Open and Innovative Schooling: An Implementation Experience in Fifteen Secondary Schools across Mozambique

This case study explores the open and innovative schooling model piloted in fifteen secondary schools across all regions of Mozambique in the period 2018 to 2020. The model involved provision of access to curriculum-based digital Open Educational Resources (OER) using an Aptus device to enable shari...

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Autores principales:	Sérgio Paulo Cossa, Lurdes Patrocínia Matavela Nakala, Nilsa Adelaide Issufo Enoque Pondja Cherinda
Formato:	article
Lenguaje:	EN
Publicado:	Commonwealth of Learning 2021
Materias:	open schooling secondary schooling open educational resources aptus learning support Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/c259cfca1efc4293988ddf4c17b350eb
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spelling	oai:doaj.org-article:c259cfca1efc4293988ddf4c17b350eb2021-12-02T18:23:37ZOpen and Innovative Schooling: An Implementation Experience in Fifteen Secondary Schools across Mozambique2311-1550https://doaj.org/article/c259cfca1efc4293988ddf4c17b350eb2021-11-01T00:00:00Zhttps://jl4d.org/index.php/ejl4d/article/view/580/695https://doaj.org/toc/2311-1550This case study explores the open and innovative schooling model piloted in fifteen secondary schools across all regions of Mozambique in the period 2018 to 2020. The model involved provision of access to curriculum-based digital Open Educational Resources (OER) using an Aptus device to enable sharing offline.Learning support centres offering access to some ICT as well as opportunities for individual use or structured tutorials were established in fifteen schools around the country. A mixed methods tracer study was designed and implemented using quantitative analysis to ascertain student enrolment, retention and success and then used qualitative focus surveys and focus groups to gauge the satisfaction of students, teachers and managers with the OIS model to inform future planning. While the pilot was generally considered successful in augmenting existing secondary schooling provision, access to devices, teacher development and support and expansion of curriculum coverage were all found to be in critical need of improvement if the model is to be scaled.Sérgio Paulo CossaLurdes Patrocínia Matavela NakalaNilsa Adelaide Issufo Enoque Pondja CherindaCommonwealth of Learningarticleopen schoolingsecondary schoolingopen educational resourcesaptuslearning supportTheory and practice of educationLB5-3640ENJournal of Learning for Development, Vol 8, Iss 3, Pp 601-610 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	open schooling secondary schooling open educational resources aptus learning support Theory and practice of education LB5-3640
spellingShingle	open schooling secondary schooling open educational resources aptus learning support Theory and practice of education LB5-3640 Sérgio Paulo Cossa Lurdes Patrocínia Matavela Nakala Nilsa Adelaide Issufo Enoque Pondja Cherinda Open and Innovative Schooling: An Implementation Experience in Fifteen Secondary Schools across Mozambique
description	This case study explores the open and innovative schooling model piloted in fifteen secondary schools across all regions of Mozambique in the period 2018 to 2020. The model involved provision of access to curriculum-based digital Open Educational Resources (OER) using an Aptus device to enable sharing offline.Learning support centres offering access to some ICT as well as opportunities for individual use or structured tutorials were established in fifteen schools around the country. A mixed methods tracer study was designed and implemented using quantitative analysis to ascertain student enrolment, retention and success and then used qualitative focus surveys and focus groups to gauge the satisfaction of students, teachers and managers with the OIS model to inform future planning. While the pilot was generally considered successful in augmenting existing secondary schooling provision, access to devices, teacher development and support and expansion of curriculum coverage were all found to be in critical need of improvement if the model is to be scaled.
format	article
author	Sérgio Paulo Cossa Lurdes Patrocínia Matavela Nakala Nilsa Adelaide Issufo Enoque Pondja Cherinda
author_facet	Sérgio Paulo Cossa Lurdes Patrocínia Matavela Nakala Nilsa Adelaide Issufo Enoque Pondja Cherinda
author_sort	Sérgio Paulo Cossa
title	Open and Innovative Schooling: An Implementation Experience in Fifteen Secondary Schools across Mozambique
title_short	Open and Innovative Schooling: An Implementation Experience in Fifteen Secondary Schools across Mozambique
title_full	Open and Innovative Schooling: An Implementation Experience in Fifteen Secondary Schools across Mozambique
title_fullStr	Open and Innovative Schooling: An Implementation Experience in Fifteen Secondary Schools across Mozambique
title_full_unstemmed	Open and Innovative Schooling: An Implementation Experience in Fifteen Secondary Schools across Mozambique
title_sort	open and innovative schooling: an implementation experience in fifteen secondary schools across mozambique
publisher	Commonwealth of Learning
publishDate	2021
url	https://doaj.org/article/c259cfca1efc4293988ddf4c17b350eb
work_keys_str_mv	AT sergiopaulocossa openandinnovativeschoolinganimplementationexperienceinfifteensecondaryschoolsacrossmozambique AT lurdespatrociniamatavelanakala openandinnovativeschoolinganimplementationexperienceinfifteensecondaryschoolsacrossmozambique AT nilsaadelaideissufoenoquepondjacherinda openandinnovativeschoolinganimplementationexperienceinfifteensecondaryschoolsacrossmozambique
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Open and Innovative Schooling: An Implementation Experience in Fifteen Secondary Schools across Mozambique

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