Higher education has under gone a noteworthy evolution in recent years. The University of Lourenço Marques was transformed into the Eduardo Mondlane University (UEM) in 1976. As from that date it was possible to introduce courses that had not previously existed, ensuring that the range of courses on offer gradually evolved and varied.

In the mid-1980s two new higher education institutions were set up: the Higher Pedagogic Institute (transformed into the Pedagogic University in 1995), and the Higher Institute of Inter national Relations. By 1999 there were six recognised higher education institutions in Mozambique, with about 12,000 students, of whom 25% were attending, as already mentioned, private institutions (Table 3.3 and Graph 3.17).

Table 3.3: Number of students in higher education, 1990-1999
	1990	1991	1992	1993	1994	1995	1996	1997	1998	1999
UEM	2.884	3.038	3.482	4.036	4.697	5.200	5.762	6.200	6.772	6.800
UP	813	1.032	1.118	1.214	1.377	1.489	1.462	1.520	1.564	1.987
ISRI	53	42	54	33		155	135	155	201	134
ISCTEM								201	500	644
ISPU							160	371	680	919
UCM							102	203	605	1.350
Source: MINED

It did not take long before the rapid expansion of secondary education put increased demands on the higher education institutions. The existence of second cycle secondary schools in all the provinces contributed to an increase in the numbers graduating from this level who demanded higher education. There seems to be a correlation between the increased demand for higher education and the salary system applied, at least in the state sector , which over values academic qualifications in determining wages. It is thought that this circumstance sharpens the social demand for higher education.

Furthermore, a chorus of voices clamours for the establishment of higher education institutions in other parts of the country, on the assumption that this would help promote equitable access for students who do not come from Maputo, where the public universities are located, and would
stimulate balanced development in the various regions.

Despite the results noted in the quantitative development of higher education in Mozambique, it is recognised that the main bottlenecks in the sub-sector concern its low level of efficiency, and the lack of relevance of its curricula, which are clearly out of line with the expectations of social and economic sectors.