Innovative Open Schooling in Secondary Education in Mozambique: Technological Conditions for Students to Attend Distance Learning

Authors

DOI:

https://doi.org/10.56059/jl4d.v9i2.639

Keywords:

Distance education, Innovative Open Schooling, students, technical and pedagogical conditions

Abstract

This article describes part of the results, taken from ongoing initial research, on the potential of new media in distance education. The article explores the technological conditions that students involved in Open and Innovative Schooling (OIS) experience, focusing on the fifteen schools in Mozambique. Participants were selected by intentional sampling and a mixed method research approach was then followed. The results revealed that, in general, minimum technological conditions were created at schools for the distance learning process, despite some asymmetries between schools and students. These findings are useful for documenting and sharing the real condition under which OIS operates in the Mozambican context. Furthermore, it is key to influencing educational policies in order to include training in digital literacy, as well as strategies for technology distribution for students from the mentioned schools. These are also crucial for an in-depth reflection on the aspects to be improved for a better implementation of OIS.

 

 

Author Biographies

Sérgio Paulo Cossa, National Institute of Distance Education

Sérgio Paulo Cossa is Multimedia in Education PhD student at University of Aveiro. He got a master’s degree in Planning and Management from UNESCO International Institute of Educational Planning, 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. His main research interests are related to multimedia in distance education, innovative open schools, digital collaborative learning tools. His professional career has mostly been related to secondary schools teaching since 1995, as education planner since 2004 and recently (2018) as COL focal Point in Mozambique, coordinator of Open Schooling Innovative in Mozambique and DigiMedia- digital media and interaction research centre PhD student (2021). Email: sergiocossa@ua.pt andhttps://orcid.org/0000-0002-9379-7463

Fernando Ramos , University of Aveiro

Fernando Ramos holds a degree in Electrotechnical Engineering and Telecommunications (1979) and a PhD in Electrotechnical Engineering/Telecommunications Systems (1992) from the University of Aveiro. He has been a full professor at the University of Aveiro since 2003. Expert in Digital Media, eLearning and Distance Education, he held teaching, research, scientific coordination and management positions in the Department of Electronics and Telecommunications (1982-2000), Department of Communication and Art (2000-2021) and in the Centre for Multimedia and Distance Education (1998-2009) of the University of Aveiro, having also carried out and coordinated several research and cooperation projects as an international consultant, namely in collaboration with Higher Education institutions in the Portuguese-speaking African Countries and Timor-Lorosa'e. He served as president of the Commission for Distance Learning of A3ES - Agency for Assessment and Accreditation of Higher Education (2020-2021) and he is currently the Rector of Universidade Portucalense. Email: fernando.ramos@ua.pt

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Published

2022-07-19

How to Cite

Cossa, S. P., & Ramos, F. (2022). Innovative Open Schooling in Secondary Education in Mozambique: Technological Conditions for Students to Attend Distance Learning. Journal of Learning for Development, 9(2), 291–304. https://doi.org/10.56059/jl4d.v9i2.639

Issue

Vol. 9 No. 2 (2022): ISSUE 2

Section

Case Studies

License

Copyright (c) 2022 Sérgio Paulo Cossa, Fernando Ramos

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Received 2022-02-18
Accepted 2022-05-13
Published 2022-07-19