A Cyber Safety Model for Schools in Mozambique

Martina J. Zucule de Barros and Horst Lazarek

Institute of Systems Architecture, Technical University of Dresden, Helmholtzstr. 10, 01069 Dresden, Germany

Keywords:

Cyber Risks, Cyber Safety, Awareness, Model, Mozambique.

Abstract:

The use of the internet and Information Technology (IT) provide innumerable facilities for individuals. Chil-

dren and young people are the most active group who use and explore all the facilities promoting their social

well-being. However, all of these facilities also pose several risks especially for children and young people.

Online dangers such as cyberbullying, child pornography and identify theft represent a danger for them. Thus,

educate them about online dangers is a crucial aspect. Worldwide, especially in developed countries many

initiatives have been implementing to raise awareness and educate children and young people how to behave

safely in cyberspace. In developing countries for instance, in African countries these type of initiatives are at

its infancy stages or does not exist. Currently, there is lack of these initiatives in Mozambique. Therefore, this

paper proposes a cyber safety model for primary and secondary schools in Mozambique to address this gap

and promote a cyber safety culture among children and young people.

1 INTRODUCTION

Cyberspace and the use of technological devices is in-

creasingly transforming the life of children and young

people. European Union (EU) Kids Online stated that

“young children from zero to eight years have show

special increased patterns of internet use” (Holloway

et al., 2013). On the other hand, tweens between nine

and twelve years internet usage mirrors the teenagers

(ﬁve to six) years and the younger school children

internet usage increased to the same level of previ-

ous tweens usage (Holloway et al., 2013). More-

over, the EU Kids Online also stated that “the ra-

pidity with children and young people are gaining

access to online, convergent, mobile and networked

media is unprecedented in the history of technolog-

ical innovation” (Livingstone et al., 2012). How-

ever, this is not a new phenomenon. Since 1990, the

use of electronic media by children and youth has

been growing systematically (Tomczyk and Kopecky,

2016). Indeed the use of internet provides many facil-

ities especially for children and young people such as

worldwide cross-cultural interactions, academic sup-

port, development of interpersonal and critical think-

ing, social support and identity exploration (Mishna

et al., 2009). However, all of these facilities can cause

many risks to them because “the online environment

is a very dangerous area for which young people are

not equipped” (Kritzinger, 2016). Moreover, policy

resources for protection are usual directed to older

children where most of the concern is concentrated

on teenagers (Holloway et al., 2013).

In 2016, a study conducted by the European Com-

puter Driving Licence (ECDL) stated that the most

vulnerable groups online is composed by children

and young people. Despite the extensive illusion that

young people are digital natives and can use digital

technologies safely and efﬁciently, they are not out-

side of cyber risks (ECDL, 2016). The EU Kids On-

line report (Livingstone et al., 2012) argued that the

risks related to children internet use is classiﬁed in

terms of content, contact and conduct. The content is

related to child as receiver of mass produced message

(e.g. violent or gory content, pornographic content,

racist hateful and embedded marketing). The con-

tact is related to child as participant in adult initiated

online activity such as harassment, stalking, groom-

ing sexual abuse or exploitation, ideological persua-

sion and personal data misuse. Conduct is related to

child as actor, perpetrator or victim in peer-to-peer ex-

change covering bullying, hostile peer activity, sex-

ual harassment, potentially harmful user generated

content and gambling copyright (Livingstone et al.,

2015).

In developed countries several cyber safety initia-

tives targeting groups such as children, young people,

teachers and parents have been implementing. For in-

stance, in USA computer-security and internet safety

training programs were created in school curriculum

for K-12 level (Zepf, 2013). They were created be-

Barros, M. and Lazarek, H.

A Cyber Safety Model for Schools in Mozambique.

DOI: 10.5220/0006573802510258

In Proceedings of the 4th International Conference on Information Systems Security and Privacy (ICISSP 2018), pages 251-258

ISBN: 978-989-758-282-0

251

cause “it has been seen that foreign language acqui-

sition has been especially effective at early stages in

child development. Thus, it has been argued that

young people should learn secure IT use and cyber

safety early in their careers” (Zepf, 2013). Therefore,

it is important that young people are being exposed to

cyber security principles that will protect them and

their environment from danger experiences. Thus,

this paper proposes a cyber safety model for primary

and secondary schools in Mozambique aimed at rais-

ing awareness, education and promote a cyber secu-

rity culture.

2 ANALYSIS OF CHILDREN

CYBER SAFETY INITIATIVES

2.1 Developed Countries

In developed countries several initiatives such as cy-

ber safety awareness campaigns, games and intro-

duction of cyber safety topics in school curricu-

lum have been implementing to keep children and

young people safe online. In USA, despite the exis-

tence of cyber safety programs in elementary schools

other programs have been developing by the govern-

ment and also public/private sectors. The National

Cyber Security Alliance (NCSA) is a public/private

partnership responsible for the staysafeonline project

www.staysafeonline.org/ and the C-SAVE, a vol-

unteer program focused on young people to teach

them cyber security, cyber safety and cyberethics.

Moreover, students have the possibility to use sup-

port materials to help them on their online ex-

periences (NCSA, 2017). In 2009, the Depart-

ment of Homeland Security (DHS) developed the

“Stop.Think.Connect” initiative (Zepf, 2013). It was

developed to promote cyber security awareness in

USA targeting several groups including children and

young people.

In European Union (EU) , the European Strategy

for a Better Internet for Children has been a central

reference document regarding children cyber safety

since its publication in 2012. The strategy has four

main pillars (1) stimulating quality content online for

young people, (2) stepping up awareness and empow-

erment, (3) creating a safe environment for children

online and (4) ﬁghting against child sexual abuse and

exploitation. It addresses several actions to be un-

dertaken by the European Commission (EC), mem-

ber states and whole industry value chain. Further-

more, online safety was included as a speciﬁc topic in

the school curriculum of 23 education systems across

Europe (EC, 2012). Moreover, the EU also launched

the Happy Onlife (HOL) game and toolkit “to build

and develop safety and knowledge on internet use,

overuse and abuse” (EU, 2016). The game aims to

raise awareness about the risks and opportunities of

the internet and promote best online practices. It tar-

gets children, parents and teachers. The toolkit also

contains “a project booklet with a collection of ed-

ucational activities promoting shared experiences of

the digital world among teachers, parents and chil-

dren between eight and twelve years” (EU, 2016).

In 2010, the United Kingdom (UK) Council for

Child Internet Safety (UKCCIS) was established. It

is a group composed by more than 200 organizations

from government, law, academic, industry and charity

sectors working in partnership to help keep children

safe online (Gov.UK, 2017). The UKCCIS education

group has conducted severals activities such as pro-

duction of a guidance for schools governors to help

governing boards support their school leaders to keep

children safe online, advices for schools and colleges

related to online incidents and creation of guide for

parents related to safer use of social media (Gov.UK,

2017). Moreover, Internet Service Providers (ISPs)

in UK have adopted the code of practice on parental

control that promotes active choice where customers

are asked at the moment of purchase whether they

want to have parental controls and offer them free of

charge (EC, 2012). In Estonia, almost all the daily life

activities rely on internet. Thus, the Estonian Safer

Internet Centre is responsible for promoting safer and

better use of internet and mobile technologies among

children and young people. It is also responsible

for conducting activities such as organize seminars

and training sessions for children, parents, teachers

and social workers, compile and publish training and

awareness raising materials for them and disseminate

informative and educational material nationally and

internationally (ESIC, 2017).

In Germany, klicksafe (EU, 2017) is an awareness

campaign that promotes media literacy and adequate

handling of the internet and new media. The goal is to

make public more conscious of the importance of safe

internet use for children and adolescents. The project

targets parents, educators, teachers, social service and

youth workers. It also provides education material for

teachers and online seminars for multipliers as well as

information material for parents. Several stakehold-

ers such as Deutsche Telekom and some governmen-

tal sectors such as die Bundesregierung, Bundespruef-

stelle fuer jungendgefaehrdende Medien and Bunde-

samt fuer Sicherheit in der Informationstechnik (BSI)

sponsor the initiative (EU, 2017). Moreover, a certi-

ﬁed youth protection software can be used to prevent

ICISSP 2018 - 4th International Conference on Information Systems Security and Privacy

252

children from accessing websites providing harmful

content. In other EU countries this type of provision

does not exist, but countries such as UK, Spain, Italy

and Czech Republic implement other reporting mech-

anisms for harmful and illegal content and behavior

supported by several stakeholders such as NGOs, po-

lice and industry (EC, 2012).

In Australia, the government recognizes “that stu-

dents safety and well-being are essential for academic

and social development. Students should be able to

learn and develop in safe, supportive and respect-

ful environments” (Gov.AU, 2016). Therefore, Aus-

tralian schools, families and communities have the ac-

countability to provide safe online environment and

teach children how they should use technology in pos-

itive and fruitful ways. The Department of Educa-

tion works with the Department of Communications

which has the responsibility for cyber safety matters

along with the Australian Communications and Me-

dia Authority to ensure cyber safety education to all

Australian schools. The following initiatives provid-

ing information for students, parents and community

were developed (Gov.AU, 2016):

• Student Wellbeing Hub

(www.studentwellbeinghub.edu.au/): It is an

online platform to assist Australian schools and

communities to nurture student responsibility and

resilience to build a positive schools culture.

• Bullying No Way (www.bullyingnoway.gov.au/):

It is an educational website for school communi-

ties and general public. The website also provide

online curriculum and other resources to support

bullying prevention.

• The Ofﬁce of the Children e-Safety Commis-

sioner (www.esafety.gov.au/): It is an online

safety platform with a vast amount of actualized

information and resources, coupled with compre-

hensive complaints scheme to assist children and

young people who experience serious cyberbully-

ing.

2.2 Developing Countries (Africa

Countries)

On the contrary to developed countries, developing

countries especially African countries face several

challenges to develop and implement cyber safety ini-

tiatives because, African countries are characterized

by limited knowledge, expertise and understanding of

cyber safety. Furthermore, schools do not have cur-

ricula or extramural for cyber safety education and

young children are at risks as they may not know the

dangers associated with the cyberspace (von Solms

and von Solms, 2014). Moreover, many African

countries “have higher level of computer illiteracy

and ineffective legislation” (Kritzinger, 2015). De-

spite that some countries, have been making notice-

able efforts for instance, Tunisia, Rwanda and Mauri-

tius have started programs to deal with cyber safety

among children (Kritzinger, 2015). On the other

hand, Uganda and South Africa have developed ini-

tiatives to raise cyber awareness for young people. In

Uganda, the Internet Society (ISOC) Uganda Chapter

developed the online Safety Education Kit for young

people between ﬁve and twenty years to stimulate and

prevent online victimization by teaching them how to

stay safer online and ofﬂine. The kit contains the fol-

lowing resources (IS, 2014):

• Online safety resources: Contains online safety

guides.

• Online safety pledges: Guides for safer internet

use for primary and secondary schools.

• Online safety rules and posters: Poster with online

safety rules.

In South Africa, the South African Cy-

ber Security Academic Alliance (SACSAA)

(www.cyberaware.org.za/) was established in

June 2011. The main goal of the SACSAA “is to

campaign for the effective delivery of cyber security

awareness throughout South Africa to all populations

groups” (UNISA, 2017). This initiative is being

conducted by research groups from University of

Johannesburg (UJ), Nelson Mandela Metropolitan

University (NMMU) and University of South Africa

(UNISA). In addition, a cyber security awareness

project was developed to assist cyber users with lim-

ited understanding and knowledge regarding cyber

security to protect themselves and their information.

It targets children, adults and eldery. The UNISA My

Cyber Safety Pledge is one of the cyber safety school

project. It is a poster dedicated to educate learners

about cyber bullying containing rules on how to safer

behave on cyberspace and encourage them to take the

cyber safey pledge (UNISA, 2017).

2.3 Findings

From the analysis of the initiatives in developed coun-

tries one can notice that several stakeholders are

working together to raise cyber safety, but the role

played by the government is crucial for instance, in

countries such as Australia, USA, UK and Germany

its noticeable the governments actions. In EU, coun-

tries such as UK and Germany have additional mech-

anisms for children online safety (e.g. code of prac-

tice on parental control (UK) and the certiﬁed youth

A Cyber Safety Model for Schools in Mozambique

253

protection software in Germany). On one hand, these

additional measures can have national positive im-

pacts, but on the other hand, it shows that not all

children in EU have the same online protection. De-

spite that a common aspect in many developed coun-

tries, is that the majority of the initiatives also tar-

get teachers, parents and social workers. The ap-

proach adopted by developed countries is emphasized

on the Guidelines for Policy Makers on Child On-

line Protection published by International Telecom-

munication Union (ITU) which states that national

level government agencies, ISPs, teachers, parents or-

ganizations, public and private sectors, children and

young people are relevant stakeholders in children cy-

ber safety (ITU, 2009). In developing countries es-

pecially African countries, despite the existence of

some cyber safety initiatives the lack of the govern-

ment leadership is noticeable.

3 CHILDREN CYBER SAFETY

INITIATIVES IN

MOZAMBIQUE

In 2013, the Ministry of Education and Human De-

velopment (MEHD) published the strategic educa-

tion plan regarding Information and Communication

Technologies (ICTs). It does not mention any ini-

tiative related to cyber safety for schools (MEHD,

2013). Moreover, the content of ICTs lectures does

not include cyber safety. This means that there is

a lack of information related to cyber safety prac-

tices in the school curriculum and currently, there is

no led by the government on this regard. Therefore,

school children have a higher risk to experience cy-

ber attacks due to the lack of cyber security aware-

ness. Nonetheless, the strategic education plan (2012-

2016) states that “despite the acknowledge of ICT in

improving the quality of education and institutional

development, the integration of ICT in the curricu-

lum as means of teaching and communications is still

limited. The major challenges contributing to this are

related to” (MEHD, 2013):

• Availability of suitable infrastructure.

• Lack of skills in IT maintenance.

• Insufﬁcient funds to maintain the computer labo-

ratories in operation.

Despite that the strategic education plan, also mention

the following outlined activities to strengthen ICTs

in Mozambican schools considering three key ele-

ments (MEHD, 2013):

• Teachers with the responsibility to promote ICTs

as an instrument for the teaching-learning process.

• Schools who stimulates the use of ICTs to create

an efﬁcient, effective and transparent administra-

tive and management system.

• Classroom. It is important the use of ICTs in

classrooms as a learning tool to improve the qual-

ity of education.

Therefore, the problem of ICTs in schools has three

factors teachers do not dominate very well ICTs,

Mozambican schools do not have a robust ICT in-

frastructure and there is a general lack of knowledge

and skills regarding cyber safety. However, a ma-

jor challenge for the MEHD is that the use of ICTs

in Mozambican schools did not achieved the desired

levels. Teachers do not dominate ICTs tools, because

they are poorly trained, consequently this inﬂuences

the learning process because the students will also

lack the basic knowledge and skills to use ICTs to

contribute to their learning process and social well-

being. On the other hand, there is a lack of training

for teachers regarding cyber safety. This means that

currently, teachers are not capable to assist students.

Nevertheless, the language is also an important aspect

in developing countries. Kritzinger (Kritzinger, 2015)

stated that “a number of developing countries have

language as en educational barrier”. Mozambique has

Portuguese as the ofﬁcial language, but the country

also has another local languages.

3.1 Discussion

In the previous section, the current situation related to

cyber safety initiatives in Mozambican schools were

addressed. From these analysis it is evident the lack

of cyber safety awareness and education for children

and young people. Therefore, the following aspects

were addressed:

• The general lack of leadership by the Mozambi-

can government to raise cyber safety awareness

among schools.

• The lack of policies that protect young people if

cyber incidents take place.

• Teachers lack dominance of ICTs tools.

• Schools have problems to properly manage their

ICTs infrastructure.

• The Mozambican government has not imple-

mented any cyber related initiatives.

Due to the current situation, this paper proposes a cy-

ber safety model for schools in Mozambique has a

solution to change the current situation.

ICISSP 2018 - 4th International Conference on Information Systems Security and Privacy

254

3.2 Approaches to Develop a Cyber

Safety Awareness Programme

In USA, the National Institute of Standards and Tech-

nology (NIST) published the Building an Information

Technology Security Awareness and Training Pro-

gram. It states that three major steps such as designing

the program, developing the awareness and training

material and implementing the program are important

steps in the development of an IT security awareness

and training program. Moreover, it also presents the

following three common approaches/models to de-

sign, develop or implement an awareness and training

program (NIST, 2003):

• Model 1: Centralized Program Management

Model where a central authority is responsible for

coordinating the entire IT security awareness and

training program.

• Model 2: Partially Decentralized Program Man-

agement Model. In this model, the central au-

thority deﬁnes the security awareness and train-

ing policy and strategy, but the implementation is

delegated to other units.

• Model 3: Fully Decentralized Program Manage-

ment Model. In this model, the central author-

ity is responsible for disseminating broad pol-

icy and expectations regarding security aware-

ness and training requirements, but other organi-

zational units have responsibility for executing the

entire program.

In all three models, the communication between the

central authority and other units travels in both di-

rections. In EU, the European Network and Infor-

mation Security Agency (ENISA) published the The

new users guide: How to raise information security

awareness (ENISA, 2010). The guide aims to provide

a practical and effective advice to public and private

organizations seeking to prepare and implement in-

formation security awareness initiatives. The ENISA

guide states that the development of an information

security awareness programme consist of three main

processes plan, asses and design, execute and manage

and evaluate and adjust (ENISA, 2010).

4 PROPOSAL OF A CYBER

SAFETY MODEL

The European Strategy for a Better Internet for Chil-

dren states that “schools are digital and media literacy

and skills are crucial to children’s use of the inter-

net. As children start using the internet at very young

age, it is necessary for online safety education to start

in early childhood... and schools are best placed for

reaching the majority of children, regardless of age,

income or background, as well as other key recipi-

ents of internet safety messages, such as teachers and

(indirectly) parents” (EC, 2012). Therefore, the pro-

posed model focuses primary and secondary schools

and is based on NIST model 2 and the ENISA guide.

Both approaches were chosen considering the coun-

try context. On the other hand, from the analysis of

developed as well as developing countries, it is notice-

able the existence of an entity responsible for carrying

out children cyber safety initiatives. This model is not

a complete solution, but it represents the starting point

as a form to enhance the current situation in Mozam-

bique. The model namely, e-Safety aims to raise and

promote cyber safety culture. Therefore, Mozambi-

can schools need a model to assist them in providing:

• Awareness for children and young people about

the risks and dangers in cyberspace and counter-

measures.

• Training for school teachers and parents about cy-

ber security, its risks and measures to avoid them.

This model also aims to change the behavior of the

users regarding the use of the internet and technolog-

ical devices and provides children’s internet literacy.

The DHS stated that some issues that kids face online

include, cyber predators, cyberbullying and identity

theft. Therefore, this model will also focus on these

topics (DHS, 2009). The following are the core ele-

ments of the e-Safety model:

• Government.

• The role players.

• International Cooperation.

• Identiﬁcation of cyber safety topics.

• Supporting materials.

• Delivery

Figure 1 illustrates the cyber safety model with the re-

spective elements. In the remaining parts of this sec-

tion each element is discussed in more detail.

4.1 Government

The government is the key element of this model and

represent the central authority. Kouttis stated that

“government and schools must do its part to foster

large scale awareness regarding cyber security and in-

tegrate it into the core curriculum as soon as students

are using computing devices” (Kouttis, 2016). The

Report on risks faced by children online and policies

A Cyber Safety Model for Schools in Mozambique

255

Figure 1: e-Safety Model for Primary and Secondary

Schools

to protect them published by Organization for Eco-

nomic Co-operation and Development (OECD) rec-

ommends that governments should demonstrate lead-

ership and commitment to protect children online by

adopting clear policy objectives at the highest level

of government, identify government bodies with re-

sponsibility and authority to implement these policies

and developing policies that are inclusive of all stake-

holders and rely on a mix of public and private vol-

untary and legal, awareness raising, educational and

technical measures to protect children online (OECD,

2012).

4.2 Role Players

The role players include the following elements:

• Teachers: Teachers play a key role in ensuring

children safer online behavior. Teachers are re-

quired to tackle both the instructional side and

the personal and social educational side of cy-

ber safety (Simandl and Vanicek, 2017). They

are expected to set good examples to young peo-

ple related to the use of IT (Simandl and Vanicek,

2017). However without special preparation they

will not have better knowledge and skills regard-

ing cyber safety.

• Parents: Parents represent an important element in

this process because as main caregivers they take

care of their children and teach them how they

should behave in society (Shin and Kang, 2016).

They should control their children online activi-

ties and behavior contributing to help them to de-

velop safer responsibilities. Moreover, EU Kids

Online argued that education material for par-

ents should consider the children age groups (Hol-

loway et al., 2013).

• Learners: In this case learners covers kids, teens

and youth. The ITU Guidelines for Children on

Child Online Protection (COP) states that “there

is no silver bullet solution to protect children

and young people online. It requires a response

from all society segments, including children and

young people themselves” (ITU, 2016). There-

fore, the model also considers learners as an im-

portant role players. It is important consider

the difference among these three groups regard-

ing the content of cyber safety. EU Kids On-

line (Holloway et al., 2013) recommends that in-

ternet safety education should focus all children

age groups including pre-primary school or nurs-

ery/kindergarten and the content should be age-

appropriate.

• Public and Private sector: The government has

the responsibility to engage stakeholders and fa-

cilitate coordination of efforts. Countries such as

UK and Australia have created new bodies to co-

ordinate the activities of public and private sec-

tors (OECD, 2012). For instance, the UK Coun-

cil for Child Internet Safety an the Australian

Consultive Working Group on cyber safety. The

OECD Report states that the key role played by

private sector actors to protect children online is

broadly recognized (OECD, 2012). Therefore,

this model also cover public and private sector as

an important role player.

4.3 International Cooperation

Several international initiatives on children online

protection exist. For instance, the ITU’s COP Initia-

tive and the EU Kids Online project (OECD, 2012).

In 2012, the Global Alliance Against Child Abuse

Online (www.europa.eu/rapid/press-release_MEMO-

12-944_en.htm) was launched by the EC and USA

aimed to raise standards worldwide and unite efforts

around the world to effectively combat online sexual

crimes against children. Currently, it is represented

by 54 worldwide countries, all the EU members, USA

and Australia but, Mozambique is not a country mem-

ber. However, the OECD Report recommends gov-

ernments to “strength international networks of na-

tional organizations dedicated to protect children on-

line, share national policy approaches and support re-

gional and international capacity building efforts to

improve policy and operational measures to protect

children on the internet, including sharing of educa-

tion and awareness raising tools” (OECD, 2012).

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256

4.4 Cyber Safety Topics

Topics are an important element to conducted cyber

safety initiatives. Therefore, schools have the respon-

sibility to verify which topics are essential and link

them to a distinct role players. The following are

some of them (Livingstone et al., 2015):

• Internet surﬁng

• Social networking

• Cyberbullying

• Child pornography

• Sexual images or messages

• Cyber identify theft

• Online privacy

However, it is also essential incorporate countermea-

sures to teach school how they can keep themselves

safe online.

4.5 Support Materials

Support material is also important for all role players

because they can enhance their skills and knowledge

in relation to cyber safety. Therefore, materials such

as posters, leaﬂets, books, newspaper articles, work-

shops and videos should cover cyber safety topics and

they should be updated.

4.6 Model Phases

The model phases covers the delivery process. Coun-

tries such as USA, Australia, UK and Germany and

Estonia have introduced cyber safety training for ed-

ucators, parents and social workers. In addition, they

also publish awareness materials to support them.

Training educators and parents is also emphasized by

OECD Report which recommends training educators

and encourage other stakeholder to educate and raise

awareness of children and parents (OECD, 2012).

The following activities were identiﬁed:

1. Teachers training: Teachers should have sufﬁ-

cient skills and knowledge regarding cyber safety.

Therefore, the government has the responsibility

to provide training and assistance for them. The

government can work with public/private sector or

develop international cooperation to provide the

adequate training for teachers.

2. Parents assistance: This phase can be lead by

schools with the government help to deﬁne a pro-

gram to assist parents regarding cyber safety.

3. Learners assistance: This phase is related to

parents and learners. After acquiring the basic

knowledge related to cyber safety parents should

assist their children (e.g. teaching them how to

safely use IT devices and behave safer in cy-

berspace).

5 CONCLUSIONS

The use of IT devices and internet provide several op-

portunities and beneﬁts for children and young peo-

ple. However, all of these opportunities also expose

them to innumerable online dangers. Internationally

several countries have been developing initiatives to

keep children and young people safe online. Thus,

this paper proposes an e-Safety Model for primary

and secondary schools in Mozambique. The proposed

model was based on the analysis of cyber safety ini-

tiatives from developed and developing countries as

well as the NIST model 2 and ENISA guide. It is

a response to the current lack of these initiatives in

Mozambique and considers the country context. The

model is composed by six elements such as govern-

ment, role players, international cooperation, cyber

safety topics, materials and delivery, where the gov-

ernment represents the key element. The e-Safey

model aims to raise, promote cyber safey awareness,

develop skills, knowledge and assist the young gen-

eration to promote and cultivate a cyber security cul-

ture. However, it is an abstract model. Therefore,

a future work will be implement the e-Safety model

and evaluate it. According to the results we will see

if it helped to improve the current situation faced by

Mozambican schools. Thereafter, it can be adjusted

and re-launched.

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A Cyber Safety Model for Schools in Mozambique

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