**2. International education policies in the context of globalization**

This section identifies and discusses international education policies in the context of globalization and, therefore, reflects on the implications of this in relation to educational policies in Mozambique.

This reflection is also intended to identify the meanings that are/ were included and/or excluded over time from the understanding of the context under which Mozambican education policies are/were produced. The interest in discussing globalization in this work is anchored in the fact that globalization permeates teaching and school practices.

Before embarking on a description of international education policies produced in different spaces, it is important to mention that current educational policies in Mozambique emphasize that their successes and challenges have had many contours and a long economic, political, social, and ideological history, largely depending on policy options and funding partners, in each era.

Cooperation and investment relations between Mozambique and international organizations are not recent. These relations began from the period of the National Liberation Struggle around the years of 1964, as it is placed by Presidential Decree No 24/90 of 29 May 1990, which states that:

The cooperation relations between the People's Republic of Mozambique and the United Nations Educational, Scientific and Cultural Organization, UNESCO, began during the National Liberation Struggle, with the participation of this organization in the development of educational programs of the Front of Liberation of Mozambique, Frelimo [1].

After the establishment of the first Constitution of the Republic of Mozambique (MRC) after independence, education was not only a right, but also an imperative for national development. Indeed, Mozambique has ratified international and regional treaties and ratified them in its national regulatory framework [2].

At the international level, also soon after independence, in 1975, Mozambique signed the UNESCO constitution, where 1 year later (1976) it was admitted as a Member State with full rights by the 19th General Conference of the Organization [3]. However, in order to contribute to the pursuit of UNESCO's objectives in the different areas of its competence and to receive the benefits of cooperation with that organization, Mozambique was obliged to create, space for a permanent stuff dedicated to the treatment of various issues and activities related to UNESCO, whose objective was to coordinate all cooperation between Mozambique and UNESCO in achieving the statutory purposes of the United Nations and, in particular, Programs developed in Mozambique as a result of agreements or contracts signed with UNESCO in the organization's areas of competence [1].

students as possible. The Mozambican government, for example, has been making efforts

Nevertheless, educational public policies aim at encouraging and above all the access and permanence of the students in school, there has been a certain abandonment of the students during the school year. What we report is linked to findings made possible by a survey carried out in two schools of the General Secondary School (ESG) in Mozambique, Maputo, in the Municipality of Matola. We relate what was observed throughout the investigation with

This section identifies and discusses international education policies in the context of globalization and, therefore, reflects on the implications of this in relation to educational policies in

This reflection is also intended to identify the meanings that are/ were included and/or excluded over time from the understanding of the context under which Mozambican education policies are/were produced. The interest in discussing globalization in this work is

Before embarking on a description of international education policies produced in different spaces, it is important to mention that current educational policies in Mozambique emphasize that their successes and challenges have had many contours and a long economic, political, social, and ideological history, largely depending on policy options and funding partners, in each era. Cooperation and investment relations between Mozambique and international organizations are not recent. These relations began from the period of the National Liberation Struggle around the years of 1964, as it is placed by Presidential Decree No 24/90 of 29 May 1990, which

The cooperation relations between the People's Republic of Mozambique and the United Nations Educational, Scientific and Cultural Organization, UNESCO, began during the National Liberation Struggle, with the participation of this organization in the development

After the establishment of the first Constitution of the Republic of Mozambique (MRC) after independence, education was not only a right, but also an imperative for national development. Indeed, Mozambique has ratified international and regional treaties and ratified them

At the international level, also soon after independence, in 1975, Mozambique signed the UNESCO constitution, where 1 year later (1976) it was admitted as a Member State with full rights by the 19th General Conference of the Organization [3]. However, in order to contribute to the pursuit of UNESCO's objectives in the different areas of its competence and

every year to build more classrooms to satisfy local demand for schooling.

**2. International education policies in the context of globalization**

anchored in the fact that globalization permeates teaching and school practices.

of educational programs of the Front of Liberation of Mozambique, Frelimo [1].

data published by the Ministry of Education and by the average.

166 Open and Equal Access for Learning in School Management

Mozambique.

states that:

in its national regulatory framework [2].

Despite the postulated objectives of cooperation between Mozambique and UNESCO, the fulfillment of these objectives was not done blindly by the Mozambican government, since there was room for negotiation, as the Bulletin of the Republic indicates that it is the responsibility of the President of the National Commission for UNESCO to monitor the negotiation of all cooperation with UNESCO and to sign or address their respective contracts and correspondence addressed to the Director-General of UNESCO.

The dialog between the government and its international partners has been constant and articulated. Cooperation partners share the government's view of their education sector priorities [2], which means there is an ongoing negotiation.

In an attempt to answer it and based on observations of classes and interviews with the managers and teachers of the two schools that were the locus of the research, it can be affirmed that there is no horizontal functionality of the policies since there were spaces for policy adaptations, interpretations, and reinterpretations in each context, although there were strong control processes through quarterly and annual evaluations and through the filling of tables.

However, there have been several world conferences on education, to name but a few, in the early 1960s: (i) Bombay, India, in 1952; (ii) Cairo, Egypt, in 1954; (iii) Lima, Peru, 1956; (iv) Karachi, Pakistan; and (v) Addis Ababa, Ethiopia. All of them defined that, by 1980, two fundamental goals, literacy and universal schooling [4], would be achieved.

These meetings were organized and promoted by the International Community, and among several objectives, in general, the establishment of homogeneous parameters that allowed access to education for all regardless of their social, cultural, ethnic, religious, economic, etc., on the one hand. On the other hand, there was also the commitment to the most pressing problems that sickened the world. According to Ireland [5], these problems are listed below:

Child welfare, environmental, protection, human rights, empowerment of girls, productive employment, reproductive health, and urban development. All linked to the themes of peace, development, and human security.

According to the author, each of the conferences reached agreements on specific issues in a new spirit of cooperation and global purposes, on the one hand. On the other hand, they sought to articulate their themes and action plans to those of other conferences in a deliberate way, strengthening the common understanding of the development process.

The conference held in Jomtien in 1990 in Thailand adopted the concept of basic education, proposing an expanded view of education and not restricted to schooling and childhood, as can be seen in its article 1:

Satisfy basic learning needs. Each person, child, young person, or adult must be able to take advantage of educational opportunities aimed at satisfying their basic learning needs. These needs include both the essential tools for learning (such as reading, writing, speaking, calculating, solving problems) and basic learning contents (such as knowledge, skills, values and attitudes) Human beings can survive, fully develop their potential, live and work with dignity, participate fully in development, improve the quality of life, make informed decisions and continue to learn […]. The extent of basic learning needs and the way to satisfy them vary by country and culture, and inevitably change over time [5].

cultures, the diversity, differences, and challenges are greater when one considers to include and reconcile All needs and differences in a national curriculum, or rather, make it as democratic as possible [7] in a globalized world with deep differences. Moreover, based on the conclusions of Mazula and Ngunga, given these linguistic diversities, there is a relation between

Curricular Policy and Access and Permanence of Students in School

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In fact, globalization is an opportunity for the world and for Mozambique in particular because it shortens distances and eases border rigidity and there is greater and faster communication between societies, there is also a greater circulation of information, however it is also a major challenge because not all societies, for example Mozambique, have the same level

The essence of the thesis of globalization according to Ball [8] rests on the question of the future of the National State as a cultural and political entity. This thesis is articulated through four interrelated perspectives that refer to economic, political, cultural, and social transformation. Globalization involves the spread of new technologies that have a huge impact on the

For some authors, such as Lingard and Rizvi [9], apart from the fact that the concept of globalization does not have a single uniform meaning and have multiple expressions as dynamic as specific in each context, the phenomenon of globalization is not as new as it stands Lopes [10].

It is a producer of disjunctive flows that have long existed, and these flows characterize the constant movements of ideas, ideologies, people, images, technologies that are only temporarily seen as stable structures or organizations due to the inability of our devices to identify

These organizations have had very profound influences on national educational policies. It is in this context that Ball [11] argues that it is no longer possible to view educational policies from the nation-state point of view alone, as education is a regional and global policy issue

In the view of Lingard and Rizvi [9], globalization affects the way we interpret and imagine the possibilities of our lives, since the idea of globalization represents both an ideological construction and a social imaginary that determines the discourses of educational policy. For this reason, a good analysis of educational policy implies understanding how the effects of globalization actually work, rather than characterizing it as the general cause of certain politi-

Regarding the impact of globalization in the field of education, one can point to the provision of policies and the consequent submission of less-developed countries, in a greater or lesser sense, to international policies through the evaluation of the Teaching and Learning Process (TLP) by using standardized and internationalized instruments, as analyzed by Torres and Burbules [12]. Moreover, from the standpoint of Lingard and Rizvi [9], educational purposes have been redefined in terms of a narrower set of interests about the development of human capital and the role that education must play in meeting the needs of the global economy and ensuring

the mother tongue of the individual and his/her school performance.

economy, politics, society, culture, education, and individual experience [8].

of economic, technological, and human development.

and deal with this movement [9].

cal developments [9].

and increasingly an international trade issue.

competitiveness of the national economy.

In this context, according to the same author, basic education is more than a purpose; it is the basis for learning and for permanent human development, on which countries can systematically build levels and more advanced types of education.
