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Author: Louise Fox Publisher: World Bank Publications ISBN: 0821389769 Category : Education Languages : en Pages : 123
Book Description
This book reviews Mozambique's education policy reforms undertaken in 2004. It analyzes the impact of the reforms, who benefitted most, and why. It links these reforms to the skills requirement of the labor market now and in the near future.
Author: Michael Cross Publisher: African Books Collective ISBN: 9994455583 Category : Education Languages : en Pages : 194
Book Description
This study brings to light the complexities and intricacies of transforming schools in the context of two conflicting and contradictory processes of transition: the transition from the colonial system of government to a totalitarian and centralised system rooted in a Socialist discourse; and the departure from a failed Socialist project en route to an unknown future dictated by a neo-liberal discourse, liberal democracy and free-market economy. It will be of interest to those concerned with the question of education reform in developing countries, particularly students, teachers and researchers. The study covers an important gap in Southern African studies in addressing the question of school reform under conditions of conflict and emergency.
Author: M. Louise Fox Publisher: ISBN: 9786613581822 Category : Education Languages : en Pages : 102
Book Description
Coming out of civil war, Mozambique had an enormous education deficit. In 1997, five years after the peace treaty, 80 percent of the labor force reported to have no education at all, and school enrollment outside the large cities was miserable. Since then, Mozambique has come a long way in improving access to lower and upper primary through sustained investments in education infrastructure and introduction of important reforms. The primary education reform programs implemented in 2004, combined with a continuing program of school construction and teacher training, resulted in a 70% increase in enrollment in EP1 over 4 years with the highest gains for the poorest and most vulnerable children. Yet there was only a slight increase in student/teacher ratios. How did Mozambique do this, and what are the lessons going foward? The most important part of the reform appears to be the removal of the national school fee for primary level and the provision of free textbooks. These reforms provided the boost that poorer households needed to get their children in school. Continued investments in school construction helped as well. However, despite these efforts, there is still an education deficit. In 2008, over 1 million children who should be attending primary school were not. Over half of the children who began grade 1 in 2000 did not complete grade 7 by 2008. One reason is that school costs remain high, especially for grades 6 and above (EP2+). And quality is still not adequate in many schools. As a result, the transformation of the labor force is slow, as over half of the females who entered the labor force in the decade since 1997 did not even complete EP1. Analysis of employment and livelihood opportunities indicates that the transition out of subsistence agriculture requires primary education. This means that to achieve inclusive growth, the key strategic objective of the education system needs to be ensuring that as many children as possible start and finish primary school with competency in the basic subjects, as well as the skills to allow them to find productive economic activities and make these activities pay This book is aimed at policy makers in the education field.--publisher description.
Author: Ken Zeichner Publisher: Routledge ISBN: 0429723857 Category : Political Science Languages : en Pages : 247
Book Description
An analysis of teacher education reforms in Namibia in the post-independence era, from the perspective of government personnel, teacher educators, and teachers themselves. This book examines post-independence teacher education reforms in the southern African country of Namibia from the perspective of various actors in the reform process: Ministry
Author: Dickson Mungazi [Deceased] Publisher: Bloomsbury Publishing USA ISBN: 0313005206 Category : Education Languages : en Pages : 239
Book Description
The political, social, and economic problems of southern Africa cannot be resolved until nations of this critical region effect educational reform. But this process requires more than change in the educational system; it involves the thrust for social transformation in national institutions. This unique study addresses key issues relative to both educational reform and social change in southern Africa. Topics discussed include the need for educational reform; approaches to educational reform; and the results of such reform on the individual and society. A bibliography and an index complete the text.
Author: Dickson A. Mungazi Publisher: Praeger ISBN: Category : Education Languages : en Pages : 248
Book Description
Defines transformation as basic change in the structure of national institutions to allow the individual a maximum opportunity to ensure his advancement, without socio-economic or political restrictions, and states that it cannot be initiated in Southern Africa without responding to the need for fundamental educational reform.
Author: Manuel Zianja Guro Publisher: ISBN: Category : Languages : en Pages :
Book Description
Mozambique embarked on major curriculum reforms of basic education at the start of the 21st century. This study focuses on the implementation of these education policies at Marrere Teachers' Training College. It is guided by the following questions: How has Marrere Teachers' Training College as an institution responded to the new government initiatives? What has changed and what has remained the same at Marrere? Why? What are the perceptions, beliefs and attitudes of lecturers and administrators regarding the new policies? What teaching strategies and practices are used in classrooms? How do lecturers teach? How are students assessed? What are the educational challenges facing the College? How can its practices be improved? I have chosen a qualitative case study design in order to build a holistic picture of teaching and learning in a natural setting. Marrere College was chosen because it was among the first teacher training institutions to introduce the reforms and because a special programme, the Osuwela Project, introduced prior to the introduction of the new curriculum, included several of the reform's innovations. Marrere College has been experimenting with the implementation of curriculum change for longer than most of the other colleges in the country. Among the emerging findings is that lecturers have a superficial understanding of interdisciplinary pedagogies, especially in the social sciences, and few of them have applied these pedagogies in classrooms. On the other hand, the reforms seem to have had a deeper impact on their advocacy of learner-centred teaching strategies, although question-and-answer practices continue to be widely used. The College has also gone a long way in changing the organisation of subjects and in implementing new methods of assessment. While there has been in-service training of lecturers, there are inadequate resources and follow-up support by the Ministry of Education. The literature that informs this study is the scholarship on educational change, particularly the relationship between policy and practice. There are many international studies that have attempted to understand these problems over the last thirty years, but no such studies on teacher training in Mozambique. This study seeks to contribute to our understanding of the modalities of educational change in resource-poor contexts. It also hopes to make a contribution to the implementation of the basic education policies by the Mozambican Ministry of Education and to the practices of lecturers and administrators at Marrere and other colleges.