Language Institute

Education in the future

Teacher։ Mussasaide

Student։ Milton Azevedo Rodolfo

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Index

Introduction……………………………………………………………………………..….4

Education in the future…………………………………………………………..……5

Conclusion…………………………………………………………………………………..10

Bibliography………………………………………………………………………………..11

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Introduction

This evaluative work will talk about education in the future in general and mozambique in particular so
that we can know the new way of study that awaits us in the coming years, because it is important to
know the mode of study that the educational institution will bring, if the new technologies will affect
this new method of study, what will be their teaching priorities, what will change from the old to the
new.

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Education in the future

Our society is constantly evolving, new technologies, relationships and ways of understanding the world
are being built every day. And these changes that are taking place in the world are reflected in various
sectors of society, including education.

Education follows the transformations that happen in the world, reinventing itself according to the
needs of each generation.

In 2020, the OECD (Organization for Economic Co-operation and Development) produced the report
(Back to the Future of Education - Four OECD Scenarios for Schooling). According to the organization,
education must evolve to help individuals develop as people, citizens and professionals.

In the complex and rapidly changing world we live in, this may require reorganizing formal and informal
learning environments, as well as new educational content and offerings.

As a result, the OECD outlined four possible scenarios for the future of education. These scenarios are
fictional sets of alternative futures. They do not contain predictions or recommendations. To imagine
scenarios is to recognize that there is not only one path to the future, but several for education.

As the agency explains, the scenarios have a period of approximately 20 years to become effective —
enough time for significant changes, but not so remote that only futurists and visionaries are interested.

It is nothing new that technology is increasingly present in our lives, in education, the scenario is no
different. Technology has become increasingly important, both for distance learning and in traditional
classrooms.

With the increase in available online courses, EAD is a teaching modality that tends to intensify in the
coming years, especially as it offers more flexibility and autonomy to students. In this sense, the trend is
for the number of virtual learning environments to grow, with new tools constantly emerging. EAD was
already a much explored modality in the world. However, with the covid-19 pandemic, this teaching
model has gained even more relevance. For the first time, almost all educational institutions, from basic
education, had to adapt their activities to digital, which certainly opened up a new range of possibilities
on the subject.

Blended learning, combining distance and face-to-face activities, also tends to be increasingly adopted
by educational institutions. In face-to-face classes, we will also see more and more resources such as
virtual reality and augmented reality tablets and glasses, which will make learning more practical and
attractive.

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Mozambique Education in the future

In recent years, especially from 2015 to now, I have witnessed a systematic change in the assessment
regulation in Mozambique regarding the passages and transitions of classes in both primary and
secondary education, as well as the subjects to be examined. From 2015 to 2018, five subjects out of the
fourteen in the 10th grade were examined and from 2019 onwards there are 8 subjects that the student
takes exams in the same class.

In recent years, it is common to see the circulation of exams before they are carried out and the Ministry
of Education and Human Development disregards them as frauds and society is silent.

The government of Mozambique in this period of COVID 19 did everything to preserve health, which is
the primary good, limiting the movement of people in the 2020s until then February 2021, affecting how
students and students travel to teaching centers, which is good, but in my opinion, it sinned by allowing
automatic transitions in classes without exams, and even the exams allowed, as has been a hallmark, the
circulation of exam statements and/or answers before they were carried out very sad it is still to see the
answers given to the exams being the same and with spelling errors common in many students, with a
mode of 10 to 13 values, in fact the answers are still in the portfolios and in addition the disregard of the
attendance marks after all because MINEDH knew that it would defraud our country frustrating a bright
future.

Program priorities 2017–2020

The new program is in line with SDG 4 and UNDAF 2017–2020, with national priorities enshrined in the
Government of Mozambique’s Five Year Plan (2015–2019), in the Strategic Education Plan (2012–2016,
now extended until 2019) and in the Primary Education Operational Plan (2015–2018).

The education program will maintain the two relatively new pillars of quality and access, but at the same
time expand them to include an early learning component and place more emphasis on systems
strengthening and dialogue in selected key areas of early learning, teacher and children out of school.
The focus will be on pre-primary and primary education to give the sector a solid foundation on which all
future learning must rest and keep children, particularly adolescent girls, in school through the end of
primary level. Particular attention will be paid to teachers and fundamental skills, ensuring that teachers
are in the classroom with adequate skills and abilities to teach reading and writing.

The main areas of support are:

Promote greater access to early learning and school readiness.

The early learning component targets young children between the ages of 3 and 6, essentially focusing
on children from disadvantaged areas who do not yet have any access to quality early learning
opportunities. Support will focus on planning to expand access to affordable, quality early learning

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 Opportunities, as well as guiding and evaluating an accelerated school readiness program in one of the
target provinces to help inform planning.

Improve the quality of primary education

Support for teacher training has two aspects. In the target provinces, the focus is on supporting the
implementation of the broader national strategy for in-service teacher training, in order to fill the skills
gaps of teachers already within the system. UNICEF's upstream policy work will go beyond teacher
training issues, as improved training and materials will only be effective if teacher and director
absenteeism is reduced

Promote greater access for vulnerable children and the retention of adolescent girls in primary
education.

The focus is on children most likely to be excluded, namely children with disabilities, children affected by
emergencies (and more recently also conflict) and adolescents.

Capacity building for better planning, management and monitoring at national, provincial, district and
school levels.

Key actors at national, provincial, district and school levels will be supported to increase their capacity to
plan, manage, monitor and enforce policies and regulations.

The process of elaborating the Strategic Education Plan 2020-2029

The Strategic Education Plan (PEE) 2020-2029 is an instrument that guides the interventions of the
Government of Mozambique, in the Education sector, and continues the efforts made by the various
stakeholders to growth of the National Education System (SNE), expanding the offer of quality services
and ensuring transparent, participatory and effective

The PEE was developed through a consultative process, with the involvement and participation of public
institutions at central and local levels, education professionals at various levels and national and
international partners. Its elaboration started with a diagnosis that resulted in the elaboration of a
Report on the Analysis of the Education Sector (ASE) that identifies the main progress, challenges and
analyzes the evolution of key indicators with a focus on access, participation, completion, learning
outcomes, quality, capacity and efficiency. The evaluation of the PEE 2012 - 2016/19 whose conclusions
and recommendations were relevant to the definition of the Sector's priorities for the next 10 years.

In recent years there have been important advances, with emphasis on: the establishment of Pre-
School Education as a subsystem of Education, based on Law No. 18/2018, of 28 December, Law on the
National System of Education; improving equity in access to and participation in education, focusing on
the girl. As an example, in 2018, in EP1, 48% of students were girls, the proportion being slightly lower
(46.8%) on EP2. In terms of teaching, there was a rate of 51% of female teachers in the EP1, in 2018; an
89% increase in the number of schools between 2008 and 2017, % for ES1 (from 285 to 539) and more
than tripled for ES2 (from 76 to 262). The number of teachers in Secondary Education, in the last seven

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years, also recorded an increase;) there was also an improvement in the learning of young people and
adults with an achievement of about 67%, in the literacy subject and 70% in numeracy.

Despite the progress achieved in these areas, challenges remain, such as: the expansion of the quality
education system at all levels, in particular emphasis on Preschool and Post-Primary level; The training
and placement of trainers and teachers for effective curriculum implementation, including level of the
Bilingual Education modality; The production and distribution of teaching materials; control of teacher
absenteeism levels and school directors, which reveal a negative impact on the learning of students; the
high dropout and failure rates, with special attention geographical disparities, in terms of participation
and completion rates in the ES2; the need for more teachers and more classrooms for ES1, taking into
account the extension of compulsory education to 9 classes, and the respective possibility of using
primary schools for teaching Basic secondary and; strengthening administrative capacity and
institutional framework to improve the management of the SNE and respond to the challenges of
decentralization.

The PEE's vision and mission are aligned with the agendas and instruments of national and international
planning and development and that define the priorities of the Education Sector in the short, medium
and long terms. Among these instruments, the Agenda 2025, the National Strategy for Development
2015-2035, the Government's Five Year Program, the Law 18/2018, of 28 December, which establishes
the legal regime of the System of Education, in the Republic of Mozambique, the Union's Agenda 2063
Africa, the 2030 Agenda for Education, the Strategy for Education Continental Africa 2016-2025 and the
SADC Protocol. The vision and mission were also defined from an integrated perspective, based on a
lifelong learning and the four pillars of education: learning to know, learn to do, learn to be and live
together (UNESCO 2016).

The main strategic objectives correspond to the main axes priorities that guided the development of the
2020-2029 PEE. Your definition was guided by the following question: What do we want to achieve at
the Sector level? in the next ten years? The answer to this question requires that these objectives stem
from the Vision and Mission for the education sector and that respond to its main challenges. In this
context, the following objectives were defined main strategic:

1. Ensuring inclusion and equity in access, participation and retention.

2. Ensuring the quality of learning.

3. Ensure transparent, participatory, efficient and effective governance.

It is intended to continue the implementation of the strategic objectives established for the PEE 2012-
2016/19, since these remain relevant and respond to the challenges identified in the analyzes sectorial.
Aware that changes in education require time, these objectives, transversal to the teaching areas, affirm
the need to consolidate and improve the work in progress, directing efforts to efficient and effective
implementation

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Taking into account the provisions of Law 18/2018, of the SNE, the PEE establishes the necessary actions
to guarantee nine years of basic schooling and mandatory for all citizens, through:

First, ensure the quality of learning in Primary Education, so that equitably throughout the territory. This
objective requires a focus on curriculum implementation focused on basic literacy skills and numeracy,
in the education and training of primary school teachers, in gradual expansion of Pre-School, in the
provision of alternatives in terms of adult education and the implementation of a governance system,
monitoring and evaluation of the teaching-learning process that brings the correct incentives to
students, teachers and school administrators.

Second, expansion and diversification of equitable access to the first cycle of Secondary Education,
aligning learning with the needs of economic and human development of the country . This objective
requires a significant investment in infrastructure and school equipment, initial and continuing teacher
training, the diversification of the offer through of diversified partnerships, administrative and
institutional reinforcement and the use of information and communication technologies.

The PEE 2020-2029 continues to promote a holistic and integrated development of the Educational
System that is not limited to promotion of basic schooling. It is recognized that investments in education
must be defined in a coherent and rigorous way, in lifelong learning and be part of a national strategy
covering the economic, social, artistic and cultural. These are necessary conditions for education to
provide its contribution to the country’s human development and are capable of training citizens with
competences and ethical, moral and patriotic conscience.

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Conclusion

With the end of this work we can know what awaits us in the next years and what is the education plan
and the way that the education institution will take to teaching in the future

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Bibliography

https://www.unicef.org/

https://www.globalpartnership.org/

https://www.sopra-vibes.com/

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