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
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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
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
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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
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
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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
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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.
POR UMA EDUCAÇÃO PARA O TRABALHO E DESENVOLVIMENTO DO PAÍS
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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 demandled 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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PHASES : REFORM PROCESS
Gradual Implementation in selected Sectors/Key Occupations
PilotConsolidation
2006 -2011
Expansion
2 2016 -2020
2011-2016
Consolidation
2016 -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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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
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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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