Ivan Ruby

In this paper, we present and analyze the current computer science educational environment in Mozambique and the relationship between the activities undertaken by the Mozambican developers’ community (MozDevz) and the objectives set on the Information and Communication Technologies (ICT) policies of the local Government. Data was collected over a 2-month period and consisted of document analysis, semi-structured interviews as well as observations from two training sessions organized by the community and from public forums used by members on social media platforms. ICT initiatives deployed in the Education sector in Mozambique were mainly geared towards providing access to the internet and delivering computer skills to students, teachers, and school administrative personnel. However, the skills provided to students were not at par with job market requirements. In light of these circumstances, MozDevz emerges as an alternative to fill the gap between the focus of government initiative...

This paper introduces an approach to allow English Language Learners (ELLs) to collaborate in the Software Engineering field using their individual native languages. Natural-Language Neutrality (NLN) aims to bridge the Knowledge Divide in Software Engineering by providing tools and methodologies to allow speakers of different Natural Languages to learn, practice and collaborate in an environment that is Natural-Language agnostic. A Knowledge Divide in Software Engineering is constituted by the differences in the knowledge assimilation capability, between native English-speakers and ELLs, due to the English-language barrier. NLN intends to provide standardized methods to enable already-existing and new Programming Languages to be accessible to learners in their Natural-language context. The tools created to achieve this purpose, Glotter, Glotation and the Collaborative Model, are described.