{"title":"后殖民时期莫桑比克小学数学课程的转型:外生课程的适应","authors":"S. Kusaka","doi":"10.1080/18146627.2022.2150242","DOIUrl":null,"url":null,"abstract":"Abstract 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.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"18 1","pages":"25 - 40"},"PeriodicalIF":0.2000,"publicationDate":"2021-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Transition of Mozambique’s Primary Mathematics Intended Curriculum in the Post-Colonial Period: A Focus on Adaptation from an Exogenous Curriculum\",\"authors\":\"S. Kusaka\",\"doi\":\"10.1080/18146627.2022.2150242\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract 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.\",\"PeriodicalId\":44749,\"journal\":{\"name\":\"Africa Education Review\",\"volume\":\"18 1\",\"pages\":\"25 - 40\"},\"PeriodicalIF\":0.2000,\"publicationDate\":\"2021-07-04\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Africa Education Review\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/18146627.2022.2150242\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Africa Education Review","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/18146627.2022.2150242","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Transition of Mozambique’s Primary Mathematics Intended Curriculum in the Post-Colonial Period: A Focus on Adaptation from an Exogenous Curriculum
Abstract 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.
期刊介绍:
Africa Education Review is a scholarly, peer-reviewed journal that seeks the submission of unpublished articles on current educational issues. It encourages debate on theory, policy and practice on a wide range of topics that represent a variety of disciplines, interdisciplinary, cross-disciplinary and transdisciplinary interests on international and global scale. The journal therefore welcomes contributions from associated disciplines including sociology, psychology and economics. Africa Education Review is interested in stimulating scholarly and intellectual debate on education in general, and higher education in particular on a global arena. What is of particular interest to the journal are manuscripts that seek to contribute to the challenges and issues facing primary and secondary in general, and higher education on the African continent and in the global contexts in particular. The journal welcomes contributions based on sound theoretical framework relating to policy issues and practice on the various aspects of higher education.