The effectiveness of the competence-based professional training model (MFPBC) in sector development

Perception of stakeholders in the PEA in Mozambique

Abstract

Technical and vocational education is an integral part of Sustainable Development Goal 4 (SDG 4), and its cross-cutting role in global transformation is widely recognized. This study evaluates the effectiveness of the Competency-Based Technical and Vocational Education and Training (CBTVET) model and its sectoral influence. The study employs satisfaction questionnaire data collected from five hundred (500) stakeholders (Institutional of Professional Education (IPE) managers, trainers, trainees, parents/guardians, and some employers) in the technical and vocational education (TVE) system in Mozambique for the year 2019-2020. The assessments use descriptive statistics and the chi-square goodness-of-fit test to analyze differences between expected and observed values of the variables under study. The research results indicate the need to revise the CBTVET introduced in Mozambique in 2019, as it reveals inconsistencies in its implementation. These inconsistencies are related to a lack of communication among stakeholders, namely trainees, IPEs, employers, and the regulatory body, a phenomenon highlighted by over 60% of the respondents who rated the model negatively in almost all aspects. There is a disconnect between the actual context and the government's objective proposed in Law No. 23/2014, which is to train a significant number of professionals of high quality to meet the challenges of the job market. Regarding the introduction of CBTVET, a positive relationship was observed between the number of graduates and the number of employed/entrepreneurs. As for the employability of CBTVET graduates, 77.4% responded negatively, contrasting with Law No. 23/2014, which aims to improve the employment prospects and opportunities for vocational education trainees and graduates. Stakeholders assessed the level of mastery of CBTVET negatively, which may be associated with communication difficulties among the regulatory body, IPEs, employers, and students. To achieve excellence in the model, it is essential for all stakeholders to participate in the planning, implementation, and monitoring of training to meet the specific expectations and competencies required for each graduate to perform their job successfully. Therefore, it is recommended to implement competency-based curricula grounded in real-life situations to ensure economic and social development.