This article presents the findings of a study on Mozambique model of teachers’ training course and how it impacts on the primary school curriculum management. The qualitative methodologies were used in order to describe and analyse this type of teachers’ training effect on curriculum management and pupils’ academic performance. The government recruits grade 10 graduates and train them for one year as primary school teachers. The study was undertaken through qualitative research. The design for this study was case study. The study was conducted in Zambezia Province in Mozambique, Data were generated through interviews with education directors, head teachers, recruiters and heads of communities with an intention of understanding how this type of training impacts on primary school management curriculum in the country. The data were analysed using grounded theory. The key finding was that Mozambique has experimented with various models of teacher education since independence as the results, Primary school education is not improving because of the quality of teacher’s education and participants were not happy with grade 10 + 1 year of teachers training course considering the period of training is short. The study concludes that teachers are not well trained due to the short period of training and pupils’ academic achievement is affected negatively by the type of teachers who are not well trained. The study recommends that the Government of the Republic of Mozambique allocates more financial support to the education system to provide enough learning period at list grade 10 + 3 years of training. The government should benchmark the teachers’ development programme with oether SADC member states.

Keywords : One Year, Teachers’ Training, Mozambique Schools.