Category Archives: Mozambique
Doctoral Theses by Mozambicans and about Mozambique
Information about doctoral theses
The book Doctoral Theses by Mozambicans and about Mozambique contains information about 314 doctoral theses by Mozambicans and 319 doctoral dissertations by foreigners about Mozambique. The theses are presented in chronological order. Alphabetic indices of Mozambican doctorate holders and of foreigners with doctoral theses about Mozambique are included.  Thematic indices by field of research are presented. A list of Mozambican female doctorate holders is presented. Comparative tables summarize the information given in the catalogues.
This resource may help government, academia, the media, and industry locate needed talent for employment or consultation.
Paulus Gerdes, former Dean of the Faculties of Education (1983-1987) and Mathematics (1987-1989) of the Universidade Eduardo Mondlane, and former Rector of the Universidade Pedagógica (1989-1996), compiled the catalogues in his capacity as President of the Commission to set up Mozambique’s third public university, Universidade Lúrio, that has its main campus in Nampula in the North of the country.
How to get a copy
Available from Amazon in English and Portuguese:
Doctoral Theses by Mozambicans and about Mozambique
or from Paul Gerdes Lulu online shopfront:Â http://stores.lulu.com/pgerdes
Suggested Books
- Mozambique (Country Guide) (new edition)
- Mozambique, 4th: The Bradt Travel Guide
- Mozambique Map (Country Map)
Advocacy for Malaria Free Future
Educating policymakers
I’m always on the lookout for new sites to explore. Today I experienced an epiphany when I found Voices for a Malaria Free Future through the Communication Initiative. The website is run by Professor Bill Brieger of Johns Hopkins University. You’ll find Bill’s blog here.
VOICES for a Malaria-Free Future is designed to educate policymakers about effective programs and strategies for malaria control by highlighting highlights successful anti-malaria efforts and evidence-based results. VOICES includes advocacy projects in four developing countries — Ghana, Kenya, Mali, and Mozambique — that promote progress made against malaria while also breaking down policy barriers that hamper effective prevention and control.
Unlike many other initiatives the VOICES initiative focusses on policy-makers. They also train journalists to cover health issues, facilitate meetings and have recruited African musicians to help to get the message across.
One of the things I like about the initiative is the focus on success stories and the things we can learn from them. You’ll find lots of success stories here which will help to inform you about various initiatives in Africa.
Languages and Education in Africa, Book
Languages and Education in Africa a comparative and transdisciplinary analysis
Edited by BIRGIT BROCK-UTNE &Â INGSE SKATTUM 2009 paperback 356 pages US$64.00 ISBN 978-1-873927-17-5
Languages and Education in Africa: A Comparative and Transdisciplinary Analysis (Bristol Papers in Education)
The theme of this book cuts across disciplines. Contributors to this volume are specialized in education and especially classroom research as well as in linguistics, most being transdisciplinary themselves. Around 65 sub-Saharan languages figure in this volume as research objects: as means of instruction, in connection with teacher training, language policy, lexical development, harmonization efforts, information technology, oral literature and deaf communities.
The co-existence of these African languages with English, French and Arabic is examined as well. This wide range of languages and subjects builds on recent field work, giving new empirical evidence from 17 countries: Botswana, Ethiopia, Ghana, Kenya, Madagascar, Malawi, Mali, Mozambique, Niger, Nigeria, Senegal, South Africa, Swaziland, Tanzania, Uganda, Zambia and Zimbabwe, as well as to transnational matters like the harmonization of African transborder languages.
As the Editors – a Norwegian social scientist and a Norwegian linguist, both working in Africa – have wanted to give room for African voices, the majority of contributions to this volume come from Africa.
Contents
Foreword (Ayo Bamgbose), 11-12
Series Editor’s Preface (Michael Crossley), 13-14
Ingse Skattum & Birgit Brock-Utne. Introduction, 15-54
PART 1. General Considerations on Language and Education
Martha A.S. Qorro Parents’ and Policy Makers’ Insistence on Foreign Languages as Media of Education in Africa: restricting access to quality education – for whose benefit?, 57-82
Kwesi Kwaa Prah Mother-Tongue Education in Africa for Emancipation and Development: towards the intellectualisation of African languages, 83-104
Hassana Alidou Promoting Multilingual and Multicultural Education in Francophone Africa: challenges and perspectives, 105-131
Rajend Mesthrie Assumptions and Aspirations Regarding African Languages in South African Higher Education: a sociolinguistic appraisal, 133-151
PART 2. Language as a Means of Instruction and as a Subject in Formal Education
Mamadou Lamine Traoré L’utilisation des langues nationales dans le système éducatif malien: historique, défis et perspectives, 155-161
Tal Tamari The Role of National Languages in Mali’s Modernising Islamic Schools (Madrasa), 163-174
Irène Rabenoro National Language Teaching as a Tool for Malagasy Learners’ Integration into Globalisation, 175-188
Mekonnen Alemu Gebre Yohannes Implications of the Use of Mother Tongues versus English as Languages of Instruction for Academic Achievement in Ethiopia, 189-199
Silvester Ron Simango Weaning Africa from Europe: toward a mother-tongue education policy in Southern Africa, 201-212
Lazarus M. Miti & Kemmonye C. Monaka The Training of Teachers of African Languages in Southern Africa with Special Reference to Botswana and Zambia, 213-221
Halima Mohammed Mwinsheikhe Spare No Means: battling with the English/Kiswahili dilemma in Tanzanian secondary school classrooms, 223-234
PART 3. Language Standardisation and Harmonisation
Herbert Chimhundu Language, Dialect and Region: the handling of language variation in Shona dictionaries, 237-252
Nhira Edgar Mberi Harmonisation of the Shona Varieties: Doke revisited, 253-262
Nomalanga Mpofu Adjectives in Shona, 263-273
Samukele Hadebe From Standardisation to Harmonisation: a survey of the sociolinguistic and political conditions for the creation of Nguni in Southern Africa, 275-285
PART 4. Beyond Formal Education
Kristin Vold Lexander La communication médiatisée par les technologies de les technologies de l’information et de la communication: la porte d’accès au domaine de l’éscrit pour les langues africaines?, 289-299
Aïssatou Mbodj-Pouye & Cécile Van Den Avenne Comment les langues se mélangent-elles à l’écrit? Pratiques actuelles de deux agriculteurs passés par une école bilingue (franco-bambara) au Mali, 301-312
Foluso O. Okebukola Towards an Enriched Beginning Reading Programme in Yoruba, 313-332
Philemon Akach, Eline Demey, Emily Matabane, Mieke Van Herreweghe & Myriam Vermeerbergen
What is South African Sign Language? What is the South African Deaf Community?, 333-347
Small and medium forest enterprises in Mozambique
Forestry in Mozambique
(IIED, January 2009) Small and medium forest enterprises (SMFEs) in Mozambique account for 95.8% of the formally registered enterprises in the forest sector. Despite their significance to the economy SMFEs are poorly catered for by national policies. At present, the two formal channels for commercial timber production are inaccessible to community-based SMFEs that might bring about greater sustainability and poverty reduction. Legislation still views community based natural resource management as a process of subservient partnership between external forest enterprises and community management committees. Despite these challenges, there are a wide range of Mozambican programmes spanning government, civil society and private sector initiatives that support SMFEs. This report argues that a more coordinated effort is urgently needed between these programmes to develop business skills and capacity among SMFEs.
http://www.iied.org/pubs/display.php?o=13546IIED
Edutainment : The SADC, Drama for Life Programme
Education through drama
The Drama for Life Programme was developed by SADC in partnership with GTZ. It aims to build capacity in the area of HIV/AIDS and education through drama and theatre. Launched in 2006, the three-year programme runs in all SADC member states which include Angola, Botswana, Democratic Republic of Congo, Lesotho, Madagascar, Malawi, Mauritius, Mozambique, Namibia, South Africa, Swaziland, Tanzania, Zambia and Zimbabwe. The programme plans to stimulate a stronger use of Applied Drama and Theatre practices (Drama in education, Drama Therapy, Playback Theatre, Theatre in education, Theatre of the oppressed, Community Theatre and Theatre for Development) in the fight against HIV/AIDS in the region.
Academic paper: Listening to teachers in Mozambique – the motivation and morale of education workers in Mozambique
Listening to teachers
Produced by: Voluntary Service Overseas (2008)
This report investigates the morale and motivation of education workers In Mozambique and identifies the factors that affect them. There is growing awareness in Mozambique of the need for a motivated public sector workforce to provide good quality public services. The present education system grew out of the emergency measures adopted after independence to develop a national system of education, drawing on large quantities of commitment but very limited resources and few trained teachers. Although great progress has been made since those days, many challenges remain.
The research outlined in this report, which examines data from focus groups, interviews and questionnaires, finds that education workers are committed to their profession and wish to continue in it. However, they are worn down and demoralised by a wide range of factors that prevent them from doing their job as they would like. Other factors contribute positively to teachers’ feelings about their working lives. The different factors that affect teachers’ motivation and morale are classified and analysed within a framework that divides them into 10 themes within three large groups: organisational and institutional factors; social and community factors; and personal factors. The research also considers three cross-cutting themes: location (urban/rural), gender and regional and ethnic factors.
Various findings are highlighted, including:
- teachers considered salary level to be the issue that has the most impact on their motivation and morale, followed by material working conditions, then training, then the administrative procedures that determine education workers’ official status and salary level
- teachers and other education workers are committed to the developing education system and to educating the citizens and workers that Mozambique so badly needs. However, the quality of that
education is severely threatened by the conditions in which teachers have to live and work and by the debilitating effect these are having on their performance, well-being and sense of professional pride
- the goals to achieve good quality education for all, and to meet the needs of the fast-evolving economy and labour market, will only be achieved if the needs of education workers are addressed as a matter of priority.
Available online at: http://www.eldis.org/cf/rdr/?doc=36682&em=070508&sub=educ
Source:Â ELDIS