DEPARTMENT OF SOCIAL AND HUMAN SCIENCES

PUBLIC ADMINISTRATION COURSE

Test 2: Field Work
1st Year – 2021
Module: English
Theme for work: How the Covid-19 pandemic is affecting Education in
Mozambique.
teacher:
student: ---------------
Iolanda Manuel Francisco

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Index
Content----------------------------------------------------------------------------------------pág.
Introduction --------------------------------------------------------------------------------------------3

Study Objectives---------------------------------------------------------------------------------------3

Metodology --------------------------------------------------------------------------------------------4

Historical Contextualization of the Emergence of Covid-19------------------------------------4

The confinement of the Education System and its implications --------------------------------5

The consequences of Covid-19 on education in Mozambique ----------------------------------7

Consequences of Covid-19 in Social Services focused on Education -------------------------8

Consequences of Covid-19 in Health with Implications in Education ------------------------9
Prevention Proposals and Recommendations-----------------------------------------------------9
Final Considerations --------------------------------------------------------------------------------10

Bibliographic References --------------------------------------------------------------------------11

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 1. Introduction

The present work has as its theme: How the Covid-19 pandemic is affecting Education in
Mozambique.

The coronavirus pandemic in the 2019-2020 period affected educational systems worldwide,
leading to the widespread closure of Schools, Universities and Colleges. On April 12, 2020,
approximately 1.716 billion students were affected due to the closure of the School in
response to the pandemic. According to UNESCO monitoring, 188 countries have
implemented closures across the country and 5 have implemented local closures, impacting
about 99.4% of the world's student population. UNESCO (2020).

As a response to this situation, Mozambican Schools were introducing online classes called
Distance Education (Distance Education) and Emergency Remote Education (ERE) in this
troubled scenario. The similarity between these two teaching modalities is notorious, as both
use technology as a tool. However, the ERE is a quick and temporary solution used on an
emergency basis. In EAD, teaching structure so methodology in ensuring distance learning in
a virtual learning environment. (UNESCO, 2020).

2. Study Objectives

According to Libâneo (1990,p.119), ‹‹the objectives anticipate the results and the expected
processes of the work, expressing knowledge, skills and habits to be assimilated according to
methodological requirements››.

2.1. General Objective

Explain How the Covid-19 Pandemic Is Affecting Education in Mozambique

2.2. Specific Objectives

1. Describe the historical evolution of Covid-19;;
2. Address the consequences of Covid-19 on education in Mozambique;
3. Propose covid-19 prevention and mitigation mechanism in Mozambique;

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3. Methodology
According to Felipa dos Reis (2010, p. 57), the methodology can be considered as a system
of techniques, methods and procedures used to carry out a research. Thus, we describe here
the mechanisms that we follow to carry out the present work.
For the materialization of the work, we used the use of bibliographic research and
documentary research where we collected several works of scientific publication, among
which we highlight: books and articles.

4. Historical Contextualization of the Emergence of Covid-19

According to WHO (2020), Covid-19 first appeared in China, specifically in the great City of
Wuhan in December 2019, when the mysterious respiratory disease was announced. This
situation has brought disorientation and worsened so that on 13 May 2020 the Executive
Director of the Emergency Programme of the World Health Organization (WHO), Mike
Ryan, announced that 'Covid-19 may never disappear'. In this sense, it can become an
endemic disease like HIV-AIDS, so we have to learn to live with it.
Also according to this organization, this disease had a rapid spread or expansion of cases of
infection of the same in the population in many countries around the world led to the world
health organization (WHO) declaring the disease caused by coronavirus (Covid-19) as a
pandemic. As of March 23, 2020, Mozambique became part of the list of countries with
confirmed cases of the disease caused by the new Corona-virus. The news services mentioned
that the first case detected in the country was an elderly over 60 years of age from Maputo
City.
Given its epidemiological nature, what is known is that the disease referred to above belongs
to a large family of viruses that cause diseases associated with common flu and more serious
diseases, such as Middle East Respiratory Syndrome and Severe Acute Respiratory
Syndrome, in addition to being transmitted from person-to-person through saliva droplets
generated by cough or spirit (oral fluids) and , also by physical contact with misau
contaminated persons or surfaces (2020).

As we have already mentioned, the World Health Organization, on March 11, raised the
public health emergency situation caused by CODIV-19 to an international pandemic. By
then, many countries had already begun to take measures to try to stop the spread of the virus,
including the closure of educational establishments. This measure comes in the view of the

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mechanisms used in the past and which have succeeded in its implementation. For example,
the study by David Earn of McMaster University, and published in the journal Annals on
Internal Medicine, analyzes the 2009 flu epidemic in the Canadian province of Alberta,
showing that the closure of schools reduces contagion by 50% and was vital to overcoming
the crisis.
On the one hand, it was in this spirit that several countries globally implemented this measure
that were highly detrimental to the education system but that could save thousands of lives.
On the other hand, it was, therefore, one of the many extraordinary measures that it was
necessary to adopt as a result of this serious health crisis in order to contain the progression
of the disease and, thus, contribute to prevent the collapse of our health systems. Although it
is not even remotely comparable to the 2009 epidemic, it must be recognised that these
exceptional circumstances also put our education systems to the test, which is septic in
teaching via digital platforms. Magellan (2020).

4. The confinement of the Education System and its Implications

UNESCO (2020) warns of the possible increase in school dropout as a result of the closure of
educational establishments. It can be difficult to get some young people back to school and
stay in the system when schools reopen. This effect had a higher incidence in our country in
rural and peri-urban areas. In addition to the academic effects, the closure of educational
establishments affects pupils' behaviour by increasing unjustified absences, which in the long
run we believe will affect school leaving, especially among the most disadvantaged
backgrounds.
For MINED (2020), Mozambique, before the measure of closing classes, the Ministry of
Education and Development (MINED) and the Ministry of Science and Technology, Higher
Education and Professional Technical (MCTESTP), were challenged to create strategies, in
order to ensure the continuity of classes through other mechanisms. Among them: classes in
the telescola, Community radios, social networks such as WhatsApp, Google Meet, Google
ClassRoom, Skype, Moodle, email, etc.

It should be noted that the platforms officially used for classes in primary and secondary
education are television, radio, internet and exercise and support forms that should be
monitored by parents and / or guardians, which according to the finding of the education
authorities are a success, but it is not known whether or not students are following the classes.

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Let us recognize that Mozambican studies such as that conducted by (MINED, 2020) show
that parents and/or guardians have great difficulty in monitoring students. It is known that the
8.3 million Mozambican students, being from primary and secondary education, are
distributed in various parts of the country, however, they are not only in the country's
capitals. According to 2017 statistics for the Mozambican population:
About 30% of the population live in the urban environment; 70% live on straws; only 22.2%
of Mozambicans have access to electricity, so the rest use batteries, candles, oil/paraffin,
batteries among other energy sources; 35% have radio in their homes and 29.1% have TV. In
a result, 70.9% of Mozambicans do not have a TV and will not be able to follow classes at
the telescola or INE radio (2017).
Magellan (2020), draws attention when he stresses that we have to take full awareness that
there are many Mozambicans unable to buy megabytes to attend classes "online", on
technology platforms, and not to take copies. Some parents don't know what a copier
machine is. In some corners of the country, a copy costs between 3 and 5 meticais, which
contrasts with sources of income of the same that are low.
the same author mentioned above, points out that it is necessary to recognize that students
from less affluent families mainly from suburban areas are less likely to obtain academic
support from their parents. There is also no guarantee that the worst performing students
receive the personal and individualized support they need.

4.1. The consequences of Covid-19 on education in Mozambique

With the total closure of the schools greater was the loss of learning time and the greater were
the chances of children, especially girls, not returning to the classroom when the schools
opened. A prolonged school suspension also had effects on those returning to school, resulted
in the weak ability to master the skills of the previous class of the 2020 school year, or even
the repetition of the school year in some cases due to the family will of the students and the
deterioration of school achievement. The negative impact on learning opportunities and
outcomes will have repercussions on children's future lives, affecting their ability to generate
income as well as their participation in society. Magalhães (2020).

For MISAU (2020), Finally, the economic and working situation in the families most affected
by this public health crisis also has repercussions on the ability to study and concentrate.
Difficult economic situations and the stress of parents negatively affect students' performance

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and school performance, inequalities in access to technology at home, increased differences
in learning in the confinement period.
Also with regard to the consequences of Covid-19 on education in Mozambique, several
short, medium and long-term impacts on students of weak economic power have been
verified over the course of this period, especially in children and adolescents, namely: (i)
impoverishment or increased severity of poverty; (ii) reducing learning opportunities; (iii)
barriers to survival and health; and (iv) increased risks of violence, abuse and exploitation of
children in precarious situations. MISAU (2020).

5. Consequences of Covid-19 on Social Services focusing on Education

This reality, in turn, will lead to a deterioration in quality and a reduction in access to basic
social services such as health, education, water, sanitation and hygiene and social assistance
services, which were already in alarming situations before the Covid-19 pandemic. For
Mozambican children and adolescents, this implies greater exposure to multidimensional
poverty, the most direct sign that their fundamental rights are not being respected. This will
be particularly devastating for those in rural areas, where child deprivation rates compared to
selected indicators (e.g. lack of electricity, water, non-completion of primary education)
already reach 80-85%. MINED (2020).

This situation for Mozambique, a country facing a multitude of challenges, the increase in
poverty could be even greater and the consequences could last longer. For ten million
children in Mozambique who already live in some kind of poverty, Covid-19 means more
extreme and prolonged poverty and the denial of their fundamental rights. The potential long-
term impacts on children's human development will be felt with certainty in the country's
long-term development prospects.

Due to rising food and drug prices as a result of the collapse of the supply chain and the
extinction of jobs, millions of households currently claiming incomes just above the poverty
line are likely to enter a prolonged phase of poverty from which they may not recover.
Monetary poverty will have a direct impact on food security and nutrition, as well as access
to health services, affecting the well-being of children and mothers. All this situation will
negatively impact the education of children, making it already greater school dropout and
school failure. On the one hand, the students who give up are those who, for their survival

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needs, go in search of sustenance to contribute to family income and those of school failure
are those who do not give up but their participation in classes are rare cases (seasonal
students). UNICEF (2020).

6. Consequences of Covid-19 on Health with Implications in Education

According to MINED (2020), it considers that Mozambique continues to give priority and to
reallocate already limited public resources in the fight against the virus, there is a risk of a
reduction in access to basic and essential health services related to COVID-19. For many
children, this means less chance of survival and development.
Monitoring data already show a consistent decline of up to 30% in vaccination coverage
between March and April 2020 in all national provinces. Cabo Delgado recorded the sharpest
decline of all provinces. Further reduction in access to essential health services can
exacerbate the existing vulnerability of children who require vaccination, suffer from chronic
diseases, live with a disability or are affected by common infectious diseases such as malaria.

This in turn has an impact on children's well-being and cognitive development throughout
their lives. They are children who in school develop problems of school failure because their
ability to understand is compromised. The nutritional status of school-age children is already
compromised by the lack of access to school feeding programmes provided by the
Government, which depended on the World Food Programme (WFP) and other partners who
due to Covid-19 there is a delay or even a substantial cut. UNICEF (2020).

Another major problem in the health sector that was drastically affected and with
implications for the national educational system was the water, sanitation and hygiene
infrastructure that before Covid-19 were already problematic and deficient. Children already
live in poor conditions, with 43% of families relying on unsafe drinking water and 74%
having unimproved latrines. Income breaks due to the pandemic can result in difficulties for
households in paying for water bills, negatively affecting water supply operators and their
ability to provide the most essential service.
Disruption of water supply operations during the emergency period may jeopardise response
efforts to COVID-19, as well as other diseases such as cholera and malnutrition. This will
further contribute to the problems of Mozambican schools that their plumbing was quite

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obsolete and also in family health, especially among children with disabilities, who face
additional barriers in access to water, sanitation and hygiene facilities. MISAU (2020).

7. Prevention Proposals and Recommendations

From the perspective of Magalha (2020), stresses that Mozambique can control the situation,
so that there are no harmful implications, it is essential that an action plan be formulated,
observing, initially, what other countries are adopting. To address this problem, there needs
to be concrete policies that should consist of offering reinforcement classes to students with
lower school achievement. This program would be a guarantee that the acquisition of
knowledge by students would not be impaired during the COVID-19 crisis. This would bring
very beneficial to disadvantaged students. No student retention plan in school in this
pandemic period increases the crisis and basic needs such as food assistance, shelter and
education.

Policies should focus on children to ensure that the next generation is able to lead the country
in achieving the national vision of long-term development and on the international
commitment to protecting children's rights, as well as achieving the goals of the Sustainable
Development Goals, with only a decade ahead. Another recommendation is awareness in the
adoption of prevention measures, such as social distancing, washing of hands with soap, ash
and/or its alcohol-based disinfection, use of masks, as a result of the experiences of other
contexts. As well as, the state's institutionalized intervention in the fight against Covd-19 is
also observed, through the strengthening of awareness-raising actions for the adoption and
compliance of prevention measures - which in a way are already being implemented by
Mozambicans, despite being on a smaller scale.

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8. Final Considerations

The combination of school suspension and the family's economic despair will drag an
increasing number of Mozambican children into child labour. A study conducted in Côte
d'Ivoire revealed that a 10% drop in family income resulted in a 5% increase in child labour.
This will have a significant impact on children in rural areas, where three times more children
are likely to be taken to work than in urban areas (15% versus 5%). While social standards
and Community traditions require children to participate actively in subsistence activities in
Mozambique, intensive or dangerous working practices can expose them, in particular young
children, to increased risks of exploitation, abuse and violence.

This scenario is caused by the pandemic caused by covid-19 that affected all areas of social,
economic and, of course, educational activity. Children and adolescents can be vehicles of
virus transmission and all affected countries have opted for the closure of educational
establishments as a viable solution to mitigate and prevent the collapse of the health system.
The effects of the pandemic on Mozambican children are prone to self-strengthening and
cumulative, leading to ongoing challenges in the field of health, education and safe income.
As the global economic situation worsens, it becomes increasingly difficult for the
Mozambican economy to recover, which could affect generations of children through cycles
of poverty.
The longer the schools are closed, the greater the loss of learning time and the greater the
chances of children, especially girls, not returning to the classroom after the school
reopening.

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9. Bibliographic References

1. UNICEF - The Impacts of COVID-19 on Children in Mozambique. Maputo: 2020.

2. Magalhães, P. et al. The Social Impact of the Pandemic. Lisboa: 2020.

3. MINED. Impact of covid-19 on the Mozambican Educational Sector and Proposals

for Measures for Its Mitigation. Maputo: 2020.

4. MISAU (Ministry of Health) - COVID-19 National Pandemic Preparedness and

Response Plan. Maputo:2020.

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