REMOTE EDUCATION IN THE CONTEXT OF COVID19 IN MOZAMBIQUE

A LOOK AT THE ACCESS CONDITIONS

Abstract

This article contemplates the context of basic education in Mozambique and aims to understand, from the COVID 19 mitigation measures adopted by the education sector, the different realities arising to analyze the feasibility of teaching activities, through remote classes in Mozambique. For this purpose, we used data from the Recenseamento Geral da População e Habitação de Moçambique, from the 2007 and 2017 censuses, as well as the study carried out by the Faculdade de Educação da Universidade Eduardo Mondlane together with the Education for All Moviment   - Movimento Educação para Todos -  (MEPT). As a result, among others, the research exposes the lack of schooling of a large part of the Mozambican population of school age, whose reality is asserted in adults aged over 20 years and, in particular, women; links non-schooling and school dropout to marriage and premature motherhood; and, it indicates, in women who remain in the schooling process, an important reduction in the percentage of rise in academic levels. Regarding compliance with COVID 19 mitigation measures, based on pedagogical didactic strategies, in the context of emergency remote education, the study reveals that the precarious structural and infrastructural conditions available, whether on the part of schools, teachers and families, impact on the access and quality of learning for students.