Análise da gestão e planificação educacional para o acesso escolar no ensino primário do primeiro grau: o caso, o serviço distrital de educação juventude e tecnologiade Massinga, província de Inhambane 2017-2020

Abstract

In the period 2017 to 2020 the District Education Youth and Technology Service (SDEJT) of Massinga failed to reach the locally planned targets for schooling by 3.6%, and of those achieved, 2.7% dropped out. In view of this situation, the present research had as the objective, "To analyse how the District Education, Youth and Technology Service of Massinga (SDEJTM) implements an educational management and planning that considers all factors that impact on school access at Primary School Level (EP1)", whose The target group of the research was SDEJTM officials (Director of the service, heads of offices) including some Presidents and/or representatives of some School Councils (SCs) and (EC) and School Directors, in a sample of 16 conveniently available participants, from a population of 48, in a qualitative-quantitative research by means of The study concluded that the SDEJT of Massinga, with regard to its The study concluded that the SDEJT of Massinga, with regard to its planning and management processes for school access, has potential strategies and or roles, such as: the provision of snacks and school materials; of pre census of school-age children; co-ordination with school councils (EC) and school (EC), with community and religious leaders in door-to-door contact for census of school-age children and active searches for school-age children who have dropped out the revitalisation and monitoring of EC activities; support for disadvantaged children; and and strengthening the school-community link through the School Councils. school councils. These strategies helped to address the potential factors that school access, such as: extracurricular work, the distance from the school house, the lack of snacks and desks, and the lack of snacks and school desks, limitations in classrooms and school books, thus minimising the impact on school access in the District, justified by the realisation of projections of 96% of the school population and a drop-out rate of only 2.7%, fortified by the positive improvement of existing SNE instruments, such as the Education Strategic Plan (PEE) Education Plan (PEE), the Basic Education Regulation (REGEB) and the National Education Plan (PNE) adapting them to the local reality, assuming management roles in planning and promoting for school access and retention in the District.(TRADUÇAO NOSSA)