2007年-世界发展银行全球_Survey_of_ICT_and_Education_in_Africa___Mozambique_Country_Report_12页_345kb

ICT in Education in Mozambique

Core Content

This report provides an overview of the state of ICT use in education in Mozambique, highlighting the progress made, the challenges faced, and the initiatives in place to promote digital learning and skill development. The report is part of a larger survey supported by infoDev and reflects the dynamic and rapidly evolving nature of ICT in education across Africa.

Main Points

Economic and Social Context

• Mozambique, once the poorest country in the world in 1992, has experienced steady economic growth, with GDP per capita increasing from USD$80 to around USD$310 by 2005.
• Despite this growth, Mozambique remains among the world’s 20 poorest countries.
• Over 70% of the population lives in rural areas, primarily engaged in agriculture, forestry, and fisheries.
• About 58% of children live below the poverty line, and child poverty is a major challenge for the education system.
• The HIV/AIDS epidemic, while less severe than in other parts of southern Africa, continues to impact the education system by reducing the number of teachers and students due to illness and death.

Education System Overview

• The education system follows a 5-2-3-2 structure: 5 years of lower primary (EP1), 2 years of upper primary (EP2), 3 years of secondary first cycle (ES1), and 2 years of secondary second cycle (ES2).
• Education is compulsory at age six, and primary schools operate on two or three shifts.
• Higher education is provided by both public and private institutions, with technical and professional education offered at various levels.
• The government has focused on expanding access to secondary education and technical-vocational training.

ICT Policies

• The Government of Mozambique has prioritized reducing absolute poverty and improving education through ICT.
• A National ICT Policy was adopted in 2000, with the goal of transforming Mozambique into a producer of ICTs and linking it to the global information society.
• The policy includes a focus on education, human resource development, and governance.
• A dedicated National ICT Policy Commission was established in 1998 to oversee policy implementation and promote collaboration across sectors.

Key ICT Initiatives and Projects

SchoolNet Mozambique

• Established in 1997 as a pilot project, SchoolNet Mozambique aims to introduce ICTs in secondary schools and improve learning through digital tools.
• It has facilitated the setup of PC labs in 75 schools by July 2006, with 25 schools connected to the Internet.
• Supported by IDRC, the World Bank, and local and international partners, the project also includes the development of an education portal and a teachers’ network.

NEPAD eSchools Mozambique

• A multi-country initiative to equip schools with ICTs and connect them to the Internet.
• Implemented in six secondary schools in Mozambique through partnerships with companies like Hewlett Packard and Microsoft.
• Each school was provided with a lab containing approximately 20 PCs, a server, a printer, and a media lab.
• The project was ongoing at the time of writing.

EPCI (Emilia Dausse Secondary School ICT Project)

• A pilot project initiated in 2000 at Emilia Dausse Secondary School in Inhambane Province.
• Aims to improve access to ICTs for students, teachers, and the local community.
• Provides training, internet access, and services such as fax, photocopying, and data projection.
• Has become a reference point in Inhambane City for ICT training and community engagement.

CIEUM (Centre for Informatics at the University Eduardo Mondlane)

• A key institution in promoting ICT for development in Mozambique.
• Played a leading role in the development of the national ICT policy and implementation strategy.
• Facilitated the establishment of MICTI and continues to support ICT education and research.

MICTI (Mozambique Information and Communication Technology Institute)

• A multifaceted initiative to address skills shortages, post-secondary education, and a weak ICT sector.
• Focuses on learning, research, and technology, with a long-term goal of integrating the institute into a science park environment.

MoReNeT (Mozambique Research and Education Network)

• Established in 2006 by the Ministry of Science and Technology.
• Aims to link 25 education and research institutions in Mozambique.
• Focuses on improving Internet access and building collaboration between institutions both nationally and internationally.

Community Multimedia Centres

• Supported by UNESCO, these centres merge telecentres and community radio stations.
• Eight have been established, with more planned, to provide local access to ICTs and promote digital literacy.

Telecentres Networking and Services Development

• A project based at CIEUM started in May 2002 to consolidate telecentre initiatives.
• Aims to create a technically supported public access system for ICT services.
• Staff were trained by CIEUM, and the project has contributed to the implementation of the national ICT policy.

Women's Information, Education and Networking via the Internet

• A small project by Forum Mulher that uses the Internet to collect and distribute information on gender issues.
• Targets 50 gender-related NGOs and promotes ICT use among women in communities.

Factors Influencing ICT Adoption

Conclusion

ICT in education in Mozambique is at an early but growing stage, with several key initiatives and policies in place to support its development. While progress has been made, challenges such as limited infrastructure, high costs, and a shortage of skilled personnel continue to hinder widespread adoption. The government's commitment to ICT as a tool for poverty reduction and education improvement remains strong, and ongoing efforts by institutions like SchoolNet Mozambique, CIEUM, and MICTI are crucial to achieving long-term goals in the sector.