Annexes

Annex 1. Type-I, Type-II and Type-III DLCs in Mozambique

The type III model is contrasted with the type-I and type-II in the table below

DLC-I and II

Target Group

How does the DL model operate

Student Learning Support Centre

DLC-III

All children but mainly urban/ peri-urban learners living in catchment areas. Remote rural communities where there are no secondary schools in close proximity. DLC-IIIs dramatically reduce distance between home and centre, allowing more of the most vulnerable girls to have access to secondary learning.

While the following excluded subgroups are targeted by all three models, DLC-IIIs are likely to be more accessible for those that face the most substantial barriers:

• Girls who were forced in early marriage and unable to continue their studies as regular students due to increased demand on their time and martial family expectations and rules

• Girls who were pregnant at a young age and unable to continue with their studies as regular students during the day.

• Girls who were experienced early marriage and have children and do not have time and authorisation from their husbands to continue their education on full time basis.

• Girls who need to complete household chores and unpaid work on their families’ farms or are engaged in paid work to sustain their families.

DLC Type-I are located in provincial capitals, provincial centres of distance education, (CPED or the Teacher Training Institutes), and include elements of online teaching. DLC Type-II are located in secondary schools and integrate use of multi-media.

The Student DL Support Centres (Centros de Apoio à Aprendizagem do Aluno – CAA) are located at secondary schools and staffed by secondary school teachers.

Significant barriers remain for many girls including the long distances to the centres and the prohibitive cost of paying for enrolment (250 meticais), transport, and textbooks and materials (110 meticais per module).

DLC is managed by someone with at least a Bachelors’ degree, assigned full-time to a centre with 200 students.

DLC Managers are generally former teachers at the secondary school to which the CAA is attached. Supervision is undertaken by national trainers from IEDA and provincial supervisors. IEDA’s brigades composed of pedagogical technicians visit at least twice a year all the provinces of the country, with the purpose of performing pedagogical supervision of the DPECs, the CAAs supporting the PESD as well as of the Pedagogical Centres of the Secondary Teacher Training Courses via Distance Learning (EAD). At district level there is no specialised staff to do supervision. So, staff supervising mainstream primary and secondary schools also cover the CAAs.

DLC Type-III are located in primary schools or in a community space. Increased transition to DL for STAR-G girls, as a result of negotiations with MINEDH to roll out the DL model in primary schools (EPC) – with STAR-G support.

Primary schools supported by STAR-G are used as Annex centres and affiliated to the relevant district DL centre in order to offer girls attending primary the opportunity to continue to access schooling at Grades 8, 9 and 10. Enrolment is free, and materials are provided free of charge for all learners.

DLC-III is managed by a DLC manager supported by DL tutors, all of which are primary school teachers – one manager and one tutor per centre.

The model is managed on a school-by-school basis according to the needs of the cohort. Schools were selected according to criteria, including whether they have adequate space and whether there are enough children potentially transitioning to form a DL class of up to 50 learners.

DLC-IIIs are resource centres where academic and non-academic support is provided to learners, where they organise and carry out group work sessions. Members of the local community can consult any type of information relating to teaching and learning process that is of their interests. Additionally, social and culturally useful events can be organised.

Annex 2. Training of DLC Tutors and Managers

The project trained 346 DL tutors (278 male, 68 female) and 75 DL managers (15 female, 60 male) in coordination with IEDA, in an online workshop (June 2020) and face-to-face (January 2021). The online training equipped tutors and managers with new skills to support and monitor student learning during school closures and was delivered using the Google Classroom platform and home visits to the communities. They were also sensitised around gender norms, safeguarding and protection for girls during the tutoring sessions. The face-to-face training in partnership with IEDA prepared tutors and managers for safe re-opening of the DLCs, raised awareness on prevention / protection measures against COVID-19, and MHPSS; introduced the new roving tutor model; supported with their understanding and practice of using virtual and radio tutoring; introduced strategies for the new study groups; explained strategies for preparing students for the delayed 2020 Grade 10 exams; provided a refresher on child protection and inclusive approaches; and helped with developing forward plans of DL activities.

Annex 3. Training 184 DLC study group facilitators

As learners were not allowed back to school in 2020, study group facilitators were trained following the reopening of classes in March 2021. This training gave tutors and managers skills and knowledge in:

- improving the quantity and quality of learning for girls who attend DLCs

- sharing good practices and challenges encountered in conducting individual studies, while helping to compensate for poor socialisation

- improving cooperation and skills of girls through use of peer and group support approaches

- organisation of girls’ daily study routines

- use of gender-sensitive approaches

- consolidation of the knowledge acquired in reinforcement of classes and individual study sessions

- sharing experiences on ways to organise studies discussing aspects related to their protection, sexual and reproductive health and gender, prevention against COVID-19, psychosocial support, cooperative learning and inclusive education.