POR UMA EDUCAÇÃO PARA O TRABALHO E DESENVOLVIMENTO DO PAÍS

1. POR UMA EDUCAÇÃO PARA O TRABALHO E DESENVOLVIMENTO DO PAÍS REFORMING THE TVET SYSTEM IN MOZAMBIQUE June 2011

2. CONTENT Background Workforce Development in Mozambique General Overview of the current TVET Provision Institutions Providing Technical Education in 2010 Government Strategy to Reform the TVET System PIREP General Objectives PIREP Specific Objectives PIREP Achievements so far Conclusions and Challenges Partership with ACCC

3. BACKGROUND • Mozambique enjoys a steady economic recovery and social reconstruction. • Since 1992, the country has sustained a period of rapid economic growth and marked poverty reduction. • Between 1997 and 2004, GDP Growth averaged 9.4. • Key factors in the recovery: political commitment, combination of external aid and large foreign investment projects. • Growth prospects for most sectors, but particularly in mining, transport, tourism, construction and services. • From 1996 to 2003, the proportion of people living in poverty declined from 69% to 54%. • However, notwithstanding the gains in poverty reduction, more than half of the country’s population of 20 million still lives in poverty.

4. WORKFORCE DEVELOPMENT IN MOZAMBIQUE • It is estimated that Mozambique has a total Workforce of about 10 million. • 70% are engaged in the Agricultural Sector. • Trade and Services sectors account for 18%. • The Manufacturing, Mining and Construction Sectors, account for only about 5% of the total Workforce. • Only 5 to 6% (520,000 people) are engaged in the Formal Sector. • About 80% of the total Formal Sector Employment is made up of trade and services (including Public Administration, Education, Health and Social Services)

5. GENERAL OVERVIEW OF THE CURRENT TVET PROVISION • = 1 = • The TVET System, which is responsible for shaping the skills profile demanded in the labor market, has been slow to respond to changing labor market demands in the formal sector. • Mismatch between the labour supply and the evolving needs of labour market. • TVET in Mozambique is primarily offered through government schools and training centres managed by a diverse number of different Ministries. • The actual system offers little flexibility to stimulate a continuous upgrading of skills to respond to changing labour market needs or production innovation opportunities. • Weak management capacity at school and training institution level.

6. GENERAL OVERVIEW OF THE CURRENT TVET PROVISION • = 2 = • The system is almost entirely dependent on government resources. • There is a need to be drawn together all TVET providers, under a single planning framework to give the system coherence and uniformity. • Technical Education is provided by the Ministry of Education (MINED) through a network of over 97 Technical Schools in which enrolment is about 44,000 students. • This amounts to about 15% of the total Secondary level student population.

7. GENERAL OVERVIEW OF THE CURRENT TVET PROVISION • = 3 = • Vocational Training is offered by various other Ministries and the private sector. • The largest provider of Vocational Training is the National Institute of Employment and Professional Training (INEFP) under the Ministry of Labour (MITRAB). • INEFP is managing 11 Training Centres, covering the all Country and some Mobile Units. • Vocational Training is also provided by some NGO´s and Religious Organizations.

8. INSTITUTIONS PROVIDING TECHNICAL EDUCATION IN 2011 Cabo Delgado Niassa 5+2 2+3 Tete 5+2 Zambézia 5+4 Gaza 4+2 11+18 Maputo • NIASSA • 2 Escolas Profissionais • 3 Institutos Técnicos • CABO DELGADO • 5 Escolas Profissionais • +1 Escola Profissional de Macomia • +1 Escola Secundária Profissionalizante de Mocímboa da Praia • 2 Institutos Técnicos • NAMPULA • 9 Escolas Profissionais • + 1 Escola Profissional de Murrupula • 4 Institutos Técnicos • TETE • 5 Escolas Profissionais • 2 InstitutosTécnicos • ZAMBÉZIA • 5 Escolas Profissioanis • + 1 escola Profissional de Mugeba • 4 InstitutosTécnicos • SOFALA • 7 EscolasProfissionais • 1 InstitutoTécnico • MANICA • 1 Escola de Artes e Ofícios (Escola Profissional) • 2 Institutos Técnicos • INHAMBANE • 9 Escolas Profissionais • 1 Instituto Técnico • GAZA • 4 Escolas Profissionais • 2 InstitutosTécnicos • MAPUTO-PROVÍNCIA • 6 Escolas Profissionais • 6 Institutos Técnicos • +1 Instituto de Ecoturismo de Salamanga • MAPUTO-CIDADE • 5 Escolas Profissionais • 12 Institutos Técnicos Nampula 9+4 Sofala Manica 1+2 7+1 Inhambane 9+1 • TOTAL • 58 Professional Schools • 39 Technical Institutes • TOTAL: 97 Institutions 8

9. INSTITUTIONS PROVIDING TECHNICAL EDUCATION IN 2011 • 45 Public Institution • 10 Professional Schools and • 35 Training Institutions for Basic and Medium Levels; • 32 Semi-Public Institutions • 23 Professional Schools and • 9 Training Institutions for Basic and Medium Levels; • 13 Private Institutions • 1 Professional Schools and • 12 Training Institutions for Basic and Medium Levels; • 7 Institutions owned by other Government Sectors (Ministries) • 1 Professional School and • 6 Training Institutions for Basic and Medium Levels.

10. INSTITUTIONS PROVIDING TECHNICAL EDUCATION IN 2011 • STUDENTS AND TEACHERS • Students • 44.234 Students • 68% Girls • 32% Boys • Teachers • 2.224 Teachers • 16% Female • 84% Male

11. INSTITUTIONS PROVIDING TECHNICAL EDUCATION IN 2011 Cabo Delgado Niassa 1 1 Tete 1 Zambézia 1 Gaza 1 Maputo 2 • Professional Training Centres Managed by INEFP • NIASSA • CFP de Lichinga • CABO DELGADO • CFP de Pemba • NAMPULA • CFP de Nampula • TETE • CFP de Tete • ZAMBÉZIA • CFP de Quelimane • SOFALA • CFP da Beira • MANICA • CFP de Chimoio • INHAMBANE • CFP de Inhambane • GAZA • CFP de Gaza • MAPUTO-PROVÍNCIA • CFP da Machava • MAPUTO-CIDADE • CFP de Electrotecnia Nampula 1 Sofala Manica 1 1 Inhambane 1 • TOTAL • 11 Professional Training Centres 11

12. CONTEXT AND MOTIVATION FOR REFORM Pressões internas External pressures Internal pressures Globalization Iliteracy Regional Integration Regional inbalances New management models Unemployment and Technological inno HIV/AIDS & Gender Challenges individual initiative and self employment Better competitiviness of organizations Needs Competent and enterpreneurial citiziens

13. GOVERNMENT STRATEGY TO REFORM THE TVET SYSTEM • Commitment to transform the current supply led TVET System to respond to the needs of the labour market with the involvement of industry and other different stakeholders. • Establishment of an Inter-ministerial Commission for TVET Reform (CIREP). • Creation of a National Public-Private Board for TVET Reform (COREP). • The Board is supported by a full-time Secretariat. • Development of an Integrated Programme for the TVET Reform (PIREP) with financial support from the Cooperating Partners.

14. PIREP GENERAL OBJECTIVES • To contribute towards the economic and social, equitative and sustainable development, making enterprises and the Mozambican economy more competitive through training of competent and entrepreneurs citizens. • To establish, with the involvement of all social partners, an integrated, coherent, flexible and financially sustainable TVET System. • To facilitate the transition of the existing TVET system to a demand-led training system and provide beneficiaries with more market relevant skills and improved economic opportunities.

15. PIREP SPECIFIC OBJECTIVES • Establishing an institutional framework for governance and management of Vocational Education, with active involvement of social partners in the decision making (Funding and Decentralization). • Developing an integrated Framework of Qualifications and Training Based on Competency Standards, with a curricular structure, aligned with the needs of industry. • Increasing the capacity and improving the quality of training institutions, to train adequately (infrastructure, equipment and training). • Increasing access of citizens to Vocational Training, mainly in rural areas and informal sector (FUNDEC)

16. PHASES : REFORM PROCESS • Gradual Implementation in selected Sectors/Key Occupations Consolidation 2 2016 -2020 Expansion 2011-2016 Pilot 2006 -2011 Consolidation 2016 -2021

17. PIREP ACHIEVEMENTS SO FAR • = 1 = • Functioning of the decision making board (COREP) with the involvement of Government, Private Sector, Trade Unions and Civil Society. • Establishment of Sector Technical Advisor Committees, Standards Development Teams, Reference groups comprising representatives from Education, Labor, Industry and Civil Society. • Policies for Governance and Decentralization of the TVET system developed. • New funding mechanisms developed to include Government, Employers and user`s contributions.

18. PIREP ACHIEVEMENTS SO FAR • = 2 = • Labor Market Observation and Information system developed • Sector profiles on Construction, Mining, Tourism, Energy and Fishery developed. • National Vocational Qualifications Framework developed. • Assessment Strategy. • Registration and Accreditation of Providers and Qualifications System. • Quality Management System

19. PIREP ACHIEVEMENTS SO FAR • = 3 = • Teachers and Managers trained. • Training Strategy for Technical & Vocational Education Trainers and School Managers developed and approved. • New CBT courses being developed and implemented in Agriculture, Administration and Management, Tourism and Hospitality and Industrial Maintenance. • Rehabilitation and equipment of institutions in progress. • Over 40.000 Mozambican citizens benefiting from different skills development programmes in rural areas (FUNDEC).

20. PARTNERSHIP WITH ACCC • Àreas covered by Partership • Support to 3 main Components: • Component A: • Institutiona Development • Component B: • Partnership among Mozambican Training Institutions and Canadian Colleges • Component C: • Support to Capacity Development Networks

21. PARTNERSHIP WITH ACCC • Partnership with ACCC • Through partnership with ACCC, 17 Mozambican Training Institutions are now linked with Canadian institutions to develop qualifications and training under the Education for Employment Project funded by ACCC. • Progress has been made in the following areas: • Ecotourism; • Mining; • Construction; • Agro-processing; • Fishery; • School Management and • Entrepreneurship.

22. PARTNERSHIP WITH ACCC • ACCC (Associação dos Colégios Comunitários do Canadá) • Project: Education For Employment (EFE)

23. PARTNERSHIP WITH ACCC • Achievements in 17 Mozambican Training Institutions For each Training Institution: 15 to 24 Trainers were trained in National Vocational Qualification Framework and Competence Standards. 15 to 24 are prepared to develop new Modular Curricula based in CBT. 15 to 24 Trainers were trained in Job Analysis Situation. 10 to 14 Employers Representatives have taken part in Job Analysis Situation, for each specific área, to develop specific qualification. 4 to 6 School Managers were trained in School Management. Establishment of partnership between each Mozambican Training Institution with Employers for each specific area of training.

24. CONCLUSIONS AND CHALLENGES The first steps towards transforming this system have now been taken, however: Institutions need continuous training and support to implement effectively the reform. Need to strengthening the involvement of the private sector in the overall reform process. Need to Increase the participation of girls in training. Mobilize additional funds to achieve the pilot targets.

25. Thank You