YOUTH SUMMIT

REPORT
2022
PUBLISHED 28TH November 2022

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 ACKNOWLEDGEMENTS

The Youth Ambassadors would like to acknowledge the continued support the
Ministry for Youth Empowerment, Sports and Recreation and its officers.

We would also like to extend our gratitude to NAFCO and the other participants
of the Youth Summit as well as Mrs Marjorie Munien, Deputy Rector, College
du Saint Esprit, Mr Nicolas Soopramanien, Psychologist, and Sov Lanatir, a
youth led climate activism NGO.

Thank you to

Cote D’or National Sports Complex and its staff for helping to make our
Summit a success.

Fantastic Mind who created our logo and contributed to this report.

The family members and relatives of the Youth Ambassadors who have
been very supportive since the beginning of this initiative.

All the young people who were present for the Summit and to celebrate the
International Youth Day.

Last but most certainly not least, we would like to express our deepest thanks to
the Honourable Stephan Toussaint, Minister of Youth Empowerment, Sports, and
Recreation for his steadfast dedication to this programme and its goals since the
very beginning.

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 TABLE OF CONTENTS

Message from the Head Youth Ambassador 5

1.0 Executive Summary 7

2.0 Theme 1: Quality Education 10

2.1 Introduction 10
2.2 Findings 11
2.3 Recommendations 13
3.0 Theme 2: Mental Health 17

3.1 Introduction 17
3.2 Findings 18
3.3 Recommendations 19
4.0 Theme 3: Climate Change 22

4.1 Introduction 22
4.2 Findings 23
4.3 Recommendations 24
5.0 Photo Gallery 32
6.0 Glossary 33

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 MESSAGE FROM THE HEAD YOUTH AMBASSADOR

It gives me great pleasure to present to you the first Youth Summit Report as
part of the Youth Ambassadors Programme 2022 -2023.
The Youth Ambassadors Programme (YAP) is a new initiative under the aegis of
the Ministry of Youth Empowerment, Sports, and Recreation, whereby a group
of 10 youngsters between the ages of 16 and 25 are designated as “Youth
Ambassadors” for a one-year period, from 1 July to 30 June.
The YAP aims to promote relevant causes and increase the representation of the
Mauritian youth at the national level.
The Youth Summit is the hallmark event of each successive cohort of Youth
Ambassadors, hosted on the occasion of International Youth Day (12 August).
This summit, which this year brought together some 75 young people from all
regions of the island, was a unique occasion to enable discussion about
opportunities for a better future, to raise awareness on topics of importance to
young people, and to contribute to finding practical and sustainable solutions.
For this first edition of the Youth Summit, the Youth Ambassadors decided on
three themes which we felt reflected topics of significance for young people,
namely:
1. Quality Education;
2. Mental Health; &
3. Climate Change.
For each theme, we invited relevant stakeholders and experts to share their
knowledge. The participants also engaged in working sessions and completed
surveys which form the basis of this report.
The participants’ thoughts and ideas are expressed throughout this report. Some
of the findings are already well-established while others help us shed some light
on the needs of our youth. The recommendations are ambitious and wide ranging
but, we believe, are achievable. The report emphatically demonstrates the
unwavering determination of young people to ensure that their voices are heard.
The Youth Ambassadors will work with all relevant stakeholders from both the
private and public sectors on how best to implement the recommendations in this
report.

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In spite of its recent launch, we believe that the YAP has already had an impact
and is beginning to fulfil its objectives.
Following the Youth Summit and the publication of the Youth Summit Report
the Youth Ambassadors are now working on a number of other projects, including
reviving the National Youth Parliament initiative in collaboration with the office
of the National Assembly, and sending Youth Delegates to upcoming
international conferences.
We hope that young people will not be afraid to spell out their ideas and will
continue to fight for that they believe in, knowing that there are individuals and
institutions around that are here to help them throughout their journey.
On a more personal note, I would like to acknowledge the fantastic contribution
of young people in Mauritius in a number of areas of national importance.

Thomas Lenette
Head Youth Ambassador

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 1.0 EXECUTIVE SUMMARY

This executive summary provides an overview of the key findings and

recommendations contained in this report.

1.1 Quality Education

1.1.1 Findings

• A significant majority of participants were from public educational

institutions.

• Most participants emphasised the relative lack of learning tools available

in their schools (especially secondary schools).

• Only about 2 in 10 students said they did not take private tuitions.

• For those taking private tuitions, the average number per week was 4 or 5
and the average monthly cost was Rs 3,200.

• Students said, for the most part, that they either took private tuitions due to
pressure from parents or the need for further support.

1.1.2 Recommendations

• Teachers should receive more in-depth and holistic training.

• Schooling should be less academic-orientated and more hands-on

(practical).

• Summer learning programmes should be introduced.

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 • There should be a more technological approach to education.

1.2 Mental Health

1.2.1 Findings

• Covid-19 was a unique opportunity for young people to take a step back
and go through a time of reflection.

• Due to the number of Covid-19 related issues, including the lockdown and
the loss of employment within the family, many were faced with increasing
mental health related challenges.

• Students expressed that bullying was a big issue that they felt went largely
un-addressed.

• The main reason why students decided repeatedly against seeking help was
because of the stigma associated with mental health problems.

1.2.2 Recommendations

• More frequent educational campaigns, for students and parents, on mental

health.

• Improvement in accessibility to psychological help.

• The need to have better policies to tackle bullying in schools and online
(cyber bullying).

• To provide teachers with counselling and psychology training.

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1.3 Climate Change

1.3.1 Findings

• Most young people are concerned about the state of the environment and
how their actions have an impact on it.

• Despite being vocal advocates for climate change, many young people fail
to translate these words into actions.

• Young people generally engage in carbon-cutting actions such as walking

instead of driving and using public transport.

• However, a majority stated that they were not very aware of the
government's plans for achieving net-zero carbon emissions, leading them
to conclude that not enough was being done in that regards.

1.3.2 Recommendations

• Introduce climate change into the academic curriculum.

• Make adequate changes to the Constitution and adapt Government policies,

and improve transparency, especially in decision making.

• Create an independent resource platform for climate change.

• Improve infrastructure and public transport.

• More research and development in waste management and agricultural

fields.

• More funding is required for adaptation projects and electric vehicles.

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 2.0 THEME 1: QUALITY EDUCATION

2.1 Introduction

The Mauritian Youth is implicitly involved in the sphere of education, science

and technology in all imaginable aspects, except when it comes to the decision-
making behind it, particularly within legislature.
Being key stakeholders of this portfolio as well as the pillars of a future Mauritius,
the youth's presence and engagement is crucial for quality education, to ensure a
more pragmatic, holistic, and efficient development of the child. Their
convictions must be expressed, and above all, their voices should be heard.

"Education is what remains after

one has forgotten what one has learned in school.”

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2.2 Findings
The following are the data gathered during surveys and questions asked on the
day of the Youth Summit. These questions helped us to understand the current
situations of the participants with respect to their education.
It was found that a greater number of participants receive formal education at
public schools; 71.1% of students, equal proportions of respondents attend private
and private grant-aided schools; 14.4% each.
In terms of monthly household income, approximately a third of surveyees fall
under the Rs 50, 000 threshold, 22.7% are in the Rs 50,000 to Rs 100,000 range
and 14.4% exceed Rs 100,000. 29.9% preferred not to disclose this information.

Quality of Education Provided by Secondary Schools Attended

Inadequate Undecided
5% 2%

Adequate
22%

To a limited Extent
71%

Graph 2.0: Quality of Education Provided by Secondary Schools Attended by Respondents

With reference to the quality of education students receive; 71.1% of respondents
said that their school supplies them with quality education only to a limited
extent, 21.6% think that they are indeed provided with adequate resources and
teachers, 5% feel that these are not catered for in their schools and 2% were
undecided.
Participants pointed out that the main contributing factor was a lack of lab
equipment and computers available, especially in public schools.

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 Number of Tuitions

30.00%

25.00%
Percentage of Respondents

20.00%

15.00%

10.00%

5.00%

0.00%
0 1 2 3 4 5 6 7 8
Number of Tuitions

Graph 2.1: Number of Tuitions taken by Respondents per Week

When asked about private tutoring lessons, more than half (51.4%) of students
surveyed said that they take part in 4 or 5 different private lessons, 34.5% follow
less than 4 private lessons (with 15.5% of those taking no tuition at all). It was
further demonstrated that an overwhelming 14.5% of participants engage in more
than 5 private lessons.
Additionally, we found that students pay as little as Rs 400 per month to as much
as Rs 8000 per month for private lessons, with the average being Rs 3200.
Participants also emphasized that they felt obliged to take tuitions, for a number
of reasons. Firstly, some students said they needed additional support in terms of
more practice and revision. Secondly, participants said that pressure from their
parents was another major factor.
Lastly, some students highlighted that the teaching systems at their schools did
not cater to their needs, for example, in terms of teacher-to-student ratio and
homework. A few students went as far as to say that they felt that their teachers
were “negligent” or “unsupportive” when it came to the school curriculum
(noting that these teachers gave lessons outside of school).

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2.3 Recommendations

2.3.1 The teaching staff should be subject to more in-depth, pedagogical and
holistic training sessions, on a more regular basis.

Teachers should be able to participate in structured and regular training sessions

to improve, revitalise and above all, adapt their teaching approaches to account
for unfamiliar situations, such as dealing with a student whose mental health is
deteriorating.
Skill sets pertaining to technology and e-education should also be promoted –
traditional teaching does not commonly encompass the use of computers and
related e-education software - the absence of acclimatisation to such technologies
gave rise to certain challenges during the COVID-19 lockdowns, whereby online
classes were the only substitute to in-person learning at school.

2.3.2 Adopt a less academic-oriented schooling, but rather, a more holistic

one which is based on quality education.

Students should be prepared for life, and not just for testing. For this to happen,
education should focus on the child as a whole - the social, emotional, mental,
physical, and cognitive development of each student regardless of gender, race,
ethnicity, socio-economic status, or geographical location.
For example, a proposal brought forward to work towards this goal is to supply
more facilities to educate students on topics such as mental health, sex education
and career pathways and other pragmatic life skills rather than solely academic
topics.
Essential topics for self-growth such as music and extra-curricular activities like
community work could further be considered as integral parts of one’s mandatory
school curriculum.
It was also proposed that teachers interact and converse more with students on
topics outside of the school syllabus; for example, about global problematic
matters and political ideologies, as well as current socio-economic affairs, in

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order to raise political consciousness in the minds of young people and to broaden
their knowledge base.

2.3.3 Introduce academically oriented after school classes and “summer

school” programmes.

As an alternative to private tuition, we recommend that additional state-sponsored

classes may be provided after school hours, targeting individuals who face
challenges in specific topics and subjects.
Moreover, this concept could be extrapolated into the implementation of
“summer schools” – to offer instructional programmes outside of the typical
school year.

2.3.4 Implement a hands-on approach towards examinations and education

as a whole.

We recommend that:
a) examinations questions be more analytical, requiring a student to apply the
knowledge they have gained in different contexts, thus demonstrating
understanding of the subject matter rather than pure recollection of
information.
Schools could also incorporate project based continuous assessment which would
offer students with different learning styles an opportunity to demonstrate their
learning whilst allowing for a more active approach to testing.
b) pre-university courses be provided by schools, enabling students to be
exposed to university life or even be dispatched within the professional
world to acquire work experience and assist them in making career choices.
c) regular educational outings be made possible to allow for dynamic
experiential learning.
d) extra-curricular activities be encouraged to enable students to develop
more holistically, acquiring important skills and having a more interactive
approach to learning.

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2.3.5 Having open and structured platforms to listen to students’
complaints, comments or concerns on any aspect relating to their
school.

We found that students feel that they aren’t provided with the necessary,
structured, and systematic ways to express themselves in their schools. This may
be tackled via the administration of Student Councils in all schools, urging the
committee in question to perform regular surveys or evaluations and report them
to the principal or school administration. This will help students to feel that their
opinions and thoughts are being considered and not neglected.

2.3.6 Have a more technological approach to education and encourage and

promote the use of tools such as e-books, virtual reality, laptops and so
on.

We live in a world of technology, yet technology hardly reaches classes in

Mauritius. Rather, traditional teaching techniques and methods are utilised,
creating a certain disassociation between young students and their school lives.
This disconnect may be reduced, and the pedagogical aspect of the question made
more efficient and pragmatic, through the use of modern tools such as game-
based learning software, using virtual reality, e-books, and laptops (instead of
carrying heavy equipment to schools).
Moreover, we recommend that workshops for more hands-on subjects such as
Design and Technology, Art and Design or even science laboratories be equipped
with more advanced and up-to-date apparatuses and instruments which are more
commonly found in the professional world.

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2.3.7 Provide stipends or subsidies to students doing subjects requiring a lot
of personal expenditures including Design and Technology, Art and
Design.

Certain subjects demand several monetary expenses, on the part of the student or
parents, in addition to the basic costs relating to coursebooks, which are already
quite expensive, such as materials required for portfolios and design projects.
We recommend that schools introduce a system which caters to this specific issue,
especially for low-income families, so as to not further burden parents with
additional spending.

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 3.0 THEME 2: MENTAL HEALTH

3.1 Introduction

Mental health includes our emotional, psychological, and social well-being. It

affects how we think, feel, and act. Poor mental health is both a cause and a
consequence of poverty, compromised education, gender inequality, ill-health,
violence, and other global challenges. It impedes an individual’s capacity to work
productively, realise their potential and make a positive contribution to their
community.
Mental health impacts our relationships with others. A sound and healthy mind
epitomises the key to be socially thriving and is a pivotal element in upholding
conducive bonds with new people. It is also vital aspect in fostering enhanced
academic performance and concentration on studies. A good state of mind
connotes more reasonable decision-making for one’s wellbeing and future. Poor
mental health can trigger health issues on a physical level too. This encapsulates
obesity, anorexia, acne, or even self-harm.
Physical and mental health are undeniably interconnected and translate to equal
significance for the individual.
While mental health issues such as anxiety are often linked to young people, it is
important to remember that mental health is a global issue, not just a youth issue.

“Just as broken legs will prevent you from walking, a

broken mind will prevent you from living.”

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3.2 Findings

The following are the data gathered during surveys and the questions asked on
the day of the Youth Summit. These questions helped us to understand the current
situations of the participants with respect to their mental well-being.
Generally, we found that the young people have issues in voicing out their
feelings, leading them to feel alienated, lonely, or unable to make themselves
understood, at home and at school.
During the lockdown periods, with online classes and a cut-off from friends and
social life outside, many young people faced burnout, depression, and anxiety .
This was in addition to other problems which were beyond control such as new
COVID-19 variants and parents losing work.
Some students admitted to turning towards dangerous substances, such as
cigarettes, or alcohol to help them deal with these problems which they felt could
not be resolved.
On a positive level, the COVID-19 lockdowns enabled many to undergo a period
of reflection, and probe deeper into their ‘true self’. Many also took these
extended periods at home as an opportunity to indulge in their hobbies and learn
new skills.
Bullying was a major issue we noticed which led students to feel they could not
freely express themselves. Bullying also led to some students experiencing
marginalisation, eating disorders, irritability, and less focus on studies. The two
main types of bullying were verbal and cyber. There was a particular emphasis
on bullying related to one’s sexuality and cultural heritage.
In terms of cyber bullying, many participants said that they faced criticism like
body shaming on social media platforms and even via private messaging.
However, these same participants pointed out that in most cases, they had not
approached a teacher or a parent to deal with the situation.
Taboos surrounding mental health was a significant reason why students did not
feel confident in confiding their struggles to teachers, counsellors, parents,
relatives or even friends.

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3.3 Recommendations

3.3.1 Better education and communication regarding what young people

can do to improve their mental health by themselves.

Many young people do not realise the benefits of certain activities or actions with
respect to mental health. For example, young people should exercise regularly to
reduce stress and tension, and to give them a sense of satisfaction after a workout.
Other things that young people can do include meditation, yoga, controlling social
media use, establishing a daily routine, and finding a hobby, among many others.
All of these small actions can have a consequential impact on one’s mental state.

3.3.2 More campaigns, especially in schools, to raise awareness about

mental health.

Mental health is still viewed as a taboo issue and because of this, many young
people do not seek the proper help needed. People need to understand that it is
more common than one might think and that it is an illness that, left untreated,
can get worse, just like any other disease.
It is equally important that parents are well informed on this subject, especially
when it comes to the causes and effects of poor mental health. Parents should be
able to efficiently recognise signs of mental distress as well as help their children
combat such issues.

3.3.3 Increase accessibility to psychological assistance in educational

institutions.

Many schools do not have full-time counsellors, limiting the opportunities for
students to approach them for help. Students should also be able to benefit from
some extent of counselling without the consent of parents or of a legal guardian.
This point is especially significant in the cases of students who face domestic
abuses or have overly conservative families which may prevent them from talking
about their issues openly.
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3.3.4 More stringent policies and measures should be designed to effectively
tackle bullying in all of its forms.

Examples could be a system for anonymous reporting of such cases or

counselling provided to both the bullied person(s) and the bully(ies).
We recommend that awareness campaigns in schools, with police officers for
example, be more frequent and that cyber bullying is tackled at the national level
with a focus on stronger legislation.

3.3.5 Life coaching sessions should be an essential part of school programs

as well as talks around mental health.

Just as students have PE classes for their physical health, there should also be
classes for mental health incorporated into the school program.

3.3.6 Teambuilding activities should also be promoted in educational

institutions.

These will help to consolidate more nurturing relationships among students and
potentially reduce problems such as bullying.

3.3.7 Develop an online therapy platform.

This could take the form of a mobile app. Patients could have easier access to
professionals, especially considering any location barrier and family interference.
It would be especially useful for teenagers and young adults who have difficulties
accessing trained therapists or life coaches.
We recommend that psychologists also be encouraged to offer their services
online, such as via Zoom.

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Phone counselling (via hotline service) is another potential option for people who
are looking for help quickly. That is, to expand the current suicide hotline to
provide counselling for anyone who needs it.

3.3.8 Measures should be designed to reduce the cost of an appointment to

see a psychologist to ensure this service becomes more accessible.

The costs related to professional psychological help are too high for many people,
leading to a form of discrimination whereby higher income earners can more
easily benefit from such an essential service.
A government psych service could also be provided for low-income households.

3.3.9 Teachers should receive mandatory counselling and psychology

training.

Teachers need to be able to identify the students in their classrooms who are
suffering from some form of mental health difficulty, and they need to know how
to appropriately deal with these students.
We recommend that there be appropriate procedures and processes in place for
teachers to reports such cases of students with poor mental health.

3.3.10 Improve sensitisation efforts by focusing on television programmes

and social media.

Where qualified counsellors can share details with regards to mental health in a
way that will reach a maximum of people.

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 4.0 THEME 3: CLIMATE CHANGE

4.1 Introduction

While Mauritius contributes to only 0.01% of the World’s carbon emissions, we

are also one of the many SIDS that suffers the consequences of drastic climate
change. Due to our location and size in the Indian Ocean, we are also subject to
regular natural calamities such as cyclones and coral reef bleaching.
While mitigation is a crucial component in the fight for climate justice, as a SIDS,
our main focus should be the adaptation of our population and our systems and
procedures which should be sufficient to deal with the effects of the climate crisis.
The participation of the youth has greatly influenced how the climate crisis is
being handled all around the world. Mauritian youth have contributed to many
international conversations in order to secure a more promising future for us all.
Giving the youth a seat at the table allows governments and organisations to set
the correct agenda for the kind of world we want to inherit. With clear
determination and passion, the youth is at the heart of the climate justice
movement. Using our collective voice, we can push for more effective solutions
to tackle this crisis.

“Many small people, who in many small places do many

small things, can alter the face of the world.”

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4.2 Findings

The following are the data gathered during surveys and the questions asked on
the day of the Youth Summit.

While over 60% of the youth who participated in our survey stated that they feel
concerned and are cautious regarding their actions that impact on the
environment, only 39% said that they are actively making an effort to reduce their
carbon-footprint through composting and recycling.
The youth have a reputation for being vocal with their climate advocacy, but it
seems that they lack the motivating factors as well as pre-disposed incentives to
fully switch to a greener lifestyle. That being said, young people do engage in
some carbon-cutting actions as follows :

Carbon Cutting Actions

68%
65%
63%
70%
56%
60%

50%

40%

30%

20%
7%

10%

0%
Walking instead of Reducing Energy Using Eco-Friendly Using Public Other Actions
Driving Consumption at Home Products Transportation

Graph 4.0: Actions taken by Respondents to reduce carbon emissions

53% of the youth present, however, stated that they notice a lack of effort from
the government to achieve net-zero on time.

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4.3 Recommendations

4.3.1 Introduction of a holistic education and climate change academic

curriculum.

In order to sensitise and educate our future leaders and decision-makers, a holistic
approach to the current educational system in Mauritius should be inculcated. In
September 2020, Italy pioneered the introduction of a climate change subject in
their academic curriculum (Yi, 2020).
With the Italian youth actively learning about sustainability as a core subject
along Mathematics and Geography, they have inspired other countries like Great
Britain and New Zealand to follow suit (Jones, 2021).
The survey responses of the Youth Summit place 58.8% of our youth as
passionate about the climate change movement. Unfortunately, because social
media is the current primary educator to the youngsters on climate change,
inequality is perpetuated where crucial information is not equivalently available
to all ages, social classes, levels of academic background and other denominators.
Introducing a climate change curriculum in the Mauritian education system
would be an opportunity to cultivate the knowledge of our youth while helping to
avoid bias.

4.3.2 To amend the Constitution and adapt Government policies.

The law moves masses. Whether it be an individual, a company or an authority

— all actions are set out under the law. Therefore, to have a more sustainable
future that takes into account climate change, we need laws and regulations that
impact positively in that sense.

Jones, G. (2021) Pressure builds for schools to put climate change study on curriculum. Reuters. 26 May.
https://www.reuters.com/business/environment/pressure-builds-schools-put-climate-change-study-curriculum-2021-05-26/.

Yi (2020) Is Italy the first country to require Climate Change Education in all schools? 26 August 2020. International Bureau
of Education. http://www.ibe.unesco.org/en/news/italy-first-country-require-climate-change-education-all-schools
[Accessed: 11 October 2022].

24
We recommend:
a) An amendment of the Constitution of the Republic of Mauritius and the
addition of a provision for the right to a healthy and ecologically sound
environment as a fundamental human right so as to:
i) Enable every citizen to have procedural rights such as the right to receive
information, to participate in decision-making about environmental
matters, and to obtain access to the justice system in cases of breaches of
such rights.
b) That clear, detailed, and time-based public policy decisions, budgetary targets
and other such governmental objectives in relation to climate change adaptation
and mitigation or environmental protection be given legally enforceable status.
c) The strong adherence to the principle that no major public project or
development be exempt from submitting an EIA.
d) That legislation be presented to enable a freer and more reasonable access to
the justice system (e.g.: Environment and Land Use Tribunal) so that a broader
number of citizens and NGOs may appeal as ‘aggrieved parties’ with minimum
costs and reasonable delay, on matters concerning EIAs or any alleged or
potential breaches of environmental rights of the wider community, as the courts
may or may not so decide.

4.3.3 The implementation of a dedicated and independent resource

platform by Government that regroups any resource organisation and
persons relating to climate change in Mauritius.

With climate change, the dissemination of information is often confined to one

avenue and that poses a problem for any Mauritian seeking information.
The platform could be an extension or an updated version of the CCIC Database
website from the Ministry of Environment, Solid Waste Management and
Climate Change or in order to resonate and connect to our technology-savvy
generation, an application could be developed along with several social media
pages on the matter.

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4.3.4 Have an increased level of transparency in public and private
institutions and NGOs.

Transparent communication between the general public, especially the youth, and
the government is essential in order to create an informed society.
We recommend:
a) That the several administrative bodies under the Climate Change Act and the
Environmental Protection Act, or as part of the Ministry of Environment, set out
co-ordinated, streamlined, clear, quantifiable, and detailed objectives which
involve a whole-of-government approach.
b) That any findings, decisions, or reports of public bodies discussing or reporting
on effects and sources of climate change in Mauritius be made public, and any
decisions related thereto be, where practicable:
i) be publicly summarised in an accessible and non-technical manner, such
as by using English, French & Creole languages, and large-scale
communication campaigns.
ii) submitted to independent expert audit institutions mandated to conduct
periodic compliance and performance audits of government climate change
policies and publicly report thereon.
iii) submitted for debate in Parliament, as and when the reports are
published, and be generally subject to legislative oversight, such as through
parliamentary select committees.

4.3.5 Have more accessible and inclusive forums.

With a generation that is actively transitioning to white-collar jobs, Mauritius will

soon have industries such as Agriculture, Farming and Fisheries that would lack
youth succession and participation.
We recommend that:
a) our youth should be encouraged and pushed through accessible and
inclusive forums on a career in labour industries.
These resources would broaden career horizons and guide them in pursuing
higher education in those specific industries. The campaign should not only target

26
those who show an interest but also those who follow other fields of secondary
and tertiary study.
b) more in-depth training forums be provided to local farmers and fishers in
order for them to learn new and more sustainable techniques that would
expand yield while also aiding the environment and the carbon emissions
of those industries.
These campaigns should be done around the island with all prospective age
groups. They can also target the general public and raise awareness on
composting, sustainable fashion, self-sustenance, and others.

4.3.6 Increase measures to help reduce the cost of a ‘green’ lifestyle.

Sustainable living needs to become more affordable to encourage more

Mauritians, especially younger generations, to pursue such a way of life.
Subsidies and industry regulations on ‘bio’ and organic products would motivate
the switch to more sustainable products. This would push for more demands of
this commerce and would encourage more and more corporations to invest in
ethical consumption which would normalise and make this lifestyle conventional
and affordable.

4.3.7 Improve the drainage networks and related practices.

Because Mauritius is impacted by climate change and its effects, we are not
spared from cyclonic events, torrential rain, and flooding. Drainage systems can
therefore play an important role in minimising stormwater runoff and maximising
groundwater recharge. However, drainage only works right if it allows for
specific factors, such as absorption.
We recommend that:
a) all new private / public housing, transport network and urban development
projects adopt sustainable urban drainage system principles so as to mimic natural
drainage.

27
b) new coastal, urban, and rural development be strongly monitored so as to
balance economic development and the loss of vegetation, bio-retention areas,
and wetlands.

4.3.8 Increase investments in sustainable infrastructure and related

practices.

We recommend that:
a) Government develops and implements a co-ordinated policy response to
ensure that new and existing infrastructure networks are resilient to climate
change, particularly in at-risk areas such as coastal and flood-prone areas, and
an assessment be done to evaluate the climate resilience of such places deemed
at risk.
The quality and reliability of urban, suburban, and rural public transport has to be
improved, so as to enhance its attractiveness and competitiveness compared to
alternative and more polluting modes of transport such as private cars.
b) public transport
i) be better and seamlessly integrated with all other modes of public
transport.
ii) be equipped with easy, improved, and touchless ticketing / pass
systems operable on more than one mode of transport (e.g., cards
workable on both metro and bus services).
iii) be equipped with a tracking system using GPS technology and
software applications to track the exact location of public transport
and provide useful real-time updates and time of arrivals to
passengers.
iv) be powered by carbon-free sources of energy.
v) have dedicated lanes and routes
b) new urban or rural developments, public or private, implement public
transport facilities, cycle paths, walking paths or mixed-use zones which are
designed to encourage different modes of transport, to coexist on the same
roads and public spaces

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4.3.9 Invest in innovative and technologically advanced ways to research,
develop and adapt certain systems in order to rectify the shortcomings
of the current waste management system.

The linear economy culture that is prevalent in various parts of the world,
including Mauritius, perpetuates a poor and inefficient WMS. Whether it is solid
waste (Plastic, Paper, Glass, Metals, etc…), liquid waste (Chemical compounds,
petroleum products, etc…) or gas waste (Methane, Carbon Monoxide, CFC,
etc…), their disposal or incineration has become stagnant and unsustainable.
Scientific methods following principles such as reductionism and cause-and-
effect thinking can be experimented and tested. Due to the complexity of the
waste management system, New Zealand’s Waste Unit could be an inspiration
and a steppingstone to a more sustainable WMS.

4.3.10 Adopt and encourage more modern agricultural practices such as

aquaponic farming, industrial symbiosis, MauriGap.

With the current system of large crop sizes, mechanisation, crop monoculture and
as agricultural practices progressed, the linkage between ecology and farming
was often neglected and overridden, causing a plummet in crop yield due to
environmental degradation.

4.3.11 Increase efforts to protect our blue economy.

Artificial Coral Farming is an innovative initiative to combat the rampant coral

bleaching due to the temperature increase in our oceans.
We recommend that:
a) Government provides assistance to make coral farming a standard and popular
practice all over Mauritius such as by:
i) providing funding and expert assistance to more Mauritian organisations
ii) strengthening environmental protection laws around sewer discharge

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 iii) engaging our youth in this process whether it is on an on-field basis or
research
c) fishing laws be revisited and adapted to the current era of climate change and
to be reinforced by the authorities.
d) stricter regulations be implemented to protect essential marine species.
e) more focus and financial resources should be given to local fishers in order to
encourage sustainable fishing methods.

4.3.12 Have more impactful incentives in order for Mauritians to substitute

their plastic bottles for reusable bottles.

For example, the government could distribute reusable metal bottles in

educational institutions around the island. This would further educate young
Mauritians on the issue of climate change and would certainly decrease plastic
pollution.
All educational institutions should also provide proper and clean water for
everyone to have access to clean and potable water.

4.3.13 Government increase adaptation measures and funding.

Mangroves are vital for the defence of our coast against storm surges, helping in
reducing carbon dioxide in the atmosphere , as well as serving as a natural water
filtration system. After the Wakashio disaster, the importance of protecting our
mangroves has been more prevalent than ever.
a) We recommend that the government fund additional large mangrove
reforestation projects.
Coastal Barriers are already at work at Riviere des Galets, St Martin, and other
locations all around Mauritius. However, looking beyond traditional civil
engineering is vital.
b) We recommend more trap bag seawalls be involved in the coastal barrier and
more natural seawalls be researched and implemented. For example, oyster reefs
along the ocean floor mats where the wave energy is dissipated are implemented
in the USA.

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4.3.14 Encourage the use of EVs.
We recommend that:
a) Government increases subsidies on EVs and introduces more EV rebate
programs.
b) Invest in electric charging stations on major roads, thereby improving the
usability of electric vehicles.
c) Government replaces state cars and government owned vehicles with EVs,
at the end of their useful life.

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5.0 Photo Gallery

YOUTH SUMMIT 2022

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 6.0 GLOSSARY

CCIC – Climate Change Information Centre

CFC - Chlorofluorocarbon
COP 27 – 27th Edition of the Conference of Parties
Covid-19 - Coronavirus disease
EIA - Environmental impact assessment
EV – Electric Vehicle
GPS - Global Positioning System
Great Britain - The United Kingdom of Great Britain and Northern Ireland
Italy – The Republic of Italy
MauriGap – Mauritian framework for good agricultural practices
Mauritius – Republic of Mauritius
NAFCO – National Forum for Colleges (Mauritius)
NGO - Non-governmental organization
SIDS – Small Island Developing States
UN – United Nations
USA – United States of America
WMS – Waste Management System
YAP – Youth Ambassadors Programme

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 YOUTH SUMMIT
REPORT
2022

34
PREPARED BY THE YOUTH AMBASSADORS