[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-602975-105":59,"doc-detail-602975-en":134},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":127,"head_meta":129,"extra_data":131,"updated_unix":133},105,"en","higher-education-strategic-planning-in-mozambique-gender-equity-analysis-2000-2020","HIGHER EDUCATION STRATEGIC PLANNING IN MOZAMBIQUE - gender equity analysis 2000-2020","","This study analyzes gender equity trends in admissions and graduation across Mozambique’s higher education strategic planning over the twenty-year period 2000–2020, assessing how far equity is achieved. It also examines the relationship between admission and graduation rates using a quantitative, descriptive, and correlational research design. The sample covers the entire student population in public and private higher education institutions. Conclusions show men outnumber women in both admissions and graduation, with admissions and graduation strongly and significantly related, indicating potential system congestion as graduation reaches about 63.7% of new admissions.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/higher-education-strategic-planning-in-mozambique-gender-equity-analysis-2000-2020/602975/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/higher-education-strategic-planning-in-mozambique-gender-equity-analysis-2000-2020/602975.png","ImageObject",300,407,{"name":92,"@type":93},"MrHarris58","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What time period does the study analyze for Mozambique’s higher education strategic planning?","Question",{"text":112,"@type":113},"The study covers twenty years of higher education strategic planning, from 2000 to 2020, to assess gender equity in admissions and graduation.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study describe the research design and data source?",{"text":117,"@type":113},"It uses a basic research design with quantitative, descriptive, and correlational characteristics. The sample includes the entire student population across public and private higher education institutions.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the main conclusion about gender equity in admissions and graduation?",{"text":121,"@type":113},"Male students outnumber female students in both admission and graduation, although in 2011 and 2018 female students slightly outnumber male students, indicating the system does not promote gender equity across both dimensions.",{"name":123,"@type":110,"acceptedAnswer":124},"What relationship did the study find between admission and graduation rates?",{"text":125,"@type":113},"The study finds a statistically significant and strong relationship between admission and graduation, with graduation rates around 63.7% of new admissions, suggesting risk of system congestion.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},602975,1792190957,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":149},687212988360,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","HIGHER EDUCATION STRATEGIC PLANNING IN MOZAMBIQUE  \nOCTAVIO JOSE ZIMBICO  \nEduardo Mondlane University, Mozambique  \nABSTRACT  \nThis study is aimed at analyzing trends of gender equity in admission and graduation, during the twenty years (2000-2020) of higher education (HE) strategic planning in Mozambique, to ascertain the extent to which gender equity is being achieved. I also examined a possible association between admission and graduation rates. To address these trends, I adopted a basic research design with three characteristics: quantitative, descriptive, and correlational. The sample consisted ofthe entire population of students, from public and private higher education institutes. The main conclusions are: (i) Male students outnumber female ones, in admission and graduation although in 2011 and 2018 female students outnumbered slightly male ones. This means that the system fails to promote gender equity in both dimensions. (ii) There is a statistically significance (at ≤ 0.05) and strong relationship between admission and graduation, meaning that the normal flow ofstudents is under the risk ofsystem congestion since graduation rates are about 63. 7% of new admission. The study recommends legal effort to rule gender equity achievements as well to revise admission policy to make it more sensitive to gender equity.  \nOVERVIEW  \nStrategic planning (SP) is deemed to be critical for any institution. It can assist organizations, including higher education institutions, to face challenges, minimizing uncertainty, planning for the future, and providing sustainable advantages. Mintzberg (1994) defines SP as a “formalized procedure to produce an articulated result, in the form of an integrated system of decision”(p. 12) .  \nAccording to Chang (2006), often, education policies are defined, among others, from the dimension of admission (i.e., participation, including gender and equity issues) . Thus,“these dimensions are addressed (i) either as a whole, by program component or by sub-sector, or (ii) with target indicators by time range and with a few quantitative indicators” (p. 9) . Since 1975, when Mozambique became independent from Portugal, gender equity is emphasized as a priority and the need to reach is reaffirmed through the Higher Education Strategic Plans (HESP) 2000-2010 and 2012-2020. Based on the fact that 2020 is the final year for the HESP 2012-2020, this study focuses on the analysis of gender equity, from 2000 to 2020, to ascertain the extent to which strategic planning is assisting Mozambican higher education to achieve gender equity in the dimensions of admissionsand graduations.  \nCONCEPTUAL FRAMEWORK  \nThe trends of gender equity are approached in two dimensions: admission and graduation. Regarding admission, Jurajda and Münich (2011) analyzed Czech university programs and they found that female applicants performed substantially less well than similar male when the admission rate was below 19 percent. These authors also found that men and women are similarly successful when the admission rates are higher. Jurajda and Münich (2011) noted that not only their findings are important for the formation of admission and educational support policies, but also that the Czech system is typical of several other EU tertiary systems that apply school-specific selection at entry. This mechanism also applies to Mozambique, where higher education institutions have similar  \nEducational Planning 2021 25 Vol. 28, No. 4  \nselection procedures. Thus, in this study admissions are represented by the total of entries to public and private higher education institutions throughout the country.  \nThe second dimension, graduation, corresponds, according to DeAngelo et al. (2011), to the“expected degree attainment rates, the essential information by which to assess institutional degree attainment success” (p. 28) . Therefore, institutions that are highly successful in retaining and graduating their students would be projected to have act","cbCaiqu2EKw6ssGs","https://ap.wps.com/l/cbCaiqu2EKw6ssGs","pdf",286639,17,"English","# Overview\n## Strategic planning in higher education\n## Gender equity focus in Mozambique\n# Conceptual Framework\n## Admission dimension\n## Graduation dimension\n# Statement of the Problem\n## Legal and policy background\n## Research gap and priorities","[{\"question\":\"What time period does the study analyze for Mozambique’s higher education strategic planning?\",\"answer\":\"The study covers twenty years of higher education strategic planning, from 2000 to 2020, to assess gender equity in admissions and graduation.\"},{\"question\":\"How does the study describe the research design and data source?\",\"answer\":\"It uses a basic research design with quantitative, descriptive, and correlational characteristics. The sample includes the entire student population across public and private higher education institutions.\"},{\"question\":\"What is the main conclusion about gender equity in admissions and graduation?\",\"answer\":\"Male students outnumber female students in both admission and graduation, although in 2011 and 2018 female students slightly outnumber male students, indicating the system does not promote gender equity across both dimensions.\"},{\"question\":\"What relationship did the study find between admission and graduation rates?\",\"answer\":\"The study finds a statistically significant and strong relationship between admission and graduation, with graduation rates around 63.7% of new admissions, suggesting risk of system congestion.\"}]","HIGHER EDUCATION STRATEGIC PLANNING IN MOZAMBIQUE - gender equity analysis 2000-2020 | PDF",1792095527,43]