Presentation on theme: "MOZAMBIQUE Pedagogical Integration of ICTs Phase 1 Research."— Presentation transcript:
MOZAMBIQUE Pedagogical Integration of ICTs Phase 1 Research
Introduction to research team Partner institution: National Institute for Educational Development, INDE Focal point: Dr. Joaquim Matavele Primary researcher: Vasco Camundimo Secondary researcher: Albertina Moreno Research team: Kauxique Maganlal (MEC), Francisco Mabila (UEM), Félix Singo (UP), Zauria Saifudine (UTICT), C. Cumaio (MEC) assistants: Roberto Cabral resources: ERWACA/Local Resources
Overview of participating schools Size: 10 schools, more than 60 teachers, 36 managers, 120 learners Levels: primary, secondary and higher education Teacher-training: Pedagogical University Public / private: 9 / 1 Mixed / single-sex: 9/1 girls Rural / urban: 2/8
Overview of research results General state of pedagogical integration of ICTs ICT as part of government policy and strategy; ESSP (2006/2011) as operational tool for ICT implementation; ICT as part of school curriculum since 2008 ( subject and tool) and currently in a pilot stage;
Overview of research results (cont’d) Highlighted successes in pedagogical integration of ICTs Effective students participation by searching contents in the internet (when available) before the class; More motivation and interaction among teachers and students and students themselves; Diversify sources of learning; Enhance English language proficiency.
Overview of research results (cont’d) Specific challenges in pedagogical integration of ICTs Teacher training; Availability of computer lab; Technical assistance, management and sustainability.
Data analysis Policy (on slide Overview of research results) Access to / connectivity of computers in schools 9 of 10 schools are connected to the Internet; Reliability is not good enough; High cost of connectivity.
Data analysis (cont’d) Pedagogical use of ICTs by educators To prepare lessons; To record students marks; To have access to information. Pedagogical use of ICTs by learners To type assignments; To improve Portuguese orthography. To have access to information.
Data analysis (cont’d) Reported impact of ICTs on teaching / learning Improvement of storage and releasing student records; More interaction in the classroom. Managerial use / impact of ICTs improve efficiency on information delivery, e.g, certificate issue, students result, etc.
Data analysis (cont’d) Themes of particular interest (gender, language, special needs) No evidence Other results to highlight Access to the connectivity is much poor into rural area compared to urban.
Policy dialogue Overview of policy dialogue workshop Improve interaction and coordination between G2P, G2G and bottom up approach. Recommendations ensuing from policy dialogue workshop Create capacity building at different levels; Build new computer lab to avoid the occupation of existing classroom. Next steps (how the dialogue will continue) Continue debates in others levels, e.g., schools, district and province.
Conclusion Review successes and challenges in the pedagogical integration of ICTs All respondents share the idea of a positive and significant contribution of ICT for the access and quality of education in the country. What does this say about the country’s education system more generally? The need to train the teachers and other staff to ensure the implementation of ICTs in schools; Mobilize stakeholders.
Conclusion (cont’d) What recommendations (supported by the data) for change to ICT4ED policy and practice? Reinforce capacity building (managers, teachers, head of districts and provinces); Provision of enough financial resources. What is missing in order to substantially improve teaching and learning through ICTs? Lack of equipments, human and financial resources. Make ICT available to all
PanAf Phase 2 General reflections on scientific publication More dissemination of call for papers for publication; More involvement of educational researchers. General reflections on potential partnerships Establishment of partnership agreement; More involment of stakeholders, e.g., mobile co., Telecom co., power supplier co., computer manufacture. General reflections on additional research Inclusion of ICT and gender, special needs, local languages, broader the sample including more rural schools and the country size.