Daniel Da Costa

The scarcity of serious studies and prevailing ambivalent educational policy in teaching 3D-descriptive geometry (3D-DG) applying flipped learning model (FLM) on what students ought to know or learn, the choice of engaging pedagogical model, technology that underpins FLM, meta-analysis and indications concerning where and when learning will take place determine the relevance of this research report. The study's purpose is to analyse 3D-DG learning and best practice and the use of FLM as powerful didactical strategy. A YouTube technology and survey were employed to inquire 30 visual and engineering education students. The interim emerging results indicate that there is students' positive attitude towards FLM. Qualitative data revealed also the quest for improved teaching materials and lecturers' new role. A knowledge gap for using FLM in teaching 3D-DG was identified. It is recommended for a robust FLM paradigm-shift, sensitizing and training students for using this technology is the way forward.

This article presents student-teachers' perceptions of spatial 3D-descriptive geometry education in Mozambique. To interpret a 3D object through 2D projections and vice-versa requires spatial abilities that are deemed crucial for learning in any spatially dependent discipline such as 3D-descriptive geometry, engineering and technical-vocational disciplines. Such spatial abilities can be developed through training. In order to establish student-teachers' views on the main characteristics of spatial 3D-descriptive geometry education, an exploratory study was conducted employing a mixed-methods approach to elicit data from 120 participants at a higher education institution, through semi-structured focus group discussion. Data analysis was conducted using the technique of categorising themes from data, and using these themes developing a 40-item questionnaire. Exploratory factor analysis, multivariate regression and path analysis of the questionnaire responses were used to propose the study's model. The emerging theory shows a model for developing 3D geometry as consisting of four distinct factors: spatial visualisation and reasoning; evaluation and learning support; professional learning of geometry; and practice. The evidence shows that spatial visualisation and reasoning is seen as a main predictor of learning 3D-descriptive geometry. The data also show that further research is needed into 3D-descriptive geometry instructional material for its content validity. It would also be interesting if studies could be undertaken on students' perceptions of 3D-descriptive geometry education using more extended theoretical frameworks.

This research study analyses the instructors’ perceptions of pedagogical approaches at TVET colleges and institutes in Mozambique. The study employs a thematic analysis of qualitative data using QSR NVIVO 2.0.  In particular, the study is a small case study that has been used to interview 18 instructors of two technical institutes and one professional institution in Maputo. The pedagogy of technical-vocational education is thought of as an ‘art of teaching’ that entails goals, principles, methods, the environment in which learning takes place and learning attainments. The emerging results shows that the instructors’ perceptions of pedagogical approaches conceptually encompasses (i) Knowing- what (…epistemic and ontological knowledge), (ii) Knowing-how to teach (…rationality and setting the scene), (iii) TVET’ pedagogical system and principles; (iv) Ideas informing instructors’ Professional Development; (v) The learning objects in TVET, (vi) the master and the apprentice contract, (vii) Typical Lesson delivery methodology in a TVET institution, and (viii) Evaluation and assessment in TVET.  It can therefore be recommended that for the development of the Mozambique’s TVET system, the pedagogy at the pre-service preparation stage is deemed crucial stage in TVET teachers’ education. Future research should look into continuing professional development as a factor for TVET instructors to support their curriculum development and teaching methods, and also in terms of their teaching renewal license.
Keywords: Mozambique, instructors, perceptions, TVET Pedagogy

This study investigates Technical-Vocational Education and Training (TVET) gradu-ates’ or informal technical-vocational training leavers’ employability and entrepre-neurships in Mozambique. From these two perspectives, so a chicken-or-egg situa-tion, the research seeks to understand how youth enter or stay aloof the world of working as it increasingly lacks of qualified manpower. TVET is thought of as a kind of instruction that is designed to empower individuals with professional skills and critical knowledge which the industry needs for production. However, there is a tech-nical-and-vocational education that can be obtained out-of-college; hence in an in-formal setting which counts, so to speak of, as an invaluable ‘asset’ for the industry’s manpower. 33-IIP-MOZAL-self-instructed respondents consisting of 19 males and 14 female participated in the study.  A semi-structured was employed for data collection. The results seemed to indicate that respondent’s perceptions towards TVET graduates’ employability and entrepreneurships are fivefold: (i) Policy making decisions; (ii) Resources; (iii) Curricula; (iv) Research; and (v) Industry. As this study has aimed to investigate the underpinning factors for working at industry and self-employment, it has strived to realize what makes employers to consider ‘on job’ and the self-learning as ‘good prospect’ for their industry with hope that it could use it to find out whether or not this two types of training adequately prepare young people for a whole range of companies’ challenges. The study provided a synopsis of possible factors and hindrances which might inform and influence employability and/or entrepreneurship.

This research was anticipated that would be bibliographic as yet a book review that seeks to reflect on understanding of the architecture of Prata’s (1990) Mozambican modern Portuguese-Emakuwa [– Elómwe –Meto – Chirima-Marrevone-Mulai-Naharra-Nampamela] dictionary of spatial (3D) and planimetric (2D) geometry elements. The study looks at deconstructing the concptualisation process built in and expanded in it by identifying, recording geometry knowledge and discussing candidate concepts. P. Prata’s effort to include the very essence and interpretation of the geometric elements found in dictionary of word textual meaning and sense. It more specifically (i) analyses 3D and 2D geometry language/word use; (ii) Assess the depth of mathematical/geometry content knowledge conveyed in the P. Prata’s dictionary.  To realise these aims, the research questions points to: a) What are Prata’s Mozambican modern Portuguese-Emakuwa/Elómwe dictionary of spatial (3D) and planimetric (2D) geometry elements? b)  How deep is the 3D geometry language elements use of meaning and sense in Prata’s dictionary? c) To what extent Prata’s Portuguese-Emakuwa/Elómwe dictionary covers the science of geometry in the Emakuwa/Elómwe and d) How 3D & 2D geometry concepts’ gaps can be identified in the Prata’s Portuguese-Emakuwa/Elómwe dictionary? Geometry is always seen as challenging and difficulty subject by the majority of students both in secondary and tertiary education. One of the reasons attributed to this phenomenon is the lack of visualization skills to mentally visualize and manipulated geometric elements. Lohman (apud. Ferreira, 2015) conceptualises spatial skills as a capacity to generate, retain and manipulate spatial abstract images. As geometry is responsible for conducting spatial forms, it is an essential discipline in most spatial dependent professions, inter-alia, engineering, geology and medicine. It is worth questioning: To what extent the Prata’s Portuguese- Emakuwa […] dictionary can be used as student support learning tool for stereometric (3D) and planimetric (2D) geometry education? To respond to this question, study employs a qualitative approach and applied in kind which was anticipated that would be a book review on mathematical language constructs and how they inform indigenous contributions to geometry content knowledge and concepts. The empirical study targets 375 pages long Prata’s Portuguese-Emakuwa dictionary and its methods of analysis comprised a critical analysis on the use, mean and sense of the 3D and 2D geometry vocabulary. Hundred A to Z translated word candidates against the backdrop of their contributory power; usability and relevance to geometry/mathematical language education were used. The emerging results show a large and deep poll of indigenous geometric content knowledge and new word entrees are suggested.

Keywords: Stereometric and planimetric Geometry, Mathematical Language, Emakuwa/Elómwe.

"Daniel Dinis da Costa
School of Education, Newcastle University

This study explores the factors underlying student-teachers’ perceptions of 3Ddescriptive geometry education in Mozambique. A grounded theory mixed-method approach was used to gather data from six focus groups, ten interviews and a questionnaire with 120 participants. Principal Component Analysis (PCA) for a fourfactor solution was then performed, which revealed a structure with items clustered into four factors: spatial visualisation and reasoning related to 3D-geometry fundamentals; professional learning consisting of learning to teach geometry, evaluation and learning support, which encompasses items on mediating learning, and practice concerned with developing skills. Possible explanations of the findings are discussed, and their implications for further research suggested."

[There is a growing recognition that elements of heuristic significance play a large part in practical 3D descriptive geometry when a graphical method of solving space or solid analytic problems is employed (Slaby, 1976). Some of these elements are related to personal development, as the ability to understand abstract geometrical concepts evolves throughout one‟s life. Prospective teachers‟ perceptions about the professional learning of descriptive geometry may vary in relation to solving problems of 3D space via a 2D drawing plane with the use of different projecting methods (Bakó, 2006). Solving problems of spatial dimensions requires a creative imagination, space analysis skills and visualisation, which themselves can be harnessed and taken to another level of understanding through practice. In doing so, there is a use of the projecting drawings, which are solely intended to interpret the spatial relation, solve problems and offer solutions (C.f. Stachel, 2005:1).]

"This study paper discusses the current approaches to prevailing neglect of informal learning both at TVET institutions and industry in Mozambique. A qualitative small-scale case study was conducted to collect data based on 17 respondents in Maputo. Eraut (1994) indicates that “learning happens on a daily basis almost from birth. Learning (…) takes place at work, formally or informally” vis-à-vis outside workplace to meet its commercial needs, improve practice (Pickerden 2004). The emerging results shows that informal learning conceptually encompasses setting clear vision and mission; operationalize and codified informal learning culture; research, development and utilisation of knowledge; situated learning and employee and employer’s contract. Thus, the link between work-based learning and opportunities for informal collaborative learning allows a more reflective learner-based control of the experienced informal learning (Fominykh et. al. 2012) that occurs in irregular time and space patterns.
Keywords: Mozambique, informal, collaborative Learning, coded-learning experiences
"

Aprendizagem informal no desenvolvimento das habilidades vocacionais: O caso de aprendizes e artesãos/mestres nos arredores de Maputo, Moçambique
Daniel Dinis da Costa, PhD (Newcastle-Upon-Tyne)
ddcdinis@yahoo.com.br
O presente estudo visa explorar o fenómeno da apendizagem informal na educação técnico-vocacional (pré-)laboral; dinamizado, ancorado e voltado às exigências de múltiplas profissões do mundo de trabalho. Ontologicamente, por apendizagem informal entende-se que seja um processo de aquisição de saberes que pretende ser dinâmica e flexível de cariz presencial, à distância, inicial ou de refrescamento de conhecimentos e habilidades de certa profissão, por vezes realizada de uma só vez, (des)multiplicada/transferência directa do ‘know-how’, quer por cascata quer por princípio de ‘isomorfismo’ de formação provido pelo artesão assente numa relação e centrada não no aprendiz nem no professor (PACHECO, 2009). Aprendizagem informal, conforme PICKERDEN (2004 CITADO EM DA COSTA E SINGO, 2013) pode ter lugar no local de trabalho informalmente, viz-à-vis fora-do-serviço em que o aprendiz controla a sua aprendizagem. No contexto histórico mundial, as primeiras formas do ‘sistema de aprendizes’ nasceram há centenas de anos, quando jovens trabalhavam sob supervisão dum mestre-artesão para aprender como fazer negócios. Esta foi uma forma de trabalho barata em troca de aprendizagem e os jovens durante os ciclos de aprendizagem sob guarida do mestre. Separadamente, as mulheres/meninas eram ensinadas bordados e cestaria (DoL n.d. 2 citado em WEDEKIND, 2013). Em Moçambique, o histórico da aprendizagem (semi-)formal de certas profissões radica nos estudos-por-correspondência da metropóle colonial (anos 60 e 70) e no ensino aberto, à distância (ensino secundário do MINED e da UCM) e o e-learning (plataforma moodle) do pós-Independência (80 e até aos dias que correm). Aprendizagem informal toma um nome conforme a profissão que o aprendiz pretende seguir para obtenção de uma qualificação por vezes certificada e  não acreditada pelo quadro nacional de qualificações (QNQs). No arredores de Maputo assiste-se a uma proliferação de instituições/assentamentos de aprendizagem informal face à escassez das formais, sobretudo em cursos de carpintaria, mercenária, mecânica-auto, informática entre outros. Para compreender melhor o fenômeno em estudo, a pesquisa emprega uma metodologia mista sobre a qual foram administrados aleatoriamente 150 questionários e realizadas 10 entrevistas semi-estruturadas à ‘informantes-chave’; ou seja, mestres/orientadores e os aprendizes. Os resultados emergentes sugerem que a aprendizagem informal de educação técnico vocacional e (pré-)laboral destina-se mormente à preparação do indivíduo para determinada/s arte/s e ofício/s enquanto trabalha. Cinco categorias conceptuais emergiram, viz: (i) a expontaneidade da aprendizagem, (ii) aprendizagem auto-financiada, (iii) currículo e ‘syllabus’, (iv) modalidade de provisão, (vii) e o objectivo da aprendizagem informal. Correlação entre as variáveis em estudo existe e um modelo proposto. Ao que tudo indica, as aprendizagens informais constituem um dos ‘veículos’ e ‘quase praxe’ do aprendiz para suprir sua demanda na aprendizagem formais em instituições públicas com vista a produção das habilidades requeridas e relevantes ao mundo do trabalho. As implicações imediatas do desenvolvimento, reconhecimento e acreditação das habilidades em aprendizagens informais são a existência e critérios claros da sua acomodação no QNQs.

Palavras-Chave: Aprendizagens informais, Habilidades vocacionais, Mundo do trabalho, Artes e ofícios.

This literature review aims at discussing existing conditions for a new paradigm for teacher training by deconstructing the present conventional and single open-distance learning delivery modes for teacher training, looking at feasibility and sustainability of a bimodal provision in Mozambique. In other words, it identifies the major external contexts that can affect training institutions on becoming dual-mode providers and discusses further some elements of global and African trends. As it re-examines studies and reports on the Institute for Teachers Upgrading (IAP) and Pedagogical University (UP), perceives conditions for such new paradigm. Additionally, it argues that such changes to dual-mode approach bear some implications vis-a-vis new organisational culture, roles and information technologies. In many respects, the paper proposes that a wise move to adopt/adapt mixed model requires the reinterpretation of the conventional and single open-distance learning approaches, whilst examining the feasible bimodal provision prospect to realistically meet demands on teacher shortages as well as the professional competence.

This article presents student-teachers' perceptions of spatial 3D-descriptive geometry education in Mozambique. To interpret a 3D object through 2D projections and vice-versa requires spatial abilities that are deemed crucial for learning in any spatially dependent discipline such as 3D-descriptive geometry, engineering and technical-vocational disciplines. Such spatial abilities can be developed through training. In order to establish student-teachers' views on the main characteristics of spatial 3D-descriptive geometry education, an exploratory study was conducted employing a mixed-methods approach to elicit data from 120 participants at a higher education institution, through semi-structured focus group discussion. Data analysis was conducted using the technique of categorising themes from data, and using these themes developing a 40-item questionnaire. Exploratory factor analysis, multivariate regression and path analysis of the questionnaire responses were used to propose the study's model. The emerging theory shows a model for developing 3D geometry as consisting of four distinct factors: spatial visualisation and reasoning; evaluation and learning support; professional learning of geometry; and practice. The evidence shows that spatial visualisation and reasoning is seen as a main predictor of learning 3D-descriptive geometry. The data also show that further research is needed into 3D-descriptive geometry instructional material for its content validity. It would also be interesting if studies could be undertaken on students' perceptions of 3D-descriptive geometry education using more extended theoretical frameworks.

Esta pesquisa tem por objectivo analisar como um projector ortogonal (PO) pode contribuir para o desenvolvimento nos estudantes pre-universitarios a habilidade de visualizacao 3D em geometria descritiva. Visualizacao espacial e um dos componentes da inteligencia humana. A questao e como o projector ortogonal pode ser usado de modo a melhorar o processo de ensino e aprendizagem da geometria 3D? Metodologicamente falando, o estudo e experimental do tipo longitudinal apoiado em ferramentas mistas para inquirir 100 estudantes da 11 a classe da Escola Secundaria de Lhanguene, Maputo. Os resultados emergentes do estudo longitudinal mostram que o projector ortogonal, um objecto de aprendizagem, motiva os estudantes na aprendizagem da geometria descritiva; desenvolve a visualizacao espacial e conduz-lhes do abstracto ao concreto. As implicacoes do estudo apontam para o uso do PO na mediacao das aulas pelos docentes com vista a desenvolver a visualizacao espacial que e o pressuposto para a c...

Introductory overview There is a growing recognition that elements of heuristic significance play a large part in practical 3D descriptive geometry when a graphical method of solving space or solid analytic problems is employed (Slaby, 1976). Some of these elements are related to personal development, as the ability to understand abstract geometrical concepts evolves throughout one " s life. Prospective teachers " perceptions about the professional learning of descriptive geometry may vary in relation to solving problems of 3D space via a 2D drawing plane with the use of different projecting methods (Bakó, 2006). Solving problems of spatial dimensions requires a creative imagination, space analysis skills and visualisation, which themselves can be harnessed and taken to another level of understanding through practice. In doing so, there is a use of the projecting drawings, which are solely intended to interpret the spatial relation, solve problems and offer solutions (C.f....

The purpose of this paper is to analytical assessing current situation of the Pedagogical University of Mozambique (UPM) as far as the research management and technology transfer in a context of funding scarcity. The paper strives to provide data that could be used in setting up sound Research Management (RM) and Technology Transfer (TT) Offices. RM and TT Offices could play a key role in research capability development to foster a culture of research excellence at UPM. An array of expertise could be mobilised to enable UPM's researchers to attain success during their research careers and may facilitate links between researchers and outside bodies/partners, assist with transforming studies outputs into products, and making sure the expert knowledge and research within UPM is both shared and replicated. A RM/TT Offices support R&D activities through which researcher are employed, (lab) equipment deployed/used, and intellectual properties are pursued, making research and business case to come true. How does UPM develop [rearranging RM/TT furniture of] a research for innovation system? An exploratory qualitative study was then conducted to inquire 12 researchers/lecturers on their RM/TT views at UPM. Emerging results show that the research and its relevance are not adequately supported through the research funding system. It is also shown that there is no policy framework that links research to industry. The scientific and innovation management system (RM/TT Office) is not yet in place, causing lack of coordination between institutions and interested parts. As it stands, researchers' training is important measure to address these problems along with viable partnerships for capacity building, coaching, research mobility and visits.

Esta sebenta compreende cinco textos que propõe iniciar um debate aprofundado sobre a investigação-acção. O objectivo é cada participante construir uma base teórica e prática sólida a fim de utilizar a investigação-acção para o desenvolvimento real da escola e das comunidades locais: O primeiro texto lança uma base teórica sobre a investigação-acção. O segundo texto apresenta uma proposta de como é que uma investigação-acção pode ser conduzida a prática. O terceiro texto expõe um exemplo concreto de uma investigação-acção levada a cabo por um professor. O quarto texto inicia uma discussão de como os estudantes da ESTEC podem realizar projectos de investigação-acção envolvendo estagiários e professores graduados das Escolas de Professores do Futuro e outros professores em exercício nas escolas primárias. O quinto texto apresenta a investigação-acção do ponto de vista crítico.

A presente sebenta é um complemento à directiva de tarefas que o estudante resolve durante a sua aprendizagem.
O texto compreende informações-de-base sobre as técnicas de recolha de informações que o estudante precisará de usar durante toda a sua vida estudantil.

The contributions of this publication were presented at Vocational Education and Training Symposium that took place in Windoek, Namibia. 23-25 Agust 2016. Funded by VW and hosted by the Namibia University of Science and technology - URL: https://www.wbv.de/openaccess/themenbereiche/berufsbildung/shop/detail/name/_/0/1/6004570w/facet/6004570w///////nb/0/category/1163.html

This article presents student-teachers' perceptions of spatial 3D-descriptive geometry education in Mozambique. To interpret a 3D object through 2D projections and vice-versa requires spatial abilities that are deemed crucial for learning in any spatially dependent discipline such as 3D-descriptive geometry, engineering and technical-vocational disciplines. Such spatial abilities can be developed through training. In order to establish student-teachers' views on the main characteristics of spatial 3D-descriptive geometry education, an exploratory study was conducted employing a mixed-methods approach to elicit data from 120 participants at a higher education institution, through semi-structured focus group discussion. Data analysis was conducted using the technique of categorising themes from data, and using these themes developing a 40-item questionnaire. Exploratory factor analysis, multivariate regression and path analysis of the questionnaire responses were used to propose the study's model. The emerging theory shows a model for developing 3D geometry as consisting of four distinct factors: spatial visualisation and reasoning; evaluation and learning support; professional learning of geometry; and practice. The evidence shows that spatial visualisation and reasoning is seen as a main predictor of learning 3D-descriptive geometry. The data also show that further research is needed into 3D-descriptive geometry instructional material for its content validity. It would also be interesting if studies could be undertaken on students' perceptions of 3D-descriptive geometry education using more extended theoretical frameworks.

This research article reports about the phenomenon or casual learning that takes place at world of working as a stage or point for developing necessary skills for the demands of multiple professions in the industry in Mozambique. In terms of an ontological perspective, work-place informal learning consists of an acquisition process of knowing that is deemed to be dynamic, flexible which in turn can be face-to-face, at distance, initial or in-service refreshing of knowledge and competencies in a given profession. In terms of delivering modes, work-place informal learning may take a form of one training session, ‘know-how’ direct transfer or master training by multiplying training provided in partnership and not learner-centred nor teacher-centred (Pacheco 2009).  As the debate on work-based learning continues, it is portrayed as kind of learning which happens informally at world of working or out-of-work learning when learning is learners-controlled and self-directed (Singo & Da Costa 2013). The first work-based learning systems stem from century ago or so when artisans supervised their leaners how to do business. This was a cheap work in exchange of learning and youth has gone a series of cycles of learning under master’s supervision.  Wedekind (2013) argues however those girls/women were put in separate learning settings where they learned needlework and so forth. Historically, work-based learning in Mozambique was conducted through professions that were linked to enhancing families’ income return for their son or daughter work-based learning which were mainly face-to-face. Modernization has brought and still lends the informal work-based learning of a given profession other ways of learning; i.e., distance learning (60s and 70s), open learning at distance and towards 80s through this millennium, e-learning (through use of a learning online platforms) is widely used as a tool and/or methodology for a formal work-based learning.  The formal work-based learning takes a certain fashion and name according to a profession learners wish to follow to acquire qualification at times accredited by The National Qualification Framework (NQF). This study discusses how providers and learners at informal work-based learning settings interact in the wake of scarcity of formal work-based learning apparatus, in professions such as carpentry, auto-mechanics and informatics among others. For better understanding of this phenomenon, the study used a mixed methods approach to administer 115 questionnaires and undertake 12 semi-structured interviews to artisans and their learners (apprentice). The emerging results show informal work-based learning as conceptually linked to (a) self-financing; (b) spontaneity; (c) hidden curriculum dependence; (d) interchangeable delivery mode; and (e) certain goals-oriented. The study indicates that correlation between variables exists and a model propound.  Thus, informal work-based learning is a route most in need of helping their parents and family at large use in economically deprived settings and it is also seen as way of circumventing the lack of formal work-based learning provisions required, demanded and relevant to the world of working. The immediate implications are towards the development, recognition and accreditation of informal work-based learning that clearly NQF can specify.
Keywords: Informal work-based learning, Vocational Skills, World of Working, National Qualification Framework.

Bibliography

SINGO, Brígida, DA COSTA, Daniel (1913). Informal Collaborative Leaning opportunities at Mozambique’s TVT institutions and Industry, In Salim Akkoojee, Philipp Gonon, Ursel Hauschildt and Christine Hofmann (Eds.). Apprenticeship in Globalised world: Premises, Promises and Pitfalls.

PACHECO, José Augusto. Formação não rima com solidão. (1999) Revista Educação e cidadanis. Porto Alegre, An 11, n 11, pp.99-109.

WEDEKIND, Volker (2013). Rearranging the furniture? Shifting discourses on skills development and apprenticeship in South Africa. In Salim Akkoojee, Philipp Gonon, Ursel Hauschildt and Christine Hofmann (Eds.). Apprenticeship in Globalised world: Premises, Promises and Pitfalls

A dissertação de Amaral Lourenço Massame, Cultura Visual nas Práticas de Ensino de Educação Visual, discute "a cultura visual; ou seja, a imagem no contexto do escola Moçambicana". E o faz muito bem. Situa de forma correcta, no meu entendimento, uma panorâmica mais ampla da linguagem e significação contemporâneo da imagem dentro e fora da sala de aulas de educação visual.  Para tal  o candidato navega pelos conceitos de ‘semiótica’,  ‘cultura visual’, ‘imagem como recurso pedagógico...’, ‘manuais escolares’, ‘imagens nos manuais escolares’ ‘identidades’ (vendo a escola como espaço de produção e reprodução das mesmas), ‘imagens do quotidianos dos sujeitos escolares’, o papel dos ‘media e o quotidiano extra-escolar dos alunos e ‘o sujeito-aluno em educação visual’, sem a preocupação de uma assunção excludente (ou um ou outro!) mas referenciando de forma clara os autores que trabalham com estas correntes filosóficas.

O crescente interesse a nível nacional e mundial pelos sistemas de informação onde se inclui a perspectiva da Web como uma área imprescindível ao desenvolvimento das organizações tem levado ao lançamento em crescendo de oferta de formação aos níveis médio – focalizando apenas a aprendizagem de uma linguagem de programação – de Licenciatura – focalizando não só as linguagens de programação assim como a análise e concepção de sistemas e mesmo a nível dos mestrados já com uma perspectiva mais refinada. Assim, a criação deste programa – DTSI – permitirá ocupar um espaço de enorme oportunidade para a formação pós-graduada de topo nesta área através da pesquisa científica, contribuindo para o avanço do conhecimento e para a formação de pesquisadores, profissionais de elevada qualificação e de docentes do ensino superior, preenchendo desta forma um vazio que já se tornava visível no nosso país.

Introdução O presente relatório da Escola Superior Técnica pretende fazer o relato analítico e circunstancial das actividades desenvolvidas pela unidade orgânica no Ano Académico de 2018. À situação e às actividades desenvolvidas em 2018 pode afirmar-se que a estatística dos efectivos demográficos de Escola aponta para universo de 1,648 estudantes matriculados dos quais 576 foram mulheres 1060 homens. Em 2018, asseguraram o processo da docência na ESTEC 79 docentes, sendo 15 do sexo feminino e 64 do sexo masculino. Destes 17 encontram-se a completar a sua formação ao nível de mestrado e doutouramento no País e no estrangeiro. O Corpo Técnico Administrativo que deu suporte as actividade académicas e administrativas da Escola foi de 24 destes, nessa conformidade, 04 são técnicos de experimentação e 1 técnico de laboratório, na sua maioria mulheres e apenas 7 homens. Já nos finais do segundo semestre muitos foram transferidos para a direcção do Património, ficando apenas: 4 na secretaria, 02 auxiliares de limpeza, 04 técnicos de experimentação e 1 secretária executiva. No que tange às finanças, a despesa (gastos) da Escola foi de 1,901,433.58 comparadas com 882,867.11 (dos 1.3 milhões) Meticais em 2017. O fundo de funcionamento em 2018 foi de uma dotação de 1,482,827.09 contra 253,678.46 em 2017. Estes valores representam um esforço substantivo mas limitado face às necessidades da Escola, representando um desafio importante para esta. A Escola deverá recorrer à actividades de prestação de serviços, pesquisa e extensão para produzir receitas próprias e suprir algumas das insuficiências, sobretudo em laboratórios e equipamentos/materiais e consumíveis. Por último, afirmar que o ano de 2018 foi financeiramente um ano difícil porquanto muitas actividades prevista ficaram por cumprir e/ou adiadas. Todavia, a ESTEC mantém o seu objectivo de se transformar em uma escola de pesquisa (research school) por uma acção centrada num ensino de qualidade, investigaão e extensão competitivas orientadas para a resoluão dos problemas da sociedade. O Director (Prof. Doutor Daniel Dinis da Costa) STEC | 2 Relatório anual da ESTEC-2018 | UP

O presente relatório da Escola Superior Técnica constitui-se como documento que faz o relato analítico e circunstancial das actividades desenvolvidas pela unidade orgânica no Ano Académico de 2017.

Durante o ano transacto houve uma renovação da estrutura orgânica, titulares de corgos de direcção, chefia ou coordenação decorrente da realização de eleições para cargo de Director, na qual foi eleito o Prof. Doutor Daniel Dinis da Costa em Julho de 2017.

À situação e às actividades desenvolvidas em 2017 pode afirmar-se que a estatística dos efectivos demográficos de Escola aponta para universo de 1,252 estudantes matriculados dos quais 429 foram mulheres. Destes dados 36 (9 mulheres) eram bolseiros. A evolução dos novos ingressos, matriculados e graduados quedou-se numa taxa de graduação que oscilou de 8.83 a 6.79 entre 2016 e 2017.

Em 2017, asseguraram o processo da docência na ESTEC 79 docentes, sendo 15 do sexo femenino. Destes 24 encontram-se em processos ou a completar a sua formação ao nível de mestrado e doutouramento no País e no estrangeiro.

O CTA que auxiliou a Escola nas actividades administrativas foi de 24 dos quais 7 masculinos. Sublinhe-se aqui porém que nos derradeiros meses do 2017 a maior parte desta massa laboral administrativ-serventuária foi transferida para a alçada da Direcção do Património da UP.

No que tange às finanças, a despesa (gastos) da Escola foi de 882,867.11 (dos 1.3 milhões) Meticais em 2017 comparados com 1.905,834.6 (dos 2.4 milhões) de Meticais em 2016. O fundo de funcionamento em 2017 foi duma dotação de 253,678.46 contra 22,390.15 Meticais em 2016. Estes valores representam um esforço substantivo mas limitado face às necessidades da Escola, representando um desafio importante para esta. A Escola deverá recorrer à actividades de prestação de serviços, pesquisa e extensão para produzir receitas próprias e suprir algumas das insuficiências, sobretudo em laboratórios e equipamentos/materiais e consumíveis.

Por último, afirmar que o ano de 2017, apesar de precalços de percursos mormente no capítulo financeiro, foi decididamente de sucesso que se pretende continuar para tornar a ESTEC numa escola verdadeiramente de ciência e tecnologia, uma research school, alicerçada na pesquisa e desenvolvimento para intervir na solução dos problemas sócio-económicos da Nação Moçambicana.

O presente Manifesto eleitoral, para o triénio 2017-2020, surge em cumprimento do Despacho No 03/GRI/UP/2017, de 26 de Janeiro, da Universidade Pedagógica e o Regulamento Eleitoral para Director da Faculdade/Escolas, tendo por objectivo apresentar as principais orientações estratégicas que preconizo para o desenvolvimento da Escola Superior Técnica (ESTEC).
Uma vez que este Manifesto se insere na minha candidatura como docente conhecedor da Unidade Órgânica, o detalhe de alguns aspectos é consequência de vivências e experiências, almejando dar continuidade o Planos de Acção vigentes, para o triénio, que, se for eleito, me cumpre apresentar a aprovação do Conselho da Escola.