<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Alzira Manuel</style></author><author><style face="normal" font="default" size="100%">Domingos Buque</style></author><author><style face="normal" font="default" size="100%">Rosário Quive</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">STUDENTS’ PERCEPTIONS ON DISTANCE EDUCATION: A CASE STUDY IN MOZAMBIQUE</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">adult education</style></keyword><keyword><style  face="normal" font="default" size="100%">distance education</style></keyword><keyword><style  face="normal" font="default" size="100%">lifelong learning</style></keyword><keyword><style  face="normal" font="default" size="100%">qualitative research</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2021</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2021</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/457-1617434694.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">79</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Education in all societies is one of the requisites for changes and development, particularly in the current context influenced by globalization and rapid changes in which knowledge and technology became essential tools for life. In this context, Mozambique has been and continues promoting education, including Classroom Teaching Adult Education and Distance Adult Education (DAE) to satisfy people’s learning needs and improve their capacities towards changes. DAE is considered a way to open opportunities of education for youth and adults who by different reasons cannot participate in classroom teaching. This study seeks to explore the perceptions of youth and adult students in DAE at Eduardo Mondlane University (EMU), about their learning process. The study applied qualitative approach, based on semi-structured interview administrated to twelve students from the 3rd and 4th years of the undergraduate   program in Organization and Management of Education in Distance Education (DE) modality. The findings of this study point out that DAE is perceived as a relevant and useful modality of education, particularly for adult learners. However, the study identifies contextual challenges associated to individual and professional issues, pedagogical and organizational issues as well as gender division of labor within the families, impacting the student’s performance in DE in the selected higher education institution.</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">229-240</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Alzira Manuel</style></author><author><style face="normal" font="default" size="100%">Oleg Popov</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE CHALLENGES OF ADULT EDUCATION POLICY IMPLEMENTATION IN MOZAMBIQUE</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">activity theory</style></keyword><keyword><style  face="normal" font="default" size="100%">adult education</style></keyword><keyword><style  face="normal" font="default" size="100%">power and development</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2016</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2016</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://journals.indexcopernicus.com/abstract.php?icid=1210961</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">71</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The current socio-economic development in Mozambique is characterized by growing social inequalities, in particular concerning the imbalanced access to education and the increased poverty of women and the unemployed. Adult education is a way to provide youth and adults with opportunities to improve their knowledge and skills. Through education they can gain power and they can learn how to cope with social and economic challenges. The purpose of this research is to examine how far policies concerning adult education, especially with respect to Non-Formal Vocational Education and Training (NFVET) are implemented. The research is qualitative in nature, based on document analysis with a focus on the policies that have guided the implementation of adult education and training in Mozambique during the period 2000-2015. The findings reveal that Mozambique has been strongly influenced by international initiatives within the framework of ‘Education for all’ and ‘Education for development’. There is an apparent need to strengthen policy implementation strategies, particularly in the area of NFVET in order to ensure the real empowerment of learners and teachers.</style></abstract><issue><style face="normal" font="default" size="100%">71</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">53-61</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Alzira Manuel</style></author><author><style face="normal" font="default" size="100%">Oleg Popov</style></author><author><style face="normal" font="default" size="100%">Domingos Buque</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TOWARDS PROGRAMME IMPROVEMENT IN NON-FORMAL VOCATIONAL EDUCATION AND TRAINING IN MOZAMBIQUE</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">life skills</style></keyword><keyword><style  face="normal" font="default" size="100%">non-formal vocational education</style></keyword><keyword><style  face="normal" font="default" size="100%">social inclusion</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2015</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2015</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/457-1449572410.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">67</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The current situation of Mozambique, characterized by limited but highly needed Formal Vocational Education, demands the development and improvement of Non-formal Vocational Education and Training (NFVET). NFVET can provide relevant knowledge and skills, particularly for out of school and unemployed youth and adults to promote social inclusion and development. This is a qualitative case study with some elements of action research. Semi-structured interviews with six educators, classroom observations and two focus group interviews with former participants were implemented. The research aims to explore ways by which NFVET programmes can be improved in order to increase people’s chances, not only to get work, but also to be able to participate actively in their own process of development. The findings suggest some directions for the improvement of NFVET in Mozambique in order to empower people to actively participate in the social and economic life of their local communities and broader society.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">61-71</style></section></record></records></xml>