Evaluating the forms of integration of the tertiary education in Mozambique

The forms of integration and pedagogical articulation at tertiary education are debated around the world including studies those discuss expansion, differentiation, diversity, and fragmentation of higher education. The forms of integration are evaluated here by reviewing selected higher education literature and database from 1962 to 2021. The higher education (HE) background research in Mozambique helped assessing trends and expansion, fragmentation, differentiation, and diversity processes. These processes were described using data assessed from the Ministry of Science and Technology of Mozambique in 53 public and private universities. Statistical analyses by Excel Sheets were based on the integrated data of enrolments, new admissions, and graduations to infer the performance of isomorphism through the process of differentiation, diversity, and fragmentation. The expansion and fragmentation of HE in Mozambique is well reflected on total students enrolled in public and private systems. Results indicated slight difference of around 700 students of new admissions between public and private system. While we registered more graduations in public system than in private. Comparison assessed demonstrated the absence of significant differences, at 5% of confidence level, between new-admissions and graduated students, reflecting the intensification of fragmentation of the mother institutions. Additionally, evidence supporting the differentiation and diversity practices in public and private institutions was not found. Moreover, the expansion and fragmentation processes detected suggest the need of decentralization to offset the heavy concentration of resources and higher activities outside Maputo. While differentiation and diversity processes were absent in higher education system in Mozambique, nevertheless, may ensure educational quality and produce high quality graduate outputs, research, and community outreach activities.