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

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH

Africa Education Review Pub Date : 2021-07-04 DOI:10.1080/18146627.2022.2150242

S. Kusaka

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引用次数: 0

摘要

摘要:教育质量提高的重要因素之一是实施符合本国文化和需要的课程改革，这是不容置疑的。本研究旨在通过分析独立后应用的1983年、2004年和2015年的三个数学课程、教育部发布的报告和政策文件，以及对参与2015年课程修订的技术官员的访谈，全面调查外生课程的适应是如何尝试的。结果表明，莫桑比克通过自身经验的积累，在10年的周期内稳步和适当地摆脱了外源性课程。从从外生课程过渡的角度来看，我们获得的一系列观察结果可能与其他非洲国家相关。

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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.

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来源期刊

Africa Education Review EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.40

自引率

0.00%

发文量

期刊介绍： Africa Education Review is a scholarly, peer-reviewed journal that seeks the submission of unpublished articles on current educational issues.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.