Avaliação das competências dos alunos graduados do ensino primário à luz da reforma curricular: o caso das escolas do Distrito de Ka-Mpfumo, Maputo - Moçambique

Assessment of the skills of primary school graduates in light of curricular reform: the case of schools in the Ka-Mpfumo District, Maputo – Mozambique

Abstract

The results indicate that the development of desired competencies is below expectations, with only 8.5% of students meeting the goals established in the curriculum. While some cognitive skills, such as basic math operations, show progress, essential competencies like fluency in Portuguese and problem-solving abilities remain insufficient. Socio-emotional and technological skills also require greater attention and support. The study reveals that curricular changes have not been fully assimilated by teachers, who perceive the innovations as fragmented and challenging to follow, negatively affecting motivation and the reform's implementation. Many teachers still favor the classical model, which allowed for greater flexibility and autonomy. To overcome these challenges and achieve the reform’s goals, it is recommended to strengthen continuous teacher training with an emphasis on practical application of the competency-based curriculum; improve school infrastructure, including digital technologies and laboratories; reduce the student-to-teacher ratio to enable more individualized feedback; and provide additional incentives to increase teacher motivation. These actions aim to create a more conducive environment for students to develop the skills needed for active and critical participation in Mozambican society.