DOCSLIB.ORG

Mathematics Education in Mozambique

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Mathematics Education in Mozambique Paulus Gerdes MATHEMATICS EDUCATION IN MOZAMBIQUE Papers from the Early 1980s Paulus Gerdes Copyright © 2014 by Paulus Gerdes www.lulu.com http://www.lulu.com/spotlight/pgerdes Paulus Gerdes Mathematics Education in Mozambique: Papers from the Early 1980s 2014 Paulus Gerdes Title: Mathematics Education in Mozambique: Papers from the Early 1980s Author: Paulus Gerdes C. P. 915, Maputo, Mozambique [email protected] Proofreading: Lesira L. Gerdes Publisher: ISTEG-University, Boane, Mozambique International distribution (Printed version and eBook): www.lulu.com/spotlight/pgerdes Copyright © 2014 Paulus Gerdes Mathematics Education in Mozambique Contents Page 0 Introduction 9 1 Changing Mathematics Education in 11 Mozambique 0 Introduction 11 1 History of Education and of Mathematics 12 Education in Particular 1.1 Traditional 12 1.2 Colonial 13 1.3 In the Liberated Areas 15 1.4 Since Independence 16 2 The Training of Mathematics Teachers 20 2.1 Historical Retrospective 20 2.2 The Teacher Training Courses 20 2.3 Further Training for Teachers 25 2.4 Professional Situation 28 3 National Seminar on the Teaching of 30 Mathematics 4 Open Questions 35 Notes and references 37 2 The First Mathematics Olympiads in 41 Mozambique Esselina Macome’s Autobiography 41 0 Introduction 42 1 Why Mathematics Olympiads were introduced 44 in the People’s Republic of Mozambique 1.1 Necessity to Popularise Mathematics 44 1.2 Looking for Ways to Popularise 45 Mathematical Knowledge 2 Learning from other Experiences 46 9 Paulus Gerdes 2.1 Objectives 46 2.2 How to Achieve these Objectives? 47 3 The First Maputo Mathematics Olympiad 48 3.1 Mature Situation 48 3.2 Realization 49 3.3 Correction 49 4 Analysis of Results 49 4.1 Distribution 50 4.2 Social Background 53 4.3 Composition by Gender 53 4.4 ‘A Great Success’ 54 5 Extension 55 6 The Future 56 7 Postscript 1983 56 Appendix 1: Short Autobiographies of Some 60 Winners in the First Mathematics Olympiads 1 Abdulcarimo Ismael 60 2 Lourenço Lázaro Magaia 62 3 Fernando Victor Martins Saide 64 Appendix 2: Problems in the Maputo Mathematics 66 Olympiad (1981) at the Level of the 10th and 11th Grades Appendix 3: Problems in the Maputo Mathematics 69 Olympiad (1982) at the Level of the 7th, 8th and 9th Grades References 70 Notes 71 3 Conditions and Strategies for Emancipatory 73 Mathematics Education in Underdeveloped Countries Point of departure: mathematics education cannot 73 be neutral Mathematics education for emancipation. How? 74 10 Mathematics Education in Mozambique Problematizing reality in classroom situations 75 Creating confidence 79 A. Cultural strategies 79 B. Social strategies 85 C. Individual-collective strategies 85 Concluding remarks 87 References 89 4 Culture, Mathematics and Curriculum 91 Development in Mozambique 0 Confrontation 91 1 Education-policy in Mozambique 92 2 The fight against mathematical 95 underdevelopment: some lessons from other Third World countries Curriculum transplantation 95 Selective perspective 96 Necessity of adaptation to local culture and 97 needs Profound criticisms of actual mathematics 98 education 3 Towards a socialist mathematics-education- 100 policy 4 Incorporation of mathematical traditions into the 104 curriculum First example 106 Second example 110 Third example 112 References 115 Appendix 1 119 Books in English by the same author 121 11 Paulus Gerdes 12 Mathematics Education in Mozambique INTRODUCTION The book Mathematics Education in Mozambique contains four papers from the early 1980s. The first paper, CHANGING MATHEMATICS EDUCATION IN MOZAMBIQUE, was published in 1981 in the international journal Educational Studies in Mathematics (Dordrecht / Boston, Vol. 12, 455-477). It is a modified version of the text Mathematics Education in the People’s Republic of Mozambique, elaborated in accordance with the questionnaire ‘Comparative study of the development of Mathematics Education as a professional discipline in different countries,’ organised by Gert Schubring (University of Bielefeld, Germany) for the Fourth International Congress on Mathematical Education, Berkeley, USA, 1980. The paper presents a brief description and analysis of mathematics education in different phases of the history of Mozambique, in pre-colonial and colonial times, during the National Liberation Struggle and after its Independence in 1975. The successes and problems that still had to be resolved in the post-independence period constitute the second part of the article, where particular attention has been given to teacher training and the first National Seminar on the Teaching of Mathematics. The second paper, THE FIRST MATHEMATICS OLYMPIADS IN MOZAMBIQUE, was published in 1984 in Educational Studies in Mathematics (Dordrecht / Boston, Vol. 15, 149-172). It explains why Mathematics Olympiads were introduced in the People’s Republic of Mozambique. It contains a description and analysis of the results — distribution of scores, types of problems, social background and composition by gender of participants and winners — of the first Mathematics Olympiads, together with short autobiographies of some winners. These autobiographies offer some insight into the social aspects of the development of their mathematical talents. The third paper, CONDITIONS AND STRATEGIES FOR EMANCIPATORY MATHEMATICS EDUCATION IN UNDERDEVELOPED COUNTRIES, was published in 1985 in the international journal For the Learning of Mathematics (Montreal, Vol. 5, No. 1, 15-20). It resulted from the revision of an invited paper 9 Paulus Gerdes presented at the Caribbean Conference on Mathematics for the Benefit of the Caribbean Communities and its Reflection in the Curriculum, organised by the Inter-American Committee on Mathematical Education, Paramaribo, Suriname, October 18-21, 1982. The paper was reproduced in the books Is mathematics teaching neutral? (University of Cape Town, 1987, 10-15), edited by Chris Breen, and Mathematics Education: Major Themes in Education (Routledge, London, 2010, Volume 1, 179-189), edited by Alan J. Bishop. In the paper, I reflect on my experiences in Mozambique. I present examples of problematizing reality in mathematics classroom situations and suggest some conditions and strategies for mathematics education to become emancipatory in ‘developing’ countries; in particular, some cultural, social, and individual-collective strategies for creating confidence among teachers and pupils. The fourth paper, ON CULTURE, MATHEMATICS AND CURRICULUM DEVELOPMENT IN MOZAMBIQUE, is the short version of an invited paper presented at the Seminar “Mathematics and Culture”, Bergen, Norway, September 26-28, 1985. This version was published in the book Mathematics and Culture: A seminar report (Caspar Forlag, Rådal, 1986, 15-42), edited by Stieg Mellin-Olsen and Marit Johnsen Høines. The paper discusses the education policy in Mozambique and the fight against mathematical underdevelopment. It draws some lessons from other developing countries regarding curriculum transplantation, selective perspective of curricula, and the necessity of incorporating local culture and needs. Furthermore, the paper stresses the need for incorporation of ‘mathematical traditions’ into the curriculum, and presents several examples for reflection by mathematics educators. Naturally, the book, Mathematics Education in Mozambique: Papers from the Early 1980s, reflects the cultural, social and political contexts in which the papers were written. Nevertheless, I express the hope that the reproduction of these papers may stimulate among its readers an interest in some critical issues in the development of mathematics in Mozambique or elsewhere. Paulus Gerdes August 27, 2014 10 Mathematics Education in Mozambique Chapter 1 CHANGING MATHEMATICS EDUCATION IN MOZAMBIQUE 1 Educational Studies in Mathematics 12 (1981), 455-477 In this paper a brief description and analysis is given of mathematics education in different phases of the history of Mozambique, in the feudal and colonial times, during the National Liberation Struggle and after the Independence in 1975. The successes and problems that still have to be resolved of the post-independence period constitute the second part of the article, where particular attention has been given to teacher training and the first National Seminar on the Teaching of Mathematics. 0. INTRODUCTION Mathematics education in Mozambique is no exception to the evident but often forgotten ‘rule’, that — in the formulation of Howson 2 — “mathematical education does not take place in a vacuum.” In our view, the history of mathematical education in Mozambique can be understood as an integral part of the processes of change of society and of education in particular. To achieve such an understanding it is necessary, according to Neander3, to investigate the history of mathematics education at four interrelated levels: (1) economic development, (2) general political development, (3) development of mathematics, and (4) development of the educational system. It is not yet possible to analyse thoroughly these levels and their interdependencies in the concrete case of Mozambique, but we hope to bring forward sufficient elements of such an analysis to make understandable the first achievements and the outstanding problems of the post-independence period. 4 We begin this paper with a brief review of the history of education and mathematics education in Mozambique, focussing on 11 Paulus Gerdes changes in these important parameters of mathematics education: 5 for whom, by whom, with what objectives, curriculum, teaching
Load more

Recommended publications
  • Higher Education in Portuguese Speaking African Countries a FIVE COUNTRY BASELINE STUDY
    Higher Education in Portuguese Speaking African Countries A FIVE COUNTRY BASELINE STUDY Patrício Vitorino Langa CapE Verde Guinea Bissau Sao Tome & Principe Angola Mozambique Higher Education in Portuguese Speaking African Countries A FIVE COUNTRY BASELINE STUDY Patrício Vitorino Langa Published in 2013 by African Minds 4 Eccleston Place, Somerset West, 7130, South Africa [email protected] www.africanminds.org.za ISBN: 978-1-920677-03-9 2013 Patrício Langa For orders from within South Africa: Blue Weaver PO Box 30370, Tokai 7966, Cape Town, South Africa Email: [email protected] For orders from outside South Africa: African Books Collective PO Box 721, Oxford OX1 9EN, UK [email protected] www.africanbookscollective.com Design and lay-out by COMPRESS.dsl | www.compressdsl.com Published in collaboration with the Association for the Development of Education in Africa (ADEA). The author of the study is responsible for the choice and presentation of the data and facts contained in this document and for the opinions expressed therein, and which are not necessarily those of ADEA nor the various individuals who were interviewed or provided data. Contents Tables vi Figures vii Acknowledgements viii Acronyms and abbreviations ix Preface xi Executive summary and structure xiii Chapter one: Introduction and background 1 1.1 Introduction 1 1.2 Objectives of the study 2 1.3 Methodology of the study 2 Chapter two: Angola 5 2.1 Country profile 5 2.2 Background and historical context of higher education 6 2.3 Trends of expansion,
    [Show full text]
  • Teachers Talking
    Teachers Talking Primary teachers’ contributions to the VSO Netherlands www.vso.nl quality of education in Mozambique VSO UK www.vso.org.uk CUSO-VSO www.cuso-vso.org VSO VSO is different from most organisations that fight poverty. Instead of sending money or food, we bring people together to share skills and knowledge. In doing so, we create lasting change. Our volunteers work in whatever fields are necessary to fight the forces that keep people in poverty – from education and health through to helping people learn the skills to make a living. We have education programmes in 15 countries, as well as education volunteers in other countries who work in teacher training colleges and with schools on teaching methods and overcoming barriers facing marginalised groups. We also undertake advocacy research through our Valuing Teachers campaign and we are a member of the Global Campaign for Education (GCE) and of the International Task Force on Teachers for Education for All hosted by UNESCO. For more details see back cover or visit www.vsointernational.org NUT The National Union of Teachers (NUT) is the UK’s largest union for qualified teachers in primary and secondary education. The NUT supports a number of campaigns which address international development issues, including VSO’s Valuing Teachers campaign and the Global Campaign for Education. The NUT collaborates with unions and non-governmental organisations (NGOs) in the Global South on development projects, which aim to provide high-quality education for all children, safeguard the wellbeing and professionalism of teachers, and build the capacity of teacher unions.
    [Show full text]
  • Education Language Policy in Mozambique: a Critical View
    International Journal of Humanities Social Sciences and Education (IJHSSE) Volume 4, Issue 5, May 2017, PP 12-21 ISSN 2349-0373 (Print) & ISSN 2349-0381 (Online) http://dx.doi.org/10.20431/2349-0381.0405002 www.arcjournals.org Education Language Policy in Mozambique: A Critical View Mira de Jesus Varela Canhanga, BEd Pedagogic University, Gaza, Mozambique Dr. Martin Banda, PhD Department of Educational Psychology and Sociology Kwame Nkrumah University, P.O. Box 80404, Kabwe-Zambia Abstract: The article evaluates the current language policy adopted by the Mozambican government as stated in the Constitution of the Republic of Mozambique and in the article 4 of decree 6/92 on the National Education System. We are of the opinion that coming up with the most suitable language policy is a key element in national building and particularly in the individual citizens’ welfare. Thus, we argue that the analysis of the current language policy is of paramount importance. The study shades light to the government officials, the Ministry of Education officials, teachers, students and all education stakeholders at large in the implication of the current Education language policy for Mozambique. Keywords: The concept language policy; language policy; Bilingual Education; Model and Programmes; the Relevance of a Bilingual Education; the Model of Bilingual Education; An Ideal Education Language Policy. 1. BACKGROUND Due to the nomadic life, and later on with the advancement in the field of navigation as well as trade, people‟s geographical and social mobility increased as compared to the motion in the early civilizations. These led to not only a wider interaction between different languages but also to the emergence of new ones.
    [Show full text]
  • ICT in Education in Mozambique
    SURVEY OF ICT AND EDUCATION IN AFRICA: Mozambique Country Report ICT in Education in Mozambique by Shafika Isaacs April 2007 Source: World Fact Book1 Please note: This short Country Report, a result of a larger infoDev-supported Survey of ICT in Education in Africa, provides a general overview of current activities and issues related to ICT use in education in the country. The data presented here should be regarded as illustrative rather than exhaustive. ICT use in education is at a particularly dynamic stage in Africa; new developments and announcements happening on a daily basis somewhere on the continent. Therefore, these reports should be seen as “snapshots” that were current at the time they were taken; it is expected that certain facts and figures presented may become dated very quickly. The findings, interpretations and conclusions expressed herein are entirely those of the author(s) and do not necessarily reflect the view of infoDev, the Donors of infoDev, the World Bank and its affiliated organizations, the Board of Executive Directors of the World Bank or the governments they represent. The World Bank cannot guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply on the part of the World Bank any judgment of the legal status of any territory or the endorsement or acceptance of such boundaries. It is expected that individual Country Reports from the Survey of ICT and Education in Africa will be updated in an iterative process over time based on additional research and feedback received through the Mozambique - 1 www.infodev.org SURVEY OF ICT AND EDUCATION IN AFRICA: Mozambique Country Report infoDev web site.
    [Show full text]
  • The Promise of Preschool in Africa
    THE WORLD BANK GROUP & SAVE THE CHILDREN [INSERT LOGOS/LETTERHEAD] The Promise of Preschool in Africa: A Randomized Impact Evaluation of Early Childhood Development in Rural Mozambique Sebastian Martinez Sophie Naudeau Vitor Pereira* IDB World Bank PUC-Rio February 6, 2012 *Acknowledgements: This report presents initial results of a community based preschool program implemented by Save the Children in the Gaza Province of Mozambique. We thank a number of colleagues and institutions that have assisted at various stages of the evaluation. Barbara Bruns played an instrumental role in launching this evaluation and formed an integral part of the evaluation design team. Vitor Pereira and John Bunge provided in-country field work coordination and supervision of data collection and Michelle Perez provided outstanding research assistance for this report. We received helpful comments from seminar participants at the World Bank and the Ministry of Education in Mozambique and we thank Harold Alderman, Deon Filmer, Marito Garcia, Patrick Premand, Renos Vakis and reviewers at Save the Children and 3ie for helpful comments on earlier versions of this report. We are grateful to all Save the Children staff that provided guidance and assistance for this evaluation, especially Patricia Cavagnis, Jodie Fonseca, John Grabowski, Melissa Kelly, Domingos Mahangue, Damião Mungoi, Chloe O’Gara, Arsenia Rodrigues, Pablo Stansbery, Ana Tenorio and David Wright. We appreciate support from the Mozambique Ministry of Education, Ministry of Women and Social Action, Ministry of Health, and the Early Childhood Development Working Group members who provided advice through the evaluation steering committee. We thank the survey teams at Austral-Cowi, in particular Isabel da Costa, Ercilio Infante, Arsenia Paulo, Sandra Roque and Elias Zavale.
    [Show full text]
  • Teachers´ Perspectives on Professional Development in the Use of SCL Approaches and ICT: a Quantitative Case Study of Eduardo Mondlane University, Mozambique
    International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2019, Vol. 15, Issue 2, pp. 79-97 Teachers´ perspectives on professional development in the use of SCL approaches and ICT: A quantitative case study of Eduardo Mondlane University, Mozambique Xavier Justino Muianga, Sirkku Männikkö Barbutiu and Henrik Hansson Stockholm University, Sweden Inocente Vasco Mutimucuio Eduardo Mondlane University, Mozambique ABSTRACT Eduardo Mondlane University (UEM) has carried out curricular reform since 2000 to introduce Student Centered Learning (SCL) as well as the use of Information and Communication Technology (ICT). To meet the demands of this reform, UEM has introduced professional development training for teachers. The Technological Pedagogical Content Knowledge (TPACK) model was used as a theoretical framework to design the training and to evaluate how, if at all, professional development training has changed pedagogical practice. This quantitative study has its focus on teachers who followed the training over a period of 3 years. 147 teachers returned a questionnaire, from which 92 who used SCL and ICT for teaching and learning purposes - were selected for this study. Results indicate that professional development has an impact on teachers' beliefs and practices. It supports the shift from traditional teacher-centered instruction to SCL. Teachers who attended the training are more likely to use ICT and SCL, having changed their perception of the impact of professional development on their
    [Show full text]
  • And AIDS- Related Education in Mozambique
    Re-thinking education in a world with HIV and AIDS; A qualitative inquiry into HIV- and AIDS- related education in Mozambique Thesis submitted for the degree of Doctor of Philosophy Esther Miedema Institute of Education, University of London October 2013 Abstract There exists broad consensus as to the importance of HIV- and AIDS-related education in efforts to decrease young people’s vulnerability to the epidemic. As illustrated by the broad variety of HIV prevention education initiatives implemented around the world, less agreement exists as to the form such education should take. This thesis has developed a conceptual framework to support analysis of school- based HIV- and AIDS-related education and, specifically, to support efforts to increase understanding of this particular and diverse field of education. The specific objectives of the study were to: i. develop an overview of research into the quality of HIV- and AIDS-related education; ii. investigate the theoretical underpinnings of school-based HIV- and AIDS- related education a) overall, and b) in Mozambique; iii. examine conceptions of the aims of HIV- and AIDS-related education in relation to the broader aims of school education in Mozambique; and iv. investigate the potential for the conceptual framework, developed as part of the study, to support comparison of perspectives on HIV- and AIDS-related education in Mozambique. Addressing key gaps in available literature on HIV- and AIDS-related education, two analytical frameworks were developed. Based on an analysis of current programmes worldwide and a review of a multidisciplinary body of literature on HIV- and AIDS-related education, the first framework draws a distinction between three broad approaches to HIV- and AIDS-related education: those building on moral concerns, and those that might be understood as informed by notions of rights, or science.
    [Show full text]
  • Leave No Child Behind Country Case Study Mozambique
    MOZAMBIQUE LEAVE NO CHILD BEHIND Invest in the early years ECDANEarly Childhood Development Action Network Contents Introduction 3 Mozambique’s national early childhood development policy context 5 Donor support for early childhood development 8 Conclusion and recommendations 13 References 16 COVID-19 threatens the basic rights of children in Mozambique In line with many other governments affected School closures have meant that 101,000 children by the COVID-19 pandemic, the government in have not been able to attend pre-primary school. Mozambique has implemented measures to slow The longer the absence from school, the less likely the transmission of the virus. These measures, it is that children, particularly girls and children which have impeded economic activities and with disabilities, will resume schooling. Missing reduced access to basic social services, are likely to out on fundamental early childhood education can push millions more families into poverty. have a detrimental affect on future educational and earning prospects. While well-resourced countries The rights and welfare of millions more children have resorted to distance learning to bridge this are unmet due to the COVID-19 pandemic. Food educational gap, this is largely not possible in insecurity – caused by reduced income and Mozambique, where 74% of children have no disrupted food chains – is likely to worsen the access to electricity and only 2% have access to the already extremely high levels of malnutrition internet. among children up to the age of four (45% in urban areas). The diversion of health resources to fight While the majority of children in Mozambique face the virus will directly affect children’s access to dire circumstances as a result of the COVID-19 vaccinations and medication or care for chronic pandemic, some are particularly vulnerable to its illnesses and common infectious diseases, such as devastating effects.
    [Show full text]
  • Low Quality of Public Schools Drives Parents Towards Private Education in Mozambique Policy Paper
    Low quality of public schools drives parents towards private education in Mozambique Policy Paper September 2017 Based on a study by ActionAid, this policy paper shows how the right to education in Mozambique is undermined by the low quality of public education. The Government of Mozambique has the duty to ensure the right to free, public education of good quality for all but the low quality of public schools is driving parents to pay for private education. Privatisation aggravates existing inequalities and marginalisation of vulnerable groups and children from poor families. The Government of Mozambique must fulfil its duty to ensure free, public education of good quality for all. Education is a human right and the responsibility of the Government of Mozambique The right to free, quality education is established by the Universal Declaration of Human Rights,1 and reaffirmed with the Sustainable Development Goals.2 The right to education in Mozambique is recognised in the Constitution as well as in the Education Law and the government should ensure free education of good quality to all citizens. But a recent study by ActionAid shows that the government does not live up to this, and leaves a large part of its responsibility to the private sector (ActionAid, 2017b). The government is not fulfilling its responsibility Primary education has been officially free and compulsory in Mozambique since 1994. Since then, the number of students has grown rapidly with millions of children enrolling at a fast rate. From 2004 to 2011, the growth rates were 42% for grades 1-5, 77% for grades 6-7, 166% for grades 8-10, and 319% for grades 11-12 (MINEDH, 2012, p.
    [Show full text]
  • Developing Teaching and Learning in Mozambican Higher Education
    Developing Teaching and Learning in Mozambican Higher Education A Study of the Pedagogical Development Process at Eduardo Mondlane University Marta Isabel Maria do Rosário Mendonça Department of Science and Mathematics Education Umeå University, 2014 Doctoral dissertation in Educational work, nr 56 This work is protected by the Swedish Copyright Legislation (Act 1960:729) ISBN: 978-91-7601-130-0 ISSN: 1650-8856 Electronic version accessible at: http://umu.diva-portal.org/ Tryck/Printed by: Print & Media, Umeå universitet: 10342 Umeå, Sweden 2014 I dedicate this thesis in memory of my father Pedro Augusto Mendonça, who has always had confidence in my success. Unfortunately he could not witness the end of my effort. But, I believe that wherever he is, he is witnessing this moment with love. I love you dad forever. Abstract This thesis analyses the implementation of a student-centred learning approach at the Eduardo Mondlane University (UEM), in the context of the current curricular reform. The main objective of the thesis is to gain understanding of the implementation of a student-centred learning approach and how the innovation is related to the acquisition of teachers’ pedagogical competence at the above mentioned university. A sociocultural approach and more specifically Cultural Historical Activity Theory is used as a theoretical framework given that it provides a view of learning as a context based social activity. A qualitative approach based on document analysis, classroom observations and semi-struc- tured interviews with different actors in the process of teaching, learning and teacher training was used. The findings of the three studies carried out and presented in four articles in the thesis show that the lecturers do not feel ownership of the curriculum reform introducing the new pedagogical approach, and revealed a conflict of interests in the process of implementation of the reform.
    [Show full text]
  • Language and Citizenship Education in Postcolonial Mozambique*
    Featured Topic Journal of Social Science Education Volume 17, Number 4, Winter 2018 DOI 10.4119/UNIBI/jsse-v17-i3-1093 Language and Citizenship Education in Postcolonial Mozambique* Feliciano Chimbutane Universidade Eduardo Mondlane - Colonial and postcolonial language ideologies and citizenship education orientations have been inextricably bound up with political efforts towards the management of linguistic, cultural and political diversity - There has been a shift from homogenizing legal provisions and political discourses on language, education and citizenship education to those celebrating diversity and difference - Mozambique has moved from socialist to syncretic approaches to citizenship education, which comprise a synthesis of features of the republican, liberal, multicultural and global citizenship - There is still a mismatch between legislation and political discourses on language, education and citizenship education, on the one hand, and actual practices of citizenship in Mozambique, on the other Purpose: Despite the formal political decolonization of much of the world, the colonial legacy continues to prevail around the globe, in particular in the Global South. This article explores the interface of language, education and citizenship in Mozambique, with special reference to the role of education and language ideologies in forging the ideal citizen in the postcolonial context. Method: Drawing on previous studies on education and citizenship in colonial and postcolonial contexts, I use the decolonial lenses of Linguistic Citizenship and other related frameworks to show how citi- zenship education in Mozambique has been inextricably bound up with political efforts towards the management of linguistic, cultural and political diversity. I argue that in spite of the progress made, there is still a mismatch between legislation and political discourses on language, education and citizen- ship education and actual practices of citizenship in Mozambique, which continue to be linguistically and politically constrained.
    [Show full text]
  • Situational Analysis of Primary Education in Mozambique
    Ⅱ. 섹터포커스 Situational Analysis of Primary 제Ⅰ장 Education in Mozambique 제Ⅱ장 섹 터 Sangbaek Park (Monitoring and Evaluation Officer UNICEF Mozambique) 포 커 스 제Ⅲ장 목 차 I. Introduction II. Education System and Financing 1. Education Administration and Management 2. Financial resources III. Access and Quality of Primary Education 1. Enrollment 2. School Retention 3. SDI Survey Result 4. Quality (Learning Outcome) IV. Analysis of EMIS data 1. Overage rate 2. Dropout rate 3. Pass rate 4. Repetition rate V. Conclusion References 국제개발협력∣137 Journal of International Development Cooperation Abstract Since 2000, with the extensive support from international development organizations and policy interventions to remove access barriers on primary education, Mozambique experienced a rapid expansion in its education system. As access to education improved, the more children ever before attend schools; around 6 million students in primary education in 2015. Subsequently, net enrollment rates in primary education increased by 37.5 percent and, at the same time, gender disparity in access to education has declined from 0.79 to 0.95. However, school enrollment in recent years became stagnant and learning outcome has deteriorated in regional and national exams. In this paper, with the review of primary education system in Mozambique and biggest challenges of primary education with respect to access and quality of education, we examine the current situation of primary education in Mozambique using data from the Education Management Information System and present useful implications to development organizations in their future interventions. Key words : Primary education, quality education, EMIS, Mozambique 138∣국제개발협력 Ⅱ. 섹터포커스 Ⅰ. Introduction The right to an education is not just the right to attend school, but also to learn 제Ⅰ장 essential knowledge and skills in order to progress and develop as individuals and 제Ⅱ장 as a society.
    [Show full text]