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POR UMA EDUCAÇÃO PARA O TRABALHO E DESENVOLVIMENTO DO PAÍS. REFORMING THE TVET SYSTEM IN MOZAMBIQUE June 2011. CONTENT. Background Workforce Development in Mozambique General Overview of the current TVET Provision Institutions Providing Technical Education in 2010 - PowerPoint PPT Presentation
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República de Moçambique
COREPCOREP
POR UMA EDUCAÇÃO PARA O TRABALHO E DESENVOLVIMENTO DO PAÍSPOR UMA EDUCAÇÃO PARA O TRABALHO E DESENVOLVIMENTO DO PAÍS
REFORMING THE TVET SYSTEM IN MOZAMBIQUE
June 2011
República de Moçambique
COREPCOREP
POR UMA EDUCAÇÃO PARA O TRABALHO E DESENVOLVIMENTO DO PAÍS
CONTENT
I. BackgroundII. Workforce Development in MozambiqueIII. General Overview of the current TVET ProvisionIV. Institutions Providing Technical Education in 2010V. Government Strategy to Reform the TVET SystemVI. PIREP General ObjectivesVII. PIREP Specific ObjectivesVIII. PIREP Achievements so farIX. Conclusions and ChallengesX. Partership with ACCC
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I. 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.
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II. 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)
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III. 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.
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III. 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.
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III. 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.
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IV. INSTITUTIONS PROVIDING TECHNICAL EDUCATION IN 2011
Cabo Delgado
Zambézia
Niassa
Tete
Gaza
Maputo 11+18 11+18
4+24+2
5+45+4
5+25+2
2+32+35+25+2
9+49+4
Nampula
Inhambane
Manica Sofala
1+21+2 7+17+1
9+19+1
TOTAL 58 Professional Schools 39 Technical Institutes TOTAL: 97 Institutions
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 Institutos Técnicos
ZAMBÉZIA 5 Escolas Profissioanis + 1 escola Profissional de Mugeba 4 Institutos Técnicos
SOFALA 7 Escolas Profissionais 1 Instituto Técnico
MANICA 1 Escola de Artes e Ofícios (Escola Profissional) 2 Institutos Técnicos
INHAMBANE 9 Escolas Profissionais 1 Instituto Técnico
GAZA 4 Escolas Profissionais 2 Institutos Técnicos
MAPUTO-PROVÍNCIA 6 Escolas Profissionais 6 Institutos Técnicos +1 Instituto de Ecoturismo de Salamanga
MAPUTO-CIDADE 5 Escolas Profissionais 12 Institutos Técnicos
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IV. INSTITUTIONS PROVIDING TECHNICAL EDUCATION IN 2011
i. 45 Public Institution 10 Professional Schools and 35 Training Institutions for Basic and Medium Levels;
ii. 32 Semi-Public Institutions
23 Professional Schools and 9 Training Institutions for Basic and Medium Levels;
iii. 13 Private Institutions
1 Professional Schools and 12 Training Institutions for Basic and Medium Levels;
iv. 7 Institutions owned by other Government Sectors
(Ministries) 1 Professional School and 6 Training Institutions for Basic and Medium Levels.
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IV. INSTITUTIONS PROVIDING TECHNICAL EDUCATION IN 2011
STUDENTS AND TEACHERS
i. Students 44.234 Students 68% Girls 32% Boys
ii. Teachers
2.224 Teachers 16% Female 84% Male
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IV. INSTITUTIONS PROVIDING TECHNICAL EDUCATION IN 2011
Cabo Delgado
Zambézia
Niassa
Tete
Gaza
Maputo 2 2
11
1 1
11
11 1 1
11Nampula
Inhambane
Manica Sofala
1 1 11
1 1
TOTAL 11 Professional Training Centres
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
Professional Training Centres Managed by INEFP
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Globalization
Technological inno
Regional Integration
New management models
Better competitiviness of
organizations
individual initiative and
self employment
Pressões internasPressões internasPressões internasPressões internas
Iliteracy
HIV/AIDS & Gender
Regional inbalances
Unemployment and
Competent and enterpreneurial citiziens
External pressuresExternal pressures Internal pressuresInternal pressures
ChallengesChallenges
NeedsNeeds
CONTEXT AND MOTIVATION FOR REFORM
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V. 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.
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VI. 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.
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VII.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)
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ConsolidaConsolidation 2 2016 -20202 2016 -2020
ExpansionExpansion 2011-20162011-2016
PilotPilot 2006 -20112006 -2011
Gradual Implementation in selected Sectors/Key Occupations
PHASES : REFORM PROCESS
ConsolidaConsolidation 2016 2016 -2021-2021
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VIII.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.
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VIII.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
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VIII.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).
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IX. PARTNERSHIP WITH ACCC
Àreas covered by Partership
Support to 3 main Components:
1. Component A:Institutiona Development
2. Component B:Partnership among Mozambican Training Institutions and Canadian
Colleges
3. Component C:Support to Capacity Development Networks
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IX. 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.
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ACCC (Associação dos Colégios Comunitários do Canadá)
Project: Education For Employment (EFE)
IX. PARTNERSHIP WITH ACCC
Nº MOZAMBICAN INSTITUTIONS CANADIAN INSTITUTIONSPARTNERS
CANADIAN INSTITUTIONSPARTICIPANTS
AREA OF TRAINING
MZ-01 Instituto Industrial e Comercial de Pemba
Cégep de la Gaspésie et des îles Ecoturismo
MZ-02 Instituto Médio de Geologia e Minas de Moatize & Centro de Formação profissional de Tête
Cépeg de l'Abitibi-Témiscamingue Minas
MZ-03 Instituto Industrial e Comercial 7 de Setembro de Xai-Xai & Centro de Formação profissional de Xai Xai
Construcção
MZ-04 Instituto Agrario de Lichinga & Centro de Formação profissional de Lichinga
Collège François-Xavier-Garneau Université de Guelph - Campus d'Alfred
Agroprocessamento
MZ-05 Escola Agraria de Mocuba & Centro de Formaçao Profissionnal de Quelimane
Fisheries and Marine Institute of Collège communautaire du Nouveau Brunswick (CCNB)
Pescas
MZ-06 Instituto Comercial de Maputo & Centro de Formação Profissional de Maputo
Collège François-Xavier-Garneau Gestão Escolar
MZ-07 Instituto Agrario de Ribauè Université de Guelph-Campus d'Alfred
Collège François-Xavier-Garneau Agroprocessamento
MZ-08 Escola de Artes e Officios de Chimoio Institut de technologie agroalimentaire Campus de Saint-Hyacinthe
Agroprocessamento
MZ-09 Instituto Industrial e Comercial 1 de Maio de Quelimane & Centro de Formação Profissional de Quelimane
Cégep Saint-Jean-sur-Richelieu Construcção
MZ-10 Instituto Politécnico de Salamanga Collège Montmorency Collège Laflèche Ecoturismo
MZ-11 Instituto Comercial de Maputo & Instituto Industrial e Comercial de Pemba
Empreendedorismo
MZ-12 Escola Secundaria Januario Pedro de Moçímboa de Praia
(NSCC) Marine Insatitute of Memorial University MI International / CC du Nouveau Brunswick
Pescas
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IX. PARTNERSHIP WITH ACCC
Achievements in 17 Mozambican Training Institutions
For each Training Institution:
a) 15 to 24 Trainers were trained in National Vocational Qualification Framework and Competence Standards.
b) 15 to 24 are prepared to develop new Modular Curricula based in CBT.
c) 15 to 24 Trainers were trained in Job Analysis Situation.
d) 10 to 14 Employers Representatives have taken part in Job Analysis Situation, for each specific área, to develop specific qualification.
e) 4 to 6 School Managers were trained in School Management.
f) Establishment of partnership between each Mozambican Training Institution with Employers for each specific area of training.
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X. CONCLUSIONS AND CHALLENGES
The first steps towards transforming this system have now been taken, however:
1.Institutions need continuous training and support to implement effectively the reform.
2.Need to strengthening the involvement of the private sector in the overall reform process.
3.Need to Increase the participation of girls in training.
4.Mobilize additional funds to achieve the pilot targets.
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Thank You
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