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ERIC Number: EJ1372647
Record Type: Journal
Publication Date: 2021
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1814-6627
EISSN: EISSN-1753-5921
Transition of Mozambique's Primary Mathematics Intended Curriculum in the Post-Colonial Period: A Focus on Adaptation from an Exogenous Curriculum
Kusaka, Satoshi
Africa Education Review, v18 n3-4 p25-40 2021
It is indisputable that one of the factors connected to improvements in the quality of education is the implementation of relevant curricular reform that is pertinent to the culture and needs of the given country. This study aimed to comprehensively investigate how the adaptation from an exogenous curriculum was attempted through analysing the three mathematics curricula for the years 1983, 2004, and 2015 that have been applied after independence, reports and policy papers issued by the Ministry of Education (MINED), and interviews with technical officials involved with the curriculum revision in 2015. The results show that Mozambique has been steadily and appropriately moving away from an exogenous curriculum in a cycle of 10 years through the accumulation of their own experiences. The series of observations that we attained could be relevant to other African nations from the viewpoint of transitioning away from an exogenous curriculum.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Mozambique
Grant or Contract Numbers: N/A