1. MOZAMBIQUE Pedagogical Integration of ICTs Phase 1 Research

2. 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

3. 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

4. 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;

5. 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.

6. Overview of research results (cont’d) Specific challenges in pedagogical integration of ICTs Teacher training; Availability of computer lab; Technical assistance, management and sustainability.

7. 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.

8. 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.

9. 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.

10. 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.

11. 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.

12. 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.

13. 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

14. 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.

15. Thank you