第十一屆高等教育國際學術研討會
國際背景下的教與學質量保證

The 11th Higher Education International Conference on Teaching and learning Quality Assurance in International Contexts

2019/11/19-21

Macao Polytechnic Institute, Macao, China

分組報告
Parallel Sessions

CRITICAL ANALYSIS OF PEDAGOGIC RESEARCH FOR CBT IMPROVEMENT IN TECHNICAL VOCATIONAL EDUCATION AND TRAINING IN MOZAMBIQUE
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.

Author Profile(s)
Mr. Daniel Dinis da Costa, as lecturer at Pedagógica University’s Department of Design and Construction, is The Dean of the Higher Technical School (ESTEC) since 2017 and was Scientific Deputy Dean since 2012. Holds a degree in 3D-Descriptive Geometry Education by The University of Newcastle UK (2008) and diploma by the University of London /Cambridge EC (2001) in England.  Mr. Da Costa is involved in research activities at Educational Policy Center's (CEPE) Innovation Group. As responsible of Postgraduate, research and Intervention Programmes at ESTEC, currently offers master course in Design and Multimedia. SARIMA, SAARMSTE and CEPE member. http://orcid.org/0000-0003-1450-6187; email: ddcdinis@yahoo.com.br