国别概况报告-莫桑比克-危机期间信息通信技术在教育和远程学习中的应用研究-英_市场营销策划_重点报告.docx

UshirikawaMaenddeOyaEIirnUBaran；AfrikaSIrUDYONl,HEUSEOfzICIrINEDUC6110N6NDKEMOI,ELE6KNINGDUKINGCKISES6NDl,HEKEQUIKEDINVESrMENr"OKDIGII,6Ll,K6NS,OKM611ON"OK6"KIC6NCOUNIfKIESCOUNTRYPROFILEREPORTM0Z6MBIQUEThisstudywascommissionedbytheAfricanDeyetopmentBankGroup(AfDB)andthelslami,Devepnentnk(IsDB)UshHkawaMaenddeoyaElImUBaraniAfraAssociationfortheDevdopmentofEducationinAfricaAssociMtonpoucIedeveioppenentdeeducMtenAfrkueASSOCidgOt>araoDwenvcMmentodaEducacaoemAfricaStudyontheUseofICTinEducationandRemoteLearningduringCrisesandtheRequiredInvestmentforDigitalTransformationforAfricanCountriesMOZAMBIQUEReportproducedby:AssociationfortheDevelopmentofEducationinAfrica(ADEA)Studycommissionedby:IslamicDevelopmentBank(IsDB)AfricanDevelopmentBankGroup(AfDB)December2022ACKNOWLEDGEMENTSTheAssociationfortheDevelopmentofEducationinAfrica(ADEA)expressesitsdeepestappreciationtotheIslamicDevelopmentBank(IsDB)andtheAfricanDevelopmentBankGroup(AfDB)forcommissioningthisstudy,inacollaborativeendeavorinsupportoftheadvancementofeducationaloutcomesinAfrica,andforprovidingthestrategicleadershipthroughoutthestudy.ADEAalsoacknowledgestheresourceperson,Prof.VeronicaMcKay,whoworkedtirelesslytoproducethiscountryprofilereport.ADEAwishestothanktheTechnicalTeamofIsDBandAfDBcomprisedofJawaraGaye,LeadEducationSpecialist-IsDB;BenAbdelkarimOussama,PrincipalEducationEconomist-AfDB;SamehHussein,SeniorTechnicalCooperationCoordinatorZAfrica&LatinAmerica-IsDB;IsatouCham,LeadSpecialistPolicies-IsDB;KadirBasboga,SeniorRegionalIntegration&TradePromotionEconomist-IsDB;andSissaoMoumine,SeniorEducationEconomist-AfDB;JessicaMuganza,SeniorEducation,ICTandDigitalOfficer-AfDB;MichaelOnobote,SeniorEducationOfficer,ICT&InnovationExpert-AfDBfortheinvaluabletechnicalreviewcommentsandinputs.TheoverallstrategicguidancewasprovidedbyIdrissaDia,DirectorEconomic&SocialInfrastructure-IsDB;DrMarthaPhiri,Director,HumanCapital,YouthandSkillsDevelopmentDepartment-AfDB;HendrinaChalweDoroba,ManagerEducation&SkillsDevelopmentDivision,AfDB;RiadRaguebAhmad,Director,Cooperation&CapacityDevelopmentDepartment-IsDB;AmmarAbdoAhmed,Manager,HumanDevelopmentDivision-IsDB;andSyedHassanAlsagoff1Manager,ScienceTechnology&Innovation-IsDB.Furthermore,ADEAwishestoexpressitssinceregratitudetoLufsFranciscoUamusse,countryfocalperson,MinistryofEducationandHumanDevelopment,forhisinvaluablesupportforthestudy.ADEAandthecommissioningpartnersexpresssinceregratitudetotheMastercardFoundationledbyJamesMcIntyre,fortheinvaluabletechnicalreviewandfeedbackthroughoutthestudyprocess.ABBREVIATIONSANEPAUCCIUEMCPDCPFDE4ADINETDLDNPODpctestpTheNationalAuthorityforVocationalEducationAfricanUnionCommissionEduardoMondlaneUniversityInformaticsCentreDataProcessingCentreCountryPartnershipFrameworkDigitalEconomyforAfricaNationalDirectorateforProfessionalTechnicalEducationDistanceLearningNationalDirectorateofPlanningandBudgetProvincialDirectoratesforScienceandTechnology,HigherEducationandTechnicalProfessionalTrainingDPEDHECE/EPEESMFESPETPEUFDIFASEHEGBGPEIFCINCMINEFPINTICIFEPLACITU1.DCLMSMCTESTPMINEDHMITRABMoReNetMoZSkiIIsNFTVETNRENODLOISPEERAMPSCLSDEJTSTEMTVETUDLUEMUP-MaputoUSSDWBGProvincialDirectoratesofEducationandHumanDevelopmentProvincialPre-SchoolEducationEnvironmentalandSocialManagementFrameworkEducationSectorPlanEducationalTechnologyPlanEuropeanUnionForeignDirectInvestmentEducationSectorSupportFundHigherEducationGigabyteGlobalPartnershipforEducationInternationalFinanceCorporationInstitutoNacionaldasComunicaQoesdeMozambiqueNationalInstituteforEmploymentandProfessionalTrainingInstitutesNationalInstituteofInformationCommunicationTechnologyInstituteforVocationalTrainingandLabourStudiesInternationalTelecommunicationUnion1.eastDevelopedCountry1.earningManagementSystemsMinistryofScience,Technology,HigherEducationandProfessionalTrainingMinistryofEducationandHumanDevelopmentMinistryofLabour,EmploymentandSocialSecurityMozambiqueResearchandEducationNetworkImprovementofSk川SDevelopmentinMozambiqueNon-FormalTVETNationalResearchandEducationNetworkOpenandDistanceLearningOpenInnovativeSchoolingEducationStrategicPlanRIA,sAfricanMobilePricingStudentCentredLearningDistrictServicesforEducation,Youth,andTechnologyScience,Technology,EngineeringandMathematicsTechnicalandVocationalEducationandTrainingUniversalDesignforLearningUniversityEduardoMondlaneUniversidadePedagogicadeMaputoUnstructuredSupplementaryServiceDataWorldBankGroupTABLEOFCONTENTSAcknowledgements2Abbreviations3ExecutiveSummary71. Introduction91.1. Thereviewandsurveyprocess92. Background102.1. Overview103. ReviewandSurveyHighlights124. EducationSectorinMozambique144.1. TheSystemofEducationinMozambique144.2. PrimaryEducation164.3. SecondaryEducation184.4. TVET214.5. HigherEducation224.6. Non-formaleducation235. ICTInfrastructureforEducationinMozambique245.1. Infrastructureinschools245.2. InfrastructureinTVET245.3. InfrastructureinHigherEducation255.4. InfrastructureforNon-formaleducationandLifelonglearning(theGeneralPublic)266. ICTPoliciesforEducationinMozambique266.1. GeneralObservations266.2. NationalICTPolicies286.3. EducationSectorICTPoliciesandImplementationPlan297. ICTActivitiesandInitiativesinPre-Primary,PrimaryandSecondarySchools307.1. EquipmentandConnectivity307.2. TeacherProfessionalDevelopmentandTrainingProgrammes317.3. E-Iearningmaterials318. ICTActivitiesandInitiativesinHigherEducationinMozambique328.1. TechnicalZVocationaIEducationandTraining328.2. Universities329. ICTActivitiesandInitiativesinNon-formaleducationandLifelongLearninginMozambique339.1. GeneralObservations3310. ICT,COVID-19andEducationinMozambique3610.1. COVID-19LessonsLearned3610.2. AccessandInclusion3811. FactorsEnablingandConstrainingICTUseinEducation3911.1. TheimpactofmultiplethreatsontheeducationsysteminMozambique3911.2. SWOCAnalysis4012. ICTinEducationinMozambique:AWayForward4312.1. CurrentICTInitiativesandeducationprojects4312.2. OverviewoftheICT4EPartnerMappingandIntervention4312.3. Recommendations:MovingForwardonImplementationofICTinEducation46FINDINGSANDRECOMMENDATIONSFROMPRIMARYRESEARCH4913. Introduction4914. MethodologicalApproach5014.1. Researchdesignforprimarydatagathering5014.2. Countryfocalpoints5014.3. SamplingfortheKllsandFDGs5114.4. Limitationsofthestudy5214.5. Ethicalconsiderations5215. Thesample5216. TheextenttowhichcountriesusedICTbeforeandaftertheonsetoftheCOVID-19pandemic5316.1. ICTtrendinthevarioussubsectorspriortotheonsetoftheCOVID-19pandemic5316.2. ICTuseaftertheCOVID-19pandemicoutbreak5517. Thewayforwardpost-COVID-195618. Theavailabilityofe-learningmaterials,theuseofradio,TV,computers5718.1. GeneralEducation5718.2. TechnicalEducationandVocationalEducation5718.3. HigherEducation5819. Conductingassessments5820. Thedigitaldivideanditsimpactonteachingandlearning5821. Workforces5digitalcompetence:interventionsforpre-andin-servicetraining5922. Affordabilityofinternetconnectivity5922.1. InGeneralEducation6023. Vulnerablegroupsatriskofmarginalization6023.1. GirlsandtheiraccesstoICT6023.2. Learnerswithdisabilities6024. Broadbandadherence6125. ChallengesimpactingonICTinEducation6125.1. AdultLiteracyandEducation6125.2. Schooling6125.3. VocationalTechnicalEducation6226. HigherEducation6227. 1.egislativeoverview6227.1. Policies6228. OpportunitiesandchallengestoharnessandsupporttheuseofICT6329. Successes,weaknesses,opportunities,andthreats/challenges(SWOT)6430. Recommendationsbasedonaneedsandprioritiesanalysis6631. Conclusion67SelectedBibIiographyZReferences68Annex711.ISTOFTABLESTable 1: Transitionratesbygender18Table 2: EnrolmentratesinTVETbygender21Increasingparticipationratesintertiaryeducation231.ISTOFFIGURESFigure 1: SchoolaccessandretentioninMozambique13Figure 2: Agebreakdownoflearners17Figure 3: Schoolingenrolmentsbygender18Figure 4: Secondaryschoolenrolmentsbygender20Figure 5: Enrolmentratesintertiaryeducationbygender23Figure 6: Pupilswithaccesstoelectricityattheirhomes(%)28Figure 7: Internetusebylevelofeducation32Figure 8: MobilephoneandinternetpenetrationoverlaidonGNIpercapita34Figure 9: Outofschoolchildrenandyouthbygender35Figure 10: 1.iteracyrates35Figure 11: FivePillars46Figure 12: Sectorrepresentationofparticipants52FrequencyofchallengesreportedasimpactingonICT661.ISTOFANNEXESAnnexA:ICTInfrastructureandPenetrationinMozambique71EXECUTIVESUMMARYMozambiqueliesinthesoutheastofAfrica,occupyinganareaof800,000squarekilometresandstretchingalmost2,000kilometresfromNorthtoSouth.About70%ofthe28m川ioninhabitantsareruralareadwellers.Thecountryhasmorethan2,500kilometresofcoastlinealongthesouth-westernrimoftheIndianOcean.Ithasamplearableland,water,energy,andgasandmineralresources;threedeepseaports;andalargelabourpoolpotential.Geo-Strategicallysituatedwithsixbordercountries,Mozambiquerepresentsachanneltoglobalmarkets.Inaddition,thecountry,sstrongtiestotheregionaleconomicengineofSouthAfricaunderscoretheimportanceofMozambique'seconomic,political,andsocialdevelopmenttothestabilityandgrowthoftheregion(WorldBank,2017).Thechallengethenistodiversifytheeconomyawayfromitscurrentfocusoncapital-intensivelargeprojectsandlow-productivitysubsistenceagriculture.Ashiftisrequiredtowardamorediverseandcompetitiveeconomywhilestrengtheningkeydriversofinclusionsuchasimprovedqualityeducation(WorldBank,2017).TheGrossDomesticProduct(GDP)grewonaverageby8%inthelasttwodecades,drivenbylargescaleinvestmentsintheextractiveindustry.The2016debtcrisishadmajorconsequencesonthemacroeconomicenvironmentandontheGovernmentscapacitytodeliverpublicservices1.Althoughtheeconomyhassincestabilised,itremainshighlyvulnerabletocommodityandclimateshocks,andtopoliticalvolatility.Mozambique1ShighpovertyrateissustainedbynaturaldisastersandhasbeenexacerbatedbytheCovidpandemic.Twoseverecyclonesandlowercoalproductioncontributedtoadownturnineconomicgrowthfrom3.4%in2018toanestimated2.3%in2019.Mozambiqueisoneofthepoorestcountriesintheworldandranked180outof189countriesinthe2017HumanDevelopmentIndex(HDI).Withalmosttwo-thirdsofthepopulationundertheageof25,thecountryisintheearlystagesofademographictransition.Itissparselypopulatedwithafast-growingyouthfulpopulation-45%ofthepopulationisyoungerthan15andhighage-dependencyratios.Thisdemographictransitionrepresentsapotentialsourceofdynamismandeconomicgrowth-providedthatMozambiqueoffersitsyouththatareenteringtheworkforcewithaccesstodecentworkandproductiveemployment.Whilethegrossenrolmentratesteadilyexpandedquantitatively,reaching115.4%(2017)from47%(1999),improvementofpupillearningremainsacriticalissue-only4.9%ofthird-gradepupilsinreadingandwritingand7.7%ofthird-gradepupilsincalculationmeettheacademicstandardsasspecifiedinthe2016NationalAssessment(AvaliaaoNacional).TheStrategicPlanforEducation(SEP)(2020-2029)thereforesettheimprovementofthequalityofeducationasakeygoal.Currently,theliteracyrateofyouthintheagegroupof15-24yearsoldisbelow70%,affectingtheirlivelihoodsandcapacitytofindemployment.Theformaleconomyremainsurbanandaccountsforonly32%oftotalemployment.Highlevelsofrural-to-urbanmigrationresultinalargeconcentrationofpoor,unemployedyoungpeoplestrugglingtosurvive.Aburgeoningyetunproductiveyouthpopulationwhoaredeniedopportunitiesintheformalsectorandaninadequateeducationsystem,createaconstituencyofyoungpeoplecrippledbypovertythatcouldcontributetofragility(WorldBank,2017)andunrest.WorldBank,PID12017.TheICTgapcanbestronglylinkedtootherformsofsocialandeconomicexclusion,suchaslowincome,unemployment,pooreducationandisolation.SurveyfindingsbyResearchICTAfrica(RIA)inits2017AfterAccessreport(RIA,2020)showthatthelevelofInternetuseincreaseswiththelevelofeducation.Oneoftheworld,sleastdevelopedcountries(LDCs),Mozambiquehasahouseholdinternetaccessof1%.Broadbandextensionisinsufficientbeyondthemajorurbancentres.Thecountryhasahighvarianceinmobilephoneownershipandhighgendergapininternetusage,withmoremalesthanfemaleshavingaccesstoboth(G川Wald&Mothobi52019).Thereisasignificantgapbetweensecondaryandvocationaluse.ItisinterestingtonotethatwidespreaduseofInternetoccursattertiaryandvocationallevels,whereasmostindicestryingtoassessskillsore-literacyuseschoolthroughputastheirindicator.The2017AfterAccessSurvey,anationallyrepresentativesurveyontheaccessanduseofICTs,indicatesthatInternetpenetrationishighlyalignedwithsmartphonepenetration,whilesmartphonepenetrationishighlyalignedwithGNIpercapita.TheCOVID-19crisis,aswellaspastandpotentialfutureshocks,highlightthecountry,svulnerability.TheWorldBank,sProjectInformationDocument(PID)fortheproject'MozambiqueDigitalGovernance&Economy1statesthatMozambiquehasenormouspotentialforadynamicdigitaleconomy.Positiveregulatoryachievementshavefosteredcompetitioninthetelecommarket,andmobilebroadbandpenetrationhasexperiencedrapidgrowthinrecentyears.Theincreasedcompetitionintheinformationandcommunicationtechnology(ICT)marketallowedanadditional9millionMozambicanstogainaccesstomobilebroadband.AssociatedeconomicbenefitsareestimatedtohavereacheduptoUSD370million,whichrepresents2.7%oftotalGDPcreatedinMozambiqueduringthe2012-2019period(WorldBank,2020).TheWorldBankPIDpointsoutthatMozambiquehasthelowestmobileinternetcostinsub-SaharanAfrica(US$1.97pergigabyte),andmobilephonepenetrationstandsat46%ofthepopulation.Improvementsinfoundationaldigitaltransformationelements,combinedwithsupporttostart-upsandexistingbusinesses,canhelptheMozambicaneconomyharnessdigitaldataandmoderntechnologies,generatenewcontent,linkindividualswithmarketsandwithgovernmentservices,andaddressthechallengesthecountryisfacingonpublicservicedeliveryandjobcreation.Digitaltransformationcansupportsocialprotectionprogrammesthattargethouseholdsinneed.Thedomesticdigitaleconomywouldalsobekeytogeneratingopportunitiesfortheyouthpopulation,whilealsoprovidingcost-effectivetechnologicalsolutions,adaptedtothelocalmarketandneeds.NotinghoweverthatICTinfrastructuredevelopmentandcoveragedonotnecessarilyensuredigitalbeneficiation,butdemand-sidefactorssuchasdigitalskills,educationandaffordabilityareequallycriticalelementstoensureasustainableICTsectorthatwouldinturnsupportfurthereducation,skills,andhumanresourcedevelopment(WorldBank,2020).TheCOVID-19hashadastrongimpactonlearners*accesstoeducationandtheirlearningoutcomes.Allschoolswereclosedon23March2020immediatelyaftertheidentificationofthefirstcasesofcoronavirusinfectioninthecountry.Toaddressthesituation,theMinistryofEducationandHumanDevelopment(MINEDH)setguidelinesforschoolmanagersandteacherstoensurethatstudentshadaccesstosomeformoflearning.However,thedifferentstakeholders-parents/caregivers,teachers,schoolmanagersandcommunityleaders-werenotpreparedtoimplementMINE