Examination results A - AS - GCSE results 2009

We decided to write about aspects of the examination results last year. Those who reacted meanwhile what has taken place 2009.

We live in a society where many say you are not to force the children in their decision including their education direction. Many of these young adults feel their parents ought not to discuss their education issues and situation - they can cope and manage.

The world almost came to a close meltdown, those of society and in leadership their education, quality of education and the factors influencing their education process.

In addressing this thread we are thinking of all the families across EU from Seychelles, Mauritius, Reunion, Madagascar, comor who have had to take their examination. Their reasons for taking a particular subject, prospect of further education, vocation aand jobs. Their lives and the future of our many communities. Their place in the european Union system, politc, market place etc.

Very sadly and unfortunately a great deal of these young adults do not look at life and their situation that way. Where and who provides them with information, inspiration, guidance and role model.

What they get from the TV, off the streets and their friends.

In the European Union there exist meanwhile very important structures, bodies, lobbies and substantial percentage of EU budget to education, politic and furthering the youth to become more active, to have a greater say in the developement of the EU, along with very many other leading topics - particularly media influence on youth.

The crucial question ask what percentage of the EU youth get engage. More what percentage of other ethnic communities get involved and engage, take or want to take their due role and responsibilities seriously.

There exist mass of communication and social platform - what they write and express about society, education, life, sports, politic etc.

For thoxe of us in responsibility and leadership position - these are our worse challenges. We have experienced and taken 30 years to inform ourself what EU is all about and what is the country we have left behind in the Indian Ocean about. their education system. HOw they are coping, working things out and their progress.

Two very special case the recent setting up of University of Seychelles and the University in Mauritius their higher education system and possibilities, politic and opportunity to take responsibilities in life, become somebody.

Across the EU what the media, the TV and politicians do not say, the battle of our youth to get on the ladder of life, be it education, higher education, work etc. This important global economic and financial meltdown - politic - how do the youth from our respective communities see and view the future ahead.

Forgetting every generation have channelges to face, nothing comes easy - even if you have money and affluence.

Our generation had its challenges and face them and find solutions. The youth today and our future generation have important challenges. There is an ongoing debacle because we have dared said in a comment on the autobiography of former President Mancham the situation, the needs and problematic of our youth, their situation - the reaction of certain.

What must not be forgotten, these children were infants, all the relatives and friends love that was put into their lives. This is not junck food you eat and forget or cheap games or movie you see and forget - like many generation the real issues of life, the process of growing up, becoming young adults, taking your place in society and the world.

We have to account to those who have love us and shared their efforts, time and energy to make us grow up - help us grow up. This process take place in every generation, until we become old and die and the next generation take their place.

How many form acrss our Seychelles and the many Indian Ocean communities in EU see things that way.

In our challenges to former President Mancham we said that like we had to find a solution to the political and economic situation in our time, these youth of today need to take their responsibilities to find solution to the situation of the world, politic, economy, work, finance and education.

We watched a program on ARTE this mroning about family in Quatar, a young man who had gone to the USA to study, met a young American , married her and returned to Quatar to live and build their family. Their family is an exception because of the demand and constraint of religion, society, culture and values.


We come from that part of the world - the impact the Arabs in the region on our lives, energy, education, finance, science etc. religion. The speed with which they are building their nations and society. For many of our youth the Western values of grobe capitalism have not left a very pleasent impact - what will the impact of the Arab developement. The only way the can challenge and face these seriously is by educating themself, and education is a very vast mine field. Because you have many brillent diplomas do not mean you are educated. It take more and need more.

BY the time the youth of our EU community and the Indian Ocean finish their education -the Gulf Region will be playing a very significant role in the world affairs. Just look at the speed they are acquiring interest in EU multinational leading nations. Our youth are not recognizing this early. the challenges it pose to them - waht are they prepared to do about it.

We trust and hope that life as such will not fold with those , the very large percentage of our youth in EU or the Indian Ocean who do not recognize this situation and take their responsibilities seriously.

We had wanted to write a different approach to the education situation and challenges. ( The corruption and crooked practice in education system and education approach) It would be nice if somebody could rise to the challenge and write something.

We wish all those who have not done so well all the best and those who have done very well success in their future education. Likewise their parents, guardians and friends.

Dates set for start of new school term - 21.08.2009
.S4 and S5 students back on August 31

All secondary 4 and 5 students will go back to school on August 31, while the rest will return on September 7, principal secretary for education Jeanne Simeon said yesterday.


Mrs SimeonShe said the Ministry of Health and Social Development has given the go-ahead for the Ministry of Education to begin with certain groups of students.

This follows the early closure of schools to prevent the swine flu virus – influenza A(H1N1) – from spreading after several cases had been confirmed in Seychelles.

The reason for starting with S4 and S5 is that these two groups are following the International General Certificate of Secondary Education (IGCSE) syllabus.

The IGCSE exams will begin in October for S5 students, and the Ministry of Education feels it is important they do not miss out on full coverage of the curriculum.

Mrs Simeon said S4 students are also following the two-year IGCSE curriculum and it is just as important for them to continue working on their syllabus so as to prepare themselves for S5.

At S3 level, a coordinated exam is taken nationally to prepare for S4 and the subject areas these students will join. They will sit for this exam in the second week after returning to school on September 7.

Mrs Simeon said the decision will not have an effect on them as it will give them more time to focus on their studies and prepare for their exam.
If there is a second wave of the pandemic flu, her ministry will follow the guidance of the Health Department, she added.

If it is necessary, on the advice of health officials, schools will have to be closed for a period of time as the Ministry of Education is very concerned about the children’s health.

All teachers, from crèche to S5, will have to report back to their schools on Wednesday August 26.

The ministry is calling on parents to cooperate and understand the reasons for the decision, which is for the students’ benefit.

Bus services to and from schools will be provided for those students starting at the end of the month.

Source Nation

Poor students to be given two grade 'head start' when applying for university places

Children from poorer backgrounds applying to university could be given a two-grade 'head start' under plans being examined by Lord Mandelson.

Told by ministers to widen access, some colleges and medical schools are already lowering entry requirements for working-class applicants by as much as two A-level grades, it emerged yesterday.

This means school leavers from middle-class households are being turned down for places despite doing better in exams than those who live in a deprived postcode area or went to a bad school.

And the Business Secretary has now asked officials to investigate 'positive discrimination' schemes run by Leeds University and some London medical schools.

If they are deemed to be achieving their objectives they may be rolled out in other parts of the country.

Last night, critics slammed the schemes as an indictment of the Government's failure to improve state schools.

They said that instead of encouraging universities to positively discriminate, ministers should concentrate on raising educational standards in comprehensives so that state pupils are properly equipped for higher education.

The schemes are specifically designed to make it harder for children from independent and grammar schools to get places at top institutions.

At one medical school, St George's in London, the proportion of students coming from state schools has soared from 48 per cent to 71 per cent since 1997.

Most students have to get three As at A-level to win a place at the prestigious college.

But, in an attempt to favour bright pupils at low-performing schools, candidates can receive offers of two Bs and a C if they outperform their school average by 60 per cent.

Kenton Lewis, head of widening participation at St George's, said: 'Treating everyone the same way is not appropriate and not equitable. It is far more important to consider the context in which someone has achieved their qualifications. We are involved in discussions with the Department for Business.'

A scheme at King's College London gives reduced A-level offers to 50 low-income pupils from comprehensives in London and Kent. They then have a catch-up year before joining the main medicine course.

At Leeds University, application forms are highlighted if they come from Yorkshire postcodes with low university admission rates, or where fewer than 45 per cent of pupils score five good GCSEs. Next year the scheme will be extended throughout the country.

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Candidates from poorer backgrounds will get offers that are two grades below the standard - ABB rather than AAA - if they also pass an introductory course set by the university.

Some 27 per cent of Leeds students are privately educated. The university hopes to recruit 300 undergraduates a year through the special access programme, 5 per cent of its intake of British students.

Such schemes are fiercely opposed by independent schools. Geoff Lucas, secretary of the Headmasters' and Headmistresses' Conference, which represents public schools, said: 'Fair access can only be achieved with individual universities making individual choices based on individual pupils.

'Any blanket policy would be inherently unfair to many pupils and would harm the university system in general. In a sense this is social engineering, but the instruments it is using are far too blunt to do justice to individuals.'

Katie Ivens, of the pressure group Campaign for Real Education, said the schemes are positive discrimination. 'It is not fair on those who study hard; it is not fair on the schools that actually provide a good quality education,' she said. 'You cannot just push people into university because they come from a certain background and hope that will solve the problem.'

A range of plans to give poorer students a lift up will form part of a framework document for higher education, due out from Lord Mandelson's department this autumn.

The Business Secretary, who is effectively deputy prime minister, took charge of universities as part of June's Cabinet reshuffle, when skills were added to his sprawling business department.

A report out next week from his department and the Sutton Trust will show that privately-educated pupils are more likely to apply to leading universities than comprehensive school pupils with the same grades.

In a speech two weeks ago, Lord Mandelson warned that he was going to 'turn up the spotlight' on admissions to Oxford and Cambridge.

'I think we have to ask why, for all the work in the sector and the seriousness with which it has tackled this question, are we still making only limited progress in widening access to higher education to young people from poorer backgrounds - especially at our most selective universities?

'I am impatient about this progress and intend to turn up the spotlight on university admissions. We are at risk of failing properly to exploit the role of university education as a means of social mobility.'

He said universities should see beyond exam results and spot talented students who had 'exploited the opportunities open to them in their lives'.

Tory schools spokesman Michael Gove said: 'We want to see more young people from deprived backgrounds going to university but Peter Mandelson should be looking at the inequality in schools if he wants to trace the root of the problem.'

Last night, Lord Mandelson distanced himself from the scheme. A source close to the Business Secretary said: 'Peter doesn't think the way to widen access is to lower grade requirements, but he does want universities to try harder.'
Demand leads to unprecedented rates of rejection

More than 130,000 students face being rejected from university this summer amid unprecedented demand for higher education.

The number of applicants has topped 600,000 for the first time, according to the Universities and Colleges Admissions Service.

The number has been pushed up by 60,000 in one year as school leavers try to delay entering the labour market during the recession.

The surge of applications means seven students will be fighting for every place on offer through the clearing system, where those who have failed to get the grades for their first choice are given the chance to go elsewhere.

Last year, 83,000 students failed to find places and the surge in applications means the figure could top 130,000 this time.

Professor Les Ebdon, vicechancellor of Bedfordshire University, said: 'It is going to be chaos. There's going to be a lot of tearful youngsters out there. It is a tragedy.'

The shortage is made worse because many leading universities are closing their doors to British students while welcoming overseas candidates who pay up to £15,000 a year.

Institutions including Bristol, Edinburgh, Nottingham and Surrey are exploiting a Government policy which places no restrictions on the number of overseas students, but caps British student numbers by refusing to fund any more places for them.

Explore more:
http://www.mailonsunday.co.uk/news/article-1205360/Poor-students-given-grade-head-start-applying-university-places.html

Sals pleased with last year’s A-level results

28-January-2016


The School of Advanced Level Studies (Sals) has welcomed the 2015 A-level examination results, saying it is pleased with the performance of the candidates.
Sals says it is particularly pleased to note that there was a slight increase in the number of A* grades over the previous year.
Out of a total of 163 candidates who sat for the examinations, two students achieved A* grade and an A grade in their four chosen subjects, two students achieved A* grade in two of their three chosen subjects, and Grade A in the third, and two students achieved Grade A in their three chosen subjects.
Forty-one students obtained the required eighteen (18) points for progression to further studies.
Overall, the pass rate was 89%.
The percentage of students achieving Grade C or higher was 41%.
Welcoming these positive A-Level examination results, the school says it is still its objective, as well as that of the Ministry of Education, to take appropriate measures to achieve a significant increase in the percentage of students achieving at the highest possible standards in the A-Level examinations in the years ahead.
This key objective is reflected in the targets set out in the Ministry of Education’s ‘Medium-Term Strategy 2013-17 and beyond’.
“The implementation of the ministry’s strategy and the realisation of these targets will require a committed and sustained contribution from both the Ministry of Education and the management and staff at the Sals. It will also require a serious commitment and focus from the A-Level students, and their parents and teachers, so that the overall quality of the grades achieved across all subjects will be further enhanced,” says Sals in a communiqué.
The Ministry of Education expects that the measures it has already initiated to implement the Sals 'transformation' programme will soon begin to impact on all aspects of the governance, administration, teaching and learning remit of the Sals, thereby leading to a significant increase in the quality of upper secondary education provided, and in the standards achieved by the students in the years ahead.
The Ministry of Education and the management and staff of Sals have congratulated the 2015 cohort of students for their hard work and achievements, and wished them well in their further studies and future careers.
The Ministry of Education also wishes to thank the management and teachers at Sals for their commitment to this important educational endeavor at the upper-secondary level in the Seychelles education system, and to acknowledge in a special way the encouragement and support provided by the students’ parents and other stakeholders.

http://www.nation.sc/article.html?id=248232

Independent School - Another excellent year of IGCSE and A-level results

29-January-2016
The Independent School has recorded another excellent year of IGCSE and A-level results, according to its director Patrick Berlouis.
In a press release sent to the various media houses, Mr Berlouis notes that the Independent School students have once again shone in the Cambridge IGCSE examinations, which are taken in more than 2900 schools in over 140 countries around the world. The pass rate for the school is 100%.
Of the 50 Independent School students who sat for the examinations in 2015, 44 or 88% obtained five or more grades between A* and C (called Credit passes) and 20 (40%) of them scored at least 5 A*’s or ‘A’s.
In fact seven students got five or more A*’s. They are Anna Yang with 10 A*’s and 2 ‘A’s, Nisha Pillay got 9 A*’s, Adam Afif : 8 A*’s and 2 ‘A’s, Carol Hoareau : 7 A*’s, 3 ‘A’s, Laura Montano : 7 A*’s, 1 A, Coralie Frichot : 5 A*’s, 5 ‘A’s and Laurent Prea obtained 5 A*’s and 3 ‘A’s.
The school has congratulated the students for their outstanding performance.
The minimum number of subject entries per student was eight, but most students sat for nine or more subjects. There were altogether 493 subject entries.
Of these, close to two-thirds (64.5%) are graded between A* and B and 88% between A* and C.
“This is a remarkable achievement by the students, equal to the best of previous years,” notes Mr Berlouis.
He says that as in the past, first-class performance in Languages has been observed as well as very good grades in Physics, Chemistry, Biology, Maths, ICT, Geography and English Literature.
As for the A-level (A2) exams for 2015, 23 Year 2 students sat a total of 74 exam entries, out of which seven students sat for four subjects. Thirteen students achieved 3 C’s or higher which amounts to 56.5% of the cohort.
The majority of the 23 A-level graduates have achieved admirable results, with 54% of all grades being between A* and B. As was the case for the first A-level graduating class last year, 22% of the students attained 3 ‘A’s or better, and this is certainly a very laudable achievement for this class.
Sujitha Pillay achieved a brilliant result with 4 A*’s. Other outstanding performances came from Bertrand Payet who scored 1 A*, 2 ‘A’s and 1 B, Pierre Andre Belle and Adam Furneau with 3 ‘A’s and 1 B, and Jean Luc Lebon with 3 ‘A’s.
The students have also obtained some excellent grades in Maths and the three sciences.
The school has congratulated them for this fine performance and wishes them all continued success as they proceed either to university or the world of work.
At AS level, 22 students sat a total of 80 exam entries, out of which 13 students sat for 4 subjects. 11 of them (50%) achieved 3 C’s or higher.
Vadrine Boulle achieved an excellent result with 3 a^’s and 1 c^. Other high performances came from Alessia Lavigne and Emy-Lee Lucas with 3 a^’s and Sean Pillay with 2 a^’s and 2 b^’s.
Just over two-thirds of the grades obtained are between a^ and c^.
Geography, Business Studies, Chemistry, English Literature, History and Physics are six subjects in which students achieved top grades.
The school has applauded them for their very good performance and hope they will all apply themselves with even greater zeal this year, as they prepare for the final A2 exams.`
The school also warmly thanks the staff who, through their unstinting effort and dedication over the years, have ensured that the students in S5 and A-level performed to the very best of their abilities.
“Similarly, we recognise and sincerely appreciate the support and encouragement that we received from parents during the time that they entrusted their children’s education to us,” notes the director.

Salon de l’Emploi : 500 postes disponibles

27-February-2016
Un groupe important de demandeurs d’emploi, d’étudiants et de jeunes en général étaient présents au Salon de l’Emploi tenu au Centre International des Conférences hier.
Le salon organisé par le Ministère de l’Emploi et du Développement des Ressources Humaines dans le cadre de la ‘Semaine de Productivité’, a révélé l’existence de cinq-cents postes vacantes aux Seychelles. Pour ceux qui n’ont pas été embauchés sur place, ils sont au moins repartis avec un projet d’emploi en tête.
Cinquante-six stands représentants de nombreux secteurs de l’économie locale étaient ouverts aux jeunes présents. Ceux-ci depuis les plus traditionnels comme l’hôtellerie, le service aérien, la construction, la sécurité, l’énergie, l’éducation, les finances, le commerce, la santé et l’environnement, au plus récents tel l’économie bleue.
Ceux voulant créer leur propre entreprise ont reçu les conseils de l’Association des Jeunes Entrepreneurs (AYES), alors que le Conseil National de la Jeunesse (SNYC) a offert un atelier d’aide à l’embauche. A noter que ce Conseil vient d’inaugurer un nouveau service dans ce sens. Son objectif est non seulement d’aider les jeunes à trouver un emploi, mais aussi de les former dans les différentes étapes de leur démarche : Formulaire de postulation, lettre de motivation, interview etc.
D’après l’organisatrice du salon Mlle Maryvonne Francis, le but était de sensibiliser les jeunes sur les défis de la productivité et les meilleures pratiques à adopter. L’accent était mis sur l’éducation, la création d’emploi et l’entreprenariat.
« On a voulu emmener nos partenaires à donner aux jeunes l’opportunité de découvrir les possibilités d’emploi existantes et aussi à les encourager, inclus ceux dépendants des services sociaux, à prendre un emploi et devenir auto- suffisant », a-t-elle dit.
Le Ministre de l’Emploi et du Développement des Ressources Humaines Idith Alexander s’est dite satisfaite des résultats du salon, car comme elle l’a aussi fait remarquer « il y avait plus de cinq-cents postes vacantes à prendre ».
Le Ministère de l’Emploi et du Développement des Ressources Humaines organise trois salons de ce type par an ; deux à Mahé et un à Praslin.
Nous vous proposons quelques photos prises par notre photographe Louis Toussaint.

http://www.nation.sc/article.html?id=248566

Ile Perseverance to get secondary school.


Thumbs up for the new school. our children deserves better always.
But how about our old school with old furnitures and equipments? Remember the environments our kids are brought up and places they spend almost 8 hours a day should be well maintain and taken care of other wise a lack of interest to study and learn.

Just thinking out loud.
https://www.facebook.com/photo.php?fbid=702329293242664&set=gm.706809132789810&type=3&theater

Ile Perseverance to get secondary school

11-March-2016


A secondary school on Ile Perseverance with a capacity to take in 900 students is expected to welcome its first batch of scholars in January 2018.
The school, which will have all the modern facilities including library, computer rooms, laboratories and other specialist rooms, will come at a cost of R50.7 million.
The Minister for Education Macsuzy Mondon and the Minister for Land Use and Housing Christian Lionnet yesterday laid the foundation stone marking the start of the project during a short ceremony in pouring rain on the construction site.

Vice-President Danny Faure, the Minister for Labour and Human Resource Development Idith Alexander, officials from the Ministry of Education and the Ministry of Land Use and Housing, pupils, teachers and parents, among other guests, witnessed the historic event.
The project is being partly funded by loans from the Arab Bank for Economic Development in Africa (Badea), the Opec Fund for International Development (Ofid) and the government of Seychelles.
Saifu Construction Company has been awarded contract for the project which has been conceptualised and designed by the MLUH.
Addressing guests before the laying of the foundation stone, the principal secretary for Early Childhood, Primary and Secondary Education Merida Delcy described the event as an historic one and an important milestone in the history of our country and in the development of education.
“You will recall four years ago on January 19, 2012 the foundation stone for the construction of the first primary school was laid and 18 months after that the Perseverance North primary school opened its doors to welcome its first group of students. That was a great achievement indeed,” Mrs Delcy pointed out.
“Today’s event further emphasises the government’s commitment to providing our children with the best possible facilities and opportunities for them to be well educated and develop their potential to the fullest,” Mrs Delcy said.
She added that altogether three schools are to be built to serve the future residents of Ile Perseverance -- two primary schools with their accompanying crèches and a secondary school.
She noted that two primary schools are necessary to cater for the needs of the residents as they continue to move in their new houses. Presently some families have still not come in as the housing project is yet to be completed.
Mrs Delcy said the new school has been designed according to the norms of the Ministry of Education for secondary level institutions and it will be another landmark for Ile Perseverance.
She went on to add that laying the foundation for the new school symbolises the trust, love and care the government and people of Seychelles hold for our young people.
She told the students to continue to take their studies seriously and strive for excellence wherever they are.
“I urge you all to value the opportunity being offered to you because so many children around the world cannot go to school because of war or poverty and those children are longing to be at school and want so much to be educated. You have so many opportunities so grab them and make your parents and country proud of your achievements,” Mrs Delcy said.
Midzy Jeanne, representing parents of Ile Perseverance, expressed heartfelt gratitude to the government and all its partners involved in realising the project. She called on the students to give the facility the respect it deserves and to maintain its high standard once it is completed.
She also called on the parents and members of the community to show their appreciation and gratitude by giving a helping hand in any way they can to ensure the construction goes smoothly.
“Because at the end of the road lies an exciting new world of opportunities for the students of Ile Perseverance,” she said.

http://www.nation.sc/article.html?id=248694

Perseverance primary school host tree-planting activity

24-March-2016
A tree-planting activity took place earlier this week at the Perseverance primary school.
Organised by the Ministry of Environment, Energy and Climate Change (MEECC) in collaboration with the Ministry of Education, the activity was to commemorate the World Day of Forests which is an annual event highlighting how trees and forests sustain and protect life on earth.
This year’s World Day of Forests is to raise awareness of how forests are essential to the earth’s supply of freshwater.
Around 40 Barigtonia Asiatica or ‘Bonnen Kare’in Creole were planted on that occasion at the school. The plants were sponsored by the Seychelles National Parks Authority (SNPA).
Students from P1 to P6 in the Eco School Club and Wildlife were excited to save the environment by planting trees.
Present at the event were the principal secretary for environment Alain Decommarmond, the head teacher of the Perseverance primary school Bernadette Maria, among other guests and students.
PS Decommarmond stated that such activity will benefit the earth, combat climate change, clean the air and also provide oxygen.
“The purpose of the International Day of Forests is to make people aware of the importance that forests play in our life, and Seychelles also depends on forests to be able to survive. We have at least 40,700 hectares that are considered as forests, 47% of which are protected, but we have planned to increase it to 50%,” he said.
He added that every year 10,000 trees are planted through different activities that are organised in the country.
Head teacher Maria added that forests play a key role on planet Earth.
“Trees are vital; as the biggest plants on the planet, they give us oxygen, store carbon dioxide, stabilise the soil and give life to the world’s wildlife. They also provide us with the materials for tools and shelter,” she added.
During the ceremony there was also a presentation by the principal forestry officer in the forest department, John Quilindo, on the importance of keeping the forests fresh. A pupil also recited a poem.
One of the most critical ecosystems on our planet, forests cover a third of the continents and act as the lungs of the planet by producing oxygen and absorbing carbon dioxide. More than 1.6 billion people rely on forests for their needs and forests are home to more than 80 percent of land-based plants and animals.
But forests around the world are under threat from deforestation, jeopardising these benefits. Deforestation comes in many forms, including fires, clear-cutting for agriculture and development, unsustainable logging timber, and degradation due to climate change.
The accompanying photos show pupils and guests planting trees during the ceremony

http://www.nation.sc/article.html?id=248861