politics, especially with his son Pravind Jugnauth succeeding him as Prime Minister.
Legacy

Sir Anerood Jugnauth passed away on 3 June 2021, leaving behind a legacy of determination, resilience, and service to his nation. He is remembered as the “Father of the Mauritian Economic Miracle”, a leader who combined pragmatism with a vision for progress. His state funeral was attended by local and international dignitaries, reflecting his stature as a respected leader.

Conclusion
Sir Anerood Jugnauth was not just a political leader but a nation-builder who dedicated his life to the service of Mauritius. His journey from a humble background to becoming one of the longest-serving leaders in Mauritian history is an inspiration. Despite challenges and criticisms, his contributions to democracy, economic progress, and national unity continue to shape Mauritius today.

(d) Remembering Kailash Purryag: A Statesman of Mauritius

Introduction

Rajkeswur “Kailash” Purryag was one of Mauritius’s most respected political figures, remembered for his long service to the nation and his steady commitment to democratic governance. As a lawyer, parliamentarian, and later as the President of the Republic of Mauritius, Purryag played a vital role in strengthening the country’s political institutions and maintaining national unity. His life journey, from modest beginnings to the highest office in the land, reflects both the opportunities and challenges of post-independence Mauritius.

Early Life and Background


Kailash Purryag was born on 12 December 1947 in Camp Fouquereaux, Phoenix, Mauritius. He came from a family with deep roots in the indenture system: his great-grandfather had migrated from Bihar, India, to Mauritius in 1869 to work on sugar plantations. This heritage gave Purryag a deep awareness of the struggles and sacrifices of indentured labourers, a perspective that shaped his empathy and vision for inclusion. Educated in Mauritius and later trained in law, he entered professional and political life with a determination to contribute to the nation.

Political Career

Purryag joined the Labour Party in 1973, at a time when Mauritius was undergoing political realignments and socio-economic transformations. Over the decades, he served in a variety of roles:

  • Member of Parliament, representing the people at the legislative level.

  • Minister in different portfolios, where he dealt with issues of national development.

  • Speaker of the National Assembly, where he was respected for his impartiality and mastery of parliamentary procedure.

  • Deputy Prime Minister, helping shape policy and governance.

  • Finally, he was appointed President of Mauritius in July 2012, a position he held until May 2015.

As President, although the role was largely ceremonial, he embodied the unity of the Republic and worked to promote democratic values, good governance, and international cooperation.

Leadership Style and Contributions

Kailash Purryag’s leadership was marked by humility, integrity, and a deep respect for democratic institutions. He was not a leader of confrontation but one of consensus. His legal background gave him a sharp understanding of constitutional principles, and he often emphasized the need for ethical conduct in public life.

His presidency was notable for his efforts to represent all Mauritians regardless of ethnicity, religion, or social background. At a symbolic level, he reminded the nation of its multicultural roots and its shared destiny. Internationally, he strengthened ties with India, Africa, and other strategic partners.

Legacy

Kailash Purryag passed away on 21 June 2025, leaving behind a legacy of service, dignity, and patriotism. His life story is also an emblem of Mauritius’s broader narrative: the transformation from a colonial plantation society to a vibrant democracy with leaders drawn from diverse social backgrounds. For many, he symbolized perseverance, social mobility, and the importance of serving the public with honesty.

Conclusion

Kailash Purryag’s career was a testament to the power of commitment, humility, and dedication to national unity. From the grandson of indentured labourers to the highest office in Mauritius, his journey embodies the democratic spirit of the nation. He will be remembered not only as a President but also as a servant-leader who placed the interests of the people and the dignity of institutions above personal ambition. His example continues to inspire future generations of Mauritians in leadership, governance, and civic responsibility.

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