SUSTAINABILITY OF BASIC SCHOOLS IN MOCUBA: INSTITUTIONAL, INFRASTRUCTURAL, AND PEDAGOGICAL CHALLENGES

Abstract

This article analyzes the sustainability of basic education schools in the district of Mocuba, within the context of the expansion of basic education and the implementation of lower secondary education (7th, 8th, and 9th grades). Based on institutional data, empirical evidence, and stakeholders’ perceptions collected at the District Service of Education, Youth and Technology, the study examines the main infrastructural, pedagogical, institutional, and community participation challenges affecting access, retention, and completion of basic education. Methodologically, a mixed-methods approach with qualitative predominance and a descriptive-analytical nature is adopted, complemented by secondary quantitative data. The findings indicate that, despite improvements in school access and student retention, the sustainability of basic education schools in Mocuba remains constrained by structural weaknesses, shortages of qualified teachers, demographic pressure, and limited infrastructure maintenance capacity. The study concludes that strengthening school governance, continuous investment in human resources, and enhanced community participation are essential pillars for achieving sustainable basic education.