Open and Innovative Schooling: An Implementation Experience in Fifteen Secondary Schools across Mozambique

Authors

  • Sérgio Paulo Cossa National Institute of Distance Education
  • Lurdes Patrocínia Matavela Nakala National Institute of Distance Education
  • Nilsa Adelaide Issufo Enoque Pondja Cherinda Eduardo Mondlane University

DOI:

https://doi.org/10.56059/jl4d.v8i3.580

Keywords:

open schooling, secondary schooling, OER, Aptus, learing support, tracer study

Abstract

This case study explores the open and innovative schooling model piloted in fifteen secondary schools across all regions of Mozambique in the period 2018 to 2020. The model involved provision of access to curriculum-based digital Open Educational Resources (OER) using an Aptus device to enable sharing offline. Learning support centres offering access to some ICT as well as opportunities for individual use or structured tutorials were established in fifteen schools around the country. A mixed methods tracer study was designed and implemented using quantitative analysis to ascertain student enrolment, retention and success and then used qualitative focus surveys and focus groups to gauge the satisfaction of students, teachers and managers with the OIS model to inform future planning. While the pilot was generally considered successful in augmenting existing secondary schooling provision, access to devices, teacher development and support and expansion of curriculum coverage were all found to be in critical need of improvement if the model is to be scaled.

Author Biographies

Sérgio Paulo Cossa, National Institute of Distance Education

Sérgio Paulo Cossa obtained a Master's degree in Planning and Management from UNESCO Institut International de Planification de l'Education, France; a Postgraduate Professional Certificate in Educational Planning, Economics and Finance from the University of the Witwatersrand, South Africa; a Postgraduate in Educational Management and Administration from the University Eduardo Mondlane, Mozambique, and a degree in Physical Education and Sports Teaching from the Pedagogical University, Mozambique. He is currently doing his PhD in Multimedia in Education at the University of Aveiro in Portugal. He is Head of Department of Planning, Administration and Finance in the Ministry of Education and Human Development, assigned to the National Institute of Distance Education and Focal Point of COL in Mozambique. He focuses on Social Sciences with emphasis on Education Sciences, and particularly in Innovative Open Schooling.

Lurdes Patrocínia Matavela Nakala , National Institute of Distance Education

Lurdes Patrocínia Matavela Nakala holds a PhD in Multimedia in Education and is educational specialist senior officer in the National Institute of Distance Education (INED) in Mozambique. She has experience in the field of open and distance learning (ODL), since 1994 up to date, with leading roles on the definition of ODL policies for quality assurance and accreditation; institutional audit and programme evaluation; as well as in the development of the national ODL quality assurance framework for all levels of education. She also, played the role of alternate country representative member in the five-year Southern African Development Community (SADC) ODL Project and Southern African Distance Education Association (DEASA). Additionally, she served as country COL focal point.

Nilsa Adelaide Issufo Enoque Pondja Cherinda, Eduardo Mondlane University

Nilsa Adelaide Issufo Enoque Pondja Cherinda,  holds a PhD in Multimedia in Education from the University of Aveiro; and a Masters in Open and Distance Learning from the National University of Distance Education of Spain. She holds a professional certificate in Distance Education from a nine-month course offered by the Commonwealth of Learning and the (then) South African Institute of Distance Education and a University Leadership Course from the University of Oldenburg, Department of Continuing Education and Education Management.

She is Assistant Professor at the Eduardo Mondlane University, with working experience of about 24 years; particularly at the Distance Learning Center, where she has been serving since 2003. Prof. Nilsa Cherinda has been an advisor and facilitator of workshops and training in subjects on the open and distance learning, use of different learning management systems, working as a consultant to establish ODL units, developing ODL study programs and materials. She has experience coordinating several distance learning projects.

She is currently the director of the Distance Learning Center at UEM; she is Mozambique's representative at the Southern Africa Distance Education Association and Mozambique's, vice-chair of DEASA and representative at the African Women's Mathematics Association.

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Published

2021-11-17

How to Cite

Cossa, S. P. ., Nakala , L. P. M. ., & Cherinda, N. A. I. E. P. . (2021). Open and Innovative Schooling: An Implementation Experience in Fifteen Secondary Schools across Mozambique. Journal of Learning for Development, 8(3), 601–610. https://doi.org/10.56059/jl4d.v8i3.580

Issue

Vol. 8 No. 3 (2021): ISSUE 3

Section

Case Studies

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Received 2021-10-12
Accepted 2021-11-01
Published 2021-11-17