Child Poverty in Mozambique. A Situation and Trend ... - Unicef

Figure 4.18: Untrained teachers by province and level
70
%
60
64
50
40
30
20
33
54
50
50
50
49 49
33
35
46
45
41
28
38
34
32
27
22
10
14
0
Manica Gaza Inhambane Niassa Tete Cabo
Delgado
Nampula Zambezia Sofala Maputo
province
5
8
Maputo
City
EP1
EP2
Source: MEC
The increase over time in the proportion of unqualified teachers is particularly acute at
secondary level, where 38 per cent of all teachers were unqualified in 2004 compared
to only 7.5 per cent in 1992 (Arndt et al 2006: 42). A worsening of this situation is
envisaged, due to the loss of trained teachers (especially at secondary level), to better
paid jobs in other sectors, to non-teaching posts in the education sector, or as a result
of the impact of HIV/AIDS (MEC 2006).
One of the major problems underlying the lack of qualified teachers is the current
teacher training system. There are currently various different programmes, institutions
and models in place with corresponding separate administration. The current system
is composed of the following models:
Pre-service training
• The Centros de Formação de Professores Primários (CFPPs) train teachers
for basic education level (EP1). Entrants have completed 7th grade of primary
education and receive three years of training, comprising a combination of
academic subjects and professional skills.
• The Institutos do Magistério Primário (IMAPs) train teachers for both EP1 and
EP2 education. Entrants have completed 10th grade education and receive
one year of training, comprising a combination of academic subjects and
professional skills.
• Teachers for secondary school level are trained at the Pedagogical University in
Maputo, although many IMAP graduates are recruited for secondary teaching.
In-service training
In addition to pre-service training, there are also in-service distance training courses,
guided by the Instituto de Aperfeiçoamento de Professores (IAP - Institute for
Teachers’ Improvement), intended to upgrade untrained teachers and strengthen
the capacity of trained teachers. In-service training is particularly important in light of
the curriculum reform initiated in 2004 and for this reason, a system of continuous
professional development, known as CRESCER, was introduced the same year.
CRESCER is in the process of implementation and at the end of 2005 had covered 44
districts (PAP 2005).
CHILDHOOD POVERTY IN MOZAMBIQUE: A SITUATION AND TRENDS ANALYSIS
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