Discourse Patterns in First Language Use at Hcme and Second Language Learning at School: an Ethnographic Approach

Setting I 77

3.2 Education in Mozambique

3.2.1 Colonial education

As in Mozambique the colonial economy was less developed than in other
colonies, education was comparatively more backward. Colonial Mozambique,
consistently over the years, fell well behind practically all Africa in
educational provision on measures like primary and secondary school
enrolment, literacy, number of schools and Universities, technical
education and educational expenditure. African education was particularly
neglected (see Azevedo, 1980 for a comparative study, and Table 3.3 on the
following page). Even the accelerated expansion of the mid-sixties and
early seventies, due to the combined pressure of the armed struggle and
of international criticism, did not produce standards comparable with
other African countries.

There were 3 types of schools: schools for whites and assimilados funded
by the Government, Catholic Mission schools for the indigenes (Africans)
about 90% supported by the Government, and few, self supporting, non-
catholic Mission schools.

There was a maximum age limit to enter the final primary school
examination (Grade 4) and for rural African children, who started school
at an older age, and had to go through a 'rudimentary' course designed to
teach Portuguese before even begining the official 4-years course, there
were few chances of succeeding. They were consequently barred from
secondary schools because of tuition costs and boarding expenses in the
towns, where the schools were situated. (Mondlane,1969; M.E.C.,1980a>

Mission schools adopted the curriculum used in Portugal without any
revision, and Insisted on the catechism more than academic subjects;
pupils were used as agricultural labour force to improve the mission

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