República de MoçambiqueCOREP POR 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 PAÍSPOR UMA EDUCAÇÃO PARA O TRABALHO E DESENVOLVIMENTO DO PAÍS

REFORMING THE TVET SYSTEM IN MOZAMBIQUE

June 2011


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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= 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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= 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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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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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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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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= 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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= 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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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)


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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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

Documents

República de MoçambiqueCOREP POR UMA EDUCAÇÃO PARA O TRABALHO E DESENVOLVIMENTO DO PAÍS REFORMING THE TVET SYSTEM IN MOZAMBIQUE June 2011