O ensino superior em Moçambique é muito recente, pode ser localizado a partir de 1962, com a criação dos Estudos Gerais Universitários de Moçambique, o qual, desde a sua criação e até a independência nacional em 1975, manteve acesso discriminatório, pois se destinava majoritariamente aos filhos dos colonos. Com a independência nacional, instala-se um Estado socialista e reformas tendentes a garantir o acesso de todos à educação superior e, dentre as ações, são criadas mais duas instituições. Com o agravamento da guerra civil e a pobreza em 1983, o país viu-se obrigado a solicitar apoio internacional. Em 1984 adere ao Fundo Monetário Internacional e o Banco Mundial inicia um programa de reabilitação econômica e reformas do Estado, que, a partir de 1990, desencadearam mudanças no quadro constitucional e legal do país, o que inclui a aprovação de nova constituição, de cunho neoliberal (1990), de nova lei de educação, a lei nº 6/1992 e, em 1993, a primeira lei do ensino superior, a lei nº 1/93. Com o novo quadro legal, iniciam-se privatizações de serviços sociais, incluindo o ensino superior, contexto em que se assiste a sua expansão. Considerando essa trajetória histórica, esta tese analisa, no âmbito das políticas neoliberais realizadas pelo país e da expansão do ensino superior, as políticas de assistência estudantil adotadas por Moçambique, e, para tal, recorreu-se à Abordagem do Ciclo de Políticas de Bowe, Ball e Gold, conforme sistematizada por Jefferson Mainardes. A assistência se dá por políticas institucionais, não existe uma política de âmbito nacional. Foram analisadas no trabalho as ações do Instituto de Bolsas de Estudo e de cinco instituições do ensino superior Dados obtidos a partir de entrevistas, estudo documental (regulamentos, editais, leis e relatórios), pesquisa bibliográfica e observações no campo, mostraram que as bolsas de estudo, que são a forma predominante de assistência estudantil, ainda são incipientes em qualidade e quantidade, comparadas ao número de vagas de ingresso e custos da formação (cerca de 17 a 63 dólares mensais). Apesar do compromisso do Estado com a justiça social (artigo 1 da Constituição da República), e das políticas institucionais justificarem-se pela necessidade de combater as desigualdades econômicas, de gênero, regionais e as necessidades especiais no acesso ao ensino superior, na prática pouco tem sido o seu alcance, pois a conjuntura neoliberal, o processo histórico e cultural de construção de nação e a dependência financeira do país aos organismos internacionais têm influenciado bastante a ação social estatal. O estudo sobre as políticas de assistência estudantil no ensino superior em Moçambique poderá permitir rever as ações que estão sendo implementadas nesse âmbito pelo Estado e influenciar para a reformulação dessas ações no sentido de constituição de políticas adequadas à realidade e necessidades do país, e/ou a uma proposta de âmbito nacional, de uma Política Nacional de Assistência Estudantil. / Higher education in Mozambique is quite recent; it may be dated from 1962 on, with the creation of University General Studies of Mozambique. Since its creation and until the national Independence in 1975, a discriminatory access was kept, as it was mostly targeted for the children of the colonizers. With the national independence, a socialist State was established, as well as reforms tending to warrant the access to higher education for all. Among the actions, two institutions were created. With the escalation of the civil war and the poverty in 1983, the country was obliged to request international support. In 1984, it signed the adhesion to the International Monetary Fund and the World Bank began an economic rehabilitation program and State reforms that, from 1990 on, triggered changes in the country’s constitutional and legal framework. This included the approval of a new constitution under a neoliberal mark (1990), a new education law, Law N. 6/1992, and in 1993, the first higher education law, Law N. 1/1993. With the new legal framework, the privatization of social services it was initiated, including higher education, a context that is in expansion. Considering this historical course, this dissertation analyses, within the scope of the neoliberal policies adopted by the country and the expansion of higher education, the student assistance policies adopted by Mozambique, and for such, the Bowe, Ball and Gold’s Policy Cycle Approach was used, following the systematization by Jefferson Mainardes. The assistance happens by means of institutional policies, since there is not a policy in the national scope. The actions of Instituto de Bolsas de Estudo [Scholarships Institute] and five higher education institutions were analyzed in this work. Data collected by means of interviews, document study (regulations, public notices, legislation and reports), bibliographic research and field observations showed that the scholarships, which are the predominant mode of student assistance, are still incipient in both quality and quantity, when compared with the number of vacancies and training costs (approximately between 17 and 63 dollars per month). Despite the State commitment with social justice (Article 1 of the Republic Constitution), and the justification of institutional policies as necessary to tackle economic, gender, regional and special needs inequalities in the access to higher education, in practice its reach has been minimal. This is due to the neoliberal conjuncture, the historical and cultural process of construction of the nation, and the financial dependence from international agencies which have had a strong influence on the state social action. The study of the student assistance policies in higher education in Mozambique might allow the revision of the actions that are being implemented in this scope by the State. It also might influence the reformulation of these actions in the sense of establishing policies that are appropriate to the reality and the needs of the country, and/or a proposal of a National Student Assistance Policy in the national level.

O ensino superior em Moçambique é muito recente, pode ser localizado a partir de 1962, com a criação dos Estudos Gerais Universitários de Moçambique, o qual, desde a sua criação e até a independência nacional em 1975, manteve acesso discriminatório, pois se destinava majoritariamente aos filhos dos colonos. Com a independência nacional, instala-se um Estado socialista e reformas tendentes a garantir o acesso de todos à educação superior e, dentre as ações, são criadas mais duas instituições. Com o agravamento da guerra civil e a pobreza em 1983, o país viu-se obrigado a solicitar apoio internacional. Em 1984 adere ao Fundo Monetário Internacional e o Banco Mundial inicia um programa de reabilitação econômica e reformas do Estado, que, a partir de 1990, desencadearam mudanças no quadro constitucional e legal do país, o que inclui a aprovação de nova constituição, de cunho neoliberal (1990), de nova lei de educação, a lei nº 6/1992 e, em 1993, a primeira lei do ensino superior, a lei nº 1/93. Com o novo quadro legal, iniciam-se privatizações de serviços sociais, incluindo o ensino superior, contexto em que se assiste a sua expansão. Considerando essa trajetória histórica, esta tese analisa, no âmbito das políticas neoliberais realizadas pelo país e da expansão do ensino superior, as políticas de assistência estudantil adotadas por Moçambique, e, para tal, recorreu-se à Abordagem do Ciclo de Políticas de Bowe, Ball e Gold, conforme sistematizada por Jefferson Mainardes. A assistência se dá por políticas institucionais, não existe uma política de âmbito nacional. Foram analisadas no trabalho as ações do Instituto de Bolsas de Estudo e de cinco instituições do ensino superior Dados obtidos a partir de entrevistas, estudo documental (regulamentos, editais, leis e relatórios), pesquisa bibliográfica e observações no campo, mostraram que as bolsas de estudo, que são a forma predominante de assistência estudantil, ainda são incipientes em qualidade e quantidade, comparadas ao número de vagas de ingresso e custos da formação (cerca de 17 a 63 dólares mensais). Apesar do compromisso do Estado com a justiça social (artigo 1 da Constituição da República), e das políticas institucionais justificarem-se pela necessidade de combater as desigualdades econômicas, de gênero, regionais e as necessidades especiais no acesso ao ensino superior, na prática pouco tem sido o seu alcance, pois a conjuntura neoliberal, o processo histórico e cultural de construção de nação e a dependência financeira do país aos organismos internacionais têm influenciado bastante a ação social estatal. O estudo sobre as políticas de assistência estudantil no ensino superior em Moçambique poderá permitir rever as ações que estão sendo implementadas nesse âmbito pelo Estado e influenciar para a reformulação dessas ações no sentido de constituição de políticas adequadas à realidade e necessidades do país, e/ou a uma proposta de âmbito nacional, de uma Política Nacional de Assistência Estudantil. / Higher education in Mozambique is quite recent; it may be dated from 1962 on, with the creation of University General Studies of Mozambique. Since its creation and until the national Independence in 1975, a discriminatory access was kept, as it was mostly targeted for the children of the colonizers. With the national independence, a socialist State was established, as well as reforms tending to warrant the access to higher education for all. Among the actions, two institutions were created. With the escalation of the civil war and the poverty in 1983, the country was obliged to request international support. In 1984, it signed the adhesion to the International Monetary Fund and the World Bank began an economic rehabilitation program and State reforms that, from 1990 on, triggered changes in the country’s constitutional and legal framework. This included the approval of a new constitution under a neoliberal mark (1990), a new education law, Law N. 6/1992, and in 1993, the first higher education law, Law N. 1/1993. With the new legal framework, the privatization of social services it was initiated, including higher education, a context that is in expansion. Considering this historical course, this dissertation analyses, within the scope of the neoliberal policies adopted by the country and the expansion of higher education, the student assistance policies adopted by Mozambique, and for such, the Bowe, Ball and Gold’s Policy Cycle Approach was used, following the systematization by Jefferson Mainardes. The assistance happens by means of institutional policies, since there is not a policy in the national scope. The actions of Instituto de Bolsas de Estudo [Scholarships Institute] and five higher education institutions were analyzed in this work. Data collected by means of interviews, document study (regulations, public notices, legislation and reports), bibliographic research and field observations showed that the scholarships, which are the predominant mode of student assistance, are still incipient in both quality and quantity, when compared with the number of vacancies and training costs (approximately between 17 and 63 dollars per month). Despite the State commitment with social justice (Article 1 of the Republic Constitution), and the justification of institutional policies as necessary to tackle economic, gender, regional and special needs inequalities in the access to higher education, in practice its reach has been minimal. This is due to the neoliberal conjuncture, the historical and cultural process of construction of the nation, and the financial dependence from international agencies which have had a strong influence on the state social action. The study of the student assistance policies in higher education in Mozambique might allow the revision of the actions that are being implemented in this scope by the State. It also might influence the reformulation of these actions in the sense of establishing policies that are appropriate to the reality and the needs of the country, and/or a proposal of a National Student Assistance Policy in the national level.

O ensino superior em Moçambique é muito recente, pode ser localizado a partir de 1962, com a criação dos Estudos Gerais Universitários de Moçambique, o qual, desde a sua criação e até a independência nacional em 1975, manteve acesso discriminatório, pois se destinava majoritariamente aos filhos dos colonos. Com a independência nacional, instala-se um Estado socialista e reformas tendentes a garantir o acesso de todos à educação superior e, dentre as ações, são criadas mais duas instituições. Com o agravamento da guerra civil e a pobreza em 1983, o país viu-se obrigado a solicitar apoio internacional. Em 1984 adere ao Fundo Monetário Internacional e o Banco Mundial inicia um programa de reabilitação econômica e reformas do Estado, que, a partir de 1990, desencadearam mudanças no quadro constitucional e legal do país, o que inclui a aprovação de nova constituição, de cunho neoliberal (1990), de nova lei de educação, a lei nº 6/1992 e, em 1993, a primeira lei do ensino superior, a lei nº 1/93. Com o novo quadro legal, iniciam-se privatizações de serviços sociais, incluindo o ensino superior, contexto em que se assiste a sua expansão. Considerando essa trajetória histórica, esta tese analisa, no âmbito das políticas neoliberais realizadas pelo país e da expansão do ensino superior, as políticas de assistência estudantil adotadas por Moçambique, e, para tal, recorreu-se à Abordagem do Ciclo de Políticas de Bowe, Ball e Gold, conforme sistematizada por Jefferson Mainardes. A assistência se dá por políticas institucionais, não existe uma política de âmbito nacional. Foram analisadas no trabalho as ações do Instituto de Bolsas de Estudo e de cinco instituições do ensino superior Dados obtidos a partir de entrevistas, estudo documental (regulamentos, editais, leis e relatórios), pesquisa bibliográfica e observações no campo, mostraram que as bolsas de estudo, que são a forma predominante de assistência estudantil, ainda são incipientes em qualidade e quantidade, comparadas ao número de vagas de ingresso e custos da formação (cerca de 17 a 63 dólares mensais). Apesar do compromisso do Estado com a justiça social (artigo 1 da Constituição da República), e das políticas institucionais justificarem-se pela necessidade de combater as desigualdades econômicas, de gênero, regionais e as necessidades especiais no acesso ao ensino superior, na prática pouco tem sido o seu alcance, pois a conjuntura neoliberal, o processo histórico e cultural de construção de nação e a dependência financeira do país aos organismos internacionais têm influenciado bastante a ação social estatal. O estudo sobre as políticas de assistência estudantil no ensino superior em Moçambique poderá permitir rever as ações que estão sendo implementadas nesse âmbito pelo Estado e influenciar para a reformulação dessas ações no sentido de constituição de políticas adequadas à realidade e necessidades do país, e/ou a uma proposta de âmbito nacional, de uma Política Nacional de Assistência Estudantil. / Higher education in Mozambique is quite recent; it may be dated from 1962 on, with the creation of University General Studies of Mozambique. Since its creation and until the national Independence in 1975, a discriminatory access was kept, as it was mostly targeted for the children of the colonizers. With the national independence, a socialist State was established, as well as reforms tending to warrant the access to higher education for all. Among the actions, two institutions were created. With the escalation of the civil war and the poverty in 1983, the country was obliged to request international support. In 1984, it signed the adhesion to the International Monetary Fund and the World Bank began an economic rehabilitation program and State reforms that, from 1990 on, triggered changes in the country’s constitutional and legal framework. This included the approval of a new constitution under a neoliberal mark (1990), a new education law, Law N. 6/1992, and in 1993, the first higher education law, Law N. 1/1993. With the new legal framework, the privatization of social services it was initiated, including higher education, a context that is in expansion. Considering this historical course, this dissertation analyses, within the scope of the neoliberal policies adopted by the country and the expansion of higher education, the student assistance policies adopted by Mozambique, and for such, the Bowe, Ball and Gold’s Policy Cycle Approach was used, following the systematization by Jefferson Mainardes. The assistance happens by means of institutional policies, since there is not a policy in the national scope. The actions of Instituto de Bolsas de Estudo [Scholarships Institute] and five higher education institutions were analyzed in this work. Data collected by means of interviews, document study (regulations, public notices, legislation and reports), bibliographic research and field observations showed that the scholarships, which are the predominant mode of student assistance, are still incipient in both quality and quantity, when compared with the number of vacancies and training costs (approximately between 17 and 63 dollars per month). Despite the State commitment with social justice (Article 1 of the Republic Constitution), and the justification of institutional policies as necessary to tackle economic, gender, regional and special needs inequalities in the access to higher education, in practice its reach has been minimal. This is due to the neoliberal conjuncture, the historical and cultural process of construction of the nation, and the financial dependence from international agencies which have had a strong influence on the state social action. The study of the student assistance policies in higher education in Mozambique might allow the revision of the actions that are being implemented in this scope by the State. It also might influence the reformulation of these actions in the sense of establishing policies that are appropriate to the reality and the needs of the country, and/or a proposal of a National Student Assistance Policy in the national level.

Mozambique academic libraries are quite vulnerable in hybrid collection development for various reasons. In the process of collection development, physical collections have dominated the Mozambican libraries’ scene because they can acquire printed materials relatively easily. Digital materials, on the other hand, have caused difficulties due to the costs of subscribing to databases and poor technological infrastructure generated by insufficient resources. This work aims to understand the strategies followed by the libraries of Mozambican higher education institutions for the development of their hybrid collections, and to highlight the acquisition patterns, trends of integration of the collections and general challenges they face in this area. To answer the research questions, we have conducted the literature review and collected empirical data from university library documents and through semi-structured interviews with librarians responsible for collection development in three universities. The research adopted a qualitative study method and investigated three university libraries in Mozambique. As a result, we have identified collection development strategies used for the development of hybrid collections. These are partly overlapping as they must help to solve similar problems, and some strategies are specific to a university, because of different conditions and opportunities. It was also realized that, despite the efforts of those university libraries, there is a general weakness in state funding. The influence of external investment proved to be a great positive differential in the working areas of the affected libraries. It was also found out that university libraries participate and use the potential of the Mozambican library consortium AMOBAP unequally and the integration of institutional repositories is not on the same stage among the libraries.

In 2004 Mozambique has made amazing efforts that opened up educational opportunities for many primary school children. According to Ministério da Educação (2012: 1), the number of children who enrolled in primary schools jumped from 1,5 million in 1992 to about 6 million in 2011. Despite these commendable efforts, many children drop out from primary schools after gaining initial access. As stated by the Ministério da Educação (2012: 57), the dropout rate in the country was over 10%. Thus, this study sought to delve into the reasons that lead primary school children to drop out from school and identify measures to curb the problem. To do so, a case study approach was used. Specifically, the study used in-depth interviews, focus group discussions and participant observation of behaviour in a single school in Chicualacuala. The study revealed that at least four categories of factors namely child-based-, household-based-, school-based- and community-based factors give rise to dropout. These factors were informed by the Bronfenbrenner ecological framework, which is the lens through which this study was conducted. Indeed, it was found that dropout was a process rather than a single event and almost always it had signs to predict its occurrence. In the light of these findings, the study gave a number of recommendations. These include enrolling children early, improving the performance of children, providing quality adult education, monitoring absenteeism appropriately, supporting orphans, convincing organisations that provide food for work support to tie this support to the education of children, banning various activities that affect sustained schooling of children and improving the quality of school management. / Development Studies / M.A. (Development Studies)