COORDINATION LEVEL AMONG THE CHEMISTRY TEACHING CURRICULUM OF PEDAGOGICAL UNIVERSITY AND SECONDARY EDUCATION IN MOZAMBIQUE

Year 2016, Volume: 4 , 172 - 181, 01.09.2016

Djabrú Manuel António Madeıra

Abstract

The curriculum as an organized model of the
educational program of the school and describing the matter, the method and
teaching steps - what, how and when to teach, "is the assessment and
analysis in the study: Coordination
level among the Chemistry Teaching Curriculum of Pedagogical University and
General Secondary Education in Mozambique.
The initiated study serves as one of the main ways to curriculum reform and
also predominant in the diagnosis of the level of learning and therefore the
level of contents of program areas and class approval. It was established as a
comparative study because Pedagogical University is the largest higher
education institution in the country with the main mission to train education
professionals. The main objective of the study is to know the levels of
articulation between the teacher training curriculum from UP and General
Secondary Education programs in chemistry subject. It focused on analysis of
chemistry teaching curriculum of UP and chemistry teaching programs of the 8^th
to 12^th of the national education system, and examination of the 12^th
from 2000 to 2010. The results prove the existence of gaps in the coordination
of programs and major strategic gap between teaching and examination (time and
given weight for each content). About research concluded that: 1- there is a
lack of coordination between the ESG curricula and training of teachers (UP),
thus creating a disparity in treatment considerations and content mode; 2- the
introduction of new content or curriculum changes has not strictly followed the
steps of the curriculum reform and not proceeded by training  of teachers which hinders its implementation,
treatment of certain content, providing poor learning, poor dispensing of the
contents to examine, consequently the high level of failures. The survey
results lead to suggestions for greater coordination in the preparation of
curricula, defining priorities and above all avoid discrepancy in dosage of
teaching time content with the weight of the exams. 

Keywords

Curricula, coordination, training, teaching and learning, exams

References

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