Published by:
Pro-Education Programme
Supporting High-Quality Primary Education and
Market-Oriented Vocational Education
Promotion of basic and technical education and vocational training in
Mozambique (Pro-Education)
Within the “Education for All” movement, large sums were invested in education during the last decade. This has led to
a massive increase in the number of children attending primary education (5.4 million in 2012 against 1.4 million in
1992). Despite the efforts of the Ministry of Education (MINED), the Mozambican education system still has significant
deficiencies. Poor quality and lack of relevance of lesson content jeopardise the success of basic and technical education
and vocational training in Mozambique.
The Basic and Technical Education and Vocational Training Programme (Pro-Education), is implemented by GIZ on
behalf of the German Federal Ministry for Economic Cooperation and Development (BMZ). The programme is fully
integrated into the Mozambican Government’s education strategy and vocational training reforms.
In the fifth stage of its implementation, the programme supports the attainment of the objectives of the Strategic
Education Plan for 2012 – 2016 in order to ensure that “children and young people, especially girls and young women,
receive high-quality basic education relevant to the real world and employment-oriented vocational training”.
Tanzania
The activities of the GIZ Pro-Education Programme are centred on the focal p
­ rovinces
of German cooperation: Inhambane, Sofala and Manica, as well as the capital
­Maputo.
Zambia
Malawi
Zimbabwe
SOFALA
MANICA
India n Ocea n
INHAMBANE
The programme provides the following services:
ƒƒ Donor coordination and advice to the Ministry of Education
ƒƒ Improving decentralised education administration and school management
ƒƒ Advice on improving training of primary school teachers
ƒƒ Pilot implementation of the vocational education and training reform in
South Africa
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Maputo
Swaziland
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the field of industrial maintenance
Advice on improving training and continuing professional development of
­vocational teachers,
Strengthening the implementation of HIV workplace programmes in the e­ ducation
sector.
Results and experiences
1. More effective school planning and management
i.The annual school development plans are created at all levels of administration, and their implementation
is monitored and corrected if necessary;
ii. Many schools in the three provinces are running development programmes;
iii. In over two-thirds of schools, activity plans are developed and run jointly with the school committees.
2. Improved quality and relevance of the content in classes
i. More trained teachers are available as a result of the reform in teacher training;
ii. Lesson content is more relevant and teachers can integrate HIV/AIDS-related content into their lessons.
3. Increased access rate
i. Almost all children attend primary school in Sofala, Inhambane and Manica.
4.In technical education, the strategy of the new reform has enabled the design of a skills-based curriculum
to address labour market requirements.
5.Cross-cutting issues such as gender and HIV/AIDS are given higher priority in annual planning at national
level but also in the provinces, and particularly at the teacher training institutes.
The selected projects
Vocational Education
Basic Education
Coordination at National Level
HIV Workplace
POEMA
Published by:
Implementation of the vocational education
reform – pilot centres
Background
Main activities
The Mozambican economy has been recording remarkable
growth, especially in the resources and related sectors. However,
the vocational education system continues to be ill-prepared
to train highly qualified professionals to meet this demand. The
teachers are not sufficiently qualified to implement the new
­curricula or to ensure the maintenance of new equipment.
1. Developing the capacities of the DINET and INEFP as executing organisations to manage the implementation of the
vocational education reform:
ƒƒ Advice and technical support in the planning, monitoring
and adaptation of implementation;
ƒƒ Capacity building measures for professional and management staff of the DINET and INEFP.
2. Developing the capacities of the pilot centres to implement
the reform strategy:
ƒƒ Advice and technical support for the professional and
management staff of the pilot centres in school management and development, implementation of the new
curricula, installation, use and maintenance of new equipment, as well as in the cooperation with the private sector;
ƒƒ Capacity building measures for the professional and
­management staff in the workplace and in Germany.
3. Production of teaching materials and manuals, purchase / co-funding of complementary equipment.
The German Government supports the Integrated Vocational
Education Reform Programme (PIREP) in the area of industrial
maintenance (electricity, metalwork, mechanics, information
and communication technologies (ICT), renewable energies) at
the industrial institutes under the aegis of the DINET (National
Directorate of Technical Professional and Vocational Education), and the Vocational Training Centres of the INEFP (National
Institute of Employment and Vocational Training) in Maputo,
Nampula and Sofala provinces.
Objective
To introduce to the pilot centres skills-based training in the
technical fields of metal work and electrical engineering and
contribute to the creation of a qualified labour force.
Approach
Technical and management staff (principals, pedagogical directorate, teachers, etc.) of the programme’s pilot centres are involved
in the implementation of the reform.
Practical lessons.
Photo: © GIZ
Photo: © GIZ
Training in pilot centres.
GIZ supports, in particular, teachers of the pilot centres with the
aim of strengthening their teaching, methodological, technical and action-oriented skills, in order to enable them to deliver
practice-oriented education.
Results and experiences
2. New guidelines and strategic documents have been designed
which, for the first time, provide for the involvement of the
private sector and civil society in the planning and implementation of vocational education.
3. The reforms already initiated enable the educational offers to
become more relevant to the real world, and there is already
higher demand for this improved offer.
4. With the new curricula which have been developed jointly
with the companies, future graduates are likely to find
employment more quickly.
5. Model laboratories were installed at the Maputo Industrial
Institute for the areas of electronics, metalworking, ICT and
renewable energies.
6. A new training centre for TVET (technical and vocational
education and training) was built at the Inhambane CFP
(Vocational Training Centre) as part of a strategic alliance with
Rio Tinto in order to provide better technical training services
for young people.
1. Teachers trained (in the field of industrial maintenance) in the
pilot schools apply the skills-based curricula.
Contact: proeducation-moz@giz.de
Our advisory concept focuses on initial and continuing teacher
training. The programme will cooperate not only with the DINET
and INEFP, but also with Instituto Superior Dom Bosco, Universidade Pedagógica, Universidade Eduardo Mondlane in Maputo
and other qualified institutes.
GIZ has mobilised new resources for vocational training through
partnerships with the private sector in the design and development of standards and curricula, and we align our work with the
needs of companies.
Published by
Deutsche Gesellschaft für
Internationale Zusammenarbeit (GIZ) GmbH
On behalf ofFederal Ministry for Economic
Cooperation and Development (BMZ)
Registered offices Bonn and Eschborn, Germany
Divisions Southern Africa division / Education and the digital world
Addresses of the
BMZ offices
BMZ Bonn
BMZ Berlin
Dahlmannstraße 4
Stresemannstraße 94
53113 Bonn 10963 Berlin
GermanyGermany
T +49 228 99 535 - 0
T +49 30 18 535 - 0
F +49 228 99 535 - 3500
F +49 30 18 535 - 2501
GIZ Pro-Education
Rua Joseph Ki-Zerbo 99
Maputo, Mozambique
T +258 21 498767
F +258 21 488768
proeducation-moz@giz.de
www.giz.de/mozambique
Responsible
Cornelia Batchi
Editorial assistance Nelly Guambe
Layout
Eva Hofmann, Katrin Straßburger, www.w4gestaltung.de
As at
June 2014
GIZ is responsible for the content of this publication.
poststelle@bmz.bund.de
www.bmz.de
Published by:
Sustainable improvement to the training of
trainers in vocational education
Background
Main activities
As in basic education, vocational teachers and other staff also
lack adequate qualifications to implement the new curricula, for
instance, or to ensure the maintenance of new equipment.
ƒƒ Direct and permanent advice to the DINET on the implemen-
At institutional level, the system responds too slowly to the
growing need for technical staff because the institutions responsible for vocational education governance pursue divergent
interests. Lack of coordination between the education structures at national and provincial level further exacerbates these
difficulties.
Objectives
ƒƒ Improve the training and qualifications of vocational teachers;
ƒƒ Build internal capacity at the National Directorate of Technical Education (Direcção Nacional de Ensino Técnico – DINET)
for the coordination of the training of trainers (ToT) process.
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tation of the Strategic Education Plan with regard to the ToT
process.
Support the DINET’s organisational development process
to ensure continuity of the process of vocational education
reform and, in particular, to implement the ToT strategic plan.
Promote short, medium and long-term agreements and commitments between the public and private sectors involved in
the ToT process.
Create the conditions for the establishment of an effective
ToT coordination system.
Build synergies between the DINET, the INEFP (National
Institute for Employment and Vocational Training), and the
PIREP (Integrated Programme for the Reform of Vocational
Education) to ensure the implementation of the national ToT
strategy for vocational education.
Expand the ToT providers network for vocational education,
as well as improve the quality of the training programmes.
Group work during training.
Photo: © GIZ
Photo: © GIZ
Training of trainers.
Approach
Ensure the success of the vocational education reform through
high-quality ToT. To this end, the programme aims to establish
realistic and feasible commitments between all stakeholders
involved in ToT.
Capacity building to implement the national strategic plans.
Both the DINET (from the Ministry of Education) and the INEFP
(from the Ministry of Labour) and the structures in charge of
vocational education governance must be involved in organisational development processes that will ensure an effective
performance of their duties.
Private sector involvement in ToT. Permanent support from the
private sector will be necessary in the design of ToT programmes,
in particular in the technical training of the trainers.
Coordination between the various stakeholders. Vocational education requires well-structured and coordinated ToT in order to
ensure that only the highly qualified trainers required by the new
vocational education system can enter it.
Contact: proeducation-moz@giz.de
Published by
Deutsche Gesellschaft für
Internationale Zusammenarbeit (GIZ) GmbH
On behalf ofFederal Ministry for Economic
Cooperation and Development (BMZ)
Registered offices Bonn and Eschborn, Germany
Divisions Southern Africa division / Education and the digital world
Addresses of the
BMZ offices
BMZ Bonn
BMZ Berlin
Dahlmannstraße 4
Stresemannstraße 94
53113 Bonn 10963 Berlin
GermanyGermany
T +49 228 99 535 - 0
T +49 30 18 535 - 0
F +49 228 99 535 - 3500
F +49 30 18 535 - 2501
GIZ Pro-Education
Rua Joseph Ki-Zerbo 99
Maputo, Mozambique
T +258 21 498767
F +258 21 488768
proeducation-moz@giz.de
www.giz.de/mozambique
Responsible
Cornelia Batchi
Editorial assistance Nelly Guambe
Layout
Eva Hofmann, Katrin Straßburger, www.w4gestaltung.de
As at
June 2014
GIZ is responsible for the content of this publication.
poststelle@bmz.bund.de
www.bmz.de
Published by:
Strategic Alliance with Rio Tinto
An alliance for socially responsible mining
Background
Objective
The GIZ Pro-Education Programme has been providing technical
support to the process of reforming the technical and vocational
education and training (TVET) system in order to enhance its
capacity to better meet labour market requirements. Support
is provided in the area of industrial maintenance, school management and teacher training in the areas of electricity and
metalwork.
The objective is to improve the linkage between skilled labour
requirements and the supply of skills development in Inhambane
province.
In June 2013, the GIZ Pro-Education Programme started a threeyear strategic partnership with the mining company Rio Tinto.
The aim is to strengthen the economic and social development of
the Jangamo district. Jangamo, adjacent to Inhambane city, is a
future site for extraction of heavy sands (titanium) for Rio Tinto.
The education programme supports the National Institute of
Employment and Vocational Training (INEFP) in Inhambane in
developing training based on real-world requirements.
Expected outcomes:
1. Strengthening of the capacities of the Inhambane INEFP in
market information collection; cooperation and coordination
with the private sector; analysis of labour market requirements and worker skills upgrade.
2. Strengthening of the training capacities and conditions of the
Vocational Training Centre (CFP).
A student during a practical training.
Photo: © GIZ
Photo: © GIZ
Inauguration of the electricity workshop.
Main activities
Results and experiences
The objective of this alliance is to be achieved by:
ƒƒ Establishment of an electricity workshop for the practice of
ƒƒ Supporting data collection and usage and identifying future
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trends in the labour market at the Inhambane INEFP,
Identifying technical training needs,
Supporting the implementation of training courses and assisting in the training of trainers.
Approach
The target group is composed of young adults aged 25 – 35 looking for work, with priority given to the young adults of Jangamo.
The programme focuses on the professions in the areas of
electricity, electronics and renewable energies. A workshop will
be funded and provided with appropriate furnishings and equipment, and the courses will be adapted to existing needs.
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domestic electrical installations, adjustment techniques, basic
electronics and renewable energies,
Short-term training programme and materials for electricity,
electronics and renewable energies,
Improved training provision at the Inhambane CFP in order
to achieve better and more comprehensive employability of
trainees as well as improved opportunities for entrepreneurship and self-employment,
Improved pedagogical and technical capacities and skills of
trainers,
Improved linkage between skilled labour requirements and
the supply of skills development in Inhambane province.
Contact: proeducation-moz@giz.de
Within the alliance, the GIZ Pro-Education Programme focuses
on capacity development at the INEFP and its CFP. To this end,
short and long-term advisory services will be provided and
on-site capacity building courses conducted for technical and
management staff in cooperation with Rio Tinto’s Training Centre
in Tete.
Published by
Deutsche Gesellschaft für
Internationale Zusammenarbeit (GIZ) GmbH
On behalf ofFederal Ministry for Economic
Cooperation and Development (BMZ)
Registered offices Bonn and Eschborn, Germany
Divisions Southern Africa division / Education and the digital world
Addresses of the
BMZ offices
BMZ Bonn
BMZ Berlin
Dahlmannstraße 4
Stresemannstraße 94
53113 Bonn 10963 Berlin
GermanyGermany
T +49 228 99 535 - 0
T +49 30 18 535 - 0
F +49 228 99 535 - 3500
F +49 30 18 535 - 2501
GIZ Pro-Education
Rua Joseph Ki-Zerbo 99
Maputo, Mozambique
T +258 21 498767
F +258 21 488768
proeducation-moz@giz.de
www.giz.de/mozambique
Responsible
Cornelia Batchi
Editorial assistance Nelly Guambe
Layout
Eva Hofmann, Katrin Straßburger, www.w4gestaltung.de
As at
June 2014
GIZ is responsible for the content of this publication.
poststelle@bmz.bund.de
www.bmz.de
Published by:
Operating system laboratory offered and installed
by STRATO at the Maputo Industrial Institute
Background
Main activities
Information and Communication Technologies (ICT) and
information applications are becoming increasingly important
in Mozambique. In order to respond to the needs, a group of
practitioners of the German company STRATO installed the ICT
Laboratory at the Maputo Industrial Institute (IIM) in collaboration with the GIZ Pro-Education Programme in 2011. This
laboratory has been delivering training courses based on the
LINUX operating system to a wide range of students. In ­addition
to software courses, hardware courses have also been run
concurrently, in which participants work on the practical aspect
of identifying components in computers, discuss the function of
each of the components, assemble them and perform maintenance and repairs.
The main activities being developed in this laboratory are related
to training in information and communication technologies,
covering both software and hardware components. In addition
to this training, students also have the chance to conduct online
research related to any other study activity.
Objective
To establish practical and technical training courses in computer
science and ICT for students of the IIM and to train the teachers.
One of the priority tasks at this moment to inform members of
the women’s group about this laboratory and its facilities in order
to improve and increase their participation.
Approach
The laboratory is open three days per week so that users can
operate its equipment.
In order to improve the services provided during the first phase of
training, a local company specialising in this type of courses was
hired. This participation of a local company was repeated once
more to consolidate the teaching and learning methods, and the
courses were then prepared and presented by the teachers and by
Workshop on ICT.
Photo: © GIZ
Photo: © GIZ
Practical computer courses.
a university student who is currently responsible for the maintenance of the laboratory.
The installed system is equipped with various programs to assist
students in researching, identifying and exploring study material,
and its main server remains in permanent contact with Berlin,
Germany, to supervise and control the training activities.
The students’ commitment to this type of training has been very
encouraging, and the possibility of opening courses to interested
members of civil society is being considered for the near future.
The joint STRATO and GIZ Pro-Education Programme has
become a creative idea. The programme won the 2012 innovation
award of the German Federal Ministry for Economic Cooperation
and Development.
Results and experiences
Approximately 60 students received practical / theoretical training in this laboratory until the end of 2013.
Contact: proeducation-moz@giz.de
In the scope of the cooperation with STRATO, the team that
installed the system conducts study and work visits during which
experiences are shared and practical network maintenance work
is carried out with Mozambican students.
Talented IIM students have the opportunity to gain valuable
work experience at STRATO. The student responsible for the
maintenance of the laboratory and the teacher received training
at STRATO’s headquarters in Berlin.
Published by
Deutsche Gesellschaft für
Internationale Zusammenarbeit (GIZ) GmbH
On behalf ofFederal Ministry for Economic
Cooperation and Development (BMZ)
Registered offices Bonn and Eschborn, Germany
Divisions Southern Africa division / Education and the digital world
Addresses of the
BMZ offices
BMZ Bonn
BMZ Berlin
Dahlmannstraße 4
Stresemannstraße 94
53113 Bonn 10963 Berlin
GermanyGermany
T +49 228 99 535 - 0
T +49 30 18 535 - 0
F +49 228 99 535 - 3500
F +49 30 18 535 - 2501
GIZ Pro-Education
Rua Joseph Ki-Zerbo 99
Maputo, Mozambique
T +258 21 498767
F +258 21 488768
proeducation-moz@giz.de
www.giz.de/mozambique
Responsible
Cornelia Batchi
Editorial assistance Nelly Guambe
Layout
Eva Hofmann, Katrin Straßburger, www.w4gestaltung.de
As at
June 2014
GIZ is responsible for the content of this publication.
poststelle@bmz.bund.de
www.bmz.de
Published by:
Technical and vocational education and training
for renewable energies
Background
Main activities
The Poverty Reduction Action Plan provides for the expansion
of electricity supply as an important tool to promote economic
development and reduce poverty, especially in rural areas. The
promotion of renewable energies has high priority in this context,
with solar energy becoming increasingly important. However,
Mozambique does not have experts in this field.
ƒƒ Advice on the development and implementation of new
The GIZ Pro-Education Programme therefore supports the Ministries of Education and Labour in the field of renewable energies
in the technical and vocational education and training sector.
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Objective
The programme objective in this field is to gradually mainstream
the topic in technical and vocational education and training in
industrial maintenance through new modules, capacity building
of trainers and sensitisation of key players in both the public and
the private sector.
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modules on renewable energies for the electrician profession
(renewable energies technician);
Capacity building of electricity teachers in new technologies,
planning of solar energy systems, organisation and delivery of
courses and training to students;
Creation of a training laboratory for renewable energies in
Maputo: procurement, installation and use of new equipment;
Establishment of partnerships between the education and
training sectors;
Active participation of key leaders from the sector of education and technical and vocational training at national and
international conferences and workshops, facilitating the
exchanges between other countries and national players;
Study trips;
Technical advice in three technical and vocational education
institutions that introduce modules on renewable energies;
Cooperation with NGOs, businesses, FUNAE (National Energy
Fund), associations and others;
Follow-up of the renewable energies alumni network.
Practical experience.
Photo: © GIZ
Photo: © GIZ
Practical lessons.
Approach
Results and experiences
The approach of the Pro-Education Programme has two
dimensions:
ƒƒ Twenty-five teachers and professionals of various educational
1. Promoting awareness and sensitising the central political
level to the topic with the aim of mainstreaming it in strategy
discussions and formulation;
2. Providing a practical example in the field of electricity: developing modules, teacher training, installing a training laboratory, laboratory management, introducing the modules and
training of students and others.
This approach enables the practical experiences at political level
to be discussed and to serve as learning examples that can be
adapted and replicated in other professions.
Cooperation with various stakeholders, especially the private
sector, is crucial in this approach. To this end, the Pro-Education
Programme works closely with the AMES (Access to Modern
Energy Services) multinational programme, which is implemented by GIZ Mozambique.
Sharing experiences with other countries in the region and
Germany allows the Ministries of Education and Labour to learn
about forms and sources of renewable energy and their potential, new technologies, cooperation with companies, curriculum
development and approaches for training in renewable energies.
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institutions underwent a three-month training in Germany.
After they returned to their country, an alumni network was
established which to date has successfully trained 25 more
teachers and trainers, 500 students, over 100 members of
rural communities and over 100 professionals from different
fields.
The first laboratory for training in renewable energies was
installed at the Maputo Industrial Institute. Managing the
laboratory and cooperating with the private sector and other
players is a challenge for the institute.
Partnerships have been established between Instituto Industrial Maputo, Universidade Pedagógica, FUNAE and others.
The renewable energies alumni network has held two national
workshops on “Education for Renewable Energies and Sustainable Energy Use”.
The Mozambican experience has been presented at various
regional workshops and in Germany.
Contact: proeducation-moz@giz.de
Published by
Deutsche Gesellschaft für
Internationale Zusammenarbeit (GIZ) GmbH
On behalf ofFederal Ministry for Economic
Cooperation and Development (BMZ)
Registered offices Bonn and Eschborn, Germany
Divisions Southern Africa division / Education and the digital world
Addresses of the
BMZ offices
BMZ Bonn
BMZ Berlin
Dahlmannstraße 4
Stresemannstraße 94
53113 Bonn 10963 Berlin
GermanyGermany
T +49 228 99 535 - 0
T +49 30 18 535 - 0
F +49 228 99 535 - 3500
F +49 30 18 535 - 2501
GIZ Pro-Education
Rua Joseph Ki-Zerbo 99
Maputo, Mozambique
T +258 21 498767
F +258 21 488768
proeducation-moz@giz.de
www.giz.de/mozambique
Responsible
Cornelia Batchi
Editorial assistance Nelly Guambe
Layout
Eva Hofmann, Katrin Straßburger, www.w4gestaltung.de
As at
June 2014
GIZ is responsible for the content of this publication.
poststelle@bmz.bund.de
www.bmz.de
Published by:
Building the capacities of decentralised
educational institutions
Background
Main activities
With a view to improving the relationship between citizens and
the public sector in Mozambique, a reform process was started in
2001 which aimed to bring public services closer to the citizens
and enable decision-making at grassroots level (decentralisation
and devolution), among other changes.
1. Advising education administration institutions at provincial
and district levels on:
ƒƒ Preparing, implementing and monitoring education plans;
ƒƒ Organisational development; improving administrative
and technical skills;
ƒƒ Improving planning management and financial
management;
ƒƒ Improving oversight.
2. Supporting the Ministry of Education in the improvement and
introduction of the capacity building modules and POEMA
(Planning, Budgeting, Execution, Monitoring and Evaluation)
self-learning materials at national level.
3. Advising both provincial and district administrations on
improving the training and continuing professional development measures for officials from the school boards in the area
of school management.
4. Advising district administrations on improving the support to
schools in planning and implementing school development
programmes.
5. Developing instruments and materials to improve the administrative and management processes at provincial, district, ZIP
(Pedagogical Influence Zone) and school levels.
The reform provided for the establishment of district governments that would be responsible for various areas of state intervention, including the education sector. The GIZ Pro-Education
Programme has been providing both technical and financial
­support to the various levels and areas of the education sector.
Objectives
One of the objectives of the GIZ Pro-Education Programme is to
support the decentralised institutions of the education sector –
the Provincial Directorate of Education and Culture (DPEC), the
District Service for Education, Youth and Technology (SDEJT)
and the Teacher Training Institutes (IFP) – in order to enable
them and their subordinate institutions to better cope with the
challenges of the reform.
Students in a classroom.
Photo: © GIZ
Photo: © GIZ
Capacity building.
6. Advising the decentralised educational institutions on mainstreaming HIV / AIDS prevention measures and promoting
gender equality in the plans of activity
7. Various instruments have been jointly developed to support
the implementation of the devolved competences:
ƒƒ POEMA modules;
ƒƒ Manual on quality in school;
ƒƒ Manual providing guidance on the management of
administrative routines relating to human resources and a
corresponding calendar;
ƒƒ Manual providing guidance on financial routines;
ƒƒ Manual providing guidance on the processes and activities
of the district service responsible for the education sector;
ƒƒ Logbook to record recommendations from oversight
activities, among others.
Approach
The main stakeholders are the officials from the institutions that
manage the education sector at provincial and district levels and
from the teacher training institutions. Through this group, the
aim is to also improve the performance of the school managers
in primary education, as the school is where the teaching and
learning process takes place. Under the Pro-Education Programme, teams of advisors were assigned to three provinces in
­Mozambique (Sofala, Inhambane and Manica).
These advisory services are designed to enable the counterpart
to continue developing its institutional capacity on its own by the
end of the Programme.
The best practices developed are presented by the counterpart
in national meetings or channelled to the Ministry of Education
through the Programme offices in Maputo.
Results and experiences
In order to measure the results of the support provided, clear
indicators have been defined that are periodically measured on
the ground. According to observations, the district officials are
already developing many of the acquired skills independently
and with reasonable quality.
The constant change of the officials from the counterpart working with the programme has been adversely affecting the consolidation of the capacities of the institutions.
The decentralised education institutions (at provincial, district
and school level) within the three focal provinces of the programme have improved their performance capacity and their
planning and monitoring of activities.
Contact: proeducation-moz@giz.de
Published by
Deutsche Gesellschaft für
Internationale Zusammenarbeit (GIZ) GmbH
On behalf ofFederal Ministry for Economic
Cooperation and Development (BMZ)
Registered offices Bonn and Eschborn, Germany
Divisions Southern Africa division / Education and the digital world
Addresses of the
BMZ offices
BMZ Bonn
BMZ Berlin
Dahlmannstraße 4
Stresemannstraße 94
53113 Bonn 10963 Berlin
GermanyGermany
T +49 228 99 535 - 0
T +49 30 18 535 - 0
F +49 228 99 535 - 3500
F +49 30 18 535 - 2501
GIZ Pro-Education
Rua Joseph Ki-Zerbo 99
Maputo, Mozambique
T +258 21 498767
F +258 21 488768
proeducation-moz@giz.de
www.giz.de/mozambique
Responsible
Cornelia Batchi
Editorial assistance Nelly Guambe
Layout
Eva Hofmann, Katrin Straßburger, www.w4gestaltung.de
As at
June 2014
GIZ is responsible for the content of this publication.
poststelle@bmz.bund.de
www.bmz.de
Published by:
Training primary school teachers
Teacher quality – an imperative for quality in education
Background
Objectives
The education sector is highly reliant on human resources. In
2009, 55 % of public sector employees were working in the education sector. Thousands of teachers were hired in response to
the large increase in student numbers. Between 1998 and 2009,
the number of teachers increased nearly 100 %.
One of the programme objectives is to strengthen the capacities
of the Teacher Training Institutes (IFP) to train qualified teachers who have in-depth knowledge of the use of participatory and
learner-centred teaching methods.
With a view to improving the quality of education and acknowledging that teachers are key to improving the quality of education, the government conducted a reform of teacher training in
2007. Thus, since 2007 the training of teachers has been administered by a single institution, the medium-level Teacher Training
Institute (Instituto de Formação de Professores – IFP), which is
accessible after year 10 completion and provides a fast-tracked
one-year course.
Main activities
The reform provided for the creation of an integrated system for
initial training and continuing professional development of teachers, a linkage between theory and practice and the introduction
of a new paradigm in teacher training, preparing them with basic
skills to teach students how to analyse, reflect, decide and justify.
1. Advice on participatory learner-centred teaching.
2. Encourage the production and use of didactic material in
active classes on the basis of local material.
3. Brainstorming meetings and sessions for improving teaching
skills.
4. Consolidation of a professional development strategy for
both administrators and teachers, including the production of
materials for professional development.
5. Development of follow-up instruments for professional
development activities.
6. Strengthen teaching practices and the associated schools as a
training laboratory.
7. Support the institutional development plan of the IFP.
8. Strengthen communication and coordination between the
provincial and district level institutions.
9. Mainstream cross-cutting issues such as HIV / AIDS, gender
and local curriculum into teacher training.
Teacher training.
Photo: © GIZ
Photo: © GIZ
Teacher lecturing.
Approach
Results and experiences
The main stakeholders are the directorates and teacher training
experts of the institutions that administer education at provincial
and district level, the trainers from the Teacher Training Institutes and the teachers of the associated schools.
ƒƒ Practical training of teachers has improved and their ability
In 2012, the National Teacher Training Directorate (Direcção
Nacional de Formação de Professores – DNFP) and the GIZ
Pro-Education Programme managers signed a memorandum of
understanding with the aim of contributing to improving teaching
quality by training highly skilled teachers in the three provinces
of Sofala, Inhambane and Manica, and thus improving the quality
of education in Mozambique. The objective of this group is to
improve the teaching and learning process at school level.
Under the GIZ Pro-Education Programme, a team of advisors was
put in place, and for each participating province a teacher training
advisor was assigned to directly support the management of the
Teacher Training Institutes.
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to use active and participatory methods has been enhanced.
Production and use of adapted teaching material in teacher
training has improved.
Oversight of teaching practices and graduate trainee followup has improved.
Systematisation of materials for the Continuing Professional
Development Programme.
Teaching workshops for the production of teaching material
kits for the teaching of basic numeracy and literacy have been
established.
A catalogue of teaching material has been produced.
A database of continuing professional development of teachers and principals has been developed.
The institutional capacities for the management of teacher
training have been strengthened.
A linkage exists between initial training and continuing professional development to improve teaching quality.
Sharing experiences between IFPs stimulates innovation and
improves the efficiency of the IFPs.
Coordination between the education institutions and the
provincial and district levels, which is crucial for improving
teacher training.
Contact: proeducation-moz@giz.de
Published by
Deutsche Gesellschaft für
Internationale Zusammenarbeit (GIZ) GmbH
On behalf ofFederal Ministry for Economic
Cooperation and Development (BMZ)
Registered offices Bonn and Eschborn, Germany
Divisions Southern Africa division / Education and the digital world
Addresses of the
BMZ offices
BMZ Bonn
BMZ Berlin
Dahlmannstraße 4
Stresemannstraße 94
53113 Bonn 10963 Berlin
GermanyGermany
T +49 228 99 535 - 0
T +49 30 18 535 - 0
F +49 228 99 535 - 3500
F +49 30 18 535 - 2501
GIZ Pro-Education
Rua Joseph Ki-Zerbo 99
Maputo, Mozambique
T +258 21 498767
F +258 21 488768
proeducation-moz@giz.de
www.giz.de/mozambique
Responsible
Cornelia Batchi
Editorial assistance Nelly Guambe
Layout
Eva Hofmann, Katrin Straßburger, www.w4gestaltung.de
As at
June 2014
GIZ is responsible for the content of this publication.
poststelle@bmz.bund.de
www.bmz.de
Published by:
School Council
Background
In the last few decades, Mozambique has made major progress
in expanding primary education. The school enrolment rate
increased from 45% in 1998 to 95% in 2010. Notwithstanding all
of these achievements, the country still does not offer satisfactory primary education. Half the students in primary education
drop out of school without completing year 5. Improved access to
primary education also has not resulted in better quality.
In order to address these challenges, community involvement in
school life has been encouraged. In 2003, the school council was
institutionalised and the Direct Support to Schools (ADE) project
was introduced, which provides schools with resources to be
used for improvements.
The substitution of the school board by the school council as the
supreme body highlights the value of the different stakeholders
involved in the educational process. Thus, the school council is
composed of at least the school principal (the only member not
subject to vote), 4 representatives of the teachers, 2 representatives of the school staff, 3 representatives of the parents and
guardians, 2 representatives of the community and 3 representatives of the students.
The school council is structured to include 4 committees:
1.
2.
3.
4.
Committee on finances, construction, and school production;
Committee on HIV / AIDS, sanitation, and school health;
Committee on school culture and sports;
Committee on gender, orphans and vulnerable children.
School councils face some difficulties such as rotation every two
years, the low literacy level of their members, opposition from
principals who cling to power and a poor support structure.
Objectives
The GIZ Pro-Education Programme strengthens the provincial
and district level structures supporting the functioning of the
school councils in their efforts to improve the students’ teaching and learning process and to achieve relevant, good-quality
education.
Main activities
1. Strengthening the capacities of school councils for greater
involvement in school life.
2. Advice to the district institutions supporting the school councils on participatory school management and development.
Selection process of the members of the council.
Photo: © GIZ
Photo: © GIZ
Member of school council in action.
3. Supporting the systematisation of information from the
supervision of primary schools.
4. Supporting the design of instruments to assist in participatory
school management and development.
5. Advice on the introduction of a self-assessment culture in the
national system of quality indicators and standards in school
management.
6. Advice to the gender units on the development and monitoring of strategies aiming to reduce drop-out rates.
7. Promotion of competitions for a better educational environment and documentation of best practices.
The GIZ Pro-Education Programme supports the school councils
by strengthening provincial and district level institutions supporting the school councils. The main actors are the professionals at the district level institutions that directly support school
boards and the gender unit at provincial level. A supporting team
was put in place under the programme to:
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ƒƒ The capacities of provincial and district institutions which
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Approach
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Results and experiences
Develop the capacity of provincial and district level institutions supporting school councils;
Support the preparation of supporting instruments for participatory school management and development.
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ensure that the school councils operate with the active
participation of both parents and school community have
been strengthened.
The parents and communities are more concerned with the
quality of teaching and actively participate in school life
Schools have a vision, long-term school development plans
(SDP), and annual plans of activity (PoA) with corresponding
budgets.
More transparency in financial management.
Improved educational infrastructure through community
involvement in construction and refurbishment.
An improved teaching and learning environment.
Local curriculum manuals with local content for all districts
in the three provinces.
Teaching adapted to the students’ reality.
The district teams oversee and follow up the activities of the
school councils.
Gender units are active and pursue local strategies to reduce
drop-out rates.
Contact: proeducation-moz@giz.de
Published by
Deutsche Gesellschaft für
Internationale Zusammenarbeit (GIZ) GmbH
On behalf ofFederal Ministry for Economic
Cooperation and Development (BMZ)
Registered offices Bonn and Eschborn, Germany
Divisions Southern Africa division / Education and the digital world
Addresses of the
BMZ offices
BMZ Bonn
BMZ Berlin
Dahlmannstraße 4
Stresemannstraße 94
53113 Bonn 10963 Berlin
GermanyGermany
T +49 228 99 535 - 0
T +49 30 18 535 - 0
F +49 228 99 535 - 3500
F +49 30 18 535 - 2501
GIZ Pro-Education
Rua Joseph Ki-Zerbo 99
Maputo, Mozambique
T +258 21 498767
F +258 21 488768
proeducation-moz@giz.de
www.giz.de/mozambique
Responsible
Cornelia Batchi
Editorial assistance Nelly Guambe
Layout
Eva Hofmann, Katrin Straßburger, www.w4gestaltung.de
As at
June 2014
GIZ is responsible for the content of this publication.
poststelle@bmz.bund.de
www.bmz.de
Published by:
Strengthening national coordination structures
to implement the Strategic Education Plan
Background
In spite of recent progress, education quality is still poor in
Mozambique. Only 49 % of children complete primary education, and only 45 % of girls. In order to improve this situation, the
Ministry of Education will implement the 2012 – 2016 Strategic
Education Plan (PEE) together with its partners. The PEE is the
guiding document for the planning and budgeting of all interventions in the sector. Mozambique receives technical and financial
support from various partners. The financial support is channelled to the Education Sector Support Fund (FASE) in order to
execute the PEE.
Objective
The objective of German cooperation in this field is to strengthen
the national coordination structures to implement the 2012 – 2016 Strategic Education Plan.
ƒƒ Active participation in the human resources, financial planƒƒ
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ning and management and training of trainers interest groups.
Active participation in the joint oversight visits to the
provinces.
Advice on capacity development, in particular on POEMA
(Planning, Budgeting, Execution, Monitoring and Evaluation)
at the various institutional levels.
Compilation of best practices and their inclusion in the advice
and dialogue.
Coordination with KfW Development Bank
Advice to the representation of the German Ministry for
­Economic Cooperation and Development.
Approach
The approach of German cooperation is fully in line with the
terms of reference for the dialogue between the Ministry of
­Education and its partners.
The programme approach at central level covers two dimensions:
Main activities
ƒƒ Advice by the group of donors to the national directorates in
1. Active participation in donor coordination;
2. Capacity development at individual, organisational and
­institutional levels.
charge of basic education and vocational education on the
implementation of the PEE.
Memorandum of Understanding, Strategic Education Plan,
Terms of Reference.
Results and experiences
In its first dimension, the Pro-Education Programme supports
the Primary Education Directorate (DINEP), the Technical and
Vocational Education Directorate (DINET), the Teacher Training
Directorate (DINFP), the Special Programmes Directorate (DIPE)
and the Directorate of Financial Planning and Management
(DIPLAC) in the following areas:
ƒƒ The recommendations of the interest groups led by German
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ƒƒ Donor harmonisation;
ƒƒ Definition of the priorities of the subprogrammes;
ƒƒ Follow-up, monitoring and evaluation of the performance of
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the subprogrammes;
Development, monitoring and update of activity plans.
In its second dimension, the programme supports the Ministry
of Education in enhancing the sector’s institutional capacity
through:
cooperation are integrated in the annual activity plans of the
Ministry of Education.
The experiences of the programme at provincial level are
replicated to other provinces, including in the area of school
management, teacher training and workshop maintenance.
The advice provided under the programme and its experiences
are highly sought after and valued by the ministry and other
donors due to the synergies created by the programme activities . Other donors and partners use and multiply concepts
and products of the Pro-Education Programme (e. g. POEMA).
POEMA (Planning, Budgeting, Execution, Monitoring and Evaluation), an
institutional development approach in the area of financial planning and
management which operates at individual, organisational and systemic
level to promote the adoption of an integrated public management vision.
ƒƒ Promotion of an integrated public management vision;
ƒƒ Effective institutional coordination;
ƒƒ Harmonisation of processes;
ƒƒ Promotion of institutional development in the education
Contact: proeducation-moz@giz.de
sector at all levels through the strengthening of POEMA
capacities.
Donor coordination
Interest groups
Troika
MINED
Ministry of Education
Basic education Focal point: GIZ
Secondary education
Technical and professional education Focal point: GIZ
Literacy & adult education
Administrative & institutional development
Working groups
Planning & financial management
Human resources development
Other partners
Italy
World Bank
Irish Aid
DFID
Thematic groups
Germany
UNICEF
Canada
USAID
Construction of schools Focal point: KfW
National Directorates
CoordinationHarmonisation
Teacher training
Cross-cutting themes
Published by
Deutsche Gesellschaft für
Internationale Zusammenarbeit (GIZ) GmbH
On behalf ofFederal Ministry for Economic
Cooperation and Development (BMZ)
Registered offices Bonn and Eschborn, Germany
Divisions Southern Africa division / Education and the digital world
Addresses of the
BMZ offices
BMZ Bonn
BMZ Berlin
Dahlmannstraße 4
Stresemannstraße 94
53113 Bonn 10963 Berlin
GermanyGermany
T +49 228 99 535 - 0
T +49 30 18 535 - 0
F +49 228 99 535 - 3500
F +49 30 18 535 - 2501
GIZ Pro-Education
Rua Joseph Ki-Zerbo 99
Maputo, Mozambique
T +258 21 498767
F +258 21 488768
proeducation-moz@giz.de
www.giz.de/mozambique
Responsible
Cornelia Batchi
Editorial assistance Nelly Guambe
Layout
Eva Hofmann, Katrin Straßburger, www.w4gestaltung.de
As at
June 2014
GIZ is responsible for the content of this publication.
poststelle@bmz.bund.de
www.bmz.de
Published by:
HIV workplace “Pro-Education GIZ / HF / ICON”
Preventing HIV and AIDS in the workplace in the education sector
Background
Objective
An estimated 700 to 800 state agents and employees in the
education sector died each year between 2008 and 2010. Official
estimates in 2012 indicated that 2 % of state employees and
agents in the education sector (about 2,000 people) were living
with HIV / AIDS. Most of these teachers were receiving anti­
retroviral treatment. However, the data is unreliable and incomplete, and it is not consistent with the national HIV prevalence of
about 11.5 %.
The HIV workplace programme in the education sector is part of
the GIZ Pro-Education Programme, whose aim is to:
The activities for prevention of HIV in the workplace in the education sector are part of the national response and are conducted
in cooperation with government and non-governmental partners.
ƒƒ Support and consultancy for the Ministry of Education, par-
Among them, the GIZ / Health Focus project implements the HIV
workplace programme in the education sector under the GIZ
contract.
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Bring about more effective implementation of the HIV workplace
programme of the Ministry of Education.
Main activities
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ticularly the Human Resources Directorate, the Directorate of
Special Programmes (DIPE) and the National Directorate of
Technical and Vocational Education (DINET);
Advice to provincial and district education administrations,
teacher training institutes as well as selected ZIPs and vocational education entities in the three focal provinces;
Training of the HIV focal points in the provincial and district
education administrations in the focal provinces;
Initiatives and campaigns (HIV testing) and development of
materials.
HIV/AIDS awareness session.
Photo: © GIZ
Photo: © GIZ
Workshop on HIV/AIDS.
Approach
For HIV prevention in the workplace, the GIZ Pro-Education
Programme provides technical assistance to the MINED in order
to conduct activities at national, provincial, and district level
and includes support for the central bodies of the MINED. The
programme targets 5,000 staff members of the education sector.
In order to implement these activities, a network of prevention
agents is to be strengthened where such a network already exists
and created where it does not. The prevention agents are called
“focal points” for prevention of HIV in the workplace.
The Health Focus / GIZ HIV workplace programmecoordinates
its activities with the National Directorate of Human Resources,
which receives technical support, technical and leadership capacity building and support with information and communication
material for the target group of teachers.
At central level, the activities for the prevention of HIV in the
workplace are directed and coordinated by the National HIV
Workplace Committee, which should exist at provincial level
within the DPEC (Provincial Directorate of Education and
Culture).
The Ministry of Public Service has a national strategy and an
HIV workplace programme for the civil servants of 23 ministries
in response to the HIV / AIDS situation in the country. In this
context, 3,617 teachers of each of the three provinces (Sofala,
Inhambane, and Manica) have participated out of a total of
35,000 teachers.
Results and experiences
ƒƒ Reduce loss or absenteeism of teachers and non-teaching
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staff due to death or illness.
Most teachers and non-teaching staff covered by the project
activities undergo testing for HIV and other chronic illnesses.
The education sector has new and more motivating IEC
­materials on HIV prevention.
Reduce HIV-related stigma among teachers and non-teaching
staff.
Contact: infomaputo@health-focus.de
Telephone: +258 21 487645
Published by
Deutsche Gesellschaft für
Internationale Zusammenarbeit (GIZ) GmbH
On behalf ofFederal Ministry for Economic
Cooperation and Development (BMZ)
Registered offices Bonn and Eschborn, Germany
Divisions Southern Africa division / Education and the digital world
Addresses of the
BMZ offices
BMZ Bonn
BMZ Berlin
Dahlmannstraße 4
Stresemannstraße 94
53113 Bonn 10963 Berlin
GermanyGermany
T +49 228 99 535 - 0
T +49 30 18 535 - 0
F +49 228 99 535 - 3500
F +49 30 18 535 - 2501
GIZ Pro-Education
Rua Joseph Ki-Zerbo 99
Maputo, Mozambique
T +258 21 498767
F +258 21 488768
proeducation-moz@giz.de
www.giz.de/mozambique
Responsible
Cornelia Batchi
Editorial assistance Nelly Guambe
Layout
Eva Hofmann, Katrin Straßburger, www.w4gestaltung.de
As at
June 2014
GIZ is responsible for the content of this publication.
poststelle@bmz.bund.de
www.bmz.de
Published by:
POEMA (Planning, Budgeting, Execution,
Monitoring and Evaluation)
Background
Objectives
In the period from 2001 to 2011, a public sector reform was
undertaken which included the devolution and decentralisation
of resources and responsibilities from the central level to the provincial, district and municipal levels. This process also affects the
education sector and entails a process of change that is generating constant challenges for the officials and managers at district
level, as they are faced with new and growing tasks and roles.
To support Mozambique’s Ministry of Education (MINED) in
strengthening the skills of non-teaching staff in financial planning and management at the various institutional levels.
The Pro-Education Programme supports the Ministry of Education in facing up to these challenges by promoting institutional
development in the education sector, particularly to the decentralised levels, empowering officials with practical tools and
crucial knowledge on the management process. One of the main
strategies is the POEMA (Planning, Budgeting, Execution, Monitoring and Evaluation), an institutional development instrument
for financial planning and management which intervenes at
the individual, organisational and systemic level to promote the
adoption of an integrated vision of public management.
Main activities
i. Support the development of POEMA modules from design,
development and enactment to the testing and technical
review phase;
ii. Support the development of self-instructional POEMA
materials;
iii. Advice on training POEMA trainers and in training designers
of the modules;
iv. Conduct POEMA capacity building activities in the GIZ focal
provinces;
v. Advice on the planning, monitoring and evaluation processes
of the POEMA;
vi. Advice on the POEMA development and consolidation
strategy;
vii.Promote inter-sector coordination and dialogue, as well as
between the GIZ programmes within the scope of institutional development in the area of financial planning and
management.
Technical staff trained in POEMA modules.
Photo: © GIZ
Photo: © GIZ
POEMA modules.
Approach
Results and experiences to date
One of the key aspects of the POEMA approach is the local
development of modules in which technical teams of the area of
expertise of the module are called upon to develop quality materials based on concrete challenges on the ground.
ƒƒ Five POEMA modules (Planning and Budgeting, Human
The development of the modules and their use in the capacity
building activities involves coordination between stakeholders at
various institutional levels within the education sector, as well as
a dialogue with the public finances and public service sectors.
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The POEMA thus becomes a capacity building process in which
the making of a product creates a transformational process at the
individual, organisational and institutional level.
At the individual level, the POEMA modules help to enable both
managers and officials to better plan, prepare budgets in a realistic and integrated manner and ensure effective implementation
and efficient and careful management of resources.
At the organisational and institutional level, the concept of an
integrated management promoted by the POEMA helps to:
i. Align management tools and harmonise implementation
procedures;
ii. Improve coordination, systematisation and documentation
within public institutions;
iii. Promote dialogue within and between sectors.
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Resources, Asset Management, Monitoring and Evaluation,
and Documents and Archives) have been developed and two
more are being developed (POEMA in Schools and Budget
Management);
A CD with self-instructional material has been developed
whose content is available on the website of the Ministry of
Education;
25 POEMA trainers have been trained;
During the 2011 – 2013 period, nearly 576 education officials
were trained in the focal provinces of German cooperation.
In the last few years, the POEMA has also been adopted by other
Mozambican ministries and public institutions outside the education sector, including the Ministry of Public Works and Housing,
which was also supported by GIZ.
The POEMA approach has become an effective instrument for
organisational development at GIZ. The POEMA was selected by
German cooperation as best practice with regard to the integration of tools, development of human capacity and advisory
services.
Contact: proeducation-moz@giz.de
Published by
Deutsche Gesellschaft für
Internationale Zusammenarbeit (GIZ) GmbH
On behalf ofFederal Ministry for Economic
Cooperation and Development (BMZ)
Registered offices Bonn and Eschborn, Germany
Divisions Southern Africa division / Education and the digital world
Addresses of the
BMZ offices
BMZ Bonn
BMZ Berlin
Dahlmannstraße 4
Stresemannstraße 94
53113 Bonn 10963 Berlin
GermanyGermany
T +49 228 99 535 - 0
T +49 30 18 535 - 0
F +49 228 99 535 - 3500
F +49 30 18 535 - 2501
GIZ Pro-Education
Rua Joseph Ki-Zerbo 99
Maputo, Mozambique
T +258 21 498767
F +258 21 488768
proeducation-moz@giz.de
www.giz.de/mozambique
Responsible
Cornelia Batchi
Editorial assistance Nelly Guambe
Layout
Eva Hofmann, Katrin Straßburger, www.w4gestaltung.de
As at
June 2014
GIZ is responsible for the content of this publication.
poststelle@bmz.bund.de
www.bmz.de
Imprint
Published by the
Deutsche Gesellschaft für
Internationale Zusammenarbeit (GIZ) GmbH
Registered offices
Bonn and Eschborn, Germany
GIZ Pro-Education
Rua Joseph Ki-Zerbo 99
Maputo, Mozambique
T +258 21 498767
F +258 21 488768
proeducation-moz@giz.de
www.giz.de/mosambik
As at
June 2014
Responsible
Cornelia Batchi
Editorial assistance
Nelly Guambe
Layout
Eva Hofmann, Katrin Straßburger
www.w4gestaltung.de
Photo credits
© GIZ / Joachim Stretz
GIZ is responsible for the content of this publication.
On behalf of the
German Federal Ministry for Economic Cooperation and Development (BMZ)