From curriculum reforms to their contribution in improving the quality of education in the teaching and learning sub-systems in Mozambique

Abstract

The main focus of this research is to understand the contribution of curricular reforms to improving the quality of teaching in the teaching and learning subsystems. learning in Mozambique through the discussion of: Curriculum Reforms; Curriculum Reform and the Teaching and Learning Process; the contribution of curricular reforms to improving the quality of teaching in the teaching and learning subsystems in Mozambique (General Secondary Education Reform (ESG); Higher Education Reform; Professional Technical Education and; Reform of teacher training); The Technology Policy and the digital transformation and; Quality of Education. Regarding the methodology, the research is of a qualitative nature, characterized as descriptive. At the end of the study, it was concluded that the curriculum reform in Mozambique assesses the teaching that forms citizens capable of knowing, knowing how to be, being and living with others and knowing how to do. This way of thinking about teaching led to the introduction of new disciplines and restructured teaching and learning. In short, curriculum reform in Mozambique to improve the quality of teaching is essential, as it favors the understanding of differences in the educational field, where it is analyzed that schools, when seeking to acquire such curricular adaptations, are, in fact, schools able to contemplate and respect the multiplicity of subjects that make up or not the classroom, in a democratic, inclusive, ethical and moral way. The digital transformation of schools and the teaching and learning process is crucial for the modernity and development of all forms of skills.