The evaluation in learning cycles in the basic education of Mozambique: between tensions and challenges
DOI:
https://doi.org/10.5212/PraxEduc.v.13i1.0002Abstract
This paper discusses the policy of cycles of learning (non retention policies) introduced by the last curricular reform in Basic Education (BE) in Mozambique in 2004. This policy has faced many objections within the society due to the fact that the students are promoted from one class to another without having acquired the competences proposed in the curricular plan. The main objective of this study was to analyze the tension and challenges of the evaluation in learning cycles in BE in Mozambique. The methodology used was based on bibliographic and documental survey. The research concluded that the necessary conditions for the implementation of the progression politics in the learning cycles in Mozambique were not created. Therefore, it is necessary to improve aspects such as policy dissemination, schools functioning conditions and teachers’ education, so that formative assessment can be applied effectively.
Keywords: Basic Education. Learning Cycles. Learning assessment.
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