Implementation of local curriculum in Mozambican primary schools: Realities and Challenges

Nuzzly Ruiz de Forsberg; Alícia Borges Månsson

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Implementation of local curriculum in Mozambican primary schools

Realities and Challenges

In: Language Issues in Comparative Education

Authors:

Nuzzly Ruiz de Forsberg

Nuzzly Ruiz de Forsberg Stockholm University Sweden

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Alícia Borges Månsson

Alícia Borges Månsson International Consultant in Education Development

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Type:: Chapter

Pages:: 207–223

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Kubulikira caka ca piiri na pi chanu pisaoneka muno Mocambique m´bazawaza pa m’pimo wa kuonevera curriculo m’ma funzisiro pa mabhuku onesesa macitiro adacitwa m’pimo pa mabhuku a mfendo ia kutoma. M’funziro uyu usafuna onesesa macitiro adalongwa, pondho na kupisandiks tewera pioniwe mwa uthambaruki pabozi na mapika, peno m’pingizo udacitika pa ku mwadzwa kwa m’sobo unou wa ku funzisa. Na pinango pia ku funa kuona utambaruki na undhabwalabwa si wacitika pakati pa ufundjisi m’mum m’zinda wa kuNyungwe. Mufunziro awa adacitwa m’ghiriza pa uthubo pabozi na ufunzi wa m’tundo peno wa cisa pondho na mivunzo kuna ape asogoleri a m’mafunziro tewera kunyerezevana kupi penula kuti tany piri kufamba pindhu pida citwa pondho na macindiro apyo mwa andhu. Pondho pasa dikhirwa na khulipirwa kuti panaoneka uthambaruki m’ma funziro a ku pasana ku suzuka mwa uundhu. (Translation to Sena [seh], a language of Mozambique, by Amalia Dickie.)

Since 2005, Mozambique has attempted to devolve some control over the national curriculum to the local level within the overall context of education decentralization. The aim of this paper is to examine the implementation of the country’s local curriculum component for primary schools. The progress and challenges posed by implementation are assessed along with the manner in which the policy has been interpreted by school directors in three districts of the Province of Tete, situated in central western Mozambique. This study is based on a review of official documents and reports. A qualitative approach is taken to examine the extent to which the local curriculum component has been implemented, and the underlying attitudes as revealed by observations and interviews with primary school directors. The findings take into consideration those elements of school background and contextual factors that facilitate or restrict attainment of the aims of the reform policy. Our interpretations are based on a combination of constructivist and liberation pedagogy frameworks. From these perspectives, knowledge is socially constructed and learners draw meaning out of a multiplicity of stimuli.

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Language Issues in Comparative Education

Inclusive Teaching and Learning in Non-Dominant Languages and Cultures

Series: Comparative and International Education: Diversity of Voices, Volume: 24

Cover Language Issues in Comparative Education

E-Book ISBN:: 9789462092181

Publisher:: Brill

Print Publication Date:: 01 Jan 2013

Subjects
- Education
  - Comparative Education

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Implementation of local curriculum in Mozambican primary schools

Realities and Challenges

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Language Issues in Comparative Education

Inclusive Teaching and Learning in Non-Dominant Languages and Cultures

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