THE RELATIONSHIP BETWEEN STUDENT-CENTERED LEARNING AND ACADEMIC PERFORMANCE IN MOZAMBIQUE

Abstract

This article analizes the implementation of student-centred learning within the Mozambican education system, with a focus on curriculum management, differentiation, and assessment. Employing a qualitative and explanatory approach, the study is grounded in a bibliographic review of curriculum reforms, educational policies, and contemporary pedagogical practices. The decentralisation of the curriculum and the autonomy of schools, introduced by the 2003 reform, are emphasised, alongside the challenges posed by limited resources and the ongoing need for teacher training. Curriculum differentiation is identified as a key strategy for addressing the diverse needs of students, although its practical application is hindered by large class sizes and inadequate infrastructure. Regarding assessment, the article advocates for more inclusive and authentic practices that foster students’ holistic development. The study concludes that, despite normative and theoretical progress, the effectiveness of student-centred learning in Mozambique relies on structural investments, teacher capacity-building, and cultural changes in school practices.