Distance in Mozambique: an approach to the pedagogical achievement of students in the Distance Secondary Education Program (PESD)

Abstract

The purpose of this research was to understand the factors that influence the pedagogical achievement of students in the Distance Secondary Education Program, where 23 people were interviewed, including: 1 technician from the District Education, Youth and Technology Service of Xai-Xai, 1 manager, 11 tutors and 10 students. The research regarding nature is qualitative, combined with the ethnographic method. As for the techniques for collecting data from the field, it was based on the semi-structured interview technique, observation and categorization of the interviewees' responses. The results revealed that the pedagogical achievement of PESD students at the Support and Learning Center of the Xai-Xai Secondary School is influenced by the lack of appropriate infrastructure, lack and/or insufficient material, didactic, technological, human resources trained and experienced in distance learning to respond to the implementation of this program, as well as by the fact that PESD students do not have the training, the self-taught attitude and material conditions to study in the models of distance learning.With a view to improving the PEA of PESD students, this research suggests the implementation of CAA's in appropriate infrastructures equipped with material and technological resources, compliance with the requirements required of students to enroll in the PESD, compliance with the requirements required for appointment of tutors, flexibility and continued supervision of the tutoring model, continued training of agents involved in the PEA, resizing of self-instructional materials and decentralization in the preparation of assessments applied to PESD students.