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Factors influencing the implementation of the new basic education curriculum in Mozambican schoolsMucavele, Simao. January 2008 (has links)
Thesis (Ph.D.(Education Management and Policy Studies))-University of Pretoria, 2008. / Includes bibliographical references.
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Stakeholders' perceptions about their educational contributions of Gorongosa National Park in MozambiqueMaibaze, Ivete Joaquim 16 August 2012 (has links)
M.Ed. / This study, entitled "Stakeholders Perceptions about their Educational Contributions of GNP in Mozambique" focused on stakeholders of Nhambita buffer zone in the Province of Sofala. My interest in conducting such an investigation stemmed from the fact that when started this research I was working at the center for sustainable development of natural resources (CDS-RN) in Chimoio. — Manica Province and had Gorongosa National Park (GNP) as our pilot project. I realized that there were different stakeholders involved with the Park as well as the communities around it and not that much was done to improve their quality of life. Therefore, there was a need to conduct an inquiry which could lead to identifying the real reason underpinning the stakeholders not to do much and to afterwards draw some conclusions to modify the methodologies in order to change stakeholders' perceptions. In this regard, I conducted interviews and questionnaires in the community and with some stakeholders at Nhambita community, followed by data analysis of research data representing the stakeholders, community members, GNP and also to empower all participants. Hopefully, an educational programme would result from the consensus among all interested parties in the process with the objective of improving the citizen's life.
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Educational performance in Mozambique : an economic perspectiveBilale, Fernando Jorge Castanheira 03 1900 (has links)
Thesis (MComm (Economics))--University of Stellenbosch, 2007. / The aim of this study was to analyse educational performance in Mozambique by 1)
comparing the determinants of education in developing countries with the situation in
country, 2) understanding the supply factors that influence enrolments and education
attainment, 3) evaluating the efficiency of the current education system, 4) analysing the
importance to education of each of the demand determinants and of school quality on
education attainment, and 5) contributing information to assist policy makers with
decisions regarding education.
Mozambique is one of the poorest countries in the world. More than half of the
population lives below the poverty line and the general adult literacy is only 54%. The
education system is mainly characterized by weak performance as a whole, high grade
repetition, high dropout rates, low survival rates, high pupil-teacher ratios and a low
percentage of qualified teachers. In addition to this, there is a great deal of inequality in
education achievement by province, place of residence, income group and gender. After
this preliminary analysis, chapter II (literature review) highlighted critical inputs and
served as a guideline for the following chapters of this study. The dimensions analysed in
the followed chapters were: 1) Supply Factors, 2) Demand determinants and 3) School
Quality.
Chapter III therefore consisted of a descriptive analysis of the most important supply ...
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Research on equitable criteria for funding and effective financial management for the provincial English language teaching (PELT) resource centres in Mozambique.Welo, Barnabe Paulo. January 2000 (has links)
The purposes of this abstract is to mirror the origin of the research, its contents, the key
research findings, what and how the research was conducted.
The research on Equitable Criteria for Funding and Financial Management for the PELT
Resource Centres in Mozambique was born out of the desire to establish an even, fair
distribution of wealth in a manner that is principled and ethically acceptable in a society
of ever-growing demands and unforeseeable irregular supplies of already scarce
resources. In the report, 'equitable' is used to mean the balancing in accord with local
and/ or relative needs. The goal of the research is to establish equitable criteria for
funding or resourcing, user-friendly but user-responsible ways/mechanisms of financial
planning, controlling and reporting and sources of funding or resourcing. The contents
have been organised into five chapters. They consist of methods, a brief description of
the research title, statement of purpose, critical questions and core hypotheses. Other
contents include a literature review, conceptual and theoretical framework, data
treatment, general discussion of the research findings and references. The research
findings fall under two main categories: the decision making and resource allocation
process, and financial management. The research findings show that the decision making
and resource allocation process hosts problems such as resource allocation imbalances,
exclusion of resource managers in key decision making and resource allocation processes,
lack of equitable criteria for funding, managers' attitudes which blockade resource
allocation, refusing resources to certain areas because of assumptions that they do not
have the ability and resources to manage resources, etc. With regard to financial
management, there are some small scale irregularities in principle which are very
significant. These include delays in financial transactions, lack of sound financial
accounting knowledge and skills and efficient communication. These problems are
genuine and legitimate, and they should be resolved. Thus, some solutions have been
suggested herein. The following are the main areas of solution interventions: devolution
of powers and authorities to local level management, involvement of lower management
in the policy, decision making and resource allocation process, negotiated decentralised
financial management, and use of identified criteria for funding and criteria for
procurement. Other areas encompass effective communication, financial accounting
training and negotiating funding with provincial and national education authorities.
The research involved twenty lower and senior managers from the in-service training of
teachers of English in ten provinces in Mozambique. They all responded to the
questionnaires, some participated in the interview schedule and others in the focus group.
The last two methods were designed to reinforce the questionnaire data collection,
validity and reliability of the research. / Thesis (M.Ed.)-University of Natal, 2000.
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Understanding poverty and inequality in Mozambique : the role of education and labour market statusDa Maia, Carlos Chadreque Penicela 12 1900 (has links)
Thesis (PhD)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: This thesis deals with poverty and inequality in Mozambique and with the link of education to wellbeing
through the labour market. Earlier studies that analysed well-being in Mozambique drew
counter-intuitive conclusions about the spatial distribution of poverty and inequality. They focused
excessively on money-metric indicators of well-being and adjusted the poverty line so as to make it
reflect taste and price differentials across regions. This thesis suggests the use of a wealth index
based on asset holdings and derived by employing Multiple Correspondence Analysis to support the
money-metric results. If results are not also confirmed by other indicators of well-being, one should
be sceptical of simply unquestioningly applying best practice approaches. In this thesis the moneymetric
results drawn by earlier studies are not confirmed by this other indicator of well-being.
Since education is a policy lever that can be used to influence the existing patterns of poverty and
inequality, one needs to understand how it operates through the labour market in improving wellbeing.
Developing and poor economies such as Mozambique are characterised by a very segmented
labour market and by a small wage sector. A large proportion of the working-age population is
engaged in subsistence agriculture and self-employment activities. Using a multinomial logit model
this thesis demonstrates that schooling has an influence on the choice of employment segment. For
instance, schooling increases an individual’s chances of getting a public sector job, but lowers his or
her chances of falling into self-employment activities. This study also links schooling to earnings. It
argues that when analysing the relationship between schooling and earnings in a poor developing
economy one should account for the multiple segmentation of the labour market as well as for
sample selection bias. To estimate the effects of schooling on earnings this thesis thus employs a
modified version of Dubin and McFadden’s model. It finds a positive association between
education and earnings in the public wage sector, the private wage sector and in the selfemployment
segment. Convex returns to education are also found, and accounting for selectivity
bias does improve the earnings functions relative to those based on ordinary least squares
regressions.
Education quality has a bearing on an individual’s performance in the labour market and therefore
affects the role of education in alleviating poverty. Thus, this thesis identifies the correlates of
education quality in Mozambique. Employing education production functions based on ordinary
least squares multivariate regressions it finds that most of the correlates of educational achievement
suggested by the literature are indeed associated with educational outputs. Employing Oaxaca-Blinder decomposition techniques often used in labour studies to study earnings discrimination, the
thesis attempts to explain the reasons behind the average deterioration in education quality in
Mozambique. The initial hypothesis on this matter was that the average deterioration in education
quality over time was associated with the increase in the proportion of pupils from low socioeconomic
backgrounds. This hypothesis, however, is not confirmed. Likely explanations include the
decline in the efficiency of the education system and more lenient pupil promotion policies. / AFRIKAANSE OPSOMMING: Hierdie proefskrif handel oor armoede en ongelykheid in Mosambiek en die effek van onderwys op
welsyn deur die arbeidsmark. Vroeëre studies het gevolgtrekkings oor welsyn in Mosambiek getrek
wat nie met intuïsie oor die ruimtelike verdeling van armoede en ongelykheid strook nie. Sulke
studies het slegs geldelike maatstawwe van welsyn gebruik en die armoedelyn aangepas om pryse
en smaak in verskillende streke te reflekteer. Hierdie tesis stel die gebruik van nie-geldelike
maatstawwe voor om geldelike maatstawwe aan te vul, en spesifiek ’n bate-indeks van welsyn wat
verkry word deur die gebruik van Veelvuldige-Korrespondensie-Analise. Daar is rede tot
skeptisisme wanneer die sogenaamde ‘beste’ metode vir die berekening van geldelike maatstawwe
sonder bevraagtekening gebruik word en die resultate nie deur ander indikatore van welsyn bevestig
word nie.
Aangesien onderwys ’n beleidsinstrument bied om bestaande patrone van armoede en ongelykheid
te beïnvloed, is dit nodig om te verstaan hoe dit deur die arbeidsmark werk om welsyn te verbeter.
Ontwikkelende en arm ekonomieë soos Mosambiek word gekenmerk deur ’n baie gesegmenteerde
arbeidsmark en ’n klein loonsektor. Groot persentasie van die bevolking van werkende ouderdom
is by onderhoudslandbou en ander self-indiensneming betrokke. Veelvoudige-logit-model toon
hoe opvoeding die keuse van indiensnemingsektor beïnvloed. Onderwys verhoog byvoorbeeld
iemand se kanse om pos in die openbare sektor te kry, maar verlaag die waarskynlikheid van selfindiensneming.
Die studie koppel verdienste ook aan onderwys. Daar word aangevoer dat die groot
arbeidsmarksegmentasie en seleksie-sydigheid in berekening gebring moet word wanneer die
verband tussen onderwys en lone in arm ontwikkelende land bestudeer word. Dus word
aangepaste vorm van Dubin en McFadden se model in hierdie proefskrif gebruik om die effek van
onderwys op verdienste te bereken. Positiewe verband bestaan tussen onderwys en lone in die
openbare loonsektor, die private loonsektor en self-indiensname. Die opbrengsstruktuur op
onderwys is konveks, en inagneming van seleksie-sydigheid verbeter die verdienstefunksies relatief
tot gevalle wat net op gewone kleinste-kwadrate-regressies gebaseer is.
Onderwysgehalte het invloed op persoon se vertoning in die arbeidsmark en raak daarom die
rol van onderwys in armoedeverligting. Faktore wat met onderwysgehalte in Mosambiek verband
hou word dus geïdentifiseer. Die gebruik van gewone-kleinste-kwadrate-veelvoudige-regressies in
onderwysproduksiefunksies toon dat die meeste van die bepalende faktore wat in die literatuur
genoem word inderdaad met onderwysuitsette verband hou. Deur gebruik van Oaxaca-Blinder dekomposisie-tegnieke – wat meer dikwels gebruik word om arbeidsmarkdiskriminasie te ontleed –
word gepoog om die redes vir die agteruitgang van gemiddelde onderwysgehalte in Mosambiek te
verklaar. Die aanvanklike hipotese hieroor was dat die agteruitgang in die gemiddelde vertoning
deur die toename van leerlinge van laer sosio-ekonomiese agtergrond verklaar sou kon word.
Ontleding van die data bevestig egter nie hierdie hipotese nie. Moontlike verklarings sluit in
agteruitgang in die doeltreffendheid van die onderwysstelsel en minder streng beleid rakende
promosie van leerlinge na hoër grade.
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Managing English language teaching resource centres in the Mozambican context.Barroso, Joao Gaspar. January 2000 (has links)
This report seeks ways to improve the management of the existing English Language
Teaching Resource Centres (ELT-R/C) in Mozambique. Suggestions are made so as to
define clearly the place of the ELT-R/C and their managers in the education system
organizational structure; introduce other activities in the ELT-R/C; enlarge the number
ofELT-R/C users and improve the communication system and consequently the
relationships between the ELT-R/C and other education stakeholders. The report also
suggests the optional number of staff for the ELT-R/C and what should be done for the
Provincial English Advisors (PEA) to run the ELT-R/C more effectively and efficiently. / Thesis (M.Ed.)-University of Natal, Durban, 2000.
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Um olhar para a formação de professores de educação bilingue em Moçambique = foco na construção de posicionamentos a partir do lócus de enunciação e actuação / A view at teacher training in bilingual education in Mozambique : focus on building positioning from the locus of enunciation and actuationPatel, Samima Amade 20 August 2018 (has links)
Orientador: Marilda do Couto Cavalcanti / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-20T05:14:53Z (GMT). No. of bitstreams: 1
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Previous issue date: 2012 / Resumo: O presente estudo é o resultado de uma pesquisa qualitativa, com um viés etnográfico interpretativo (ERICKSON, 1982; MASON, 1997), situada na Linguística Aplicada em sua vertente INdisciplinar (MOITA LOPES, 2006) e transgressiva (PENNYCOOK, 2006), com atenção particular em contextos de minorias (MAHER 1997, 2006) ou minoritarizados (CAVALCANTI, 1999, 2006), bem como no contexto sociolinguístico moçambicano (LOPES 2004). A pesquisa focaliza os posicionamentos dos formandos do II Curso da Licenciatura em "Ensino de Línguas Bantu" da Universidade Eduardo Mondlane, em Moçambique e nos Institutos de Formação de Professores, com base nas disciplinas de "Didáctica de Ensino de Línguas Bantu e Metodologias de Educação bilingue" e "Estágio". O trabalho busca sustentação teórica nos Estudos Culturais (BHABHA, 1994; CAVALCANTI, 2007, 2011; HALL, 1992, 1999; MAHER, 1998, 2007; WOODWARD, 2009; SILVA, 2009) e Estudos Poscoloniais (APIAH, 1997; BHABHA, 1994; CAVALCANTI, 2007, 2011; LOOMBA, 1998; MENEZES DE SOUZA, 2004; SOUSA SANTOS, 2004). No concernente ao posicionamento, a tese sustenta-se em teorias sobre o posicionamento interaccional (MOITA LOPES, 2009; WORTHAM, 2001) e posicionamentos marcados como ideológicos (BORBA, 2011; MOITA LOPES, 2009). Neste estudo opero numa visão de linguagem dialógica e discursiva e no reconhecimento do bilinguismo e educação bilingue (CAVALCANTI, 1999, 2011; GARCIA, 2009; MAHER, 1998, 2006; ROMAINE, 1995) e, ainda, do letramento/literacia e e-letramento/e-literacia como práticas sociais específicas (BARTON, 2006; CAVALCANTI, 2001; FREIRE, 2002; HORNBERGER, 2003; MARTIN-JONES, 2010; STREET, 1984, 2003). Tendo os Fóruns de Discussão em ambiente virtual como foco principal da análise procedi à investigação dos posicionamentos dos participantes em seu processo de formação, visando responder a questão norteadora do estudo: "Como os participantes da pesquisa se posicionam interaccionalmente no processo pedagógico de sua formação como formadores de professores de educação bilingue?" Para isso foram escolhidos, para a análise, os seguintes temas vistos como importantes na sua formação: (a) bilinguismo e educação bilingue, (b) cultura, identidade, diferença e (c) pragmatismo profissional. Os resultados mostram que, na transição entre as aulas presenciais, o ambiente virtual e o estágio pedagógico, os participantes da pesquisa, especialmente os alunos, transitam entre posicionamentos críticos ou de aceitação, ideologicamente marcados como étnicos/linguísticos/culturais ou marcados como unidade nacional, na maioria das vezes, relacionados ao contexto moçambicano e indo além do contexto educacional. Assim, no que se refere a bilinguismo e educação bilingue há questionamento sobre hipóteses de ensino em contexto bilingue, principalmente, em relação a conceitos tais como bilinguismo equilibrado e semilinguismo, políticas linguísticas e direitos linguísticos. Quanto a cultura, identidade e diferença há tensões críticas pessoais, interétnicas e institucionais fortemente colocadas. No concernente a profissionalização há uma busca de espaço de trabalho legitimado por políticas linguísticas favoráveis às línguas Bantu e à educação bilingue / Abstract: This study is the result of a qualitative research, under an ethnographic interpretative perspective (ERICKSON; 1982; MASON, 1997) set on INdisciplinary (MOITA LOPES, 2006), and transgressive Applied Linguistics (PENNYCOOK, 2006), with especial attention to minority (MAHER, 1997; 2006), or minoritisized contexts (CAVALCANTI, 1999; 2006), as well as Mozambican sociolinguistic context (LOPES, 2004). The research focuses on positioning of those graduating in the II Teaching Course on Bantu Languages, offered by the University Eduardo Mondlane in Mozambique and the Teachers' Training Institutes, based on data collected at the subjects: Bantu Languages Teaching Didactics and Bilingual Education Methodology, and Supervised Internship. This study designs its theoretical basis on Cultural Studies (BHABHA, 1994; CAVALCANTI, 2007; 2011; HALL, 1992; 1999; MAHER, 1998, 2007; WOODWARD, 2009, SILVA, 2009), and postcolonial studies (APIAH, 1997; BHABHA, 1994; CAVALCANTI; 2007, 2011; LOOMBA; 1998; MENEZES DE SOUZA, 2004; SOUSA SANTOS, 2004). Concerning its point of view, the dissertation is based on theories about interactional positioning (MOITA LOPES, 2009; WORTHAM, 2001), and those positioning marked as ideological (BORBA, 2011; MOITA LOPES, 2009). I carry out this study under a dialogical and discursive view of language, and the recognition of Bilingualism and bilingual education (CAVALCANTI, 1999, 2011; GARCIA, 2009; MAHER, 1998; 2006; ROMAINE; 1995), as well as literacy and e-literacy as specific social practices (BARTON, 2006; CAVALCANTI, 2001; FREIRE, 2002; HORNBERGER, 2003; MARTIN-JONES, 2010; STREET, 1984, 2003). Virtual Discussion Forums were the main target for analysis, and the investigation of participants on training process was carried out in order to answer the study's guiding question: How do the study participants set their positioning, in interactional terms, on pedagogical process of their own apprenticeship as Bilingual Education Teacher Trainers? The topics chosen for analysis, regarded as important to their training process were (a) bilingualism and bilingual education; (b) culture, identity, difference; and (c)professional pragmatism. Results showed that participants, on the transition between classes, virtual environment, and pedagogical internship, especially those ones finishing the course, ranged from critical positioning to those of acceptation, ideologically marked as ethnic/linguistic/cultural, or marked as national unity, mostly related to Mozambican context and going beyond educational context, Thus, concerning bilingualism and bilingual education, there is questioning about teaching in bilingual context hypotheses, mainly about concepts such as balanced bilingualism and semilingualism, linguistic politics and linguistic rights. Regarding culture, identity, and difference, there are strongly set personal, interethnic, and institutional conflicts. Concerning professional perspectives, there is a pursuit for working opportunities legitimated by language policies favorable to Bantu languages and bilingual education / Doutorado / Multiculturalismo, Plurilinguismo e Educação Bilingue / Doutor em Linguística Aplicada
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CAPULANAS NA SALA DE AULA: OS SENTIDOS DA FORMAÇÃO DE EDUCADORES(AS) EM MOÇAMBIQUEDias, Vera Lúcia Catoto 11 April 2006 (has links)
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Previous issue date: 2006-04-11 / This work is a record of the history life of many people. The stories presented
here show different identities: fragments lived and memories cherished as oral
cultural expressions, written with emotion, images captured on the meetings.
These facts and events, organized and jotted down in this work, become alive
and acquire a meaning. As far as the meetings were been held, other
opportunities were initiated, which were multiplied. The implementation of the
Solidarity Literacy Program in Mozambique, PASMO, made possible that this
experience were investigated in order to identify the meaning of teachers
formation in Mozambique, Africa, and in Brazil. The objective of this work was
centered on the development of a new proposal for teachers formation in
Mozambique having as central theme the meetings between professional
educators that started to wander in new contexts, involving different countries,
cultures, languages, and other forms of communication. It was emphasized the
knowledge construction based on the local culture, Mozambican languages,
and oral tradition. The insertion of the Mozambican women in the teachers
formation has been an important form of appropriation of culture, and a factor
for social and cultural mobility. It was in the classroom space, on the teaching
chores, and on the meetings between the educators that it was constructed,
and reconstructed, the specific knowledge that signaled toward new pedagogic
practices. The meetings promoted by the educational practice have leaded the
way to new paths for educators formation, initially in Brazil and then in
Mozambique.(AU) / Este trabalho é um registro das histórias de vida de muitas pessoas. As
histórias aqui apresentam identidades diferentes: fragmentos vividos e
guardados como expressões culturais orais, escritos permeados pela emoção,
imagens capturadas pelos encontros, tudo isso organizado e escrito ganha
forma e significado com a possibilidade desse trabalho. À medida que os
encontros foram oportunizados iniciaram-se outros momentos que se
desdobraram em muitos mais. A implantação do Programa Alfabetização
Solidária em Moçambique, PASMO, viabilizou que essa experiência fosse
investigada para identificar os sentidos da formação de educadores(as) no
Brasil e em Moçambique. O objetivo desse trabalho centrou-se no
desenvolvimento de nova proposta para a formação de educadores(as) em
Moçambique, na África, tendo como tema central os encontros entre
profissionais de educação que passaram a transitar por contextos
diferenciados, envolvendo países, culturas, línguas e outras formas de
comunicação. Ênfase na construção de conhecimento foi dada à cultura local,
línguas moçambicanas e oralidade. A inserção de mulheres moçambicanas
mostrou-se importante como forma de apropriação e mobilidade social e
cultural. Foi no espaço da sala de aula, nos fazeres próprios da docência e no
encontro com educadores(as), que se construiu e re-construiu conhecimentos
específicos que sinalizaram para novas práticas pedagógicas. Os encontros
promovidos pela educação conduziram a caminhos e trilhas da formação de
educadores(as), primeiro no Brasil, depois em Moçambique.(AU)
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A strategic alignment framework for the prevention and combat of early marriage and maternity in Zambezia Province, MozambiqueNhampoca, Joaquim Muchanessa Dausse 11 1900 (has links)
Despite all the legislative efforts regarding child protection and campaigns to prevent
and combat early marriage and maternity, Mozambique was ranked 9th globally in
terms of the prevalence of early marriage, with 48% of girls aged 20-24 marrying
before the age of 18 years. The aim of this study was to develop a strategic alignment
framework for the prevention and combat of early marriage and maternity in Zambézia
Province, Mozambique.
This study used a two-stage equal-status concurrent sequential mixed-method design.
Data were collected through a cross-sectional survey, administered to 383 early
married, maternity and pregnant girls; life story interviews with early married, maternity
and pregnant girls (25) aged 10-19 years; semi-structured interviews with
professionals from the education and health sectors, local authorities, families of the
early married, maternity and pregnant girls (37), and group discussions with members
of a child committee (16). The results indicated that the majority of early married, maternity and pregnant girls
only completed primary education (55.9%), followed by secondary education (39.9%),
and higher education (2.9%). About 65% of adolescent girls became pregnant at the
age of 15-17. Among adolescent girls, 18.8% had their first baby before the age of 15
years and 99.2% had their first baby before they were 18 years old. Among the early
maternity girls (362), 24.3% responded “yes” to the questions about health
complications during their first baby’s birth and 75.7% of the respondents said “no”.
Socio-cultural meanings, such as socialisation into roles, legitimising having children,
the value and benefits of the bridewealth, the role of initiation, the social meaning of
the first menstruation, geographical and transport issues were the main drivers for
school dropout, forcing adolescent girls to marry. Engaging in sexual practices was
found to provide the girls a sense of meaning and purpose, or as a result of poverty.
Physical aspects, interpersonal relations, education, work, and emotional distress
were some of the negative consequences of early marriage and maternity. There were
some relevant interventions and efforts to prevent and combat early marriage and maternity in Maganja da Costa and Morrumbala districts in Zambézia Province,
Mozambique. However, the alignment of the activities implemented by different NGOs
and CBOs to MNSPCM (2016-2019) was still a challenge. Only World Vision was
implementing programmes aligned to the National Strategy.
Based on the results, I developed a strategic alignment framework for the prevention
and combat of early marriage and maternity in Zambézia Province, Mozambique. / Health Studies / D. Litt. et Phil. (Health Studies)
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