Operational food control system case study

Republic of Mauritius has progressed rapidly in some areas of economic and social development over recent years, there are still areas that have been failed to be addressed sufficiently as this study will demonstrate. This study is qualitative in nature having been conducted through an extension review of literature. Findings in this study include the fact that The Republic of Maritius has implemented health and safety regulations in schools and that this includes an operational food control system for ensuring health protection of consumers and that the food control system has four primary components and specifically those of: (1) food legislation; (2) the administration; (3) the enforcement; and (4) the supporting bodies. (Subratty, Chan, and Kassean, 2008) It is related in the work of Subratty, Chan and Kassean (2008) and therefore reported in the conclusions of this study the earlier Food and Drug Acts in The Republic of Mauritius were appropriate and sufficient however, they are presently very much out of date and do not serve in coping with the changes that have occurred in the Mauritian food system specifically in terms of technological changes. Earlier regulations lacked comprehensibility and penalties were flimsy at best creating little if any disincentive. A major legislative review in 1998 resulted in the development of the Food Act in which there was more emphasis given on modernization of the law through prescription of new standards and consolidation and incorporating of all sections for the modern food act requirements. This study concludes that the Food Control System of Mauritius is “satisfactory’ and rated as “Class C.” This study further finds that the problem areas in the Food Control System are related to administration and enforcement of the Food Control System health and safety regulations and that this is directly related to the absence of a national strategy for food safety. There also has been found to be a lack of coordination in the areas of administration and enforcement of the Food Control System and its regulations as well as due to duplication of work resulting in wasted resources and gaps in coverage in the Food Control System regulatory environment.

REDEFINING HEALTH & SAFETY IN EDUCATIONAL INSTITUTIONS IN THE REPUBLIC OF MAURITIUS

Table of Contents

Chapter 1: Introduction

Chapter 2: Review of Literature

Chapter 3: Research Methodology

Chapter 4: Results & Discussion

Chapter 5: Conclusion & Recommendations

REDEFINING HEALTH & SAFETY IN EDUCATIONAL INSTITUTIONS IN THE REPUBLIC OF MAURITIUS

CHAPTER 1

INTRODUCTION

Statement of the Problem

While the Republic of Mauritius has progressed rapidly in some areas of economic and social development over recent years, there are still areas that have been failed to be addressed sufficiently as this study will demonstrate.

Introduction

The work of the World Bank entitled: “Constructing Knowledge Societies: New Challenges for Tertiary Education” (2002) developing and transition economies face significant new trends in the global environment that affect not only the shape and mode of operation but also the very purpose of tertiary education systems.” The World Bank states that tertiary education & #8230;is necessary for the effective creation, dissemination, and application of knowledge for building technical and professional capacity.” (2002) The state, according to the World Bank “has a responsibility to put in place an enabling framework that encourages tertiary education institutions to be more innovative and more responsive to the needs of a globally competitive knowledge economy and to the changing labor market requirements for advanced human capital.” (2002)

Tertiary education institutions directly affect national productivity which is turn effects living standards as well as the ability of a country to compete in the economy on a global scale. Poverty reduction and knowledge-driven economic growth strategies are supported by tertiary education institutions through:

(1) training a qualified and adaptable labor force, including high-level scientists, professionals, technicians, teachers in basic and secondary education, and future government civil service and business leaders;

(2) generation of new knowledge; and (3) building the capacity to access existing stores of global knowledge and to adapt that knowledge to local use. (The World Bank, 2002) Finally, tertiary education role in supporting “basic and secondary education” is ‘key’ and is necessary for sustaining progress in basic education. (The World Bank, 2002)

I. United Nations (2000) Assessment Of Progress Of Mauritius

The United Nations ‘Development Assistance Framework (UNDAF)’: Mauritius” published in 2000 states that the UN system support to Mauritius has “evolved over the years to respond to changing demands in the face of a fast evolving economic, social and political situation in the country.” (United Nations, 2000) The primary goal of the UN in providing assistance to Mauritius is “to attain the highest level of standard of living and quality of life for all within the framework of human rights.” (United Nations, 2000) Areas of intervention identified by the UN include those of:

(1) social development;

(2) health and population (HIV / AIDS); and (3) environment. (United Nations, 2000)

II. Objectives of Assistance — Interventions in Social Development

Stated as objectives of assistance in the social development intervention are the objectives as follows:

(1) To alleviate poverty with particular emphasis on vulnerable groups including women, children and the elderly, thereby promoting the right of all to an adequate standard of living; (2) To promote social cohesion through support to CBOs and other grassroots organizations involved in community work and neighborhood activities to consolidate local community life;

(3) To promote equal opportunities, equitable access and treatment with regard to employment, resources and training, with particular emphasis on enhancing women’s decision making capabilities at all levels;

(4) To promote every child’s right to protection, care and optimal development;

(5) To reduce substance abuse as well as demand for and trafficking of narcotic drugs and psychotropic substances while protecting the most vulnerable groups, especially youth and children; and (6) To assist in identifying and addressing the social determinants of vulnerabilities to the HIV / AIDS epidemic, thereby promoting the right to information and services in the field of HIV / AIDS. (United Nations, 2000)

III. Objectives of Assistance — Intervention in Health and Population

Stated as objectives of assistance in the intervention of Health and Population (HIV / AIDS) are the following objectives:

(1) To increase health system performance through effective participation of all stakeholders and strengthening of the scientific foundations of health policy, with emphasis on primary health care;

(2) To support the promotion of positive health seeking behavior, including sexual and reproductive health, with particular emphasis on children, adolescents and youth; and (3) To assist in the prevention of HIV / AIDS, in the early identification of new HIV infections, and provide care and support to those infected and affected; and (4) To support every child’s right to survival and good health. (United Nations, 2000)

IV. Objectives of Provision of Assistance in Environmental Intervention

The UN states that the objective of the provision of assistance to Mauritius in the environment intervention area are those stated as follows:

(1) To support sustainable management of natural resources, including Integrated Coastal Zone Management, water resource management (with special attention to Rodrigues and outer islands) and Conservation and protection of biodiversity; and (2) To support Integrated Waste Management, cleaner production, emission reduction and prevention of pollution of fresh water and marine environment. (United Nations, 2000)

V. Economic Overview of Mauritius

The United Nations report states that Mauritius was transformed “from a low-income to a middle-income country in the course of a single generation” and that this has been accomplished on the basis of “an exception record of economic success.” (United Nations, 2000) Specifically, the economy of Mauritius is stated to have grown “â€¦an average of 5.6 per cent a year. The highest growth rate recorded was about 7% during 1985-89, reaching a peak of 8.3% in 1987. By the end of the 1980s, Mauritius was no longer a low wage economy. Per capita income at the end of the 1990s had reached $3,600. The economy in 1998 grew at 5.8%. In 1999, due to severe drought which adversely affected the sugar industry, the second pillar of the country, the growth rate for that particular year was 2.6%.” (United Nations, 2000)

Mauritius is stated to have made extremely large improvements in its satisfying the population’s “â€¦lower level basic needsâ€¦” (United Nations, 2000) Mauritius is stated to have advanced to the middle-income countries grouping in the classification of the World Bank. Mauritius is further stated to hold a ranking of 71st among 174 countries with a Human Development Index (HDI) stated at 0.761. (United Nations, 2000) Mauritius has also been named among the countries that have achieved ‘medium human development.’ (United Nations, 2000) The Republic of Mauritius is stated to be a “true multi-party democratic state based on the rule of law.” (United Nations, 2000)

In spite of the trends of the 1980s and 1990s which are positive there have been setbacks for Mauritius in the past and these include factors relating to social inequalities and deprivation in the form of poverty and social exclusion which are stated as “beginning to appear.” (United Nations, 2000) The Household Budget Survey 1996/1997 reported that in excess of 14.5 of households in Mauritius are presently living below the poverty line and economic development has been stalled due to the “â€¦rising cost of labor erosion of the protected international markets due to gradual effects of globalization and liberalization and increasing competition with other countriesâ€¦” (United Nations, 2000)

The distribution aspect of income and wealth has not been addressed in a sufficient manner by the liberal economic policies that rely on the market. Unemployment has increased in recent years and this has been “accompanied by inflation that has contributed to a loss of purchasing power, especially affecting women.” (United Nations, 2000)

There is a failure to meet the needs of very low income housing and creating further tensions in Mauritius are challenges related to employment equality of access and disparity in education which is stated to be due to the conflict arising among the multi-ethnic society in Mauritius and its experience with such inequality in opportunities for employment and educational disparity. Major constraints are stated to exist in regards to gender equality in the labor market with a glass ceiling stated to be firmly in place “at higher levels of the occupational structure and at lower levels, women are still concentrated in the low wage and low skill sectors.” (United Nations, 2000)

VI. Public Health Overview

Universal access to primary health care has been accomplished in Mauritius. The island’s small size is characterized by a transport network that is comprehensive in nature and services have been decentralized in order to facilitate transportation. Problem areas include the Infant Mortality Rates (IMR)fell drastically from 32.3 per thousand in 1980 to 18 per thousand in 1994 however, the IMR is stated to have “remained stagnant at 19.4 per thousand since 1995” as well as has the incidence of low birth weight babies remained high in Mauritius. Health services are feeling the pressure and facing challenges due to a population that is aging rapidly and the change of life styles as women are entering the workforce at a high rate. Non-Communicable Diseases (NCDs) have also been noted to rise dramatically and specifically those of:

(1) cardiovascular diseases;

(2) diabetes;

(3) hypertension; and (4) cancer. (United Nations, 2000)

Rapid industrialization is stated to be to blame for the NCDs emerging which has resulted in “unhealthy lifestyles and eating habits.” (United Nations, 2000) The population growth rate has been successfully reduced by Mauritius and it is reported that it dropped “â€¦from 3.12% per annum during the period 1952 to 1962 to 1.97% for the period 1962 to 1972 and to 0.79% from 1983 to 1990. This dramatic adjustment in fertility was mainly the result of postponement of age of marriage and the continuous increase in contraceptive prevalence rate. However, there have recently been some worrying signs of a shift from more reliable to less reliable contraceptive methods as well as a rise in abortion rates. It is estimated that there could be as many cases of abortions as there are live births over the period of one year.” (United Nations, 2000)

In regards to HIV / AIDS it is reported that it has not yet reached the proportion of an epidemic in Mauritius however among existing problems is that of “commercial sex activities, especially among the youngstersâ€¦” and as well noted as a concern is the need of adolescent reproductive health education “given the virtual absence of sex and life skills education in schools.” (United Nations, 2000) Another serious problem which is developing in Mauritius is that of poverty and social deprivation related drug abuse affecting all social classes and affecting all regions in Mauritius. Reported is a “â€¦0.83 annual prevalence of opiates abuse as a percentage of the population aged 15 and above. The high rate of injecting drug use is particularly worrisome, especially in the light of the HIV / AIDS problem. Mauritius has not yet ratified the 1988 Convention Against Illicit Traffic in Narcotic Drugs and Psychotropic Substances which is one of the three main Conventions on Drug Control.” (United Nations, 2000)

In the area of children’s rights, there is reported to have been significant progress made however there are still issues that must be addressed and these are stated to include: (1) low performance; and (2) high drop out rates in schools in deprived regions. (United Nations, 2000) Not only is child abuse stated to be “on the riseâ€¦” with estimations that 15,000 children in Mauritius might very well need protection but as well adolescents are being exploited sexually by the commercial sex market and authorities have yet to address this problem. Furthermore, there is stated to likely be a “gross underestimation of the actual number of disabled children and a significant number of them are still excluded from schools. The most important barrier to inclusive education is the general negative perception towards disabled children, which reflects unfriendly attitudes and habits in schools and in the education system as a whole.” (United Nations, 2000)

The primary economic activities in Mauritius are those of:

(1) agriculture;

(2) industry; and (3) tourism and all of which are “concentrated in a very small land area, and compete for limited land resources, constituting important risks for the physical environment, especially to the water ways.” (United Nations, 2000)

The fresh water and marine environment is threatened by pollution from all of the three main economic activities. The severe drought which occurred last year, with dramatic economic repercussions, brought home rather brutally the critical importance of water resource management. There is an urgent need to maximize storage of water and raise awareness of the economic value of water in the population at large.” (United Nations, 2000)

VII. Organization of the Remainder of the Study

The chapter following this present chapter in this study, Chapter 2 will be a review of literature in the area of study at focus in this research and specifically the Republic of Mauritius and the need for redefining health and safety in educational institutions in Mauritius. Chapter 3 will contain this study’s ‘Research Methodology’ and Chapter 4 will be comprised by the study’s results and discussion. Finally, Chapter 5 in this study will state conclusions of the study and make recommendations for any future research that might be needed in this area of study.

REDEFINING HEALTH & SAFETY IN EDUCATIONAL INSTITUTIONS IN THE REPUBLIC OF MAURITIUS

CHAPTER 2

REVIEW OF LITERATURE

I. Healthy Eating & Food Safety

The work of Gokhool (2008) relates that the joint Pre-school Trust Food, University of Mauritius project on Healthy Eating and Food Safety” is representative of the commitment of the government to make the provision of a ‘World Class Quality Education” to all the children of the Republic of Mauritiusâ€¦” (2008) Gokhool relates that the National Children’s Policy (2003) and Plan of Action (2004-2015) has as its focus:

(1) the creation of a Republic fit for children;

(2) achievement of the Millennium Goals with the young child figuring as an important element in reaching the goals;

(3) the promotion of inclusion and integration as approaches based on intersector collaboration. (Gokhool, 2008)

Gokhool states that the ECCEA Framework was devised by technical committees for the purposes of:

(1) developing and implementing pedagogical program;

(2) developing safety and security norms;

(3) ensuring a smooth transition from home to school through Parents’ empowerment programs;

(4) Developing and Bridging the gap initiative which provides the smooth passage of children from home, pre-school to primary sector. (Gokhool, 2008)

The Prime Ministers’ Office in the Republic of Mauritius reports in its “Cabinet Decisions — 23 January 2009” that the Cabinet has “taken note that the Specialist Schools and Academies Trust (SSAT) of the United Kingdom, in collaboration with the Ministry of Education, Culture and Human Resources, would hold its second G100 Conference on the theme “Redesigning Learning for a Globalised Economy” in Mauritius in July 2009. G100 is the title of the SSAT iNet initiative that brings together a group of 100 outstanding school leaders from around the world to discuss, inter alia, issues relating to transformations in their respective education systems and the development of an agenda for future schooling.” (nd)

The Prime Minister’s article relates that Mauritius is the “first nation in the world to affiliate all its schools with iNet. Hosting the second G100 Conference, would provide a platform for:

(1) Mauritius to showcase its schools to iNet members from a range of countries;

(2) Mauritian schools to gain firm links and partnerships with other iNet schools;

(3) Mauritian educators and heads of school to engage in cutting edge educational debate and discussions and to participate in an international think tank on educational development and research at a global level; and (4) Mauritius to obtain widespread publicity in world-class educational journals and publications. (nd)

School health clubs would serve to “promote the health and wellness of the students and aim mainly at sensitizing school on health related issues, such as food safety and hygiene, personal hygiene, regular exercise, harmful effects of tobacco use, consumption of alcoholic drinks and adolescent pregnancy.” (Republic of Mauritius, 2008) Also stated is that a Health Education Unit will be formed at the Ministry of Education and Human Resources for the purpose of coordination with the RHECs and schools in relation to the health clubs activities. Educational Governance in the Republic of Mauritius falls under the Education Act of 1959 which places the Minister at the head of the educational systems and places the responsibility for the progress and development of the educational system on the Minister.

Specifically stated as the duties of the Minister in regards to the education system in the Republic of Mauritius are those as follows:

(1) the effective direction, development and co-ordination of all educational activities in Mauritius;

(2) the recruitment and training of teachers;

(3) the progressive development for all classes of the community of practical education suited to the age, ability and aptitude of the pupil and relevant to the needs of Mauritius;

(4) the more effective teaching of English and the spread of the English Language in Mauritius;

(5) the further education of young people and adults through the Organization of youth services, continuation classes and adult education classes;

(6) the promotion and maintenance of high quality standards in primary and secondary schools through an appropriate quality assurance mechanism;

(7) the recognition and equivalence of qualifications obtained in or outside Mauritius in the primary and secondary education sector;

(8) the formulation and publication of policies and criteria for the registration of primary and secondary schools. (Republic of Mauritius, 2008

The National Education Council is created by the Education Act of 1959 and the functions of this council are stated to include those of: (1) advising the government on policies for the effective direction, promotion and development of education; (2) reviewing the implementation of plans, policies, strategies, programs and projects for the provision of education; and (3) examination of educational matter referred by the Minister and recommendations of the same. (National Education Act, 1959)

Also established is the ‘National Curriculum Advisory Board’ with the stated functions to be those as follows: (1) to advise on a national policy for the development of the school curriculum with regard to the overall economic, social and cultural context of the country and the personal development of the student; (2) to review regularly and make recommendations for the updating and consolidation of the school curriculum; (3) to advise on curriculum development for children with special needs and for remedial education; and (4) to examine and advise on any matter relating to curriculum development, as may be referred to it by the Minister. (National Education Act, 1959)

The Education Act further establishes Regional Education Board which will not exceed eleven with the functions stated as follows: (1) to advise on the effective direction, promotion and development of education in the region for which it has been assigned responsibility; (2) to make recommendations on the future plans and projects for education in the region; (3) to advise on the improvement of the administration of schools; (4) to organize and foster educational activities with the collaboration of the schools and the Parent-Teacher Association; and (5) to ensure the general welfare of students, and to examine and make recommendations on any educational matter that may be referred to it by the Minister. (National Education Act, 1959)

The Education Act of 1959 as amended states that the physical conditions of the school must meet certain requirements and specifically that “No school premises shall be situated in or over any godown, shop, store or factory unless the Minister is satisfied that no danger or hazard will be created thereby and that the health or well being of the pupils will not be adversely affected. Where permission is granted for the use of school premises over godowns, shops, stores or factories provision shall be made for fire control measures to the satisfaction of the Controller, Fire Services. Every building wholly or partly used as school premises and all floors of such buildings above the ground floor shall be provided with no less than two independent satisfactory means of egress.” (National Education Act, 1959)

Furthermore, each building that is used as premises of the school must be “adequate ventilated and lighted” and must be “maintained in a clean and sanitary condition.” (National Education Act, 1959) Each school must receive the provision of “adequate and suitable furniture and equipment.” (National Education Act, 1959) Writing space requirements are stated to be: (1) for primary schoolchildren, not less than 18 inches in length by 15 inches in width; (2) b)

for secondary schoolchildren, not less than 24 inches in length by 18 inches in width, measured on the bench or table top. (National Education Act, 1959) Every classroom is required to have: (1) a door for independent access; (2) windows to provide for adequate ventilation and natural lighting; (3) double-paneling wooden or other appropriate partitions; (4) be of an area of not less than 225 square feet (21 square meters) calculated on the basis of 8 square feet (0.75 square meter) per pupil exclusive of 7 feet (2 meters) between the blackboard and the first row of benches; and (4) not accommodate more than 40 pupils at a time. (National Education Act, 1959) It is also required that school premises are “properly fenced.” (National Education Act, 1959)

In regards to health and sanitation the following requirements are stated: (1) All schools shall be open to medical and sanitary inspection by the Permanent Secretary, Ministry of Health, or any officer deputed by him for such purpose; (2) In every school separate water closet accommodation with flushing systems shall be provided for each sex” as shown in the table labeled Figure 1.

No. Of WCs

No. Of children enrolled

for girls for boys

For every additional 100 boys

For every additional 40 girls

Source: Education Act of 1959

Restroom requirements include those stated as follows: (1) Properly sheltered urinals provided with sparge pipes shall be provided for boys at the rate of ten feet of urinal space for the first hundred boys and five feet for every additional hundred boys enrolled; (2) Where lavatories are built together in one block there shall be separate entrances for boys and girls; (3) Every school at which more than 300 pupils are enrolled shall be provided with latrines and urinals on a scale to be fixed by the Permanent Secretary; (3) Every school shall be provided with an adequate and wholesome supply of drinking water and a properly maintained and clean water tank. These shall be at least one tap for every 80 pupils; (4) There shall be provided in every school at least one first-aid box, stocked in accordance with the instructions of the Permanent Secretary, Ministry of Health. (National Education Act, 1959)

Healthy Eating & Food Safety

Gokhool (2008) states: “This joint Pre-school Trust Fund / University of Mauritius project on Healthy Eating and food safety is again one among the many other initiatives that confirms the Government’s commitment to provide to all the children of the Republic of Mauritius with a World Class Quality Education. We strongly believe that quality education requires a healthy student population especially the young child. I congratulate the University and the Researchers for collaborating with my Ministry in such an important project.

The work of Gokhool (2008) states additionally that a worldwide consensus exists that: (1) The Early Childhood stage is the golden age of intellectual curiosity and development in which the bases of language and social skills are laid; (2) Good quality early childhood care and education sets the foundation for children’s future personal and educational development. (2008) According to Gokhool the creation of a new Institutional Framework is focused on harmonization and promotion of early childhood care and education policies, strategies and programs aligned with the recommendations stated by international and national institutions. (2008) Additionally this new Institutional Framework would serve to ensure that all “programs and policies for the education, care and development of the young children in the Republic of Mauritius are in conformity with the Convention of the Rights of the Child and to ensure a smooth transition of the young child from pre-school to lower primary school.” (Gokhool, 2008)

Stated as one of the key components of the early years enrichment program is making certain that children develop health eating and food safety habits and that they are in receipt of parental support toward this end. A joint project on Healthy Eating and Food Safety has been initiated through collaboration of PSFT and the University of Mauritius. This initiative is inclusive of 22 Teacher Educator Supervisors who have “followed Training for trainers program for six weeks time or 18 hours between November and December 2007, Gokhool states that presently the University of Mauritius is conducting a survey comprised by a sampling of 200 pre-primary schools in Mauritius for the reasons as follows: (1) Map out the major eating pattern of children in pre-primary schools; (2) Identify practices related to food hygiene and safety in the school premises; (3) Assess the facilities and environment that promote healthy eating and safe food handling; and (4) Recommend measures that will improve healthy eating and safe food handling at pre-primary school. (2008)

Child malnutrition and its effects upon the child has been the focus of research over the past few decades and Gokhool (2008) reports that a compelling body of scientific knowledge has been developed in this area of study. Not only does inadequate nutrition results in impaired cognitive development but as well it is “associated with increased educational failure among impoverished children.” (Gokhool, 2008) Gokhool relates that the “longer a child’s nutritional, emotional and educational needs go unmet, the greater there is the likelihood of cognitive impairments.” (2008) Child development specialists, nutritionists and educators are knowledgeable of these facts however, the “vast majority of the population are not aware of this problem.” (Gokhool, 2008)

The child’s potential and opportunities cannot be increased through singularly addressing the child’s needs of nutrition, health care, housing or education “compelling new research points to the need for the development of comprehensive and integrated programs to improve the well being of our children.” (Gokhool, 2008) Gokhool (2008) states that the new pre-school program guidelines curriculum is presently under review and is being updated and aligned to: (1) The basic principles of the UN Convention on the Rights of the Child; (2) The cognitive, social, emotional, physical, aesthetic moral and spiritual development of the child; (3) The cultural diversity of the Mauritian Society; and (4) The need to equip the child with the skills to facilitate learning to read, write and count. (Gokhool, 2008)

Gokhool (2008) concludes by quoting Mariam Wright Edelman who stated: “Investing in children is not a national luxury or a national choice. It’s a national necessity. If the foundation of your house is crumbling, you don’t say you can’t afford to fix it while you’re building astronomically expensive fences to protect it from outside enemies. The issue is not ‘are we are going to pay” & #8230;it’s ‘are we going to pay now, up front, or are we going to pay a whole lot more later on.” (Gokhool, 2008)

Hygiene Practices in Food Preparation and Serving Quality Food in Schools

The work of Subratty, Chan, and Kassean (2008) entitled: “A Need for Healthy Canteens in Secondary School in Mauritius Journal: Nutrition and Food Science reports an assessment of the level of hygiene practices among individuals “involved in the preparation, cooking and serving of foods as well as the quality of foods offered for sale in secondary school canteens in four different urban areas in Mauritius.” (Subratty, Chan, and Kassean, 2008) The work of Neeliah and Goburdhun (2008) entitled: “Using Stakeholder Analysis to Assess the Mauritian Food Control System” states that hazards are known to occur throughout the food chain and that governments have a responsibility of “maximizing communal welfareâ€¦to ensure the safety of food.” (Subratty, Chan, and Kassean, 2008)

Because of this “national food control systems (NFCS) have been established to cope with threats of an unsafe food supply and are geared towards protecting consumers’ health.” (Subratty, Chan, and Kassean, 2008) Presently, many countries are either in the process of establishing a system for food control while others are ensuring that the existing food systems are secure. Subratty, Chan, and Kassean (2003) relate the statement of Rees and Watson (2000) that a necessary stage in management of a project is evaluation and that continuous and ongoing evaluation is necessary in order to strengthen the food control system. Subratty, Chan, and Kassean relate that rapid economic growth has characterized Mauritius since the early 1980s (World Bank 2007) to achieve a GDP/capita of U.S.$5,059 in 2005 (UNDP 2007).

This growth has concomitantly leads to an increase in disposable income for the average Mauritian, resulting in fundamental changes in food consumption patterns and demand for food safety.

Mauritius has an operational food control system (FCS) to ensure consumer health protection.” (2008) Modern food legislation was introduced by the FCS in 2000 under the ‘Food Act.” The Mauritian food control system has four components as follows:

(1) food legislation;

(2) the administration;

(3) the enforcement; and (4) the supporting bodies. (Subratty, Chan, and Kassean, 2008)

Food Legislation in Mauritius

The first Act passed that was specifically relating to food control in Mauritius was the Food and Drugs Act (1940) which is stated to have “â€¦incorporated the principle of protection of health and that of prevention of consumer exploitation. It had no officially stated objectives, but contained certain basic elements of a food law, comprising a definition for food, the competence for implementation of the law, the powers of officers and penalties.” (Subratty, Chan, and Kassean, 2008) Under this law the addition of or abstract from any substance resulting in food being injurious to health was illegal as was the sale of any food that was “not of the nature [of] substance or quality demanded. (Subratty, Chan, and Kassean, 2008)

The early Food and Drugs Act while appropriate and sufficient at the time they were formulated are now far out of date and in no way prepared to deal with the changes that have occurred in the Mauritian food system specifically in terms of technological changes. Earlier regulations lacked comprehensibility and penalties were flimsy at best creating little if any disincentive. A major legislative review in 1998 resulted in the development of the Food Act in which there was more emphasis given on modernization of the law through prescription of new standards and consolidation and incorporating of all sections for the modern food act requirements.

Subratty, Chan, and Kassean (2008) state that the scope of the Act is wide in range “with a wider definition for ‘food’ and greater range of activities or food businesses. The regulations have been made based on international Codex norms, after consultation between Government departments like the Nutrition Unit of the MOH and the Ministry of Agro-Industry and Fisheries (MOA).Certain practical problems cropped up when the Food Act of 1998 became operational in 2000. These were transparent in various press articles which related to the lack of consultation with stakeholders during the drafting stage of the law and outcry of street food vendors regarding the new provisions for hygiene.” (Subratty, Chan, and Kassean, 2008)

It is additionally reported by Subratty, Chan, and Kassean that the complaint that too little time was allowed for compliance was voiced due to the fact that the food legislation of Mauritius had originally been adapted from the British Food Safety Act of 1990, which was not compatible with the Mauritian context. As well, Mauritius had failed to adapt to the positive aspects of the British law and specifically in terms of ‘due diligence’.

Administration and Enforcement of Food and Drugs Law in Mauritius

The MOH is responsible at the level of the central government for food control in Mauritius. The enforcement of these laws falls squarely on the shoulders of the Health Inspectorate Division which is a branch under the MOH. Mauritius has been divided into five regions for the convenience of administration and in each of these regions are Health Offices with each of these offices being managed by a Principal Health Inspector with the responsibility of planning and directing food safety control in that particular region.” (Subratty, Chan, and Kassean, 2008) Dues of the Health Inspectors include those as follows: (1) inspection of premises to ensure compliance with public health laws, including environmental, occupational health, industrial hygiene, food, trade and industries, (2) the implementation of health education programs, (3) the issue of health clearance for premises such as food shops, butcher’s shops, ships and aircrafts in accordance with public health legislation; and (4) prosecution for sanitary and food hygiene contraventions. (Subratty, Chan, and Kassean, 2008)

Food and Drugs Act – Analytical Services

The Government Analyst Division and the Pathological Division of the Central Laboratory are the primary labs that analyze food samples that the Health Inspector cadre collects of those submitted by the food industry. (Subratty, Chan, and Kassean, 2008, paraphrased) Chemical analysis on food is conducted by the Government Analyst Division and microbiological examination of food and water is conducted by the Central Laboratory. These are the only two services used for analysis acknowledged under the Food Act. However, the Ministry of Local Government (MLG) is stated to exercise control “over the activities of people in a given locality through the District Councils and Municipal Councils. Each has a Health Department, which issues and renews development permits and licenses for food premises upon health clearance from the MOH. The local authorities are also engaged in the inspection of markets (MLG 2008) where they have the duty of ensuring the sanitary quality of food being sold. Health inspectors from local authorities are not authorized officers as per the Food Act of 1998 but they derive their intervention powers from the Local Government Act of 2003.” (Subratty, Chan, and Kassean, 2008)

It is related that the MOA has various department that deal directly and indirectly with food control. Analysis of food items are carried out by the Dairy Chemistry and Agricultural Chemistry Divisions including that of agricultural produce. (Subratty, Chan, and Kassean, 2008, paraphrased) The Division of Veterinary Services is the agency with the authority for issuance of permits for products of animal origin. As well “â€¦animal product exporters depend on the analytical and technical assistance of the Veterinary Services because the European Union recognizes it as its agent. The Veterinary Services are also involved in the inspection of livestock and livestock products, in the issue of veterinary permits for export and in the supervision of manufacturing processes in relation to veterinary products for exports (animal, fish).” (Subratty, Chan, and Kassean, 2008)

Reported in the work of Subratty, Chan, and Kassean is a stakeholder analysis in understanding the status of food safety control in Mauritius. Stakeholders are stated to be “â€¦ individuals, groups or institutions that have an interest in, or influence on, food safety and quality. They include:

(1) those who play a direct and leading role in food control management (government ministries, departments, agencies);

(2) those who play a secondary or supportive role such as groups that provide information used by those responsible for food control; and (3) those that are affected by food control management (consumer organizations, food industry and business groups, academic and scientific institution).” (2008)

Figure 1

Status of Food Control and Food Safety

Source: Subratty, Chan, and Kassean (2008)

Figure 2

Evaluation of the Components of Food Control Systems

Source: Subratty, Chan, and Kassean (2008)

Figure 3

Compliance with Food Act 1998 and Food Regulations 1999

Source: Subratty, Chan, and Kassean (2008)

Figure 4

Status of Food Control and Safety of Foods

Source: Subratty, Chan, and Kassean (2008)

Figure 5

Satisfaction with Institutional Mechanism for Consultation and Policy-making

Source: Subratty, Chan, and Kassean (2008)

Subratty, Chan, and Kassean (2008) state findings based on the “overall FCI derived in their study that there is evidence that the FCS of Mauritius is ‘satisfactory’ (class C) Problems areas are noted to be those of:

(1) administration; and (2) enforcement, which can be attributed to the absence of a national strategy for food safety.

It is stated that “administration and enforcement suffer from lack of coordination and duplication of work, leading to wastage of resources and gaps in coverage.” (Subratty, Chan, and Kassean, 2008)

The Importance of Health and Safety Measures in Schools in the Republic of Mauritius

The importance of health and safety measures in schools in the Republic of Mauritius is related in the Police Inquiry, Debate No. 29 of November 2001 entitled: “Trousquin, Billy Joe — Death at Lycee Polytechnique of Falcq-Police Inquiry” which reports that following the death of Billy Joe Trousquin at the Lycee Polytecnique Institute that recommendations by the Security Audit is for “â€¦galvanized water pipes to be replaced by vertical pipes, removal of temporary electrical power pipes, inspection and fixing of all trunking and conduits and disposal of redundant electrical connection boxes, placement of warning signs, completion of electrical works and removal of obstructions from exit doors and emergency steps.” (Police-Inquiry, 2001) This report states that the school was covered by insurance and that the proceeds from this insurance policy were utilized in paying benefits to the heir of the deceased, Billy Joe Trousquin.

School Indoor Air Quality

Levels of contaminants are found to be significantly higher in indoor air than outdoors air. Increased levels of contaminants found indoors include those of:

(1) formaldehyde;

(2) other volatile organic compounds;

(3) pesticides;

(4) radon;

(5) molds and bacteria; and (6) byproducts of combustion such as particles, carbon monoxide and nitrogen oxides. (Washington State Department of Health — Office of Environmental Health and Safety, Indoor Air Quality Program, 2003)

Factors that influence indoor air pollution levels are those of;

(1) activities of building occupants (including maintenance activities);

(2) types of building materials;

(3) furnishings and equipment;

(4) levels of indoor contamination;

(5) the season

(6) indoor humidity and temperature; and (7) ventilation rates. (Washington State Department of Health — Office of Environmental Health and Safety, Indoor Air Quality Program, 2003)

Stated as symptoms of indoor air quality problems are those of:

(1) headache;

(2) fatigue;

(3) shortness of breath;

(4) sinus congestion;

(5) coughing;

(6) sneezing;

(7) eye, nose throat and skin irritation;

(8) dizziness; and (9) nausea. (Washington State Department of Health — Office of Environmental Health and Safety, Indoor Air Quality Program, 2003)

It is necessary that students and staff alike are very cautious when handling toxic materials used in the curriculum of the school and as well “the proper design and operation of instructional facilities and equipment, including exhaust systems, is essential to avoid exposure either to classroom participants or other building occupants.” (Washington State Department of Health — Office of Environmental Health and Safety, Indoor Air Quality Program, 2003)

It is additionally stated as follows: “Children may be more likely than adults to be adversely affected by indoor air pollution. Children breathe a greater volume of air relative to their body weight and this may lead to a greater burden of pollutants on their bodies.6 In addition, younger children are less likely than adults to comprehend and clearly communicate their symptoms. Comfort issues may also affect children. These issues can include being too hot or too cold and this may cause them to be restless or sleepy in addition to displaying other symptoms as a result of poor indoor air quality.” (Washington State Department of Health — Office of Environmental Health and Safety, Indoor Air Quality Program, 2003)

Also stated in regards to poor air quality are the facts as follows:

(1) Failure to properly maintain buildings or equipment can contribute to poor indoor air quality. This may not only create discomfort and adverse health effects in building occupants, but may lead to equipment malfunctions, and further deterioration of buildings, equipment, and furnishings. Warranties on equipment and furnishings may be voided due to improper care. Once problems arise, the costs for additional cleaning, repair, replacement or maintenance of building, equipment and furnishings may be substantially higher than the cost savings from deferred maintenance;

(2) Problems related to poor indoor air quality may lead to legal claims and expenses, including judgments and settlements. Teachers and other staff members experiencing illness from contaminated indoor air may file industrial insurance claims. Payroll costs may escalate due to increased absenteeism. As noted above, there also may be unexpected costs for repair, replacement, and maintenance of structures, furnishings, and equipment. Resolution of indoor air quality problems may be costly; and (3) Many indoor air quality problems can be prevented. The cost of preventing indoor air quality problems is likely to be significantly less than the cost of resolving problems after they develop. Good practices in siting, design, construction, and operation and maintenance of schools will help school districts avoid these problems. (Washington State Department of Health — Office of Environmental Health and Safety, Indoor Air Quality Program, 2003)

Stated as sources of air pollution and building contamination are those listed as follows:

(1) Outside Sources of Contamination

Pollen, dust, and fungal spores

Industrial pollutants

Emissions from residential heating units, such as wood smoke

Area-wide vehicle exhaust and emissions

(2) Emissions from Nearby Sources

Exhaust from vehicles on roads, in parking lots, garages, or loading docks near school buildings

Odors from dumpsters or trash storage areas, or other areas with unsanitary debris near the building outdoor air intake

Emissions from construction activities

(3) Outside Sources of Contamination

Contaminated Ambient Air

Pollen, dust, and fungal spores

Industrial pollutants

Emissions from residential heating units, such as wood smoke

Area-wide vehicle exhaust and emissions

(4) Emissions from Nearby Sources

Exhaust from vehicles on roads, in parking lots, garages, or loading docks near school buildings

Odors from dumpsters or trash storage areas, or other areas with unsanitary debris near the building outdoor air intake

Emissions from construction activities

Pesticides applied to nearby crops

Livestock operations

Exhaust from the building itself or from neighboring buildings that is drawn back into the building through outdoor air intakes

(5) Surface and Underground Sources

Radon

Leakage from underground fuel tanks

Contaminants from previous uses of the site (for example, buried or discharged solid or hazardous waste)

Pesticides

(6) Moisture or Standing Water Promoting Microbial Growth

Rooftops after rainfall

Crawl spaces

Nearby wetlands

Storm water treatment systems

(7) Building Components and Furnishings

Locations that Produce or Collect Dust or Fibers

Textured surfaces such as carpeting, curtains, and other textiles

Open shelving

Office dividers

Baseboard heating units

Old or deteriorated furnishings

Materials containing loose asbestos

(8) Unsanitary Conditions and Water Damage

Microbial growth on or in soiled or water-damaged carpets and furnishings

Microbial growth in areas of surface contamination

Standing water from clogged or poorly designed drains

Dry traps that allow the entry of sewer gas

Moisture damage from aquariums, or maintenance of indoor plants

(9) Chemicals Released from Building Components or Furnishings

Pressed wood products

Glues, adhesives, sealants

Insulating materials

Flooring and wall coverings

Plastics

Electrical equipment

(10) Building Equipment

The Heating, Ventilation, and Air Conditioning System

Dust or dirt in ductwork, filters, or other components

Microbial growth in drip pans, humidifiers, ductwork, coils

Improper use of biocides, sealants, or cleaning compounds

Improper venting of combustion products

Refrigerant leakage

Natural gas pipe leakage

(11) Other Building Equipment

Emissions from office equipment (volatile organic compounds, ozone)

Emissions from supplies (solvents, toners, ammonia)

Emissions from shops, labs, cleaning processes

Emissions from elevator motors and other mechanical systems

(12) Human Activities

Personal Activities

Body and cosmetic odors

Coughing and sneezing

Perfumes, colognes, and fabric softeners

Smoking (note: smoking is banned on public school grounds)

Solvent-based markers

(13) Housekeeping Activities

Cleaning materials and procedures

Emissions from stored supplies or trash

Use of deodorizers and fragrances

Airborne dust or dirt (for example, circulated by sweeping and vacuuming)

(14) Maintenance Activities

Microorganisms in mist from improperly-maintained cooling towers

Airborne dust or dirt

Odors and volatile organic compounds from paint, caulk, adhesives, and other products

Pesticides from pest control activities

Emissions from stored supplies

(15) Other Sources

Spills, Leakage, and Accidents

Spills of water or other liquids

Microbial growth due to flooding or leaks from roofs or pipes

Fire damage (soot, PCBs from electrical equipment, odors)

(16) Special Use Areas within the Building

Science laboratories

Photo/printing rooms

Art rooms

Restrooms and locker rooms

Pools

Cafeterias and other food handling areas

Staff work rooms

Vocational arts areas

(17) Redecorating, Remodeling, and Repair Activities

Emissions from new furnishings

Dust and fibers from demolition

Odors and volatile organic and inorganic compounds from paint, caulk, adhesives, and other products

Microbial debris released from demolition or remodeling activities. (Washington State Department of Health — Office of Environmental Health and Safety, Indoor Air Quality Program, 2003)

REDEFINING HEALTH & SAFETY IN EDUCATIONAL INSTITUTIONS IN THE REPUBLIC OF MAURITIUS

CHAPTER 3

RESEARCH METHODOLOGY

The research in this study has been conducted through a qualitative review of literature. Qualitative study is interpretive in nature. This work has reviewed literature that specifically relates safety and health precautions and regulation in the Republic of Mauritius as well as other health considerations that were not found in the literature relating to educational institutions in the Republic of Mauritius but that is pertinent and relevant and necessary for institution of proper safety and health precautions in schools in the Republic of Mauritius and in adherence with the goals that have been set out for the educational institutions. The literature examined in this study is that of an academic or professional and peer-reviewed nature and which has been found in databases located online and in other publications that are proper for use in this type of study.

REDEFINING HEALTH & SAFETY IN EDUCATIONAL INSTITUTIONS IN THE REPUBLIC OF MAURITIUS

CHAPTER 4

RESULTS & DISCUSSION

Statistical findings are not presented in this work due to the unavailability of statistics on the health and safety in The Republic of Mauritius however, this study has presented qualitative information that is useful in analyzing the progress made by the educational institutions in The Republic of Mauritius. The literature reviewed in this study has revealed that The Republic of Mauritius has been transformed “from a low-income to a middle-income country in the course of a single generation” and that this has been accomplished on the basis of “an exception record of economic success.” (United Nations, 2000)

Mauritius is stated to have advanced to the middle-income countries grouping in the classification of the World Bank. Mauritius is further stated to hold a ranking of 71st among 174 countries with a Human Development Index (HDI) stated at 0.761. (United Nations, 2000) Mauritius has also been named among the countries that have achieved ‘medium human development.’ (United Nations, 2000) The Republic of Mauritius is stated to be a “true multi-party democratic state based on the rule of law.” (United Nations, 2000) This study has however, noted that there has been a rise in noncommunicable diseases in The Republic of Mauritius and this includes: (1) cardiovascular diseases; (2) diabetes; (3) hypertension; and (4) cancer. (United Nations, 2000)

It has been noted as well in this study that the United Nations reports in regards to The Republic of Mauritius that there is a “…gross underestimation of the actual number of disabled children and a significant number of them are still excluded from schools. The most important barrier to inclusive education is the general negative perception towards disabled children, which reflects unfriendly attitudes and habits in schools and in the education system as a whole.” (United Nations, 2000) The Republic of Mauritius is threatened by pollution due to economic activities.

The Republic of Mauritius has set out specific goals for the educational system and those goals include: (1) the creation of a Republic fit for children; (2) achievement of the Millennium Goals with the young child figuring as an important element in reaching the goals; and (3) the promotion of inclusion and integration as approaches based on intersector collaboration. (Gokhool, 2008) The ECCEA Framework has been developed for the specific purpose of: (1) developing and implementing pedagogical program; (2) developing safety and security norms; (3) ensuring a smooth transition from home to school through Parents empowerment programs; and (4) Developing and Bridging the gap initiative which provides the smooth passage of children from home, pre-school to primary sector. (Gokhool, 2008)

Proactively addressing integration of education and technology The Republic of Mauritius has become the first nation worldwide to initiate an affiliation of its schools with iNet. Hosting of the second G100 Conference will enable the provision of a platform for: (1) Mauritius to showcase its schools to iNet members from a range of countries; (2) Mauritian schools to gain firm links and partnerships with other iNet schools; (3) Mauritian educators and heads of school to engage in cutting edge educational debate and discussions and to participate in an international think tank on educational development and research at a global level; and (4) Mauritius to obtain widespread publicity in world-class educational journals and publications. (nd)

It is reported that in a Cabinet Decision dated February 15th, 2008 as follows: “With a view to sensitizing youths to assume responsibility for their personal health care and to be the role model of a healthy lifestyle, Cabinet has taken note that the Ministry of Education & Human Resources proposes to revive school health clubs and to set up a Regional Health and Education Council (RHEC) in each educational zone to monitor the activities of the school health clubs with a view to providing a holistic approach to health in schools.” (Republic of Mauritius, 2008) This study has further reported that school health clubs will be developed for the purpose of promoting “…the health and wellness of the students and aim mainly at sensitizing school on health related issues, such as food safety and hygiene, personal hygiene, regular exercise, harmful effects of tobacco use, consumption of alcoholic drinks and adolescent pregnancy.” (Republic of Mauritius, 2008)

The Minister of Education in The Republic of Mauritius has specific obligations to the educational system including: (1) the effective direction, development and co-ordination of all educational activities in Mauritius; (2) the recruitment and training of teachers; (3) the progressive development for all classes of the community of practical education suited to the age, ability and aptitude of the pupil and relevant to the needs of Mauritius; (4) the more effective teaching of English and the spread of the English Language in Mauritius; (5) the further education of young people and adults through the Organization of youth services, continuation classes and adult education classes; (6) the promotion and maintenance of high quality standards in primary and secondary schools through an appropriate quality assurance mechanism; (7) the recognition and equivalence of qualifications obtained in or outside Mauritius in the primary and secondary education sector; (8) the formulation and publication of policies and criteria for the registration of primary and secondary schools. (Republic of Mauritius, 2008) Also noted in this study are building regulations for schools in regards to adequate ventilation and maintenance of buildings in clean and sanitary condition.

Gokhool (2008) relates that the potential of the child and exploitation of opportunities for the benefit of the child cannot be addressed without first addressing the needs of the child’s nutrition, housing, education and healthcare and that “…compelling new research points to the need for the development of comprehensive and integrated programs to improve the well being of our children.” (Gokhool, 2008) The work of Subratty, Chan and Kassean (2008) relates that food control systems are critically important in ensuring food safety in schools. Additionally required is monitoring and evaluation for strengthening the food system.

REDEFINING HEALTH & SAFETY IN EDUCATIONAL INSTITUTIONS IN THE REPUBLIC OF MAURITIUS

CHAPTER 5

CONCLUSION & RECOMMENDATIONS

Findings in this study include the fact that The Republic of Maritius has implemented health and safety regulations in schools and that this includes an operational food control system for ensuring health protection of consumers and that the food control system has four primary components and specifically those of: (1) food legislation; (2) the administration; (3) the enforcement; and (4) the supporting bodies. (Subratty, Chan, and Kassean, 2008) It is related in the work of Subratty, Chan and Kassean (2008) and therefore reported in the conclusions of this study the earlier Food and Drug Acts in The Republic of Mauritius were appropriate and sufficient however, they are presently very much out of date and do not serve in coping with the changes that have occurred in the Mauritian food system specifically in terms of technological changes. Earlier regulations lacked comprehensibility and penalties were flimsy at best creating little if any disincentive. A major legislative review in 1998 resulted in the development of the Food Act in which there was more emphasis given on modernization of the law through prescription of new standards and consolidation and incorporating of all sections for the modern food act requirements.

The new Food Act was implemented January 1, 2000 and makes it an offense to “â€¦import, prepare, [or] supply food not of merchantable quality.” (Subratty, Chan, and Kassean, 2008) As well, it is also an offense to “import, prepare, distribute, sell any food that is poisonous, that contains foreign matter, that is adulterated or that is unfit for human consumption.” (Subratty, Chan, and Kassean, 2008) The new Act additionally provides strength to the “power of entry into food premises of authorised officers and allows for seizure of food for analysis and more detailed enforcement procedures ranging from improvement notices to emergency prohibition orders. Penalties inflicted to persons committing an offence under the Act range from a fine of not less than MRU2 2,000 and to imprisonment not exceeding two years. In addition, the Minister of Health may make regulations he deems necessary for the purpose of the Food Act.” (Subratty, Chan, and Kassean, 2008) The findings in this study have noted that there is a regulatory framework in The Republic of Mauritius for directing food safety and that the Principal Health Inspector holds the responsibility of food safety planning and direction. This study concludes that the Food Control System of Mauritius is “satisfactory’ and rated as “Class C.” This study further finds that the problem areas in the Food Control System are related to administration and enforcement of the Food Control System health and safety regulations and that this is directly related to the absence of a national strategy for food safety. There also has been found to be a lack of coordination in the areas of administration and enforcement of the Food Control System and its regulations as well as due to duplication of work resulting in wasted resources and gaps in coverage in the Food Control System regulatory environment.

It also appears from the lack of information on this subject in the literature that the Republic of Mauritius has not considered indoor air quality in schools and has thereby failed to address this critical issue. However, The Republic of Mauritius has made a great deal of progress and is focused in the right direction therefore present efforts should be continued. Arising from the research in this study is a recommendation that a national strategy for food health and safety be developed by The Republic of Mauritius. This is a critical issue with the present occurrences of food contamination that are reported throughout the world.

If the Republic of Mauritius is capable of continuing the progress that it has historically demonstrated and at the same rapid pace it is likely that the educational system that is being developed in that nation will represent a very successful component driving the future success of The Republic of Mauritius.

BIBLIOGRAPHY

United Nations Development Assistance Framework (UNDAF) (2000) Mauritius. November 2000.

Constructing Knowledge Societies: New Challenges for Tertiary Education (2002) The World Bank. Online available at: http://siteresources.worldbank.org/EXTAFRREGTOPTEIA/Resources/Constructing_Knowledge_Societies.pdf

Gokhool, Dharambeer (2008) 1148th Session of the International Conference on Education (Unesco) 25-28thNovember 2008,Geneva Comprehensive Approaches In Early Childhood Education: The Mauritian Experience.

Gokhool, D. Hon. (2008) Address given Certificate Award Ceremony for Training of Trainers’ Course in Healthy Eating and Food Safety. 28 Apr 208, Paul O. Wiehe Auditorium, Reduit.

Education (Amendment) Regulations (1986) GN No. 72 of 1986 26th July. Regulations made by the Minister under section, 38 of the Education Act.

United Nations Development Assistance Framework (UNDAF) (2000) Mauritius. November 2000.

Neeliah, Shalini A. And Goburdhum, D. (2008) Using a Stakeholder Analysis to assess the Mauritian Food Control System. Elect J. Commun. Inf. Innov. Health. Rio de Janeiro, v.2, n.2 Jul-Dec, 2008. Online available at: http://www.reciis.cict.fiocruz.br/index.php/reciis/article/viewFile/141/208.

Gokhool, D. Hon. (2008) Address given Certificate Award Ceremony for Training of Trainers’ Course in Healthy Eating and Food Safety. 28 Apr 208, Paul O. Wiehe Auditorium, Reduit.

Subratty, A.H., Sun, M. Chan, and Kassean, H.K. (2003) A need for healthy canteens in secondary schools in Mauritius Journal: Nutrition & Food Science 2003. Vol.33 Iss.5 208-212. MCB UP Ltd. Institution of Occupational Safety & Health Management Mauritius.

School Indoor Air Quality Best Management Practices Manual (2003) Washington State Department of Health — Office of Environmental Health and Safety Indoor Air Quality Program. November 2003.

Bogden, J, 2000, Fit, healthy and ready to learn- a school health policy guide, part 1:physical activity, healthy eating and tobacco-use prevention, National Association of State Boards of Education Alexandria, VA

Bruhn, C., 1997, Consumer concerns: motivating to action. Emerging Infectious Diseases 3 (4):511-516.

Hammond, B, Ali, Y, Fendler, E, Dolan, M, Donovan, S, Effect of hand santizer use on elementary school absenteeism, accepted for publication in the American Journal of Infection Control, 28 in press 2000.

King, L.J. 1995. How date and analysis can help in program and policy design. In:”Tracking Foodborne Pathogens from Farm to Table,” Conference proceedings.USDA/ERS, Washington, DC. Office of GAO, 1997, School Meals Program, GAO, Washington, DC

Patton, C, Sawicki, D, Basic Methods of Policy Analysis and Planning, 2 and edition, Prentice Hill, Englewood Cliffs, NJ 1994. Rhode Island Department of Education 1999, School Guide- Building a School Improvement Team, Saltworks- 1999 Rhode Island Department of Education, Providence, RI.

Swanson, B.B., 1993, Using food experiences to enhance social competence. Head Start Bulletin, USDA, Administration for Children and Families. Issue #48.

Tauxe, R.V. 1997 Emerging foodborne diseases: an evolving public health issue. Emerging Infectious Diseases. 3(4): 425-433.

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