EDUCAÇÃO POPULAR E FORMAÇÃO DE PROFESSORES EM MOÇAMBIQUE: REFLEXÕES INICIAIS

O presente artigo intitulado, As políticas educacionais e o ensino em questão, analisa as políticas educativas; a relação entre o sistema de ensino e as escolas e o contributo das instituições internacionais na organização e gestão da educação em Moçambique. Para esta discussão, parte-se de pressusposto de que as políticas educativas reflectem as intenções e as acções do governo no âmbito da educação e as escolas são tomadas como centro de concretização das políticas educativas. As escolas tornam-se espaço de convergência entre o sistema educativo e as práticas pedagógicas. Um estudo sobre a relação entre a escola e o sistema educativo permite compreender o funcionamento das escolas enquanto instituições políticas e educadoras e o sistema nacional de educação que expressa politicamente as intenções do Estado. Entende-se que discutir sobre as políticas educativas significa falar de reforma educacional contida nos documentos legais que supõe uma reorganização dos diversos níveis de ensino, dos currículos, das políticas e das escolas, da melhoria da qualidade de ensino. O artigo analisa também o impacto das instituições internacionais como o Banco Mundial na definição e na implementação das políticas educativas e os seus financiamentos no sector educacional em Moçambique.

The history and problems in the making of education policy at the World Bank 1960–2000

An Invitation to Discomfort in Pursuit of Diversity, Inclusion, and Excellence

In this chapter, I examine the role of public schools in shaping young people’s gendered understanding of citizenship and their “sense of place” in Mozambique. I seek to illuminate two interrelated features of processes of civil enculturation, which is defined as education for and about citizenship (Baumann 2004). First, I discuss the centrality of public education to nation-building efforts in Mozambique, examining the approach taken by the country’s ruling party Frelimo to creating and consolidating the Mozambican nation during postin-dependence days and at the time of data collection. I analyze how current school-based education shapes young Mozambicans’ geographical and cultural imagination, that is, how it seeks to provide them particular ways of imagining and making sense of their place in the world and their nation. In doing so, and drawing on feminist scholars such as Iris Marion Young (1990), Joane Nagel (1998), Cynthia Enloe (2000), Isabel Casimiro (2004), and Signe Arnfred (2010), I investigate the masculinist underpinnings of Frelimo’s nation-building project and the core goals of secondary education as reflected in policy and curricular documents, political speeches, and participant accounts.

O artigo dá conta de um estudo que teve como objetivo fazer o estado da arte da investigação produzida em Moçambique sobre a formação inicial de professores (FIP) na sua relação com as políticas de educação. Para isso, foi feito um mapeamento de estudos sobre “Formação inicial de professores em Moçambique”, na forma de artigos científicos e de teses de doutoramento de autoria de moçambicanos, no período compreendido entre 2012 e 2017. Foram identificados, pela internet, 20 artigos, dos quais 7 foram excluídos por não terem sido publicados em revistas ou periódicos. Relativamente às teses de doutoramento, foram identificadas 4. Para a identificação dos artigos e teses recorreu-se ao uso das palavras-chave: formação inicial; professores; Moçambique. A análise das teses e dos artigos permitiu constatar uma diversidade de abordagens sobre a FIP, com ênfase na crítica à diversidade dos modelos de formação de professores, em questões da inclusão escolar e de educação inclusiva, nomeadamente por as intenções dos discursos veiculados nas políticas educativas não estarem a ser correspondidas nos currículos de FIP e na profissionalização da formação de professores.

Human beings rely equally on narrative (or storytelling) and metaphor (or analogy) for making sense of the world. Narrative and Metaphor in Education integrates the two perspectives of narrative and metaphor in educational theory and practice at every level from pre-school to lifelong civic education. Bringing together outstanding educational researchers, the book interweaves for the first time the rich strand of current research about how narrative may be used productively in education with more fragmentary research on the role of metaphor in education and invites readers to ‘look both ways.’ The book consists of research by 40 academics from many countries and disciplines, describing and analysing the intricate connections between narrative and metaphor as they manifest themselves in many fields of education, including: concepts of education, teacher identity and reflective practice, teaching across cultures, teaching science and history, using digital and visual media in teaching, fostering reconciliation in a postcolonial context, special needs education, civic and social education and educational policy making. It is unique in combining study of the narrative perspective and the metaphor perspective, and in exploring such a comprehensive range of topics in education. Narrative and Metaphor in Education will be of great interest to academics and researchers in the fields of education and educational policy, as well as teacher educators, practising and future teachers. It will also appeal to psychologists, sociologists, applied linguists and communications specialists.

The article highlights the categorical and conceptual field of the conceptual construction "innovative technologies in the field of physical education and sports", which is the basis for its construction; the characteristics of such concepts as: "technology", "innovation", "innovative activity in the field of education", "educational technology", "innovative educational program", "innovative educational project", "innovative educational product", "innovation cycle", "innovative technologies", "innovative technologies in the field of physical education and sports"; their interrelation and importance for education in general and specialists in the field of physical education, in particular, are presented.
 The analysis, synthesis and generalization of concepts and conceptual constructions of scientific and scientific-methodical literature, state nomenclature documents, as well as such research methods as: comparison, analysis of own long-term pedagogical experience in checking, reviewing qualification works of higher education applicants, including mastering and expert examination of dissertations, it was found that most higher education applicants do not pay due attention to the acquisition of special terminology during their studies in higher education, do not refer to the legislative and regulatory framework. At the same time, special terminology is always related to the content of a particular science, theory and practice of a particular field.
 It is noted that special terminology, including terminology in the field of physical education and sports, is an urgent necessity, the basis of professional communication, which requires in-depth knowledge, continuous development and improvement from specialists.
 It is emphasized that a clear understanding and correct use of the concepts and conceptual constructions mentioned in the article will allow specialists in the field of physical education and sports to correctly direct their efforts towards the development and implementation of innovative technologies in the theory and practice of physical education and sports, as well as contribute to improving the quality of their research work.

Intersectionality theories, intersectionally informed methodologies, and intersectional praxis seek to explain, critique, and transform relationships of oppression and privilege among individuals, groups, and institutions. These shifting power relationships are co-constructed through identity categories and justified by symbolic representations. Given the plurality of intersectional theories, no one definition can encompass the diverse strands of scholarship that make up this arena. However, Winker and Degele 2011 proposes a useful multilevel analytical approach that traces how intersectional privilege and oppression are created, maintained, and contested (see also Analytical Frameworks). The researchers’ framework is key to understanding the organization of this article around three concepts: identity constructions (how difference is made and unmade between the self and others), symbolic representations (norms, ideologies, images), and social structures (class, gender, race, and body), with their accompanying power relations (classisms, heteronormativisms, racisms, and bodyisms) (see also Winker and Degele 2011). Work using intersectionality theories in the field of education may be focused on microlevel phenomena, such as individual identity development and interpersonal relationships; meso-level phenomena, in the case of school policies and practices that respond to intersectional identities; or macro-level phenomena, like educational funding schemes that produce intersectional privilege or oppression for particular groups. Scholarly work in the field of education that predates the use of the term “intersectionality” speaks of human relations, interactions, integration, and bridging perspectives (see also Intersectionality’s Early Expressions in Education). Scholars and educators in the cross-disciplinary field of intersectionality and education draw on research about individual and group experiences within schools and universities, as well as the scholarship, activism, and policy work of black feminist theorists and sociologists (see also Intersectionality’s Development in Feminist Theory and Praxis). Intersectional research in education has kept a dual focus on theory and practice, though the latter tends to have primacy given the discipline’s applied nature (see also K–12 Education, Teacher Education, Higher Education, Comparative and International Education, Educational Policy).

The relevance of this article is conditioned by the large-scale reforms in the field of general education in the Republic of Armenia (RA), the different demands of all stakeholders on the quality of education, and the exigency of study the existing issues in the field. Within the framework of this article, modern professional literature related to the topic was studied, the legislation in the field of education was analyzed, as well as an electronic survey was conducted among 432 teachers of general education institutions in 11 regions of RA to find out the issues of teachers' professional development in the RA. The results of the analysis conducted within the framework of this article can be further implemented in the processes of development and implementation of reforms in the field of education, educational policy and teachers' professional development programs in order to increase efficiency of their professional activity and to improve education quality.

The present research aims to analyze the importance of the efforts made by different personalities, starting with the second half of the twentieth century, in order to broaden the exchange of ideas and best practices in the field of vocational education and training. The great personalities played an essential role in building and relaunching a Europe of nations, but also a Community Europe. These visionaries, with significant functions at the level of their country, but also at European level, have contributed to the configuration of common directions of action regarding education. The Parents of Europe, Jean Monnet and Robert Schuman laid the foundations for economic cooperation at European level between states in the 1950s. Continuing the political construction of the community edifice was the mission of European leaders Franis Mitterand and Helmuth Kohl. The two protagonists are also due to the beginnings of the collaboration on education through the conclusion of bilateral agreements. The leaders understood that a political union between states would not be possible without achieving a cultural, linguistic, or educational union. Jacques Delors was President of the Commission of the European Communities between 1985 and 1995 and President of the International Commission for Education for the 21st century. In this capacity, he demonstrated that educational policies should aim to build a world based on mutual support. Any project of international cooperation must be based on common values and a common destiny. The European Commission through the Directorate General for Education, Culture was able to initiate educational programs that were approved by the Member States and subsequently ensured the mobility of pupils, students and qualified teachers from across the Union. Actions and steps taken over time by different personalities have demonstrated that in a global world, education is the key factor, and lifelong learning, supplemented by new programs and actions in the field of education, training and youth play an overwhelming role in building a Europe of citizens.

The article analyzes the normative-legal analysis of public policy in the field of higher education. It is justified that higher education is an integral part of the entire education system in Ukraine. It is stated that the existence, effective functioning and gradual development of the higher education system is directly dependent on the state policy in the field of higher education, in connection with which its research is updated. It is proved that the general principles of the formation and implementation of public policy in the field of higher education are enshrined in legislation, but the legislation does not contain a definition of the concept of “state policy in the field of higher education”. The content of similar concepts (“state policy in the field of higher education”, “state educational policy”, “national educational policy”, etc.) is analyzed and it is noted that they are synonymous in content, however, it should be used “state policy in the field of higher education” with taking into account the application of such concept in the legislation. An author’s version of the corresponding definition is proposed. The composition of the subjects that ensure the effective implementation of public policy in the field of higher education is analyzed. It is noted that the legislation defines a list of principles, that is, basic fundamental principles, taking into account various aspects of educational policy. In addition, attention was paid to the main directions of the formation and implementation of state policy in the field of higher education, which are stipulated in the legislation. Taking into account the conducted research, it is proposed to distinguish the peculiarities of the state policy in the field of higher education (among which the following is one of the directions of the general policy of the state; principles that are defined in the legislation; it is determined by the legislative power, and is implemented by the executive power, etc.).

Transnational Advocacy, Global Civil Society? Emerging Evidence from the Field of Education

L'objectif des auteurs de cet article est double. Il s'agit d'une part de presenter une etude exploratoire sur les tendances actuelles temoignant de l'emergence d'un nouvel activisme non gouvernemental dans le champ de l'education et d'autre part de dresser un cadre analytique afin d'evaluer l'importance de cet activisme, en elaborant des concepts bases sur les recherches ayant porte sur les nouveaux mouvements sociaux et les debats theoriques actuels a propos de la societe civile mondiale.

The introduction of the new education policy marks a step towards a significant change in the Indian education system. An important part of this policy is the concept of online education, which aims to make education accessible to more people and improve its quality. Online education means that the education department and students can study through the internet. In this article, we will discuss in detail the importance of envisioning online education in the new education policy and its benefits.Education is important for the development of the society and technological advancement in the field of education has made the concept of online education an important part. Online education provides students with the opportunity to receive education with different styles and suitability, thereby opening doors to new directions in the field of education. This research paper attempts to present an overview on the concept of online education in the new education policy. The new education policy has been presented by the Government of India and it proposes to improve many aspects of education, of which online education is an important part.Under the new education policy, various mediums are being used to authenticate online education, such as video classes, online courses, and innovative technologies to facilitate digital education. Its main objective is to make education accessible to more individuals and improve its quality, especially in villages and small towns. The benefits of online education can be not only in delivering education in a better way but also in making education more useful and interesting. Additionally, online education can help students balance freedom and time, and make them more capable.Hope this summary will help you understand the important aspects of online education in the new education policy as well as its challenges.

This qualitative study investigates the gap between curricular intentions, teacher perspectives, and practices in a primary school bilingual program in central Mozambique. It aims to provide new data regarding bilingual education program implementation in an understudied and underrepresented country in the literature. Drawing on original interview and participant-observation data, collected over nine months in central Mozambique, this study reports on how these teachers’ language perspectives impact practices, which in turn reaffirm/reject curricular mandates. Key findings indicate that despite awareness of bilingual benefits in student involvement, teachers transition early to Portuguese, preferring to teach classes in the official language to prepare students for the national exam. This preference also stems from limited mother-tongue resources, teacher training, and language proficiency. Study findings reveal a disconnect between policy and implemented practices – influenced by teachers’ beliefs towards Portuguese and local languages and by structural and classroom priorities.