The Evolution of Teacher Training in Mozambique and the Contexts of its Emergence

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The Evolution of Teacher Training in Mozambique and the Contexts of its Emergence

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Title: The Evolution of Teacher Training in Mozambique and the Contexts of its Emergence
Author: Carita, Ana; Cau, Moisés; Mofate, Óscar Luís; Duarte, Rosa Serradas
Abstract: Mozambique became an independent country from the Portuguese colonial regime in 1975, after ten years of armed struggle led by FRELIMO. Its legacy was a country with poorly developed natural resources, serious problems regarding the population’s sanitation and health, an extremely high illiteracy rate, very low qualification of human capital. There was a country to build, and this construction was willed within the framework of a socialist transformation of society. Despite the significance of the efforts and advances achieved, that construction was brutally hindered by a heavy civil war (1976-92), successive natural catastrophes, serious setbacks in the devised economic strategy. Apart from these difficulties, the exponential population growth encumbered the implementation of services capable of responding in such areas as health, education and population qualification, not only in the necessary numbers but also in quality. And this despite the fact that education, and therefore teacher recruitment and training, was considered one of the most powerful tools for the country’s promotion and development. This chapter aims to report on the teacher training strategies in the 1975-2014 period, highlighting the main landmarks of their evolution as well as their benefits and constraints, illuminating the geographic, economic, political and cultural contexts where they emerged, as well as the education system they are supposed to serve. To this effect, we resorted to documental research, based on bibliographic and empirical studies, legislation and official documents, and documents produced by international entities. It should be noted that there is little documentation and empirical research on some fields we would be interested in deepening, in particular information concerning the curricula of teacher training. The chapter is organized in three sections: Geographical, Demographical, Social, Economic, Political and Cultural Context; Educational System; and Teacher Training. In the 2 first section, the general context of training is analysed in its evolution along the dimensions stated in the heading. The second section is dedicated to describing and analysing the evolution of the formal education system, its goals and organization, population and challenges. The third section is dedicated to teacher training strategies, their evolution, objectives, access conditions, duration, institutions responsible for the programmes and challenges. The chapter ends with a concluding section, where the essential traits of the previous analyses are highlighted, and the increase in the number of teachers, the rise in their qualifications and the actual development of the teaching competencies are highlighted as the main challenges of teacher training.
URI: http://hdl.handle.net/10437/8365
Date: 2017-12-24


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