Journal of International Development Studies
Online ISSN : 2434-5296
Print ISSN : 1342-3045
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Mozambique's Primary Mathematics Curriculum Revision from a Perspective of Educational Borrowing: Focusing on Endogenous Development in Education
Satoshi KUSAKA
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2020 Volume 29 Issue 2 Pages 89-104

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Abstract

There is no doubt that conducting an appropriate curriculum revision is one of the important factors for improving the quality of education. Therefore, the appropriate curriculum revision is an urgent issue for every country to achieve. It is crucial to implement the revision by using accumulated knowledge and experience in their own country, which is called endogenous development of education (Baba, 2014). In this study, we tried to clarify the current situation and challenges of primary mathematics curriculum revision process in Mozambique from the perspective of educational borrowing model. In addition, we analysed it considering endogenous development of education. The study was conducted combining a review of the curriculum (Year 2004 and 2015) and the materials used in the curriculum revisions and interviews with working group members for 2015 curriculum revision. As a result, we found out mainly three things. First, even though referring to the world trends curriculum such as the results of The Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) and competency-based curriculum, they did not simply take them unconditionally, but internalized them by conducting the assessment test and interviews with various stakeholders by the Ministry of Education. Second, the curriculum revision was proceeded based on the data accumulated for 10 years since the previous revision. Finally, the National Institute for Educational Development (INDE) has exhibited a strong initiative throughout the process of curriculum revision. Referring to the four stages of educational borrowing model, it can be said that the current stage is that the borrowed curriculum has been continuously revising and adapting to the circumstances of their country. Although this study is only a case study in Mozambique, the series of analysis provided in this study would be a reference to the studies on education borrowing and the endogenous development of education.

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© 2020 The Japan Society for International Development
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