The need to eradicate poverty through increased literacy
One of the central goals defined by the Government of Mozambique in its long-term development strategy is “poverty reduction through labor-intensive economic growth”. The highest priority is assigned to reduce poverty in rural areas, where 90 percent of poor Mozambicans live, and also in urban zones. The Government recognizes also that, for this development strategy on poverty eradication to succeed, expansion and improvement in the education system are critically important elements in both long-term and short-term perspectives.
In the long term, universal access to education of acceptable quality is essential for the development
of Mozambique´s human resources, and the economic growth will depend to a significant extent on the education and training of the labor force. It is very important to develop a critical mass of well-trained and highly qualified workforce which in turn will improve the overall literacy, intellectual development, training capacity, and technical skills in various areas of the country’s economic and industrial development.
In the short term, increased access and improved quality in basic education are powerful mechanisms for wealth redistribution and the promotion of social equity. This policy is consistent with the provisions of the new Constitution of Mozambique adopted on 16 November 2004, in its articles 113 and 114 which deal respectively with education and higher education. Around the year 1990, the Government of Mozambique decided to change its social, economic, and political orientation system from the centrally-planned system inherited from the communist era and adopted a western-style of the free market system. At the same time, it was also decided to adopt fundamental changes in the education programs. Since drastic changes and wide-ranging effects were resulting from the adoption of the new economic and political orientation, it was necessary to provide new guidelines and rules governing the management of institutions of higher education.
The struggle continues: “a luta continua”!
The economic and political changes were progressively introduced with success through legislative and regulatory reforms. However, it has not been very easy to evenly change rules of social and cultural behavior. In particular, vulnerable younger generations are the most affected by the rapid changes in society, while the reference model and values they expect from elder people in modern Mozambican society seem to be shifting very fast. And in some instances, there seems to be no model at all. The new wave of economic liberalism in Mozambique, better defined by the popular concept of “deixa andar”, literally meaning “laisser-faire”, was mistakenly adopted as the guiding principle in the areas of social, cultural, and education development.
The “laisser-faire” principle is better understood by economists and entrepreneurs in a system of open market and free entrepreneurship, under which the Government’s intervention is reduced to exercising minimum regulatory agency. The recent considerable economic growth realized by the Government of Mozambique (10% of successive growth index over four years) is attributed mainly to this free-market policy. This principle should be carefully differentiated from “laisser-aller” which, in the French language, rather means lack of discipline in academic, economic, social, and cultural environments.
Reforming higher education institutions represents a real challenge, both at the institutional and pedagogic levels, not only in Mozambique but elsewhere and in particular in African countries faced with the problem of “acculturation”. The youth seeking knowledge opportunities in national universities, polytechnics, and higher institutes, where students are somehow left on their own, having no longer any need to be under permanent supervision of their parents or teachers, are disoriented. Since reforms in higher education institutions take longer than in any other institutional environment, it is necessary indeed to adopt adequate transitional measures to respond to the urgent need of the young generations.
This essay reviews current trends and the recent historical background of higher education institutions of Mozambique. It argues against the adoption of the classical model of higher education from European and other western systems. In its final analysis, it finds that there is a need to include ethical and deontology (social, cultural, and moral education) components as priority sectors within the curriculum in higher education institutions, to instill in the students and lecturers positive African values in general, and in particular, national Mozambican models. It is rejecting the neo-liberal thinking, which proposes that students in higher education institutions should be allowed to enjoy unlimited academic, social and intellectual uncontrolled independence, in conformity with western classical education and cultural orientation. It advocates for critical thinking and brainstorming on key issues towards the development of positive cultural and ethical models in higher education institutions which could be used to promote knowledge development and poverty eradication in the country’s rural areas and urban zones affected by unemployment, pandemics, and economic precariousness.
The colonial legacy and its cultural impact on higher education in Mozambique.
Many experts have described the Mozambican mother of higher education as an institution for colonialists and “assimilates”. The first institution of higher education in Mozambique was established by the Portuguese government in 1962, soon after the start of the African wars of independence. It was called the General University Studies of Mozambique (Estudos Gerais Universitários de Moçambique EGUM). In 1968, it was renamed Lourenço Marques University. The university catered for the sons and daughters of Portuguese colonialists. Although the Portuguese government preached non-racism and advocated the assimilation of its African subjects to the Portuguese way of life, the notorious deficiencies of the colonial education system established under the Portuguese rule ensured that very few Africans would ever succeed in reaching the university level. However, many educated African were led to adopt the colonial lifestyle.
Despite Portugal’s attempts to expand African educational opportunities in the late 1960s and early 1970s, only about 40 black Mozambican students – less than 2 percent of the student body -had entered the University of Lourenço Marques by the time of independence in 1975. The state and the university continued to depend heavily on the Portuguese and their descendants. Even the academic curriculum was defined according to the needs and policies defined long ago by the colonial power.
Soon after Independence in June 1975, the Government of Mozambique, from the FRELIMO party, adopted a Marxist-Leninist orientation and a centrally planned economy. The educational system was nationalized, and the university was renamed after Dr. Eduardo Mondlane, the first president of FRELIMO.
Many cadres trained in Portugal and other European and American universities came also with their own educational and cultural background. Apart from the Eduardo Mondlane University, new public and private universities and institutes were established. These include the Pedagogic University, the ISRI, the Catholic University, ISPU, ISCTEM, and ISUTC. Most of these institutions adopted a curriculum clearly modeled on the classical European model. There is still a need to integrate African traditional values in the course profiles offered and research programs developed by these institutions.
The traditional role of a university is to enlighten and serve as a reference within the society: “illumination et Salus Populi”. Today, Mozambique is one of the most culturally and racially diversified societies of Africa. This diversity should be considered a cultural treasure for the nation. It has become however apparent that it’s more a “Babel Tower case”, as no unified Mozambican values appear to develop from this wide variety. With the creation of new public and private universities and new faculties, it would become easier to increase a critical mass of university lecturers and academic professionals, who would in their turn, influence society, creating and instilling national positive values and ethical principles of conduct in the younger generations. According to many lecturers and students contacted at UEM, Universidade Pedagogica UP, and UDM, the impact of higher education on the development of positive academic, scientific, social, and cultural values in Mozambique is yet to be felt.
It is however necessary to acknowledge the importance of newly introduced community-based education programs in some institutions. For instance, the emphasis on community and service has guided curriculum development at the Catholic University; its course in agronomy (Cuamba) concentrates on peasant and family farming systems and leans heavily on research and outreach within local farming communities. The CU course in medicine (developed in collaboration with the University of Maastricht) which concentrates on teaching medicine, was particularly deemed appropriate for the rural and urban poor populations of Mozambique, as it is more based on problem-solving and focuses much more on traditional issues.
New Reforms in higher education institutions with a more participative approach
Mozambique is one of few countries in Africa where a new generation of leadership has stepped forward to articulate a vision for their institutions, inspiring confidence among those involved in higher education development and the modernization of their universities. In a series of case studies sponsored and published by the Partnership for Higher Education in Africa, it was confirmed that African universities covered by the studies have widely varying contexts and traditions. They are engaged in broad reform, examining and revising their planning processes, introducing new techniques of financial management, adopting new technologies, reshaping course structures and pedagogy, and more important, reforming practices of governance based in particular on their own contexts and traditions.
Important institutional reforms concerning the strategic planning experiences of the Eduardo Mondlane University (UEM) were initiated and implemented so far. Two strategic planning cycles were developed, the first in 1990 and the second one in 1996 / 97. The second one was meant to adapting to the impacts of newly adopted multi-party democracy, market competition, and globalization. Whereas the first reform cycle was the result of high-level officials at the university, the second one was generated using a participatory methodology deemed to be more effective in involving the university staff in the process.
It is important to listen to everyone and to be seen as listening. We are also convinced that various components of the population in Mozambique should be involved in the next phases of the process to define what kind of education orientation the population would wish to have for their children.
There is important progress but yet the limited academic impact on the development of the society
Considerable progress has been so far made in post-independence Mozambique. After the initial problems caused by the long years of civil war and then the long efforts necessitated by the adjustment to a market-driven economy and a multi-party democratic political order, Mozambique is now considered to have a higher education system that offers a wide variety of course options and extensive research opportunities. However, a major weakness highlighted by many observers is that all the institutions remain basically concentrated in the capital city of Maputo and its neighboring provinces. It is argued that they serve only a limited fraction of the Mozambican population, and are destined to train the elite of prominent people in government and the professions, industry, and commerce. It is also alleged that the majority of the students who succeed in entering public and private institutions of higher education are from relatively rich families.
It is finally emphasized that nearly 80 percent of university students in Mozambique use Portuguese as their principal means of communication, thus strengthening the perception of establishing, reproducing, and consolidating a hereditary elite, with model values copied on western societies. In response to this challenge, it was suggested that the government should encourage the emergence of new and non-traditional HEIs closer to the local communities, able to respond more rapidly and flexibly to the demands and expectations of the public and private sectors for high quality trained workforce while addressing both regional and socioeconomic imbalances in the country.
In our final analysis, we find that the impact of higher education institutions on the development and dissemination of traditional African social and cultural values would be very limited for a long period. As long as the access and feedback from all levels of the society and regions will be left out of the core interaction with the highly educated elite and higher education institutions mainly concentrated in Maputo, the role of universities in promoting African positive values, a culture of academic ethics and deontology in the entire national society will be very limited.
The process of “Nation building” needs to rely on strong academic support. One of the Government’s main constitutional commitments is to promote the development of the national culture and identity (article 115 of the 2004 Constitution). It is clear that many institutions, for instance, television, are actively promoting cultural diversity through various means. Institutions of higher education should be seen doing more, in particular starting with the students themselves and the academic community members, who are expected to be the light of the society. Such actions would include the integration of courses on ethics and deontology and develop a wide-ranging variety of education models that reprove negative behavior and promote positive values. We recommend that the Government should for example instruct public universities and other higher education institutions, to appoint “Ethics and Deontology Committees” at the level of their University Councils and within all autonomous faculties.
-Fry, Peter and Utui, Rogéro (1999), The Strategic Planning Experience at Eduardo Mondlane University, ADEA Working Paper on Higher Education, ADEA, Association for the Development of Education in Africa, Paris.
-Mouzinho, Mário; Fry, Peter; Levey, Lisbeth, and Chilundo, Arlindo (2001), Higher Education in Mozambique: A Case study, The Partnership for Higher Education in Africa, New York University, New York