EDUCATION 2030: FRAMEWORK FOR ACTION AND THE FOLLOW-UP ACTIONS OF QINGDAO DECLARATION

Kauxique Maganlal ICT Advisor Ministry of Education and Human Development Mozambique

INTERNATIONAL CONGRESS ON ICT IN EDUCATION 22-24 JUNE 2016, QINGDAO, CHINA

INCHEON DECLARATION FOR EDUCATION 2030: A

NEW VISION FOR EDUCATION FOR THE NEXT

FIFTEEN YEARS.

The Incheon* Declaration constitutes the commitment of the education community to Education 2030 and the 2030 Agenda for Sustainable Development, recognizing the important role of education as a main driver of development. The Education 2030 Framework for Action, which provides guidance for implementing Education 2030.

* World Education Forum (WEF 2015) held in Incheon, Republic of Korea.

Year ESG1 %M ESG2 %M

2011 761.589 47,3 191.320 45,7

2012 758.383 47,6 197.283 46,8

2013 769.989 48,1 203.606 47,5

2014 757.113 48,2 229.552 48,0

2015 780.078 48,5 252.460 48,4

2016 794.974 48,6 265.417 48,7

Year EP1 %M EP2 %M

2011 4.442.260 47,7 871.693 46,3

2012 4.557.737 47,7 851.544 46,5

2013 4.723.679 47,8 842.145 46,6

2014 4.857.591 47,9 847.752 46,8

2015 5.019.828 47,8 882.168 46,9

2016 5.118.082 48,1 923.706 47,0

MOZAMBIQUE EDUCATION IN NUMBERS

Primary Education - Number of students by level of education, public and private.

Secondary Education - Number of students by level of education, public and private.

3

MOZAMBIQUE EDUCATION IN NUMBERS

Schools by level of Education, public and private

Primary Education: Nº of teachers: 108.033 % female: 43%

Secondary Education: Nº of teachers: 23.212 % female: 22%

4

10,987 11,338 11,646 11,922 12,211 12,527

561 582 609 626 659 703

2011 2012 2013 2014 2015 2016

Primary School Secondary School

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THE SECTORS’ PRIORITY

Good

governance

1

New

Dynamic in

Classroom

2

Optimization

of Resources

3

Motivation of

teachers 4

Reform

of

NES

5

Carrer

of

Teacher

6

Extension

of

SPE

2012/16

7

... AND THE FOLLOWING ACTIONS

6

Enhance the school coucils

District level staff trained for supervision and trained school

managers

Students and teachers present in school

Pupil ready to learn

• Implementation of the pilot project ECD;

• Social protection measures.

Good governanc

e

• Enhance the school coucils;

• Enhance the district supervision;

• Enhance the directors of schools

Optimiza-tion of existing

resources

• Ensure teacher retention and attendance;

• Improve school constrution and equipment, including ICT

• Provide financial resources and books to schools in time

7

NEW DYNAMICS IN THE CLASSROOM

8

ADEQUATE RESOURCES FOCUSED ON LEARNING

Valued Trained and monitored

Accountable

REPÚ BLICA DE MOÇAMBIQUE MINISTÉRIO DA EDUCAÇÃO E DESENVOLVIMENTO HUMANO

• Implement the promotion plan, progressions, career changes and appointments;

• Timely payment of wages;

• Awarding of the best teachers, administrators and schools;

• Incentives.

9

RESOURCE OPTIMIZATION: TEACHERS AND SCHOOL HEADS

• Timely allocation of Direct Support to the schools;

• Construction of classrooms;

• Acquisition of science and ICT kits ;

• Hiring 8.937 new teachers (91 % for the EP);

• Basic resource allocation to the Primary Cluster Schools for its operation.

10

RESOURCE OPTIMIZATION: OTHER RESOURCES

11

ALL STAKEHOLDERS INVLOVED

The School

The Districtal Services

The Provincial Services

The Ministry

The politicians

The partners

The

communities

The Districts

Primary and secondary school education:

Pilot model e-schools for the acquisition of 21st century skills;

Develop e-content and improve the delivery of ICT as a subject (in secondary schools) through materials development and capacity strengthening;

Training of school staff (school counsel, heads, deputies and teachers) on e-schools and use of ICT;

Training of directors and pedagogical directors on e-schools and use of ICT for management;

Create a 21st century learning environment.

12

MAIN ISSUES IN EDUCATION THAT COULD BE ADDRESSES THROUGH ICT

Teachers Training education and ODL Programmes:

Strengthening the use of ICTs and ODL for on-going teacher development support at local level;

Strengthening capacities of master trainers and master teachers on pedagogical use of ICT in the classroom;

Building capacities for producing multimedia teaching and learning materials;

Supporting the development of blended ODL programmes for teachers’ training;

Training of learning centres manager. 13

MAIN ISSUES IN EDUCATION THAT COULD BE ADDRESSES THROUGH ICT

Higher Education Institutions:

Delivering services on use of ICTs in Open and Distance Learning (ODL) for in-service teacher training and students of secondary education;

Create Strengthen capacity and collaboration between Open and Distance Education Institution and Local Higher Education Institutions to delivery on-line training for teachers in-service.

14

MAIN ISSUES IN EDUCATION THAT COULD BE ADDRESSES THROUGH ICT

ICT in Education Policy:

Establish a well-functioning Education Management Information System (EMIS) that links educational statistics with administrative data and facilitates communication between the different levels of administration;

Building an ICT-enhanced EMIS to manage the absenteeism of head master, teachers and students in schools;

The establishment of EMIS needs to be accompanied by training on its use to directors and pedagogical directors;

Updating the national Technological Plan for Education and startegy and establish a policy for ICT in Education.

15

MAIN ISSUES IN EDUCATION THAT COULD BE ADDRESSES THROUGH ICT

GAP Cause Remedy provided by the project

Low School Performance High students’ and teachers’ absenteeism

Limited capacity of policymakers Lack of effective school management system and lack of technicians of statistics to data analysis

Building an ICT-enhanced EMIS system to manage performance of schools and teachers (to be accessible by mobile phones and Apps)

Mismatch between the current teaching and learning methods and need to teach 21st century skills

Lack of e-school models for successful integration of ICT in education Lack of capacities of teachers, school directors and pedagogical directors

Setting up and pilot testing e-school models to act as centres of excellence Providing support for the implementation of ICT as a subject in secondary schools Developing digital learning materials

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GAP ANALYSIS

GAP Cause Remedy provided by the project

Lack of sufficient number of

teachers trained in ICT

integration in education

Existing distance learning

mechanisms for in-service

teachers are insufficient

Developing blended ODL

programmes for in-service teachers

Low quality of higher

education

Lack of well-functioning

quality assurance mechanisms

Support the establishment of an ICT-

enhanced quality assurance

mechanism

Inadequate ODL programmes

for teacher training

Limited development of

online/blended ODL

programmes

Limited capacities of staff at

distance learning institutions

(i.e. IEDA) to develop

multimedia T&L materials

Developing blended ODL

programmes for in-service teachers

and disadvantaged learners

Lack of ICT in education policy Limited capacity of Ministry

directorates and policymakers

in policy development

Building capacities of policymakers

and directors for the development of

an ICT in education policy and IFAP

programme

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GAP ANALYSIS

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CONCLUSIONS

Updating the National Technological Plan to improve Education:

Producing multimedia teaching and learning materials;

Strategy for Training Teachers over the country;

Establish a policy for ICT in Education;

Equity in access to training, including disability learners – using ICT;

Modify the programs of primary and secondary education by introducing the Science and Mathematics using Technology.

Financial strategy adjusted to Mozambican reality: With diversified funding sources.

THANK FOR YOUR ATTENTION!