Shift in Policy : Number of Credits required to be eligible for HSC , Equity/Inclusion v/s Diluting the standards

 1. Introduction

In 2025, the Ministry of Education in Mauritius implemented a controversial policy change: students who obtained three or four credits at the School Certificate (SC) level could now be admitted to HSC studies in Grade 12,  a significant policy shift, allowing students with only three or four credits at the School Certificate (SC) level to be admitted into Grade 12, the first year of the Higher School Certificate (HSC) cycle. Traditionally, students needed a minimum of five credits to qualify. This move has sparked a national debate among educators, parents, and policymakers regarding its implications for educational standards, equity, and long-term national development. This move has sparked a national debate among educators, parents, and policymakers regarding its implications for educational standards, equity, and long-term national development.

1.1 What is scoring a CREDIT in a subject ?

A “credit” at the School Certificate (SC) level in Mauritius corresponds to aggregate grades 1–6 (50–100 %) in a subject; aggregates 7–9 count as “passes” or failures depending on the score . Admission to Lower VI (Grade 12), the HSC stream, depends on the number of credits obtained in the SC.

2. Historical Overview of Admission Requirements (2005–2025)

There was no official national requirement published for the number of SC credits needed for progression to HSC during these years in accessible public documents. Over the past two decades, Mauritius has undergone several changes in educational policy, influenced by both internal needs and international recommendations (e.g., UNESCO and World Bank frameworks). The standard requirement for progression to HSC was a minimum of 5 credits at the SC level. Credits are defined as grades 1–6 in O-Level subjects (Cambridge International Examinations). Students typically took 7–9 subjects, and competition for sixth-form places was intense.

Reference: Ministry of Education & Human Resources (2005). Annual Digest of Education Statistics.

2010–2011: Introduction of Flexibility

  • On 29 January 2011, the Ministry of Education introduced reforms enabling students with three credits in SC (including a credit in English) to be admitted to Lower VI, while two credits were considered case‑by‑case depending on subject combinations and school places

  • By 17 May 2011, parliamentary records confirmed that around 351 students with three credits sat for the HSC in 2010, of whom 148 passed; the measure had officially been approved on 28 January 2011

2012–2019: Continuation of 3‑credit Policy

  • From 2011 onwards through most of the 2010s, the three‑credit threshold (with English credit) remained the de facto standard. No reversal of this policy is documented during this period.

The same standard remained in place, but discussions began on reforming the system to reduce dropout rates and broaden access. A few private colleges began accepting students with four credits, often placing them on conditional academic probation.

Reference: Mauritius Research Council (2012). Quality and Equity in Post-Secondary Education in Mauritius.

Under the Nine-Year Continuous Basic Education (NYCBE) reform introduced in 2016, greater emphasis was placed on inclusivity. While the 5-credit rule still applied in government-aided schools, private colleges increasingly relaxed requirements to accommodate low-achieving learners.

Reference: Ministry of Education and Human Resources, Tertiary Education and Scientific Research (2017). NYCBE Implementation Report.

January 2020–January 2021: Reintroduction of Five Credits

  • A circular dated 14 February 2020, effective 1 January 2020, from the Mauritius Examinations Syndicate (MES), formally required five credits in SC (in one sitting, including English) for admission to Grade 12/HSC 

  • The policy applied to both public and private institutions; four fee‑paying private colleges attempted legal challenges but were unsuccessful (decision issued 13 January 2021) 

2020–2023: Enforcement of 5‑credit rule

  • During 2020, 2021, 2022, and into 2023, the five‑credit requirement was actively enforced. Press and union commentaries in early‑2024 still reflected the five‑credit norm, with stakeholders debating its merits and impacts 

  • In February 2024, public discussion emphasized reinstating the 5-credit standard, although debate over four-credit thresholds also emerged 

Pressure mounted to align secondary education policies with SDG 4 (Quality Education). The impact of the COVID-19 pandemic also accelerated the need to be flexible with admission standards. Several institutions unofficially accepted students with 3–4 credits, though this was not formalised nationally.

Reference: UNESCO (2022). Mauritius Education Sector Response to COVID-19.

January 2025: Reversion to Three Credits

  • A new policy announced mid‑January 2025 allowed admission to Lower VI with only three credits, instead of five. This reduction increased flexibility and supported retention of more students in the education system

  • The updated criteria also permitted some repeat candidates with two credits plus English pass under special conditions, provided they were not over‑age 

In 2025, the Ministry officially authorised all public and private secondary schools to admit students with a minimum of three credits to Grade 12. This shift was framed as an inclusionary strategy to reduce dropout rates, improve lifelong learning opportunities, and democratise access to post-secondary education.

Reference: Ministry of Education (2025). Circular on Admission Criteria to HSC Studies.

3. Arguments in Favour of the Policy

a. Inclusivity and Equity

The new policy aligns with the UN’s Sustainable Development Goals, especially SDG 4, by promoting inclusive education. It allows students from disadvantaged backgrounds, who may not have had access to quality lower secondary education, to pursue further studies and break the cycle of poverty.

b. Second Chances and Holistic Development

Psychologists and educators argue that academic ability develops at different rates. Some students who underperform at SC may thrive in a new learning environment if given proper guidance, support, and time.

Reference: Dörnyei, Z. (2013). The Psychology of the Language Learner Revisited. Routledge.

c. Reducing Dropout and Unemployment

The Education Statistics Digest (2023) noted a 12% dropout rate at the SC level, with many students becoming NEET (Not in Employment, Education, or Training). Allowing these students to continue reduces dropout and may redirect them toward vocational training, higher studies, or employment.

Reference: Statistics Mauritius (2023). Education Digest.

d. Reduces Academic Stratification:

By opening access to a wider pool of students, the system avoids the binary division of "successful" and "failed" learners, a critique often directed at the SC-HSC transition system (Sundrum, 2021).

Reference: Sundrum, M. (2021). Reimagining Secondary Education in Mauritius: Between Rigor and Inclusion. University of Mauritius Press.

4. Criticisms of the Policy

a. Risk of Diluting Academic Standards

One of the primary concerns is that lowering the threshold compromises academic rigour and the credibility of the HSC qualification. Critics argue that students unprepared at SC level may struggle with the demanding HSC curriculum, leading to mass failure.

Reference: Bunwaree, S. (2021). Education Reforms in Small Island Developing States: The Mauritian Experience. University of Mauritius Press.

b. Overburdening Teachers and Schools

Teachers may be overwhelmed by heterogeneous classrooms, where the learning gap between students with 3 and those with 9 credits is significant. Without tailored pedagogical support, classroom management and effectiveness may suffer.

c. Resource Strain

Expanding Grade 12 intake increases demand for facilities, teaching personnel, and student support services. Budget constraints could mean that this expansion is under-resourced, thereby affecting the quality of instruction.

Reference: World Bank (2018). Mauritius: Education and Human Capital Diagnostic.

d. Misalignment with University Requirements:

Local and international universities maintain high entry thresholds. Students admitted into Grade 12 with fewer credits may struggle to qualify for tertiary studies later, creating frustration and wasted investment.

e. Cultural Devaluation of SC:

The SC examination, historically regarded as a critical milestone, may lose its motivational value if students can progress with minimal performance.

5. Comparative International Perspective

Several countries have adopted flexible post-compulsory admission strategies:

  • South Africa: The National Senior Certificate allows students with minimum passes to progress, with alternative pathways such as Technical and Vocational Education and Training (TVET).

  • Singapore: Offers the Institute of Technical Education for students who do not meet 'O' Level criteria, thereby maintaining standards in pre-university tracks.

  • Finland: Emphasises equity but has rigorous assessments before entry to upper secondary academic tracks.

These models show that while inclusivity is critical, it must be complemented by robust counselling, tracking, and alternative pathways.

6. Conclusion

Shifting from a Teacher centered to a learner centered approach calls for inclusion of all students. The 2025 policy allowing students with three to four credits to be admitted to Grade 12 in Mauritius represents a paradigm shift toward inclusive education. While it promises to democratise access and reduce inequality, it must be accompanied by systemic reforms to safeguard quality and ensure sustainability. Historical trends reveal a gradual softening of credit requirements, and this latest reform is perhaps a logical, albeit controversial, culmination. The ultimate success of the initiative will depend not merely on access, but on the meaningful academic and personal development it enables for every learner.

References

  • Bunwaree, S. (2021). Education Reforms in Small Island Developing States: The Mauritian Experience. University of Mauritius Press.

  • Dörnyei, Z. (2013). The Psychology of the Language Learner Revisited. Routledge.

  • Ministry of Education & Human Resources (2005–2025). Annual Digest of Education Statistics.

  • Ministry of Education (2025). Circular on Admission Criteria to HSC Studies.

  • Ministry of Education and Human Resources, Tertiary Education and Scientific Research (2017). NYCBE Implementation Report.

  • Mauritius Research Council (2012). Quality and Equity in Post-Secondary Education in Mauritius.

  • Statistics Mauritius (2023). Education Digest.

  • UNESCO (2022). Mauritius Education Sector Response to COVID-19.

  • World Bank (2018). Mauritius: Education and Human Capital Diagnostic Report.