CRITICAL ANALYSIS OF PEDAGOGIC RESEARCH FOR CBT IMPROVEMENT IN TECHNICAL VOCATIONAL EDUCATION AND TRAINING IN MOZAMBIQUE |
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Daniel Dinis da Costa Pedagogical University of Maputo's Higher Technical School |
Abstract This research reports on the state-of-art of research findings and the mechanisms the local industry uses to contribute for the development of Technical Vocational Education and Training (TVET) in Mozambique. The Government of Mozambique is turning attention to this type of education by bringing in investments which has allowed a heap of renewed and restructured technical and vocational institutions albeit these two sectors are still disperse under two ministerial portfolios further weakening policy decisions, leadership and coordination. The institutions’ backbone is to develop trainees’ relevant skills that could be employable and utilized in the industry and entrepreneurship camps. Notwithstanding, most colleges are supposed to apply through their training schemes, a Competency-based Training (CbT). The study strove to use a qualitative methodology to enquiry twelve instructors at one college in Maputo to know how the training makes trainees attain expected results and develop necessary skills for the world-of-work. The emerging results indicated that central to a professional learning is the pedagogy one uses to ignite sound learning and better attainments. According to the instructors, pedagogy covers knowing-what as epistemological knowledge and ontology base; knowing-how to teach looking at methodology that provides the rationality and perfect learning setting); Pedagogy’s system and principles; professional development; infrastructures and labs; CbT; formative assessment; and industry’s role and responsibilities on TVET. These research results point to for a contribution to development of a body of research findings on appropriate didactic and methodological paths that can lead to Mozambique’s TVET system improvement, more especially in the pre-service instructors’ education. Further research is needed to see whether a combining modular CbT and pedagogical approaches bring about transformative learning. |
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