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MozambiqueFrom Researching Virtual Initiatives in Educationby Paul Bacsich for Re.ViCa. Updated by Gabriela Job Di Laccio (Sero consultant) for VISCED For entities in Mozambique see Category:Mozambique
Partners situated in MozambiqueNo partners are situated in Mozambique. Mozambique in a nutshell Mozambique, officially the Republic of Mozambique (Portuguese: Moçambique or República de Moçambique, is a country in southeastern Africa bordered by the Indian Ocean to the east, Tanzania to the north, Malawi and Zambia to the northwest, Zimbabwe to the west and Swaziland and South Africa to the southwest. It was explored by Vasco da Gama in 1498 and colonized by Portugal in 1505. By 1510, the Portuguese had control of all of the former Arab sultanates on the east African coast. From about 1500, Portuguese trading posts and forts became regular ports of call on the new route to the east.
Mozambique is an LEDC (less economically developed country).
Mozambique education policySource: Higher Education Project for Mozambique Schools in MozambiqueUnder Portuguese rule, educational opportunities for poor Mozambicans were limited; Most of the Bantu population was illiterate, and many could not speak Portuguese. In fact, most of today's political leaders were educated in missionary schools. After independence, the government placed a high priority on expanding education, which reduced the illiteracy rate to about two-thirds as primary school enrolment increased. Unfortunately in recent years, school construction and teacher training enrolments have not kept up with population increases. With post-war enrolments reaching all-time highs, the quality of education has suffered. All Mozambicans are required by law to attend school through the primary level. After grade 7, students must take standardised national exams to enter secondary school, which runs from 8th to 10th grade. A lot of children in Mozambique don't go to primary school because they have to work for their families' subsistence farms for a living. Secondary school students study Portuguese, mathematics, biology, chemistry, physics, history, geography, physical education, technical drawing, and English (which all schoolchildren begin in grade 6). Another round of national exams after grade 10 allows passage into pre-university school (grades 11 and 12), in which students have the opportunity to study all of the former subjects (minus physical education) plus philosophy and French.
Higher educationSpace in Mozambican universities is extremely limited; thus most students who complete pre-university school do not immediately proceed onto university studies. Many go to work as teachers or are unemployed. There are also institutes specialising in agricultural, technical, or pedagogical studies which students may attend after grade 10 in lieu of a pre-university school, which give more vocational training. Since the independence from Portugal in 1975, a number of Mozambican students have been admitted every year at Portuguese high schools, polytechnic institutes and universities, through bilateral agreements between the Portuguese Government and the Mozambican Government. Mozambique’s Ministry of Higher Education, Science and Technology with full text documents such as the "Strategic Plan Of Higher Education (2000-2010)". Mozambique Higher Education Profile, by the Boston College Center for International Higher Education (CIHE) Universities in Mozambique
Polytechnics in Mozambique
Education reformRelated document: Higher Education Reform Implementation Programme (HERIP) – Mozambique
Administration and financeQuality assuranceInformation society“There is a ‘silent revolution’ in Mozambican higher education. A sense of this silent revolution is captured by a variety of studies reporting on the ‘changing landscape’ of Mozambican higher education in the last two decades (Mário, Fry & Chilundo, 2003; Brito, 2003; Beverwijk, 2005). At independence, Mozambique had one higher education institution, the Estudos Gerais e Universitários de Moçambique (EGUM), which translates into English as General and University Studies of Mozambique. Today, there are more than 26 governmental and non-governmental higher education institutions countrywide (Langa, 2006). To put it differently, from one tertiary education institution in 1962 to 26 in 2006, Mozambique has witnessed rapid growth, expansion and diversification in higher education. According to the Task Force on Higher Education and Society (TFHE), the differentiation of higher education institutions is not a new phenomenon, as different types of colleges and universities have existed for centuries. What is new, however, is the strength of the forces driving differentiation, the pace at which it is occurring and the variety of institutions being created (TFHE, 2000).
Methodologically, this chapter is based on desk research information and covers a variety of sources browsed from the Internet. The main sources, therefore, are studies, reports, government policy documents and web sites on higher education ICTs and e-learning in Mozambique.” Source: Partnership for Higher Education in Africa (PHEA) - Educational Technology Initiative: report on Mozambique (PDF - 18 pages)
Towards the information societyInformation society strategyICT in education initiatives
Lessons learntReferences
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