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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

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.

Identiferoai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uct/oai:localhost:11427/11216
Date January 2011
CreatorsTer Horst, Aukje
ContributorsSoudien, Crain
PublisherUniversity of Cape Town, Faculty of Humanities, School of Education
Source SetsSouth African National ETD Portal
LanguageEnglish
Detected LanguageEnglish
TypeMaster Thesis, Masters, MEd
Formatapplication/pdf

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