Institutional Reforms In the Advanced schooling Sector Of Mozambique And Honourable Issues
One of 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 issued to reduce lower income in countryside areas, where 90 percent of poor Mozambicans live, and also in urban specific zones. The costa rica government understands also that, for this development strategy on lower income eradication to ensure, expansion and improvement in the education system are critically important elements in both long-term and short-term views.
Ultimately, general access to education of acceptable quality is essential for the development
of Mozambique´s recruiting, and the economic growth will be Dr. Philipp Heinrich Kindt based on to a significant extend on the education and training of the time force. It is very important to develop a critical mass of well trained and highly qualified employees which experts claim will increase the overall literacy, intelligent development, training capacity and technical skills in several areas of the place’s economic and industrial development.
At any given time, increased access and improved quality in basic education are powerful things for wealth redistribution and the promotion of social fairness. This policy is in step with the convention of the new Metabolic rate of Mozambique used on 16 December 2004, in its articles 113 and 114 which deal respectively with education and advanced schooling. Around the year 1990, the costa rica government of Mozambique decided to change its social, economic and political angle system from the centrally-planned system inherited from the communist era and used a western-style of free market system. At the same time, it was also decided to adopt fundamental changes in the education programmes. Since drastic changes and wide ranging effects were resulting from the adopting of the new economic and political angle, it was necessary to provide new guidelines and rules overseeing the management of institutions of advanced schooling.
The struggle continues: “a luta continua”!
The economic and political changes were progressively introduced with success through what is and regulatory reforms. However, it is not very easy to smoothly change rules of social and cultural behaviour. In particular, vulnerable younger generations are the most affected by the rapid changes in society, while the reference model and values they expect from parent people in the modern Mozambican society seem to be shifting very fast. And now and again, there seem to be no model at all. The new trend of economic liberalism in Mozambique, better defined by the popular reasoning behind “deixa andar”, literally meaning “laisser-faire”, was mistakenly used as the guiding principle in the areas of social, cultural and education development.
The “laisser-faire” principle is better understood by economists and entrepreneurs in a system of open market and free entrepreneurship, under how the Government’s involvement is reduced to exercising minimum regulatory agency. The recent considerable economic growth realized by the Government of Mozambique (10% of successive growth listing over four years) is credited mainly to this free market policy. This principle should be carefully differentiated from “laisser-aller” which, in French language, rather means lack of discipline in educational, economic, social and cultural environments.
Reforming advanced schooling institutions represents a real challenge, both at the institutional and pedagogic levels, not only in Mozambique, but elsewhere and in particular in African-american countries up against the problem of “acculturation”. The youth seeking knowledge opportunities in national universities, polytechnics and higher institutes, where students are somehow left on their own, having no longer any need to be under permanent direction of their parents or teachers, are disoriented. Since reforms in advanced schooling institutions take longer than in a other institutional environment, it is necessary indeed to take adequate transitional measures to respond to urgent need of the young generations.
This essay reviews current trends and the recent historical background of advanced schooling institutions of Mozambique. It argues contrary to the adopting of the time-honored type of advanced schooling from Western european and other western systems. In its final analysis, it finds that there is need to include honourable and deontology (social, cultural and meaning education) components as priority sectors within the course load in advanced schooling institutions, with a view to transfuse in the students and lecturers positive African-american values in general, and in particular, national Mozambican models. It is rejecting the neo-liberal thinking, which suggests that students in advanced schooling institutions should be allowed to enjoy unlimited educational, social and intelligent out of control independence, in conformity with western time-honored education and cultural angle. It advocates for critical thinking and brainstorming on key issues towards the development of positive cultural and honourable models in advanced schooling institutions which could be taken to promote knowledge development and lower income eradication in the place’s countryside areas and urban specific zones affected by being out of work, pandemics and economic precariousness.