Among the central goals defined by the Government of Mozambique in its long-term development strategy is "poverty reduction through labour-intensive economic growth ".The highest priority is assigned to reduce poverty in rural areas, where 90 percent of poor Mozambicans live, and also in urban zones. The Government recognizes also that, with this development strategy on poverty eradication to succeed, expansion and improvement in the education system are critically important elements in both long-term and short-term perspectives.
In the future, universal usage of education of acceptable quality is essential for the development
of Mozambique´s human resources, and the economic growth will depend to a substantial extend on the education and training of the labour force. It is vital to produce a crucial mass of well trained and highly qualified workforce which will improve the entire literacy, intellectual development, training capacity and technical skills in various regions of the country's economic and industrial development.
In the short-term, increased access and improved quality in basic education are powerful mechanisms for wealth redistribution and the promotion of social equity. This policy is consistent with the provisions of the newest Constitution of Mozambique adopted on 16 November 2004, in its articles 113 and 114 which deal respectively with education and higher education. Around the entire year 1990, the Government of Mozambique decided to alter its social, economic and political orientation system from the centrally-planned system inherited from the communist era and adopted a western-style of free market system. At the same time frame, it had been also chose to adopt fundamental changes in the education programmes. Since drastic changes and wide ranging effects were resulting from the adoption of the brand new economic and political orientation, it absolutely was necessary to provide new guidelines and rules governing the management of institutions of higher education.
The economic and political changes were progressively introduced with success through legislative and regulatory reforms. However, it has not been very easy to evenly change rules of social and cultural behaviour. In particular, vulnerable younger generations are the most affected by the rapid changes in society, as the reference model and values they expect from elder people in the modern Mozambican society appear to be shifting very fast. And in certain instances, there appear to be no model at all. The new wave of economic liberalism in Mozambique, better defined by the popular concept of "deixa andar", literally meaning "laisser-faire", was mistakenly adopted as the guiding principle in the regions of social, cultural and education development.
The "laisser-faire" principle is much better understood by economists and entrepreneurs in something of open market and free entrepreneurship, under which the Government's intervention is reduced to exercising minimum regulatory agency. The recent considerable economic growth realized by the Government of Mozambique (10% of successive growth index over four years) is attributed mainly to this free market policy. This principle must certanly be carefully differentiated from "laisser-aller" which, in French language, rather means not enough discipline in academic, economic, social and cultural environments.
Reforming higher education institutions represents an actual challenge, both at the institutional and pedagogic levels, not just in Mozambique, but elsewhere and in particular in African countries faced with the situation of "acculturation ".The youth seeking knowledge opportunities in national universities, polytechnics and higher institutes, where students are somehow left by themselves, having no further any must be under permanent supervision of the parents or teachers, are disoriented. Since reforms in higher education institutions take more than in any institutional environment, it's necessary indeed to adopt adequate transitional measures to answer urgent need of the young generations.
This essay reviews current trends and the recent historical background of higher education institutions of Mozambique. It argues against the adoption of the classical type of higher education from European and other western systems. In its final analysis, it finds that there is need to add ethical and deontology (social, cultural and moral education) components as priority sectors within the curriculum in higher education institutions, with a view to instill in the students and lecturers positive African values in general, and particularly, national Mozambican models. It's rejecting the neo-liberal thinking, which proposes that students in higher education institutions must certanly be allowed to take pleasure from unlimited academic, social and intellectual uncontrolled independence, in conformity with western classical education and cultural orientation. It advocates for critical thinking and brainstorming on key issues towards the development of positive cultural and ethical models in higher education institutions which may be properly used to promote knowledge development and poverty eradication in the country's rural areas and urban zones suffering from unemployment, pandemics and economic precariousness.
Many experts have described the Mozambican mother of higher education as an institution for colonialists and "assimilados".The initial institution of higher education in Mozambique was established by the Portuguese government in 1962, right after the start of the African wars of independence. It had been called the General University Studies of Mozambique (Estudos Gerais Universitários de Moçambique EGUM). In 1968, it had been renamed Lourenço Marques University. The university catered for the sons and daughters of Portuguese colonialists. Although the Portuguese government preached non-racism and advocated the assimilation of its African subjects to the Portuguese way of life, the notorious deficiencies of the colonial education system established beneath the Portuguese rule ensured that not many Africans would ever succeed in reaching university level. However, many educated African were generated adopt the colonial lifestyle.
Regardless of Portugal's attempts to expand African educational opportunities in the late 1960s and early 1970s, no more than 40 black Mozambican students - less than 2 per cent of the student body -had entered the University of Lourenço Marques by the time of independence in 1975. Their state and the university continued to depend heavily on the Portuguese and their descendants. Even the academic curriculum was defined based on the needs and policies defined way back when by the colonial power.
Soon after Independence in June 1975, the Government of Mozambique, from the FRELIMO party, adopted a Marxist-Leninist orientation and a centrally planned economy. The educational system was nationalized, and the university was renamed after Dr. Eduardo Mondlane, the first president of FRELIMO.
Many cadres trained in Portugal and other European and American universities came also with their particular educational and cultural background. Apart from the Eduardo Mondlane University, new public and private universities and institutes were established. These generally include the Pedagogic University, the ISRI, the Catholic University, ISPU, ISCTEM and ISUTC. Many of these institutions adopted a curriculum clearly modeled on the classical European model. There is still need to integrate African traditional values in the course profiles offered and research programmes produced by these institutions.
The traditional role of a university would be to enlighten and serve as a guide within the society: "illuminatio et salus populi ".Today, Mozambique is one of the very culturally and racially diversified society of Africa. This diversity should be considered as a social treasure for the nation. It is now however apparent that it's more a "Babel Tower case", as no unified Mozambican values appear to develop from this wide variety. With the creation of new public and private universities and new faculties, it'd become easier to boost a critical mass of university lecturers and academic professionals, who'd in their turn, influence the society, creating and instilling national positive values and ethical principles of conduct in the younger generations. According to numerous lecturers and students contacted at UEM, Universidade Pedagogica UP and UDM, the impact of higher education on the development of positive academic, scientific, social and cultural values in Mozambique is yet to be felt.
چک لیست سئو
It's however required to acknowledge the importance of newly introduced community-based education programmes in a few institutions. As an example the focus on community and service has guided curriculum development at the Catholic University; its course in agronomy (Cuamba) concentrates on peasant and family farming systems and leans heavily on research and outreach within local farming communities. The CU course in medicine (developed in collaboration with the University of Maastricht) which concentrates on teaching medicine, was particularly deemed befitting the rural and urban poor populations of Mozambique, since it is more based on problem-solving and focuses much more on traditional issues.
Mozambique is among few countries in Africa where a new generation of leadership has stepped forward to articulate a vision because of their institutions, inspiring confidence among those associated with higher education development and the modernization of the universities. In a series of case studies sponsored and published by the Partnership for Higher Education in Africa , it was confirmed that African universities included in the studies have widely varying contexts and traditions. They are engaged in broad reform, examining and revising their planning processes, introducing new techniques of financial management, adopting new technologies, reshaping course structures and pedagogy, and more important, reforming practices of governance situated in particular by themselves contexts and traditions.
In the future, universal usage of education of acceptable quality is essential for the development
of Mozambique´s human resources, and the economic growth will depend to a substantial extend on the education and training of the labour force. It is vital to produce a crucial mass of well trained and highly qualified workforce which will improve the entire literacy, intellectual development, training capacity and technical skills in various regions of the country's economic and industrial development.
In the short-term, increased access and improved quality in basic education are powerful mechanisms for wealth redistribution and the promotion of social equity. This policy is consistent with the provisions of the newest Constitution of Mozambique adopted on 16 November 2004, in its articles 113 and 114 which deal respectively with education and higher education. Around the entire year 1990, the Government of Mozambique decided to alter its social, economic and political orientation system from the centrally-planned system inherited from the communist era and adopted a western-style of free market system. At the same time frame, it had been also chose to adopt fundamental changes in the education programmes. Since drastic changes and wide ranging effects were resulting from the adoption of the brand new economic and political orientation, it absolutely was necessary to provide new guidelines and rules governing the management of institutions of higher education.
The economic and political changes were progressively introduced with success through legislative and regulatory reforms. However, it has not been very easy to evenly change rules of social and cultural behaviour. In particular, vulnerable younger generations are the most affected by the rapid changes in society, as the reference model and values they expect from elder people in the modern Mozambican society appear to be shifting very fast. And in certain instances, there appear to be no model at all. The new wave of economic liberalism in Mozambique, better defined by the popular concept of "deixa andar", literally meaning "laisser-faire", was mistakenly adopted as the guiding principle in the regions of social, cultural and education development.
The "laisser-faire" principle is much better understood by economists and entrepreneurs in something of open market and free entrepreneurship, under which the Government's intervention is reduced to exercising minimum regulatory agency. The recent considerable economic growth realized by the Government of Mozambique (10% of successive growth index over four years) is attributed mainly to this free market policy. This principle must certanly be carefully differentiated from "laisser-aller" which, in French language, rather means not enough discipline in academic, economic, social and cultural environments.
Reforming higher education institutions represents an actual challenge, both at the institutional and pedagogic levels, not just in Mozambique, but elsewhere and in particular in African countries faced with the situation of "acculturation ".The youth seeking knowledge opportunities in national universities, polytechnics and higher institutes, where students are somehow left by themselves, having no further any must be under permanent supervision of the parents or teachers, are disoriented. Since reforms in higher education institutions take more than in any institutional environment, it's necessary indeed to adopt adequate transitional measures to answer urgent need of the young generations.
This essay reviews current trends and the recent historical background of higher education institutions of Mozambique. It argues against the adoption of the classical type of higher education from European and other western systems. In its final analysis, it finds that there is need to add ethical and deontology (social, cultural and moral education) components as priority sectors within the curriculum in higher education institutions, with a view to instill in the students and lecturers positive African values in general, and particularly, national Mozambican models. It's rejecting the neo-liberal thinking, which proposes that students in higher education institutions must certanly be allowed to take pleasure from unlimited academic, social and intellectual uncontrolled independence, in conformity with western classical education and cultural orientation. It advocates for critical thinking and brainstorming on key issues towards the development of positive cultural and ethical models in higher education institutions which may be properly used to promote knowledge development and poverty eradication in the country's rural areas and urban zones suffering from unemployment, pandemics and economic precariousness.
Many experts have described the Mozambican mother of higher education as an institution for colonialists and "assimilados".The initial institution of higher education in Mozambique was established by the Portuguese government in 1962, right after the start of the African wars of independence. It had been called the General University Studies of Mozambique (Estudos Gerais Universitários de Moçambique EGUM). In 1968, it had been renamed Lourenço Marques University. The university catered for the sons and daughters of Portuguese colonialists. Although the Portuguese government preached non-racism and advocated the assimilation of its African subjects to the Portuguese way of life, the notorious deficiencies of the colonial education system established beneath the Portuguese rule ensured that not many Africans would ever succeed in reaching university level. However, many educated African were generated adopt the colonial lifestyle.
Regardless of Portugal's attempts to expand African educational opportunities in the late 1960s and early 1970s, no more than 40 black Mozambican students - less than 2 per cent of the student body -had entered the University of Lourenço Marques by the time of independence in 1975. Their state and the university continued to depend heavily on the Portuguese and their descendants. Even the academic curriculum was defined based on the needs and policies defined way back when by the colonial power.
Soon after Independence in June 1975, the Government of Mozambique, from the FRELIMO party, adopted a Marxist-Leninist orientation and a centrally planned economy. The educational system was nationalized, and the university was renamed after Dr. Eduardo Mondlane, the first president of FRELIMO.
Many cadres trained in Portugal and other European and American universities came also with their particular educational and cultural background. Apart from the Eduardo Mondlane University, new public and private universities and institutes were established. These generally include the Pedagogic University, the ISRI, the Catholic University, ISPU, ISCTEM and ISUTC. Many of these institutions adopted a curriculum clearly modeled on the classical European model. There is still need to integrate African traditional values in the course profiles offered and research programmes produced by these institutions.
The traditional role of a university would be to enlighten and serve as a guide within the society: "illuminatio et salus populi ".Today, Mozambique is one of the very culturally and racially diversified society of Africa. This diversity should be considered as a social treasure for the nation. It is now however apparent that it's more a "Babel Tower case", as no unified Mozambican values appear to develop from this wide variety. With the creation of new public and private universities and new faculties, it'd become easier to boost a critical mass of university lecturers and academic professionals, who'd in their turn, influence the society, creating and instilling national positive values and ethical principles of conduct in the younger generations. According to numerous lecturers and students contacted at UEM, Universidade Pedagogica UP and UDM, the impact of higher education on the development of positive academic, scientific, social and cultural values in Mozambique is yet to be felt.
چک لیست سئو
It's however required to acknowledge the importance of newly introduced community-based education programmes in a few institutions. As an example the focus on community and service has guided curriculum development at the Catholic University; its course in agronomy (Cuamba) concentrates on peasant and family farming systems and leans heavily on research and outreach within local farming communities. The CU course in medicine (developed in collaboration with the University of Maastricht) which concentrates on teaching medicine, was particularly deemed befitting the rural and urban poor populations of Mozambique, since it is more based on problem-solving and focuses much more on traditional issues.
Mozambique is among few countries in Africa where a new generation of leadership has stepped forward to articulate a vision because of their institutions, inspiring confidence among those associated with higher education development and the modernization of the universities. In a series of case studies sponsored and published by the Partnership for Higher Education in Africa , it was confirmed that African universities included in the studies have widely varying contexts and traditions. They are engaged in broad reform, examining and revising their planning processes, introducing new techniques of financial management, adopting new technologies, reshaping course structures and pedagogy, and more important, reforming practices of governance situated in particular by themselves contexts and traditions.
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