University educators are encouraged to be innovative in their teaching practice, and are often recognised and rewarded for these innovations. However, the effective dissemination and consequent adoption of such innovations is still relatively ineffective, despite the development of diverse dissemination frameworks and strategies. The literature suggests the uptake of innovations is constrained especially by ‘people factors’ related to change, transition and perceived risk, which limits the effectiveness of top-down dissemination. Through a reflective methodology guided by an appreciative inquiry stance and the Discover, Dream, Design, Destiny model, the authors explored dissemination of university teaching practices. Through the Discovery phase, the authors reviewed the literature on innovation and dissemination in the context of reflective inquiry into their own experiences as innovative educators. In the Dream and Design phases, the authors used this new understanding to develop
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Mozambique, with support from UNESCO, through its Capacity Development for Education (CapED) Programme, Global Partnership for Education (GPE) and other partners, has developed its new Education Sector Plan (ESP) 2020-2029, which will guide the country’s education system for the next decade. The ESP’s goal is to outline the Government’s long-term vision to ensure a transparent, participatory and effective system that will improve equitable and quality education.
Now the ESP is approved, the next step is to start putting it into action and for this to be successful, a country needs the relevant capacities. Mozambique’s Government, determined to do its ESP justice, requested UNESCO’s technical assistance to support the Plan’s dissemination.