Financiamento do ensino superior: reflexões sobre o contexto Moçambicano

Joaquim, José Amilton; Cerdeira, Luísa; Cabrito, Belmiro

dc.contributor.author	Joaquim, José Amilton
dc.contributor.author	Cerdeira, Luísa
dc.contributor.author	Cabrito, Belmiro
dc.date.accessioned	2024-12-13T11:13:33Z
dc.date.issued	2024-10
dc.identifier.uri	http://www.repositorio.uem.mz/handle258/1167
dc.description.abstract	Se a educação de forma geral constitui um dos pilares importante para o desenvolvimento sustentável de qualquer nação, ao ensino superior cabe ainda uma grande responsabilidade pelas saídas profissionais de qualidade que dela depende. O financiamento é uma das bases para qualquer tipo de instituição poder alcançar os seus objetivos e as instituições de ensino superior não são uma exceção. O financiamento constitui um dos mecanismos importante na definição dos resultados do ensino superior como uma organização com as suas peculiaridades e responsabilidade no âmbito social para responder as dimensões relacionadas com a qualidade, eficiência, acesso, equidade e capacidade de resposta do próprio sistema de ensino. No entanto apesar de toda essa importância em torno do financiamento para o alcance dos objectivos que se esperam no sector do ensino superior, para Hauptman (2007, p. 82), “ironicamente, embora as questões de financiamento sejam muitas vezes um tema muito discutido, a quantidade de pesquisa académica escrita sobre o assunto é bastante modesta. Parece ser muito mais frequente objeto de pesquisa académica no ensino superior outros tópicos, como manter a qualidade, proteger a liberdade académica e fortalecer a governança, do que as questões financeiras”. Segundo o relatório sobre as estratégias de reforma do financiamento do ensino superior em Moçambique, refletir sobre as questões relacionadas com o financiamento do ensino superior para o país é uma forma de governo moçambicano capitalizar a sua janela demográfica de oportunidade e o crescente fluxo de investimento externo. Na medida em que as reflexões sobre o financiamento do ensino superior irão fornecer parte da solução para o desenvolvimento dos recursos humanos moçambicanos, para a sua economia e o bem-estar da sua sociedade (Fonteyne & Jongbloed, 2018). Os estudos mostram que as pesquisas na área de financiamento do ensino superior ao nível global, principalmente relacionadas com a questão da partilha de custos, são muito recentes. Segundo Cerdeira (2008), foi a partir do projeto International Comparative Higher Education Finance and Accessibility Project- ICHEFAP que durante 7 anos desde o ano 2000 ao ano 2007, liderado pelo Professor Bruce Johnstone sobre financiamento da Fundação Ford, que muita informação teórica nessa área foi organizada e difundida. O trabalho que foi desenvolvido pelo ICHEFAP (2007), sendo uma fonte mundial de informações teóricas e descritivas sobre políticas comparativas internacionais de ensino e assistência financeira, com trabalhos mais do que teóricos, estudos sobre financiamento e partilha de custos no ensino superior de vários países. As pesquisas desenvolvidas contaram com a participação de vários Nota Introdutória \| 17académicos e estudantes de pós-graduação (mestrados e doutoramentos) e investigadores de centros de estudos oriundos de vários países que possibilitaram a produção de informação significativa internacional comparativo do ensino superior e das políticas de assistência financeira.	en_US
dc.language.iso	por	en_US
dc.publisher	EDUCA	en_US
dc.rights	openAcess	en_US
dc.subject	Ensino superior	en_US
dc.subject	Financiamento do ensino	en_US
dc.subject	Instituições de ensino superior	en_US
dc.subject	Àfrica	en_US
dc.subject	Moçambique	en_US
dc.title	Financiamento do ensino superior: reflexões sobre o contexto Moçambicano	en_US
dc.type	book	en_US
dc.description.embargo	2024-12-12
dc.description.resumo	If education in general constitutes one of the important pillars for the sustainable development of any nation, higher education also has a great responsibility for the quality professional opportunities that depend on it. Financing is one of the foundations for any type of institution to achieve its objectives and higher education institutions are no exception. Financing constitutes one of the important mechanisms in defining the results of higher education as an organization with its peculiarities and responsibility in the social sphere to respond to dimensions related to quality, efficiency, access, equity and responsiveness of the education system itself. However, despite all this importance surrounding financing in achieving the objectives expected in the higher education sector, for Hauptman (2007, p. 82), “ironically, although financing issues are often a much discussed topic , the amount of academic research written on the subject is quite modest. Other topics, such as maintaining quality, protecting academic freedom and strengthening governance, appear to be much more frequently the subject of academic research in higher education than financial issues.” According to the report on higher education financing reform strategies in Mozambique, reflecting on issues related to higher education financing for the country is a way for the Mozambican government to capitalize on its demographic window of opportunity and the growing flow of foreign investment. Insofar as reflections on higher education financing will provide part of the solution for the development of Mozambican human resources, its economy and the well-being of its society (Fonteyne & Jongbloed, 2018). Studies show that research in the area of higher education financing at a global level, mainly related to the issue of cost sharing, is very recent. According to Cerdeira (2008), it was from the International Comparative Higher Education Finance and Accessibility Project-ICHEFAP project that lasted 7 years from 2000 to 2007, led by Professor Bruce Johnstone on funding from the Ford Foundation, that much theoretical information in this area was organized and disseminated. The work developed by ICHEFAP (2007) is a global source of theoretical and descriptive information on comparative international education and financial aid policies, with more than theoretical works, studies on financing and cost sharing in higher education in several countries. The research developed had the participation of several academics and postgraduate students (masters and doctorates) and researchers from study centers from several countries that made it possible to produce significant international comparative information on higher education and financial aid policies. The international conferences that were organized by the project in several countries and the consultancy services on higher education financing provided to international organizations, resulting from the research developed, were important and relevant. The information produced has served not only as political support in terms of financial assistance in higher education for several internationally renowned organizations and countries, but has also served as a theoretical reference for much research that has been developed in the area of financing of higher education. However, ICHEFAP data indicate that studies developed within the same project, despite the international scope in terms of empirical research, generally had a greater scope in Europe, Asia and Africa than in North and Latin America. And, particularly in relation to Africa, they covered more English-speaking countries (Egypt, Ethiopia, Ghana, Kenya, Nigeria, South Africa and Tanzania and Uganda, and only one French-speaking country (Morocco) and did not cover Portuguese-speaking countries. Studies in the areas of higher education financing in Portuguese-speaking countries in Africa, specifically in Cape Verde and Angola, are very recent and have been developed by postgraduate students and based on some consultancy projects, such as CESO, developed in Angola in 2017 and financed by the African Development Bank, at the request of the Angolan government itself. Thus, given the constant growth in the current context of the higher education sector, both at a global level and specifically at the level of African countries, taking into account the role it plays in the social, economic, cultural and political development of countries and regions, studies related to the financing of higher education assume great importance as a means of information and strategic decision-making on the same sector (CESO, 2017). Since studies of this nature do not only look at financing taking into account a single agent as is often considered to be the State, but also all other agents as mentioned by Johnstone (2001) namely: the State/taxpayers, students, families and individual and organizational patrons. And as there are no studies of this nature in Mozambique, there is an urgent need to be able to contribute from this book, which is the result of research carried out at the level of the doctoral thesis at the Instituto Superior de Economia e Gestão (ISEG) at the University of Lisbon, in the Economic Sociology course. and Organizations and articles published since 2020 in magazines Introductory Note \| 18internationals. By way of presenting what constitutes the guiding thread of the book, we now present the chapters that make up the book. The first chapter contextualizes higher education in Mozambique, its origin and development in terms of the number of HEIs, students, teachers and the strategies and focus of higher education development in the post- independence period. The second chapter seeks to reflect on theoretical and financing aspects at a global level, changes in the management and governance of higher education motivated by the economic recession that has challenged traditional forms of public financing and new alternatives and strategies, which is undergoing a metamorphosis in management and organizational governance with more private perspectives to the detriment of public ones. In this chapter, we seek to show the internal consequences in terms of the power of collegiate bodies and the academic vocation of HEIs and the external consequences affecting access and social justice. From global and theoretical reflections on the financing of higher education, the third chapter moves on to a reflection on the financing of higher education at the level of the African continent. In this chapter, in relation to Africa, It is discussed on the following assumption: if issues related to higher education financing have challenged governments in all countries, in the African context the challenges have proven to be even greater. It reflects on the exclusivity of public financing in the period leading up to the independence of African countries and the unsustainability of the same financing over time and the responses to this reality based on reforms and challenges in terms of access, equity and quality . Regarding Mozambique, the fourth chapter presents an overview of the historical path of higher education institutions (HEIs), from the country's rise to independence, despite some political changes, the adoption of socialism and the change to the economy of market that allowed higher education financing, which in the first phase was merely public, to transition to mixed public and private financing with the introduction of private HEIs and tuition fees at public HEIs. In this last financing model, issues related to sustainability to allow access, equity and quality are reasons for debate and reflection. There are several reasons that lead to this questioning, since we are beginning to see some limitation on the part of the State itself in meeting the real expenses of training a student. These findings have opened space for some studies, reflections and proposals for models that are suitable for the country, taking into account international experiences in financing higher education with the aim of reforming the current financing model. This chapter aims to reflect on trends in higher education financing, taking into account the reality of the political regime the country has undergone, from the Marxist Leninist/socialist regime to the market economy and the prospects for financing higher education in light of the current reality. Finally, in the fifth chapter, the results of a case study on the financial commitment in financing higher education are shared in Introductory Note \| 19Mozambique. One of the critical points regarding higher education financing for many scholars in the field is related to the issue of accessibility and equity. And to this end, the issue of the State's financial commitment in relation to students/families is crucial for a society that wants to be fair. The financial commitment in this study covers direct funding from the budget channeled to higher education institutions and indirect funding from social support for students, through scholarships, within the scope of the Cost-Sharing theory in higher education. Conclusion, this work consists of some notes on the need to rethink the higher education financing model in Mozambique. As a country that is part of regional and global dynamics, attention is drawn to global reflections that seek to present different theories on financing and experiences in higher education. These perspectives help to have a more balanced view of the performance of the current financing model and what would be the best alternative that aligns with the socioeconomic reality of the country, so that HEIs better respond to their vocation and are able to offer greater accessibility and social justice.(TRADUÇÃO NOSSA)	en_US