The evaluation in learning cycles in the basic education of Mozambique: between tensions and challenges
Journal Title: Práxis Educativa - Year 2018, Vol 13, Issue 1
Abstract
This paper discusses the policy of cycles of learning (non retention policies) introduced by the last curricular reform in Basic Education (BE) in Mozambique in 2004. This policy has faced many objections within the society due to the fact that the students are promoted from one class to another without having acquired the competences proposed in the curricular plan. The main objective of this study was to analyze the tension and challenges of the evaluation in learning cycles in BE in Mozambique. The methodology used was based on bibliographic and documental survey. The research concluded that the necessary conditions for the implementation of the progression politics in the learning cycles in Mozambique were not created. Therefore, it is necessary to improve aspects such as policy dissemination, schools functioning conditions and teachers’ education, so that formative assessment can be applied effectively.
Authors and Affiliations
Stela Mithá Duarte
Keywords
Related Articles
- EP ID EP482135
- DOI 10.5212/PraxEduc.v.13i1.0002
- Views 85
- Downloads 0
Retention and teacher rotation in Municipal Education Networks in Brazil
This paper analyzes the retention and rotation rates of the Basic Education teachers in the Municipal Education networks in Brazil related to the period 2015-2016. These measures were operationalized based on the microda...
Teachers’ professional growth: a political and pedagogic matter
Due to the complexities and challenges that teaching is facing nowadays, teachers’ continuous and permanent training is a social need to promote an improvement in education. The different educational reforms driven in th...
Facebook user teacher and his/her teaching professional development in an informal setting
In this research we aim to understand the contributions to the professional development of teachers from the meanings attributed by teachers who use Facebook to share their educational practices in virtual networks. From...
Teaching job and contemporary rural issues: identity and difference in rural schools
This article aims at understanding how the teaching job in rural areas has been re-configured in face of the new rural issues and how rural teachers have been addressing differences in their classrooms. The theoretical b...
“From intellectual to expert” in the Argentinian education field in the 1960s. The case of the Center for Research in Educational Sciences
This work investigates a particular institution, the Center for Research in Educational Sciences of the Torcuato Di Tella Institute, where the necessary elements were combined to define the profile of an expert in educat...