An identification and analysis of the socio-economic challenges children from rural areas face in the pré-university cycle in the Mocuba District, Zambézia Province, Mozambique

The weak performing Mozambican education system has gone through significant changes since independence in 1975. The Government’s main focus has been on increasing access and equity to overcome the high dropout rates, high grade repetition, high pupil-teacher ratios and the low number of qualified teachers. Despite this focus, access remains a large problem for the people of Mozambique. It is particularly so, as this interpretive case study research revealed, for learners from rural areas. The primary purpose of this research, therefore, was to outline the challenges learners from rural areas face in accessing what has been described as the ESG2 (Escola Secundária geral do Segunda Grãu) cycle. This research focussed on a specific school within the Zambézia province.

Grantor dc:publisher.institution

School of Education

Year dc:date.issued

2011

Author dc:creator

• Ter Horst, Aukje

Advisor dc:contributor.advisor

• Soudien, Crain

Language dc:language.iso

eng

Handle dc:identifier.uri

http://hdl.handle.net/11427/11216

OAI identifier oai:identifier

oai:open.uct.ac.za:11427/11216