Abstract:
The present dissertation aims to verify the access and inclusion of talented candidates in higher
education in the School of Communication and Arts (Escola de Comunicação e Artes) of
Eduardo Mondlane University. It was a qualitative study supported by combination of methods
and techniques of data collection, in order to offer a panoramic overview of Higher Education
Institution of arts in Mozambique within its evaluation and selection processes of admission
exams of talented candidates in music and theater courses at Eduardo Mondlane University. It
was undertaken a comparative approach to focus on performative courses in the period between
2012 and 2018, because there were made changes in these courses especially in the management
of admission exams, available places, and curriculum reforms. There were used semi-structured
interviews to four categories of participants in the study, namely, courses directors; exams
elaboration commission; evaluators; and members of Admissions Department of UEM. It was
applied an statistic compilation of data method of admission reports from 1999 to 2018 and two
papers of admission exams from 2012 to 2018. Through this research it was possible to see that
in legal terms, in Mozambique there are not regulations regarding inclusion of talented people.
Within UEM and ECA there are no inclusive models of admission exams, selection, and access
conditions and other condiments of identification of talented candidates and with potential to
higher abilities in arts and other areas of knowledge.
