TIPOTE

The TIPOTE project contributes to improving the quality and relevance of teacher education programmes in two Mozambican Higher Education Institutions, UP-Maputo and ISET-One World. It aims to strengthen their capacity to deliver and develop quality teacher education and provide teacher trainees with improved competencies in inclusive education in various Mozambican contexts.  TIPOTE contributes to the SDG 4 target of Agenda 2030: Ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all. Inclusive education is also one top priority in Mozambique's Education Strategic Plan 2020-2029 - Inclusive, Patriotic and Quality Education. 

The project builds on a broad understanding of inclusive education used by UNESCO (2020). It is based on the universal human right to education: All children should have the right to access school and learn despite their gender, remoteness, wealth, disability, ethnicity, language, or any other characteristic or situation. It aims at full and effective participation, accessibility, attendance, and achievement of all students, especially those excluded or at risk of being marginalized. This requires building inclusive learning communities where all are welcome and respected as equal and contributing members. 

The background of TIPOTE is in the HEI ICI -funded Theory-Practice Balance in Teacher Education Project (TEPATE) 2020-2024. 

To strengthen the capacities for inclusive education at UP-Maputo and ISET One World, the project will work with two complementary approaches: First, it will strengthen the human and technological capacity of the two Southern HEIs to improve the inclusive quality of their teaching (Outcome 1). This includes activities such as Training of Trainers, study visits, staff exchange and hands-on training on digital pedagogy. Technological capacity means upgrading hardware and software needed for improved digital learning. Second, that new capacity will be taken into practice by innovating, piloting, and developing pedagogical practices in the Southern HEIs (Outcome 2). This includes using the Living Lab approach, piloting new approaches and methods, and building inclusive learning communities. A particular focus will be put on STEM education to co-create new environmentally and economically sustainable methods for more context-relevant and practice-oriented learning that encourages diverse learners, including girls. 

In practice, these approaches will be integrated so that the innovation and piloting activities in Outcome 2 will form a central part of the learning process and thus contribute to human capacity building in Outcome 1. Implementing the activities simultaneously in both outcomes is crucial to achieving the intended results in the planned timeframe.

Key results to be achieved:

1. Increased capacity of selected teacher educators and administrative staff in learner-centered inclusive education

2.  Increased capacity to use digital pedagogy and digital technologies in pre- and in-service teacher education

3. Practical pedagogical solutions for more inclusive education innovated, piloted and shared

4. Pedagogical methods for STEM education created for improved inclusivity and increased practice- orientation