The Tertiary Education Commission has the responsibility for allocating public funds, and fostering, planning and coordinating the development of post-secondary education and training, its strategic plan envisages Mauritius as a regional knowledge hub and a centre for higher learning and excellence.

The education system in Mauritius is categorized into 4 main sectors – pre-primary, primary, secondary and tertiary.

There is additionally a provision for pre-vocational and vocational education and training for school leavers and students outside of the academic stream.

At the end of the 5th year of study at secondary level, students sit for the Cambridge School Certificate (SC) examination.

Students also have the option to learn any ancestral languages which are spoken in Mauritius, which include Arabic, Bhojpuri, Hindi, Mandarin, Marathi, Sanskrit, Tamil, Telugu and Urdu.

Other languages include Italian and Spanish, in 2012 the government also introduced Mauritian Creole in primary schools.

Students who aim to seek admission in higher education or foreign institutions generally follow the academic stream.

Those who wish to obtain career and technical qualifications, as well as those who fail to complete any stage or obtain any qualification of the academic stream from the Certificate of Primary Education onward, may enter into the vocational stream, which provides technical and vocational training and education (TVET) in life skills and job skills for employment and independent living.

Those who successfully complete the Higher National Diploma (HND), a post-secondary qualification, may then progress to the bachelor's degree with advanced standing, and thus re-enter into the academic stream of formal education, with the option to progress onto postgraduate studies in higher education.

Five subjects are compulsory and taken into account for the ranking process; English, French, Mathematics, Science, History and Geography, Oriental languages are optional.

Those who do not pass the CPE at either attempt are not eligible to join the secondary system and may enter the Technical and vocational education.

The domains of learning for students from Form I to Form III include: Languages (English, French, Hindi and Other Languages), Mathematics, Sciences (Biology, Chemistry, Physics), Technology (ICT, Design and Technology, Home Economics, Design, Clothing and Textiles), Health (Home Economics – Food and Nutrition and Human Development and Physical Education), Social sciences (History, Geography, Sociology) and Arts (Visual Arts, Music and Drama & Dance) and Cross curricular Domains of Learning.

[22] In the past there were no major nationally devised curriculum since each school has to plan its work according to the level of the students.

[23] When students reach Form IV, they have to choose at least six major subjects for their Cambridge School Certificate (SC) which is the GCE 'O' Level examinations.

[1] Tertiary education which started in 1924 with the College of Agriculture has since developed into a diversified system, composed of public, private, regional and overseas institutions catering for a wide range of courses and programmes.

Universities, as in most countries worldwide, have three stages: Bachelor's (undergraduate), Master's (graduate), and Doctoral degrees.

Private institutions and overseas institutions/bodies deliver tertiary-level programmes mostly in niche areas like Information Technology, Law, Management, Accountancy and Finance.

The Government has undertaken to ensure provision of educational facilities to students till they the reach the maturity age of 16 to enter the world of work.

The children previously completed a 3-year program in secondary schools in line with the National Trade Certificate Foundation Course, but this has now been supplanted by a four-year technical and vocational education and training programme.

[25] Pre-vocational education was dispensed in 126 schools in March 2011 with an enrolment of 7,270 students (64% boys, 36% girls) and 634 teaching staff.

The government introduced the Enhancement Programme as an alternative to private tuition for students in Standards I to IV, a programme which covers the pedagogical aspects of the respective curriculum, as well as co-curricular and extra-curricular components to render the learning experiences more enriching, enjoyable and rewarding.