PROGRESS AND PLaNS, 1963-1964 - Page 10.
Primary Programme
When the Mozambique Institute was first being thought out, it v/as
decided that there was no room for a primary education training programme and that the emphasis v/ould be on the secondary school programme.
However, with the progressive involvement of the Institute in the
educational aspirations of the refugees, it has become necessary that
a programme be launched to provide some measure of training below the
secondary level.
The need for such a programme became apparent at the time of the
reorganization of the African-American Institute Special Training
Centre at Kurasini, a reorganization v/ith v/hich the Mozambique Institute was in hearty agreement.  However, approximately fifty percent of
the Mozambican student body was asked to leave the school, either because they were illiterate or semi-literate, or because they v/ere only
on the primary level of achievement.  Neither group could continue
their studies in the secondary programme.  The first group of students
was composed mainly of men in their twenties and thirties v/ho had never,
or only rarely, been to school.  The second group of students v/ere
principally teen-agers who had gotten a late start v/ith their schooling, who could read and write either English or Portuguese ( and sometimes both) and who had attained various proficiency levels in mathematics.  Since there was no longer any school for them in Dar es Salaam,
there v/as no alternative for them other than to live at the Mozambique
Refugee Camp 40 miles outside the city, a two-hour drive from Dar.
The Mozambique Institute was increasingly concerned with this
large group, especially with the needs of the younger group in the
camp.  Consequently, the Director of the Institute visited the camp
v/ith the idea of setting up an educational programme for the people
that had to leave the Kurasini School.  The camp v/as clean and well-
disciplined, although there were none of the amenities of life (i. e.,
beds) that could make one comfortable.  But in chatting with the young
people, the lack of comfort v/as not the problem.  It was the lack of
any kind of educational opportunity which v/as distressing to the
primary students and the semi-literate alike.
In discussing the situation v/ith the camp organizers, it was
agreed that some educational programme could be instituted and would
be welcomed by all concerned.  After meetings v/ith the Educational
Officer of PRELIMO (the group running the camp), the Portuguese-
speaking teacher of the African-American Institute, and the staff of
the Mozambique Institute, a simple programme v/as outlined to be
carried out at the camp.  The camp students would be able to attend
four different grades according to their level of achievement:
1. Class la for illiterates and semi-literates, teaching
Portuguese and maths;
2. Class lb for students who had begun Grade One (Classe
I in the Portuguese system), but had not completed the
course, teaching more advanced Portuguese and maths;
3. Class 2, teaching advanced Portuguese and maths;
4. Class 3, teaching a full primary programme in Portuguese,
maths, history and g ography, preparing a student to
enter a secondary level school.
All students would attend a two-hour weekly class in hygiene.
The teaching staff will be composed of volunteer primary school
teachers from among the refugees in Tanganyika, who will be paid a
very minimal fee.  The teachers will be given guidance by the teaching staff of the African-American Institute Special Training Centre
and the staff of the Mozambique Institute.  The greatest problem lay