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GIS education in Mozambique

GIS education in Mozambique. Challenges and Choices. Ludger Kaup Centre for Geographical Information Catholic University of Mozambique. Content. Geographical overview Trends in Mozambican Higher Education (HE) Sector HE Challenges & Approaches

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GIS education in Mozambique

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  1. GIS education in Mozambique Challenges and Choices Ludger Kaup Centre for Geographical Information Catholic University of Mozambique

  2. Content • Geographical overview • Trends in Mozambican Higher Education (HE) Sector • HE Challenges & Approaches • The Catholic University of Mozambique & CIG • GIS Infrastructure in Mozambique • Challenges & Choices at the Institutional Level

  3. Geographical Overview Province Sofala Mozambique

  4. General Trends & Statistics • Population: 16 Mil. (97)  20 Mil. (07); • 52% illiteracy race; 2002  2007 tripling attendees classes 8-10 • Universities: 1975-85:1; 1990:3; 2007: 22 (11 private Univ.) • 06: 11 Pub.U., 32,000 Stud., ø 2,900; 11 Pr.U. 11,000 - ø 1,050 • Students: 1990: 4,000; 2002; 17,000; 05: 28,000; 06: 43,800 • Growth rates Priv. Univ.: 07:25%; 08:20%; 09:20%, 10:15% small, but rapidly growing, lack of technology, information and communication and science oriented courses

  5. Challenges • Lack of qualified professors (only 2200) • Quality of courses • Accommodating rapid growth • Growth management - balancing quantity & quality • Matching synergies, costs, capacities and needs • Regional competition and integration • Overemphasis on teaching, very limited research

  6. Strategic Objectives Strategic Plan for Higher Education (2000- 2010) • Reconciling quality with costs and available means • Improved access to higher education • Improved regional coverage of HE institutions • Increase % of natural sciences and engineering/technical studies

  7. Institutional Growth Options • Regional diversification, new foundations, new departments, new courses (incl. MSc.) • Concentration on few, highly specialized subjects • Broad array of subjects, using inter-disciplinary synergies • Limited no. of courses with demand (fast, efficient) • Distance education

  8. Growth Patterns • Establishment of public poly-technical universities • Regional spread and diversification • Proliferation of new courses • Replications &/or quality & sustainability problems • Ratios : students/course, student/prof.; 3 shifts

  9. UCM Strategy • Regional mandate and orientation • Largest & first private university outside Maputo • English language teaching • Anglophone degree system (BA & Masters) • PBL – Problem Based Learning • Propadeutical year • Turnaround (degrees, language, method, quality) • More promotion, research & courses

  10. GIS – Infrastructure • Priorities: land (use), forests, water, infrastructure • Data, user and demand base improving • Critical shortage of highly qualified professionals • High running costs; maintenance problems, missing management concepts, laboratory degradation • GIS / GPS training only at beginners level • Specialized GI application by outside experts

  11. GIS at UCM • Since 1999 • From scratch (project  institution) • Not firmly linked to universities key business • Training for application development • Refocusing: From project and research to higher education

  12. Challenges & choices at the institutional level • UNIGIS and/or thematic focus • English or Portuguese? • Methodology? • Post-graduate and Master • Recruitment • Technology issue • Financing

  13. Contact Ludger Kaup Centre of Geographic Information (CIG) Catholic University of Mozambique Rua Marques do Soveral 960, CP 821 Tel.: + 258-23-311982 Fax: + 258-23-311980 Mobile: +258-82-5731510 (personal) e-mail: cig_general@intra.co.mz; lkaup@ucm.ac.mz; ludger_kaup@yahoo.com www.ucm.ac.mz

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