Education in all societies is one of the requisites for changes and development, particularly in the current context influenced by globalization and rapid changes in which knowledge and technology became essential tools for life. In this context, Mozambique has been and continues promoting education, including Classroom Teaching Adult Education and Distance Adult Education (DAE) to satisfy people’s learning needs and improve their capacities towards changes. DAE is considered a way to open opportunities of education for youth and adults who by different reasons cannot participate in classroom teaching. This study seeks to explore the perceptions of youth and adult students in DAE at Eduardo Mondlane University (EMU), about their learning process. The study applied qualitative approach, based on semi-structured interview administrated to twelve students from the 3rd and 4th years of the undergraduate program in Organization and Management of Education in Distance Education (DE) modality. The findings of this study point out that DAE is perceived as a relevant and useful modality of education, particularly for adult learners. However, the study identifies contextual challenges associated to individual and professional issues, pedagogical and organizational issues as well as gender division of labor within the families, impacting the student’s performance in DE in the selected higher education institution. Keywords: adult education, distance education, lifelong learning, qualitative research

No abstract

vas Fraternas na Educação de Jovens e Adultos entre Brasil e Moçambique RESUMOEste artigo apresenta um breve histórico dos diferentes acordos ortográficos da Língua Portuguesa que foram feitos ao longo da história. Em seguida, por meio de três olhares -português, moçambicano e brasileirodiscutem-se algumas questões decorrentes do mais recente acordo da comunidade lusófona. Finalmente, os autores apresentam um elenco de questões importantes no âmbito dos países que têm a Língua Portuguesa como oficial e que não estão representadas nas questões possíveis de serem tratadas no contexto específico de um acordo ortográfico.Palavras-chave: acordo ortográfico -Brasil, Portugal, Moçambi-que, Língua Portuguesa. ABSTRACTThis article presents a historical briefing of the different orthographic agreements that have been undertaken throughout History, pertaining to the Portuguese Language. Then, bearing on three points of view -Portuguese, Mozambiquean and Brazilian some questions will be discussed, which arise from the most recent agreement made within the lusophone community. Finally, the authors present a set of questions holding importance for the countries that have Portuguese as its official language which are not represented in the questions liable to be dealt within the context of an orthographic agreement.

Adult education has been and continues being an important area of education. In developing contexts, it is considered the way for social inclusion and poverty reduction and it is expected to provide knowledge, skills and values to youth and adults who did not get opportunity to education in their early age. Adult education also serves as a way to improve people’s competences throughout their life span. However, the concept of adult education in Mozambique has been used as literacy, referring only to the development of reading, writing and calculation skills. Using content analysis of documents, this research attempts to gain insight of adult education in the context of Mozambique. The findings reveal that adult education in the perspective of change and development as it is in Mozambique is linked to the objectives of poverty reduction and social inclusion. In this sense quality and relevance in adult education, as in other type of education, is needed to be able to develop functional knowledge and skills to youth and adults and allow them continuing learning in their life. Literacy and adult education have been considered an important field for social and economic development in the country, but contextual factors contribute to a narrow perspective of adult education, focusing mainly on literacy and numeracy as its final goal. Keywords: adult education, poverty reduction, social inclusion.

No abstract