The education context

On the day of Tuesday, May 8 at the International Centre Loris Malaguzzi were opened for the project work EDUCA.
Were presented three different realities of Pemba, Belo Horizonte and Reggio Emilia, analyzed in the socio-educational.
The day was opened by Carla Rinaldi, President of Reggio Children, Reggio Children and the Foundation Center Malaguzzi: “This center, opened in 2006, is the place for all those who believe that children are the most important asset of the community. It ‘s a center dedicated to research, childhood is seen as the greatest resource of the present and future. To educate means to educate themselves. ”
Mrs. Macaé Evaristo: “Belo Horizonte is a city that has a number of challenges, the task of education is still in progress. In the coverage range from 6-14 years of schooling is 100%, while educational services are lacking for the age group 0-6 years. Basic education is integrated competence between the state, which is responsible for higher education, and municipalities, which are responsible for child education. The basic teaching is divided into three cycles: a) 6,7,8,9 2 years) 3 years 9,10,11,12) 12,13,14,15 years.
The Government has also set up a fund for the development of basic education and it is responsible for evaluation in the basic school. In Belo Horizonte is an ongoing phenomenon of improved income and quality of life, although there are still many disparities between regions. Belo Horizonte invests 30% of revenue in the education.
The current requirements are the construction of buildings with more space and adequate education, a substantial restructuring of day nurseries and the ultimate goal is to reach in 2020 to 0% of the population illiterate.
EDUCA then work with the project from this perspective and inspires us a lot to the experience of Reggio Emilia. “

Mrs. Rosa Vani Pereira, Head of the joint policy of Pedagogical Education of Mozambique, together with the Mayor of Pemba Mr. Tagir Assimo Carimo, presented the reality of their land: “In Mozambique coexist many different languages ​​and dialects. With regard to school enrollment is still unable to get a good percentage, they still do door to door campaigns to increase them. Illiteracy has unfortunately still a very high percentage. Education is divided into three cycles in Mozambique: 1) 1 and 2 class, 2) class 3-4-5 and 3) 6 and 7 class.
Our goal is that everyone attending basic education and illiteracy defeat in the town. In Mozambique there is still lessons under the trees, but the government is working to build solid places for school lessons. In Pemba there are 21 primary schools, 8 secondary and 12 techniques. All children are guaranteed access to education, although there is still inequality between men and women, who often remain at home or leave school early and suffer from prejudices. “

It  was also presented a study on Pemba, Cabo Delgado Province: have visited 11 schools in different areas of Notite and Paquitequete and there were several meetings, interviews and focus groups with the cooperation of the schools. Only 4% of children have access to teaching pre-school. The study results showed a poor relationship between schools and communities, teachers do not have clear curriculum, the local curriculum is not well defined in all schools. Teachers do not have an engineering background and disciplines of the arts and crafts are underdeveloped because they lack the materials and teachers are poorly prepared. Music, painting, dance, and art are made ​​only see but do not practice. The working proposal is to provide practical training for teachers, which should be followed by various specialists,to introduce new curriculum materials and to create local and comparable curriculum.

The last speech of the morning is the Councillor for Education Iuna ​​Sassi held: “The Italian educational system is divided into kindergarten (ages 3-6), primary (aged 6-11 years), first secondary level (11-14 years) and second secondary level (14-19 years). The primary school was established with the unification of Italy in 1861. Television has made ​​a major contribution to promoting the Italian language, and this could be kept in mind by other realities with which we are compared .In Italy public school is attended by 58% of pupils in nursery schools, while into students of primary and secondary school, the percentage grows to 90%. There are projects in the perspective of nutrition education in schools to retrain lunch, sustainable mobility from an early age and schools open with workshops, afternoon workshops and youth orchestras. “

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