Includes bibliographical references. / 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.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uct/oai:localhost:11427/11216 |
| Date | January 2011 |
| Creators | Ter Horst, Aukje |
| Contributors | Soudien, Crain |
| Publisher | University of Cape Town, Faculty of Humanities, School of Education |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Master Thesis, Masters, MEd |
| Format | application/pdf |
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