República de Moçambique COREP REFORMING THE TVET SYSTEM IN MOZAMBIQUE June 2011 POR UMA EDUCAÇÃO PARA O TRABALHO E DESENVOLVIMENTO DO PAÍS POR UMA EDUCAÇÃO PARA O TRABALHO E DESENVOLVIMENTO DO PAÍS República de Moçambique COREP CONTENT I. Background II. Workforce Development in Mozambique III. General Overview of the current TVET Provision IV. Institutions Providing Technical Education in 2010 V. Government Strategy to Reform the TVET System VI. PIREP General Objectives VII.PIREP Specific Objectives VIII.PIREP Achievements so far IX. Conclusions and Challenges X. Partership with ACCC POR UMA EDUCAÇÃO PARA O TRABALHO E DESENVOLVIMENTO DO PAÍS República de Moçambique COREP 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. POR UMA EDUCAÇÃO PARA O TRABALHO E DESENVOLVIMENTO DO PAÍS República de Moçambique COREP 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) POR UMA EDUCAÇÃO PARA O TRABALHO E DESENVOLVIMENTO DO PAÍS República de Moçambique COREP 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. POR UMA EDUCAÇÃO PARA O TRABALHO E DESENVOLVIMENTO DO PAÍS República de Moçambique COREP 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. POR UMA EDUCAÇÃO PARA O TRABALHO E DESENVOLVIMENTO DO PAÍS República de Moçambique COREP 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. POR UMA EDUCAÇÃO PARA O TRABALHO E DESENVOLVIMENTO DO PAÍS República de Moçambique COREP IV. INSTITUTIONS PROVIDING TECHNICAL EDUCATION IN 2011 Cabo Delgado Niassa 5+2 2+3 Nampula Tete 5+2 9+4 Zambézia 5+4 Manica 1+2 7+1 Gaza 4+2 Maputo 11+18 Inhambane 9+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 POR UMA EDUCAÇÃO PARA O TRABALHO E DESENVOLVIMENTO DO PAÍS 8 República de Moçambique COREP 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. POR UMA EDUCAÇÃO PARA O TRABALHO E DESENVOLVIMENTO DO PAÍS República de Moçambique COREP 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 POR UMA EDUCAÇÃO PARA O TRABALHO E DESENVOLVIMENTO DO PAÍS República de Moçambique COREP IV. INSTITUTIONS PROVIDING TECHNICAL EDUCATION IN 2011 Niassa 1 1 Nampula 1 Tete 1 Professional Training Centres Managed by INEFP Cabo Delgado Zambézia 1 Manica 1 1 Gaza 1 Inhambane 1 Maputo 2 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 TOTAL 11 Professional Training Centres POR UMA EDUCAÇÃO PARA O TRABALHO E DESENVOLVIMENTO DO PAÍS 11 República de Moçambique COREP CONTEXT AND MOTIVATION FOR REFORM External pressures Internal pressures Globalization Iliteracy Regional Integration Regional inbalances Pressões internas New management models Unemployment and Technological inno HIV/AIDS & Gender Challenges Better competitiviness of organizations individual initiative and self employment Needs Competent and enterpreneurial citiziens 12 POR UMA EDUCAÇÃO PARA O TRABALHO E DESENVOLVIMENTO DO PAÍS República de Moçambique COREP 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. POR UMA EDUCAÇÃO PARA O TRABALHO E DESENVOLVIMENTO DO PAÍS República de Moçambique COREP 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 demandled training system and provide beneficiaries with more market relevant skills and improved economic opportunities. POR UMA EDUCAÇÃO PARA O TRABALHO E DESENVOLVIMENTO DO PAÍS República de Moçambique COREP 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) POR UMA EDUCAÇÃO PARA O TRABALHO E DESENVOLVIMENTO DO PAÍS República de Moçambique COREP PHASES : REFORM PROCESS Gradual Implementation in selected Sectors/Key Occupations PilotConsolidation 2006 -2011 Expansion 2 2016 -2020 2011-2016 Consolidation 2016 -2021 16 POR UMA EDUCAÇÃO PARA O TRABALHO E DESENVOLVIMENTO DO PAÍS República de Moçambique COREP 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. POR UMA EDUCAÇÃO PARA O TRABALHO E DESENVOLVIMENTO DO PAÍS República de Moçambique COREP 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 POR UMA EDUCAÇÃO PARA O TRABALHO E DESENVOLVIMENTO DO PAÍS República de Moçambique COREP 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). POR UMA EDUCAÇÃO PARA O TRABALHO E DESENVOLVIMENTO DO PAÍS República de Moçambique COREP 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 POR UMA EDUCAÇÃO PARA O TRABALHO E DESENVOLVIMENTO DO PAÍS República de Moçambique COREP 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. POR UMA EDUCAÇÃO PARA O TRABALHO E DESENVOLVIMENTO DO PAÍS República de Moçambique COREP IX. PARTNERSHIP WITH ACCC ACCC (Associação dos Colégios Comunitários do Canadá) Project: Education For Employment (EFE) Nº MOZAMBICAN INSTITUTIONS CANADIAN INSTITUTIONS PARTNERS MZ-01 Instituto Industrial e Comercial de Pemba Instituto Médio de Geologia e Minas de Moatize & Centro de Formação profissional de Tête Instituto Industrial e Comercial 7 de Setembro de Xai-Xai & Centro de Formação profissional de Xai Xai Instituto Agrario de Lichinga & Centro de Formação profissional de Lichinga Escola Agraria de Mocuba & Centro de Formaçao Profissionnal de Quelimane Instituto Comercial de Maputo & Centro de Formação Profissional de Maputo Instituto Agrario de Ribauè Cégep de la Gaspésie et des îles Ecoturismo Cépeg de l'AbitibiTémiscamingue Minas MZ-02 MZ-03 MZ-04 MZ-05 MZ-06 MZ-07 MZ-08 MZ-09 MZ-10 MZ-11 MZ-12 CANADIAN INSTITUTIONS PARTICIPANTS AREA OF TRAINING Construcção Collège François-Xavier-Garneau Université de Guelph - Campus d'Alfred Fisheries and Marine Institute of Collège communautaire du Nouveau Brunswick (CCNB) Collège François-Xavier-Garneau Université de Guelph-Campus d'Alfred Escola de Artes e Officios de Chimoio Institut de technologie agroalimentaire Campus de Saint-Hyacinthe Instituto Industrial e Comercial 1 de Maio Cégep Saint-Jean-sur-Richelieu de Quelimane & Centro de Formação Profissional de Quelimane Instituto Politécnico de Salamanga Collège Montmorency Instituto Comercial de Maputo & Instituto Industrial e Comercial de Pemba Escola Secundaria Januario Pedro de (NSCC) Moçímboa de Praia Collège François-Xavier-Garneau Agroprocessamento Pescas Gestão Escolar Agroprocessamento Agroprocessamento Construcção Collège Laflèche Ecoturismo Empreendedorismo Marine Insatitute of Memorial University MI International / CC du Nouveau Brunswick Pescas POR UMA EDUCAÇÃO PARA O TRABALHO E DESENVOLVIMENTO DO PAÍS República de Moçambique COREP 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. POR UMA EDUCAÇÃO PARA O TRABALHO E DESENVOLVIMENTO DO PAÍS República de Moçambique COREP 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. POR UMA EDUCAÇÃO PARA O TRABALHO E DESENVOLVIMENTO DO PAÍS República de Moçambique COREP Thank You POR UMA EDUCAÇÃO PARA O TRABALHO E DESENVOLVIMENTO DO PAÍS 25