Reflective Look at the Education System and The Implementation of Education Policies in Mozambique

Abstract

This article reflects on the education system in Mozambique, focusing on the implementation of educational policies in the context of practice, in the scenario of colonial and post-independence education. The central objective is to establish a reflective dialogue on educational policies, covering the two periods mentioned, focusing, above all, on the impact of educational policies over time and the current trends and challenges of the educational system. Methodologically, we resorted to bibliographical research, focused on written sources addressing the topic, books, articles, dissertations and theses defended, between 2020 and 2024, by Mozambican postgraduates holding degrees at national and foreign universities. The analysis enabled the perception of the metamorphoses marked in education, as well as the projection of strategies for operating the educational system in order to adapt it to the country's needs. The research revealed that the exclusionary and elitist policies of the colonial period, which resulted in the provision of segregationist education, were the main reason for the higher rate of illiteracy among natives. Post-independence, the country adopted social justice policies. In conclusion, the need to carry out reforms in the National Education System became clear. Until the reforms are observed, conditions to guarantee the quality of the teaching and learning process are not established; If qualified teachers are not selected, there is no social assistance for the disadvantaged and there are no policies to contain educational inequalities and access to education, Mozambican education will continue to be a problem to be resolved.