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Submitted by Ana Moreira (anadsmoreira@ufp.pt) on 2021-03-24T10:14:59Z No. of bitstreams: 1 TD_36171.pdf: 4106808 bytes, checksum: 227c407e5b00fa874bc28f23fb5c005b (MD5) Approved for entry into archive by azevedo@ufp.pt (azevedo@ufp.pt) on 2021-03-24T11:38:28Z (GMT) No. of bitstreams: 1 TD_36171.pdf: 4106808 bytes, checksum: 227c407e5b00fa874bc28f23fb5c005b (MD5) Made available in DSpace on 2021-03-24T11:38:28Z (GMT). No. of bitstreams: 1 TD_36171.pdf: 4106808 bytes, checksum: 227c407e5b00fa874bc28f23fb5c005b (MD5) Previous issue date: 2021-01-22

Submitted by Ana Moreira (anadsmoreira@ufp.pt) on 2021-02-23T16:10:46Z No. of bitstreams: 1 TD_36085.pdf: 4416573 bytes, checksum: bebcad1e9106c40aaa5895d927395b1e (MD5) Approved for entry into archive by azevedo@ufp.pt (azevedo@ufp.pt) on 2021-02-23T16:37:56Z (GMT) No. of bitstreams: 1 TD_36085.pdf: 4416573 bytes, checksum: bebcad1e9106c40aaa5895d927395b1e (MD5) Made available in DSpace on 2021-02-23T16:37:56Z (GMT). No. of bitstreams: 1 TD_36085.pdf: 4416573 bytes, checksum: bebcad1e9106c40aaa5895d927395b1e (MD5) Previous issue date: 2021-01-15

Submitted by Ana Moreira (anadsmoreira@ufp.pt) on 2021-03-24T10:29:06Z No. of bitstreams: 1 TD_33132.pdf: 7721501 bytes, checksum: 232ee1448728e1b5b7832d91ca0185a5 (MD5) Approved for entry into archive by azevedo@ufp.pt (azevedo@ufp.pt) on 2021-03-24T11:41:28Z (GMT) No. of bitstreams: 1 TD_33132.pdf: 7721501 bytes, checksum: 232ee1448728e1b5b7832d91ca0185a5 (MD5) Made available in DSpace on 2021-03-24T11:41:28Z (GMT). No. of bitstreams: 1 TD_33132.pdf: 7721501 bytes, checksum: 232ee1448728e1b5b7832d91ca0185a5 (MD5) Previous issue date: 2021-01-08

Submitted by Ana Moreira (anadsmoreira@ufp.pt) on 2021-03-23T17:54:09Z No. of bitstreams: 1 TD_37582.pdf: 12004502 bytes, checksum: 6d599b9f7592aff0976c290f06caa4fb (MD5) Approved for entry into archive by azevedo@ufp.pt (azevedo@ufp.pt) on 2021-03-23T19:17:50Z (GMT) No. of bitstreams: 1 TD_37582.pdf: 12004502 bytes, checksum: 6d599b9f7592aff0976c290f06caa4fb (MD5) Made available in DSpace on 2021-03-23T19:17:50Z (GMT). No. of bitstreams: 1 TD_37582.pdf: 12004502 bytes, checksum: 6d599b9f7592aff0976c290f06caa4fb (MD5) Previous issue date: 2021-01-06

Submitted by halves@ufp.pt (halves@ufp.pt) on 2018-12-24T12:14:13Z No. of bitstreams: 1 TD_Sohail Razi Khan.pdf: 3265200 bytes, checksum: 77644b36cd9061f8590833000b9a4deb (MD5) Approved for entry into archive by halves@ufp.pt (halves@ufp.pt) on 2018-12-24T12:14:42Z (GMT) No. of bitstreams: 1 TD_Sohail Razi Khan.pdf: 3265200 bytes, checksum: 77644b36cd9061f8590833000b9a4deb (MD5) Made available in DSpace on 2018-12-24T12:14:52Z (GMT). No. of bitstreams: 1 TD_Sohail Razi Khan.pdf: 3265200 bytes, checksum: 77644b36cd9061f8590833000b9a4deb (MD5) Previous issue date: 2018-12-17

Submitted by halves@ufp.pt (halves@ufp.pt) on 2019-01-18T16:18:47Z No. of bitstreams: 1 TD_Natércia Menezes.pdf: 3770994 bytes, checksum: 13a3461c0faef04f2779239cc88edf3d (MD5) Approved for entry into archive by halves@ufp.pt (halves@ufp.pt) on 2019-01-18T16:19:04Z (GMT) No. of bitstreams: 1 TD_Natércia Menezes.pdf: 3770994 bytes, checksum: 13a3461c0faef04f2779239cc88edf3d (MD5) Made available in DSpace on 2019-01-18T16:37:19Z (GMT). No. of bitstreams: 1 TD_Natércia Menezes.pdf: 3770994 bytes, checksum: 13a3461c0faef04f2779239cc88edf3d (MD5) Previous issue date: 2018-12-14

Submitted by halves@ufp.pt (halves@ufp.pt) on 2018-12-20T09:35:38Z No. of bitstreams: 1 TD_Márcio Oliveira.pdf: 6959186 bytes, checksum: 67b161762641fb6ba62b4a3aa5751be1 (MD5) Approved for entry into archive by halves@ufp.pt (halves@ufp.pt) on 2018-12-20T09:46:25Z (GMT) No. of bitstreams: 1 TD_Márcio Oliveira.pdf: 6959186 bytes, checksum: 67b161762641fb6ba62b4a3aa5751be1 (MD5) Made available in DSpace on 2018-12-20T09:46:35Z (GMT). No. of bitstreams: 1 TD_Márcio Oliveira.pdf: 6959186 bytes, checksum: 67b161762641fb6ba62b4a3aa5751be1 (MD5) Previous issue date: 2018-11-30

Submitted by halves@ufp.pt (halves@ufp.pt) on 2018-12-20T09:46:10Z No. of bitstreams: 1 TD_Amaro Correia.pdf: 4730915 bytes, checksum: 31d09800dbbdc3e40401fa1643d29ae0 (MD5) Approved for entry into archive by halves@ufp.pt (halves@ufp.pt) on 2018-12-20T09:46:45Z (GMT) No. of bitstreams: 1 TD_Amaro Correia.pdf: 4730915 bytes, checksum: 31d09800dbbdc3e40401fa1643d29ae0 (MD5) Made available in DSpace on 2018-12-20T09:46:53Z (GMT). No. of bitstreams: 1 TD_Amaro Correia.pdf: 4730915 bytes, checksum: 31d09800dbbdc3e40401fa1643d29ae0 (MD5) Previous issue date: 2018-11-23

As TIC exercem um papel cada vez mais importante na forma de nos comunicarmos, de aprendermos e de vivermos. Da evolução das tecnologias, ocorreu uma integração dos diferentes media, que aliam os recursos de vídeo, áudio, som, animação, texto, gráficos e outros, ampliando os espaços do processo de ensino e aprendizagem. O desafio é explorar essas tecnologias de um modo efetivo de forma a atender aos interesses dos aprendizes e da grande comunidade de ensino e aprendizagem. A UNESCO acredita que as TIC podem contribuir para o acesso universal à educação, a equidade na educação, a qualidade de ensino e aprendizagem e o desenvolvimento profissional de professores, bem como melhorar a gestão, a governança e a administração educacional, ao fornecer a mistura certa e organizada de políticas, tecnologias e capacidades. Em Moçambique, é possível observar a existência de propostas e políticas de incentivo ao uso das tecnologias digitais na educação. No entanto, é também notória a falta de indicadores próprios que tecnicamente permitam monitorizar e avaliar a implementação das iniciativas ou políticas estabelecidas. É nesta perspetiva que o estudo se orienta e com objetivos de como uma Instituição de Ensino Superior (IES), no contexto Moçambicano, pode dar resposta aos desafios do digital, de forma mais adequada, equilibrada e coerente de modo a responder à necessidade de garantir uma formação em quantidade e qualidade. Diante deste contexto o trabalho começa com o levantamento bibliográfico e o estado de arte da sociedade da informação e ensino superior estabelecendo as bases conceptuais para a análise do contexto específico a tratar. Para o efeito, foi realizada uma recolha de dados, apoiada numa metodologia de investigação-ação, com a aplicação de questionários a alunos, professores e funcionários das IES e de entrevistas dirigidas a gestores das IES. O trabalho apresenta 4 (quatro) contribuições: (I) Proposta de um modelo conceptual de gestão das IES moçambicanas; (II) Recolha e disponibilização de informação estatística, resultante do trabalho de investigação, para o apoio à tomada de decisão das entidades interessadas; (III) Um conjunto de recomendações para a implementação e desenvolvimento das IES; e (IV) Colocar à disposição de diferentes públicos, uma revisão de literatura e conceitos orientadas para as IES Moçambicanas. Da análise e trabalho realizado, foi desenvolvido e proposto um modelo conceptual para a gestão das IES, tendo em conta o contexto específico de Moçambique. O modelo proposto confirma a sua aplicabilidade tendo em conta a avaliação dos resultados obtidos em relação aos elementos e recursos envolvidos. É de salientar que a implementação carece de uma atenção especial visto que o uso das TIC exige também uma disciplina metodológica que muitas vezes não é cultura de trabalho no nosso contexto. Mas avaliando pelo contexto ensino superior, o modelo tem potencial para acompanhar a implementação e exploração do quadro das reformas do ensino superior previstos pelo governo Moçambicano. Os questionários e as entrevistas permitiram constatar que dos alunos, professores e funcionários do ensino superior em Moçambique, mais de 70% de cada um dos três grupos tem condições e capacidade individual de aquisição de meios para acesso à Internet assim como uma grande maioria acedem diariamente a Internet. Ainda, com base nestes resultados, verifica-se que, no seio da comunidade de Ensino Superior, existe: • Um baixo nível de literacia digital; • Uma consciência que o uso do digital pode alargar e facilitar a base de acesso ao ensino, melhorar as atividades e o desempenho académico e também a gestão administrativa; • O conhecimento da exiguidade de recursos que comprometem o pleno uso das TIC nas IES. Os resultados ainda proporcionaram uma análise que permitiu verificar que, entre as IES por localização (regiões: norte, centro, sul), possuem diferenças no que concerne ao conhecimento, implementação e uso das TIC, o que deve ser considerado na implementação do modelo. The ITCs play an increasingly important role in the way people communicate, learn and live. Since technology evolution, there has been an integration of different mass media that goes along with video, resources, audio, sound, animation, text, graphics and others, expanding the spaces of teaching and learning process. The challenge is to explore the technologies in an effective way in order to meet the interests of learners and of the great community of teaching and learning process. The UNESCO believes that the ITCs can contribute to the universal access to education, equity, quality of teaching and learning and the professional development of teachers, as well as improvement of management, governance and educational administration, by offering the right mixture of policies, technologies and capacities. In Mozambique, it can be noted the existence of proposals and incentive policies in the use of digital technologies in education. However, it is also noted a lack of appropriate indicators which technically allow the monitoring and evaluation of the implementation of the established initiatives or policies. It is from this perspective that this study is oriented, with objectives of how a Higher Education Institution (HEI), in the Mozambican context can respond to the challenges of digital in more adequate, balanced and coherent way in order to guarantee a quantity and quality training. In this context, the work started with the literature review and the art of the state of information and higher education establishing as conceptual bases for the analysis of specific context to be studied. For this purpose, the data collection was carried out, based on a research-action methodology, with questionnaires to students, teachers and interviews to the managers of the HEI. The work presents 4 (four) contributions: (I) Proposal of a conceptual model of management of Mozambican HEI; (II) collection and provision of statistical information, resulting from research work, in order to help interested entities in taking decisions; (III) a set of recommendations for the implementation and development of the HEI; and (IV) make it available to different public target, a literature review and concepts oriented to Mozambican HEI. From the analysis and work done, a conceptual model was developed and proposed for management of the HEI, taking into account the specific context of Mozambique. The proposed model proves its applicability taking into consideration the assessment of the obtained results in relation to the involved elements and resources. It is highlighted that the implementation lacks a special attention since ITCs use, also requires a methodological discipline which is often not a culture in our context. But in the situation of higher education, the model has the potential to accompany the implementation and exploration of the framework of higher education reforms envisaged by the Mozambican government. The questionnaires and interviews showed that more than 70% of each of the three groups of students, teachers and higher education officials in Mozambique has conditions and is able to afford means to access the internet and the majority of the groups can use it daily. Still based on these results, it is confirmed that within that community of higher education, there is: • A low level of digital literacy; • Awareness that the use of digital can broaden and facilitate the base to get access to education, improve activities and academic performance and also administrative management; • Knowledge of the scarcity of resources that jeopardizes the full use of ITCS in HEI. The results still provided an analysis that allowed to confirm that between the HEI by location (region: north, centre, south), they have differences regarding ITCs knowledge, implementation and use, which should be considered in the implementation of the model. Les TIC jouent un rôle de plus en plus important dans notre communication, notre apprentissage et dans notre vie. De l'évolution des technologies, il y avait une intégration des différents médias, qui combinent les ressources de vidéo, audio, son, animation, texte, graphiques et autres, en élargissant les espaces du processus d'enseignement et d'apprentissage. Le défi consiste à exploiter ces technologies de manière efficace pour répondre aux intérêts des apprenants et de la communauté plus large d'enseignement et d'apprentissage. L'UNESCO estime que les TIC peuvent contribuer à l'accès universel à l'éducation, à l'équité dans l'éducation, à la qualité de l'enseignement et de l'apprentissage et au perfectionnement professionnel des enseignants, ainsi qu'à améliorer la gestion, la gouvernance et l'administration de l'éducation, en fournissant la bonne combinaison de politiques, de technologies et de capacités. Au Mozambique, il est possible d'observer l'existence de propositions et de politiques visant à encourager l'utilisation des technologies digitales dans l'éducation. Cependant, il y a aussi un manque d'indicateurs qui permettent techniquement le suivi et l'évaluation de la mise en oeuvre des initiatives ou politiques établies. C'est dans cette perspective que l'étude est orientée et avec des objectifs de comment une Institution d'Enseignement Supérieur (IES), dans le contexte mozambicain, peut répondre aux défis digitales d'une manière plus appropriée, équilibrée et cohérente afin de répondre à la nécessité de garantir la formation en quantité et qualité. Dans ce contexte, on commence par une enquête bibliographique et un état de l'art de la société de l'information et de l'enseignement supérieur, établissant les bases conceptuelles pour l'analyse du contexte spécifique à traiter. À cette fin, une collecte de données a été réalisée, appuyée par une méthodologie de recherche-action, avec l'application de questionnaires aux étudiants, enseignants et employés des établissements d'enseignement supérieur et des entretiens. Le document présente quatre (4) contributions: (I) Proposition d'un modèle conceptuel pour la gestion des IES mozambicains; II) La collecte et la fourniture d'informations statistiques résultant des travaux de recherche destinés à faciliter la prise de décision des parties intéressées; (III) Recommandations pour la mise en oeuvre et le développement des IES; et (IV) Mettre à la disposition de différents publics une revue de la littérature et des concepts orientés vers les IES mozambicains. A partir de l'analyse et du travail effectué, un modèle conceptuel pour la gestion des IES a été développé et proposé, en tenant compte du contexte spécifique du Mozambique. Le modèle proposé confirme son applicabilité en prenant en compte l'évaluation des résultats obtenus par rapport aux éléments et aux ressources impliqués. Il convient de noter que la mise en oeuvre nécessite une attention particulière puisque l'utilisation des TIC nécessite également une discipline méthodologique qui n'est souvent pas une culture de travail dans notre contexte. Cependant, compte tenu du contexte de l'enseignement supérieur, le modèle a le potentiel d'accompagner la mise en oeuvre et l'exploitation du cadre des réformes de l'enseignement supérieur envisagé par le gouvernement mozambicain. Les questionnaires et interviews ont montré que plus de 70% de chacun des trois groupes ont les conditions et la capacité individuelle d'acquérir des moyens pour accéder à Internet, ainsi qu'une grande majorité accédant quotidiennement Internet. Mais aussi, sur la base de ces résultats, il est vérifié que, dans la communauté de l'enseignement supérieur, il y a: • Un faible niveau d'alphabétisation numérique; • Une prise de conscience que l'utilisation du numérique peut élargir et faciliter la base de l'accès à l'éducation, améliorer les activités académiques et la performance ainsi que la gestion administrative; • Connaissance de la rareté des ressources qui compromettent le plein usage des TIC dans les IES. Les résultats ont également fourni une analyse qui a permis de vérifier que, parmi les IES par lieu (régions: nord, centre, sud), ils ont des différences dans la connaissance, la mise en oeuvre et l'utilisation des TIC qui devraient être prises en compte dans la mise en oeuvre du modèle.

Submitted by halves@ufp.pt (halves@ufp.pt) on 2016-07-21T16:35:44Z No. of bitstreams: 1 TD_Ana Alexandre Pereira Robalo.pdf: 19203370 bytes, checksum: 92c39c78e53ab3e9b59878ee05dcac7d (MD5) Approved for entry into archive by halves@ufp.pt (halves@ufp.pt) on 2016-07-21T16:38:03Z (GMT) No. of bitstreams: 1 TD_Ana Alexandre Pereira Robalo.pdf: 19203370 bytes, checksum: 92c39c78e53ab3e9b59878ee05dcac7d (MD5) Made available in DSpace on 2016-07-21T16:39:47Z (GMT). No. of bitstreams: 1 TD_Ana Alexandre Pereira Robalo.pdf: 19203370 bytes, checksum: 92c39c78e53ab3e9b59878ee05dcac7d (MD5) Previous issue date: 2016-07-08