▼•—r
J.
MOZAMBIQUE INSTITUTE
(INSTITUTO MOpAMBICANO)
P. 0. Box 20773
Dar es Salaam, Tanganyika
PROGRESS AND PLAITS,   1963-1964
Introduction
Mrs. Janet Mondlane and Miss Betty King arrived in Dar es Salaam
in the first week of August 1963 to organize and administer the Mozambique Institute.  The primary function of the Institute is to assist
Mozambican refugees in East Africa in all educational fields.  The
first months of the Institute's operation were largely devoted to an
assessment of the most pressing educational needs in the Dar es Salaam
area, and a number of programmes have been developed and put into
operation*
Secondary School Programme
When we arrived in Dar es Salaam, our first step was to interview
and test each of the Mozambican refugee students already located here,
the majority of whom v/ere enrolled at the African-American Institute
Special Training Centre at Kurasini.  These students fell into four
main groups:
1) Those students who had already received considerable
schooling and/or showed definite promise of being able
to successfully complete secondary school;
2) Students who needed further observation before their
potential as secondary students could be fairly
assessed;
3) Older students who had little or no schooling and who
had little potential as students;
4) Students between the ages of 12 and 17 years who had
not yet finished primary school.
The students were attending classes at various levels at the
Kurasini School, but without any formal programme structure leading
to a certificate which v/ould be valid as an entrance document for
admission to higher education.  Fortunately, the African-American
Institute v/as making plans to reorganize the school into a formal
secondary school structure.  They also arranged to offer a year of
pre-secondary work for those students v/ho could quickly be brought
up to level enabling them to enter the secondary programme.  They
have, in addition, expanded the programme which they offer for Portuguese speakers, so that these students may not only participate in
intensive Enlish training, but also take pre-secondary courses in
history, geography and general science under the tuition of Portuguese
speaking teachers, thus enabling them to prepare themselves to enter
the school1s regular secondary programme as soon as they are sufficiently proficient in English.
With these sweeping improvements in the organization of the
Kurasini School, it was apparent that a number of the Mozambican students
enrolled there were not really qualified to remain in the school.  On
the basis of our own interviews and tests, further testing carried out
by the school and the recommendations of their teachers, almost 50$ of
the Mozambican student population was withdrawn from the school.  This,
of course, included all of Group 3 above.  We also had to withdraw
Group 4, the students v/ho had not yet completed their primary v/ork.
However, because of their youth, and in many cases -unquestionable
ability, a new programme is being developed for these students.  The