Community involvement in Mozambican school management
Date
2014-03-19
Authors
Sacatucua, Somao Carlos Capece
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Abstract
In the new democratic context of the country, with particular reference to
education, the issue of community involvement in school management, is
one that has received scant attention in education policy. In the view of the
researcher, the issue is of critical importance at a time when education is
facing developmental crises, which are not isolated from the whole
spectrum of the levels of the country's development.
The purpose of this exploratory study was to generate better
understanding of the issue and create greater awareness among policymakers,
education authorities and the community in general about factors
that may hinder or enhance the involvement of the community in school
management in Mozambique.
A qualitative research methodology was adopted, which used semistructured
interviews based on three major questions, to elicit an
understanding of the research topic. The research was confined to the city
of Maputo and the Province of Maputo. The population sample was made
of officials in the Education Ministry, Directors of Education in the city of
Maputo and the Province of Maputo, education authorities in the visited
Districts and schools, teachers, students, resident community members
and institutions.
In a nutshell, the results of the study indicate that, although there is a
growing perception of the value of community involvement, clearer
understanding of the concept is in the hands of the education practitioners.
Parents commissions were generally seem as the present form of schoolcommunity
interaction. Constraints of different nature were identified, but
they were generally assumed as the conjuncture of evolutionary or
transitional process that the country is undergoing.
The creation of school councils in schools was the central finding as to
how to improve community involvement in schools in Mozambique.