SURVEY ON TECHNICAL MANPOWER NEEDS IN MOZAMBIQUEs47f342bd67b47f90.jimcontent.com/download/version/... · 2011-11-21 · World Bank SURVEY ON TECHNICAL MANPOWER NEEDS IN MOZAMBIQUE

World Bank

SURVEY ON TECHNICAL MANPOWER NEEDS IN

MOZAMBIQUE

Prepared by:

Andrea Folgado Serra

MAPUTO

December 2007

LIST OF TABLES TABLE 1: POSITION OF THE ORGANIZATIONS PARTICIPATING IN THE SURVEY IN THE RANKING OF

MOZAMBIQUE’S 100 LARGEST ENTERPRISES IN 2005......................................................................6 TABLE 2: CONTRIBUTION OF TRAINING TO THE DEVELOPMENT OF THE ECONOMY...................................8 TABLE 3: THE THREE SECTORS THAT WILL STIMULATE ECONOMIC GROWTH IN MOZAMBIQUE .................9 TABLE 4: REASONS FOR SELECTING THE SECTORS THAT WILL STIMULATE ECONOMIC DEVELOPMENT..10 TABLE 5: QUALIFICATIONS AND AREAS FOR STIMULATING THE AGRICULTURE SECTOR........................13 TABLE 6: QUALIFICATIONS AND AREAS FOR STIMULATING THE SERVICES SECTOR................................13 TABLE 7: QUALIFICATIONS AND AREAS FOR STIMULATING THE EDUCATION SECTOR............................14 TABLE 8: QUALIFICATIONS AND AREAS FOR STIMULATING THE FISHERY SECTOR..................................14 TABLE 9: QUALIFICATIONS AND AREAS FOR STIMULATING THE HOTELS AND TOURISM SECTOR...........15 TABLE 10: QUALIFICATIONS AND AREAS FOR STIMULATING THE TRANSPORT SECTOR..........................15 TABLE 11: QUALIFICATIONS AND AREAS FOR STIMULATING THE COMMUNICATIONS AND INFORMATION

SECTOR..........................................................................................................................................16 TABLE 12: QUALIFICATIONS AND AREAS FOR STIMULATING THE BANKING SECTOR..............................16 TABLE 13: QUALIFICATIONS AND AREAS FOR STIMULATING THE INDUSTRY SECTOR.............................17 TABLE 14: QUALIFICATIONS AND AREAS FOR STIMULATING THE CONSTRUCTION SECTOR....................17 TABLE 15: QUALIFICATIONS AND AREAS FOR STIMULATING THE ENERGY SECTOR................................18 TABLE 16: QUALIFICATIONS AND AREAS FOR STIMULATING THE COMMERCE SECTOR...........................18 TABLE 17: QUALIFICATIONS AND AREAS FOR STIMULATING THE FOOD AND BEVERAGES SECTOR.........19 TABLE 18: SUFFICIENT POOL OF EQUIPPED WORKERS WITH THE RELEVANT SKILLS TO MEET THE

MARKET’S NEEDS, BY SECTOR OF THE ORGANIZATION SURVEYED.................................................20 TABLE 19: SUFFICIENT POOL OF EQUIPPED WORKERS WITH THE RELEVANT SKILLS TO MEET THE

MARKET’S NEEDS, BY SECTOR OF ACTIVITY OF THE ORGANIZATION SURVEYED.............................21 TABLE 20: REASONS FOR THE INEXISTENCE OF A SUFFICIENT POOL AND/OR LACK OF LABOUR WITH

NECESSARY TECHNICAL SKILLS OR QUALIFICATIONS.....................................................................22 TABLE 21: ASSESSMENT OF THE IMPACT OF STRATEGIES ON THE SUPPLY OF TECHNICAL SKILLED LABOUR

IN MOZAMBIQUE............................................................................................................................24 TABLE 22: ASSESSMENT OF THE IMPACT OF STRATEGIES ON THE SUPPLY OF TECHNICAL SKILLED LABOUR

IN MOZAMBIQUE BY SECTOR.........................................................................................................25 TABLE 23: STRATEGIES FOR IMPROVING AVAILABILITY OF TECHNICAL SKILLED LABOUR IN

MOZAMBIQUE................................................................................................................................26 TABLE 24: OPINION OF THE PEOPLE SURVEYED BY SECTOR ON THE QUALITY OF IETP GRADUATES FOR

MEETING THE NEEDS OF THE ECONOMY’S SECTORS........................................................................27 TABLE 25: OPINION OF THE PEOPLE SURVEYED BY SECTOR OF ACTIVITY ON THE QUALITY OF IETP

GRADUATES FOR MEETING THE MARKET’S NEEDS..........................................................................28 TABLE 26: ASSESSMENT OF GRADUATES’ COMPETENCIES BY SECTOR OF THE INSTITUTION TO WHICH THE

SURVEYED BELONG........................................................................................................................31 TABLE 27: TECHNICAL SKILLS /QUALIFICATIONS THAT MOZAMBICAN GRADUATES LACK......................32 TABLE 28: CHALLENGES FACING TVET IN MOZAMBIQUE ......................................................................33 TABLE 29: STRATEGIES FOR OVERCOMING THE CHALLENGES FACING TVET IN MOZAMBIQUE .............34

LIST OF GRAPHS

GRAPH 1: DATA-GATHERING STRATEGIES (CARRYING OUT THE QUESTIONNAIRES).................................4 GRAPH 2: POSITION/TITLE OF SURVEY PARTICIPANTS .............................................................................5 GRAPH 3: NATURE OF THE ORGANIZATIONS PARTICIPATING IN THE SURVEY ...........................................5 GRAPH 4: ORGANIZATIONS PARTICIPATING IN THE SURVEY BY SECTOR OF ACTIVITY .............................6 GRAPH 5: SUFFICIENT POOL OF EQUIPPED WORKERS WITH THE RELEVANT SKILLS TO MEET THE MARKET’S

REQUIREMENTS..............................................................................................................................19 GRAPH 6: INCREASING NUMBER OF STUDENTS IN TVET IN MOZAMBIQUE ACCORDING TO GENDER (1998-

2004) .............................................................................................................................................22 GRAPH 7: INCREASE IN THE NUMBER OF TECHNICAL SCHOOLS IN MOZAMBIQUE (1998-2005)...............23 GRAPH 8: OPINION OF THE PEOPLE SURVEYED REGARDING THE QUALITY OF IETP GRADUATES FOR

MEETING THE NEEDS OF THE ECONOMY’S SECTORS........................................................................27 GRAPH 9: RATING OF GRADUATES’ TECHNICAL COMPETENCIES..............................................................29 GRAPH 10: RATING OF GRADUATES’ METHODOLOGICAL COMPETENCIES................................................30 GRAPH 11: RATING OF GRADUATES’ SOCIAL COMPETENCIES..................................................................30

ABBREVIATIONS

COREP Commission for Reform of Vocational Training [Comissão para a Reforma da Educação Profissional]

EEFP Employment and Vocational Training Strategy [Estratégia de

Emprego e Formação Profissional] EETP Technical and Vocational Education Strategy [Estratégia do Ensino

Técnico-Profissional] GDP Gross Domestic Product IETP Technical and Vocational Education Institution [Instituição de

Ensino Técnico-Profissional] INEFP National Institute of Employment and Vocational Training [Instituto

Nacional de Emprego e Formação Profissional] MEC Ministry of Education and Culture [Ministério da Educação e

Cultura] MITRAB Ministry of Labour [Ministério do Trabalho] NGO Non-Governmental Organization PEEC Strategic Plan for Education and Culture [Plano Estratégico de

Educação e Cultura] PIREP Integrated Program for Vocational Training Reform [Programa

Integrado de Reforma da Educação Profissional] SMEs Small and Medium Enterprises SPSS Statistical Package for Social Sciences TVET Technical and Vocational Education and Training [Ensino Técnico-

Profissional]

EXECUTIVE SUMMARY

The main objective of this study is to analyze the importance of comparing the

unbalance between the Technical and Vocational Education and Training (TVET)

system with the skilled-labour requirements for potential employers in Mozambique.

The study focused on a sample of 76 employers drawn from 69 public and private

sector organizations and non-governmental organizations operating in various

economic areas. The majority of these organizations are based in Maputo, and 15 of

these 69 are among the country’s 100 largest enterprises, according to KPMG’s 2005

annual survey.

Due to sampling constraints, caution must be exercised about any generalized

applications of the findings and conclusions of the study outside of the scope of the

sample studied. However, briefly, the study’s main findings point to the following

trends:

� Mid-level technical and vocational training of the available labour force

contributes to the development of Mozambique’s economy by stimulating,

essentially, quality production and work, being the Agriculture, Hotel and

Tourism and Industry sectors those that will boast the country’s economy in

the next five years;

� In general, employers state that there is insufficient technical skilled labour

available in the country’s various sectors of activity due to, essentially, the

small number of Technical and Vocational Education Institutes (IETPs), very

low literacy levels, low investment in Technical Education and the mismatch

between the present TVET System and the market’s requirements;

� The increase of employment opportunities, for both technical and vocational

trained labour and graduates of technical courses, and the improvement of the

remuneration system for workers with technical and vocational training are

strategies of great impact in the supply of skilled labour, according to the

opinion of the majority of employers surveyed;

� In general, the employers consider that Mozambique’s IETPs are not

graduating technicians with the skills required by the labour market,

particularly as regards to the practical application of knowledge acquired

(know-how), problem-solving skills, creativity and innovation skills, and the

general knowledge of these graduates;

� The greatest and main challenges to the development of the TVET system in

Mozambique, as pointed out by most of the employers surveyed, are the

TVET's efficiency and quality and the balance between the strategy of this

level of education and the market’s needs, having the same people surveyed

suggesting a variety of strategies to overcome these obstacles.

TABLE OF CONTENTS

EXECUTIVE SUMMARY......................................................................................................0

1 INTRODUCTION............................................................................................................1

1.1 Setting ......................................................................................................................1

1.2 Objectives of the Survey...........................................................................................2

1.3 Methodology ............................................................................................................3

2 FINDINGS.......................................................................................................................8

2.1 Views on the Economy.............................................................................................8

2.1.1 Contribution of training to the development of the economy..............................8

2.1.2 Sectors that will stimulate economic growth in Mozambique.............................9

2.2 Assessment of Qualified Labour for the Next 5 Years.............................................12

2.2.1 Qualifications necessary for stimulate economic growth.................................12

2.2.2 Assessment of Availability of Technical Labour in Mozambique......................19

2.2.3 Strategies for the adequate supply of trained labour in Mozambique...............24

2.3 Feedback on TVET in Mozambique........................................................................26

2.3.1 Opinion on the quality of the graduates...........................................................26

2.3.2 Challenges and strategies of the TVET system in Mozambique........................33

3 CONCLUSIONS............................................................................................................35

4 REFERENCES...............................................................................................................38

5 ANNEXES.....................................................................................................................39

5.1 Survey Questionnaire..............................................................................................39

5.2 Organizations participating in the Survey................................................................43

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Survey on technical manpower needs in Mozambique 1

1 INTRODUCTION

1.1 Setting

Mozambique is a country which has experienced growing economic development in

recent years, as a result of the existing political and social setting following the end of the civil

war in 1992, coupled with the Government’s efforts to create mechanisms to attract national

and foreign investment, as a way of raising the country’s level of development. Nevertheless,

Mozambique still has high levels of poverty, and about 57 percent of its population is illiterate,

with deep repercussions on employment levels and the pace of economic development.

The statistics of the Instituto Nacional de Emprego e Formação Profissional (National

Institute of Employment and Vocational Training - INEFP) on the unemployment recorded in the

country in 2004 indicate that job-seekers have the following characteristics: low academic

level (90 percent have not completed Grade 9 and only 1.3 percent have finalised their

secondary education), low vocational qualification (62 percent have no qualifications

whatsoever) and little or no vocational experience which, combined with the very limited

supply of vocational training, makes them poor candidates for employment. (MITRAB, 2006)

The most sustainable method of combating poverty is the investment in human

resources. Education and technical training play a preponderant role in the country’s present

scenario. Very specifically, TVET constitutes an essential component of the education system

as a strategy for investing in the nation’s human resources, since it contributes to the creation

of skilled labour, which is essential for strengthening economic growth and lifting the

population out of poverty.

Mozambique’s TVET curriculum was designed in the 1970s to meet the needs of a

centrally planned economy which sought to reverse the economic backwardness prevailing at

that time. As a result, the elementary agricultural and trade schools were abolished and the

structure of specialties in the basic and mid-level courses was diversified. (UNDP, 2000)

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Recognizing that this curriculum was no longer consistent with the present market-based

dynamics and characteristics of the Mozambican economy, and taking into account the low

effectiveness and efficiency of the current TVET, in December 2001 the Government approved

a new Technical and Vocational Education Strategy (EETP) for 2002-2011, which advocates,

as its main strategic objectives: expansion of access, improvement of training quality provided

and institutional development. (MEC, 2001) This strategy is envisaged in the Strategic Plan

for Education and Culture (PEEC) for 2006-2010/11, showing greater focus of the

Mozambican Government in this education system and its commitment to the reform of TVET.

In 2006, within the context of the EETP and the PEEC, the Integrated Program for

Vocational Training Reform (PIREP) was created to be implemented over a 15-year period, the

first five-year phase (2006-2011) of which is already under way. To support this reform a

Commission for Reform of Vocational Training (COREP) has also been established to manage

and regulate the sector as well as promote policy reforms. (MEC, 2006b)

In this context, the reform of TVET in Mozambique is still in an embryonic phase,

making it important to better understand the present situation of this education system and,

particularly, the views of the various parties involved in the process (employers, government

and educational institutions) regarding the potentials, needs, challenges and strategies of

TVET.

1.2 Objectives of the Survey

This survey is tied in with a Workshop on a global initiative entitled “Leaders in

Education and Training for Sustained Growth in Africa (LETSGA) – An Executive Program

for African Policy Makers,” under the responsibility of the Technical Education Institute of

Singapore.

The central theme of this Workshop is “Technical and Vocational Education &

Training and Skills Development for Growth” and has the objective of demonstrating to TVET

decision makers and leaders from Ghana, Madagascar and Mozambique the experience of

Singapore in developing this education system, so that they will be able to apply the

knowledge and experience obtained in the reform efforts of their own countries.

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The three above-named African countries that will participate in the Workshop are

currently reforming their TVET systems in order for it to better respond to the requirements of

the labour market. The Workshop program aims to offer to its participants opportunities to

enrich these national reforms with knowledge on management policies and systems which

Singapore and other Asian countries have applied in recent decades to deal with similar

problems.

In this context, the general purpose of this survey is to gather data on the qualified

labour needs for fostering Mozambique’s economic growth as perceived by employers,

educational and government institutions. The findings of this survey will enable Singapore’s

Institute of Technical Education to design strategies for better facilitate the content of the

above mentioned Workshop’s program, meeting the participants’ needs.

Specifically, the objectives of the survey are:

1 To characterize the target public’s views on the country’s economy;

2 To describe the target public’s assessment on the supply of qualified labour in

Mozambique; and

3 To gather feedback from the target public regarding the country’s current TVET

system.

1.3 Methodology

This survey is descriptive in nature, having followed a quantitative approach, through the

application and analysis of data collected using a questionnaire designed by the Technical

Education Institute of Singapore (see Annex 5.1). The objective of this questionnaire is to

gather data that will enable a better understanding of the importance of balancing the TVET

system with the needs of qualified labour for potential employers in Mozambique.

To reinforce the data obtained by applying the questionnaire, documental and

bibliographic research was also carried out, even though there are few systematized data and

studies carried out on TVET in the country.

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A convenience sample of 100 people to be surveyed was defined. These people belong to

various institutions operating in Mozambique. They were either sent the questionnaire for them

to fill it out themselves, or they were contacted directly to set up personal interviews during

November and December 2007.

The procedures adopted for gathering the data were different depending on the

availability of those concerned. These were: 1) face-to-face interview with the questionnaire

being filled out by the surveyor; 2) sending of the printed questionnaire to selected people for

them to fill it out themselves and return it by the same means; and 3) sending of the

questionnaire, by e-mail to be filled out by the people surveyed and their return also by e-mail.

From the 100 people contacted, a total of 76 completed questionnaires were returned by

individuals from 69 institutions1, most of them based in Maputo and their confidentiality was

respected. Annex 5.2 lists the institutions covered by the survey. Graph 1, below, shows the

breakdown of the different data-gathering techniques, used by the researcher, based on the total

of 76 people surveyed.

Graph 1: Data-gathering Strategies (Carrying out the Questionnaires)

17

34

25

0

5

10

15

20

25

30

35

Face-to-faceinterview

Send andreturned in

printed form

Send andreturned by e-

mail

SOURCE: Analysis by the author

Of the 76 surveyed, a considerable percentage (47 percent) occupy high-level positions

(Director, Administrator and Vice Minister), 18 percent hold management positions, and the

remaining ones hold middle-management positions of technical and specialized nature (see

Graph 2).

1 In some organizations the questionnaire was completed by two people occupying different positions. This was the case with Mcel, IMEP, MISAU, DNA, Petromoc, Standard Bank and Manica Freight Services.

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Graph 2: Position/Title of Survey Participants

Director37%

Administrator9%

Departament Head13%

Vice-Minister1%

Technician / Specialist

22%

Manager18%

SOURCE: Questionnaire responses

As illustrated in Graph 3, of the 69 institutions where the people surveyed belong to,

61.8 percent are private, 34.2 percent are public, and the remaining are NGOs.

Graph 3: Nature of the Organizations Participating in the Survey


Of the total number of institutions participating in the survey, a large portion (46.05

percent) belong to the Services sector, followed by the Industry, Commerce and Banking

sectors, each accounting for 9.21 percent, totalling 11 activity sectors (see Graph 4).

Public institutions

34.21%

Private institutions

61.84%

NGOs 3.95%

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Graph 4: Organizations Participating in the Survey by Sector of Activity


An important aspect to be mentioned about this survey, is the fact that among the 69

institutions where the people surveyed came from, 15 are amongst the 100 biggest

Mozambican companies, in the 2005 financial year, according to the KPMG's annual survey

classification. The four biggest companies are Mozal, HCB, Mcel and Petromoc (see Table 1).

Table 1: Position of the Organizations Participating in the Survey in the Ranking of Mozambique’s 100 Largest Enterprises in 2005

No.

Organization

Ranking of the 100 largest enterprises in

2005 (In Mtn) 1 Mozal, SARL 1st

2 HCB - Hidroeléctrica de Cahora Bassa, SARL 2nd

3 Mcel - Moçambique Celular, Lda. 3rd

4 Petromoc - Petróleos de Moçambique, SARL 4th

5 Coca-Cola Sabbo (Moçambique), SARL 18th

6 BAT - British American Tobacco Mozambique 21st

7 Standard Bank, SARL 23rd

8 Manica Freigth Services (Moçambique), SARL 26th

9 Banco Austral, SARL 30th

10 CETA - Construção e Serviços, SARL 33rd

11 Alfa Segurança, SARL 42nd

12 Mercury Comercial, Lda. 48th

13 African Banking Corporation (Mozambique), SARL 59th

14 Sociedade do Notícias, SARL 72nd

15 Higest Moçambique Lda 94th SOURCE: KPMG (2006)

Hotels and Tourism3.95%

Services46.05%

Education

7.89%

Communication and Information 3.95%

Transport 2.63%

Energy 3.95%

Construction 1.32%

Banking 9.21%

Commerce 9.21%

Industry

9.21%

Food and Beverage 2.63%

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Data gathered from the questionnaires was processed using the Statistical Package for

Social Sciences (SPSS), through the presentation of frequencies and percentages, supported by

illustrative graphics and frequency and double-entry tables, to describe and compare the

behaviour of the different variables being studied.

Given the constraints of the sampling type used in this study, caution should be used in

any attempt to generalize the findings to all the institutions existing in Mozambique.

The survey findings will have to be analyzed from the point of view of the employers

and educational and governmental institutions participating in this survey regarding the current

TVET system and the country’s needs for qualified labour, as contributions to the TVET

reform process under way.

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2 FINDINGS

2.1 Views on the Economy

2.1.1 Contribution of training to the development of the economy

When questioned about how technical training contributes to the development of the

Mozambican economy, among other issues (see Table 2), the people surveyed noted that

technical training fosters quality production and work (21.1 percent), boosts labour know-how

(10.5 percent), encourages professional performance (10.5 percent), promotes higher

productivity (6.6 percent), facilitates efficient decision making (6.6 percent) and increases

entrepreneurial capacity (6.6 percent).

Table 2: Contribution of Training to the Development of the Economy

Frequency Percent Valid

Percent Cumulative

Percent

Better resource utilization 3 3,9 3,9 3,9

Encourages professional performance 8 10,5 10,5 14,5

Stimulates initiative and innovation 1 1,3 1,3 15,8

Promotes higher productivity 5 6,6 6,6 22,4

Stimulates proactive capacity 3 3,9 3,9 26,3

Improves greater knowledge of the technology 4 5,3 5,3 31,6

Facilitates economic integration 2 2,6 2,6 34,2

Fosters quality production and work 16 21,1 21,1 55,3

Boosts labour know-how 8 10,5 10,5 65,8

Stimulates democratic freedom 1 1,3 1,3 67,1

Improves problem-solving capacity 1 1,3 1,3 68,4

Promotes greater income generation 3 3,9 3,9 72,4

Improves the capacity of work methodology 3 3,9 3,9 76,3

Increases entrepreneurial capacity 5 6,6 6,6 82,9

Increases work-planning capacity 2 2,6 2,6 85,5

Critical factor for the success of economic development 3 3,9 3,9 89,5

Improves motivation and attitude towards work 3 3,9 3,9 93,4

Facilitates efficient decision making 5 6,6 6,6 100,0

Total 76 100,0 100,0

SOURCE: Data from questionnaire

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2.1.2 Sectors that will stimulate economic growth in Mozambique

A total of 13 sectors of activity were identified by the people surveyed as those that will

be the major stimulating forces in Mozambique’s economic growth over the next five years

(see Table 3). However, the three sectors mentioned mostly were Agriculture, Hotels and

Tourism, and Industry.

Table 3: The three sectors that will stimulate economic growth in Mozambique

1st Sector 2nd Sector 3rd Sector

Count % Count % Count % Agriculture 26 34,2% 15 19,7% 10 13,2%

Hotels and Tourism 20 26,3% 14 18,4% 15 19,7%

Services 4 5,3% 1 1,3% 10 13,2%

Education 5 6,6% 1 1,3% 3 3,9%

Communication and Information 2 2,6% 3 3,9% 1 1,3%

Transport 2 2,6% 3 3,9% 4 5,3%

Energy 3 3,9% 2 2,6% 3 3,9%

Construction 1 1,3% 7 9,2% 2 2,6%

Banking 1 1,3%

Commerce 2 2,6% 3 3,9% 9 11,8%

Fishery 2 2,6% 2 2,6%

Industry 8 10,5% 26 34,2% 16 21,1%

Food and Beverage 1 1,3% 1 1,3%

Total 76 100,0% 76 100,0% 76 100,0%


There were various reasons for choosing the above mentioned sectors, as noted in Table

4. For the agriculture sector, the country’s geographic location, the availability of fertile land

and the sector’s contribution to reducing food insecurity were the issues mostly mentioned by

the people surveyed.

As a matter of fact, agriculture is considered the motor of the Mozambican economy,

since in 2005 alone it provided employment for 4,359 workers, which moved it from eleventh

place in 2004 to fifth place in the following year, with regards to its contribution to labour

provision , about 75 percent of the economically active work force in Mozambique. (KPMG,

2006)

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Table 4: Reasons for Selecting the Sectors that will stimulate Economic Development

Sector Reasons Frequency � % of population employed in this sector 6

� Size of the country 6

� Availability of fertile land 20

� Development Base 22

� Country's geographic location 5 � Favorable climate conditions 4

� Potential markets for placing agricultural products 10

� Large % of population lives in the country side 8

� Source of income for majority of population 12

� Contributes to reducing food insecurity 14

� Source of employment generation 7

� Potential for export of food items 8

Agriculture

� Country's wide and diversified hidrographic system 4

� Country's geographic location 11

� Mozambique's landscape potential 13

� Potential for foreign investment in the sector 15

� Beauty of Mozambique's coastal beaches 14

� Source of foreign currency income 11

� Favorable climatic conditions 2

� Wealth of Mozambique's wildlife 5

� Existence of nature reserves and national parks 4

� Contributes to the tax base increment 4

� Atmosphere of Peace and stability in the country 3

� Rising trend of tourists in the country 9

� Cultural diversity of the country 3

Hotels and

Tourism

� Mozambique's excellent gastronomy 2

� Geographic location of the country 2

� Sector stimulates other economic fields 7

� Demand for services in rural and suburban areas 4

Services

� Due to expansion of transports, construction and communications 5

� Human capital is the main development factor 6

� Increasing know-how by human resources 5

� Greater knowledge of technical skills and technology 5

� Increase of social responsibilities of the workforce 5

Education

� Stimulates the development of quality products and services 3

� TIC's are the future of any business 4 Communication

and Information � Increase exchange and dissemination of information 2

� Need to haul products for commercialization 8

Transport � Greater mobility of people 2

� Higher multiplying effect in economic growth 6

� Opportunities for investment in recondite areas 2

� Greater demand for energy in the SADC region 4

Energy

� HBC has great potential 6

� Road network drives other areas of economy 6

� Boost the sector stimulated by economic integration 7

� Country needs many business ventures 6

Construction

� Infrastructure stimulates the development of several sectors 7

Banking � Allocation of credit for investment 1

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� Seeking basic supplies 1

� Contributes to the increase of country revenues 5

� Creates business opportunities and attracts investments 8

� Free flow of goods as of 2008 2

Commerce

� Stimulates producers 3

� Mozambique has the second largest coast in Africa 1

� Diseases linked to meat consumption 2

Fishery

� An excellent source of exports 2

� Contributes to reducing food insecurity 4

� Increases employment levels 8

� Existence of mineral resources which drive the industry 19

� Contributes for the processing of agricultural products 6

� Moves imports and exports 9

� Contributes substantially for increasing the GDP 11

� Mega projects (Mozal, Moma Heavy Sands, Moatize Coal) 15

Industry

� Renovation of industrial infrastructure under way 7

� Greater demands by consumers regarding product quality 2

� Increasing of food shortages worldwide 2

Food and

Beverage

SOURCE: Data from questionnaire Note: Frequency indicates the number of times each surveyed person mentioned each of the reasons in each sector, considering that they were responding to multiple-choice questions.

The potential of the Agriculture sector in Mozambique is enormous since, beside the

fact that it is the basis for survival and main source of income for the population, the country

has about 36 million hectares of arable land that could be worked by about 80 percent of the

rural Mozambican population, but it is estimated that only 10 percent of the total available

arable land is currently in use. (KPMG, 2006)

The people surveyed considered the Hotels and Tourism sector to be one of those that

would tremendously stimulate economic development because it is a sector with great potential

for attracting foreign investment, added to the landscape potential and beauty of Mozambique's

coastal beaches (see Table 4). In recent years, this sector has showed a positive performance,

recording, in 2005, a growing movement of passengers as a result of increasing air traffic, due

to the opening of new points of entry into the country. (KPMG, 2006)

Industry was also perceived by the surveyed people as one of the sectors which could

best contribute to economic growth, essentially due to the country’s mineral resources, the

existence of mega projects (Mozal, Moma Heavy Sands, Moatize Coal), and the fact that it is a

sector that contributes substantially to the increasing of GDP, as illustrated in Table 4.

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Industry plays a key role in the country's economic growth and development process,

accounting for about 35 percent of Gross Domestic Product (GDP). The renovation of the

industrial infrastructures has greatly attracted new investments to the sector. As a result of its

good performance, in 2005 the Industry sector recorded its highest profit (per sector), meaning

an increase of 39 percent compared to the previous year. (KPMG, 2006)

2.2 Assessment of Qualified Labour for the Next 5 Years

2.2.1 Qualifications necessary for stimulate economic growth

The people surveyed identified technical qualifications and respective areas of

specialization that workers should have in order to boost the development of the thirteen

previously mentioned sectors.

In general, the majority of respondents named mid-level technical skills as the

qualifications required for promoting the development of the various economic sectors.

In the case of Agriculture, mid-level technical skills also the most mentioned by the

people surveyed as being essential for stimulating the sector, followed by higher-level

qualifications and, lastly, primary education. In the Agriculture sector, technical training

should focus mostly on agricultural production techniques, agronomy, and stockfarming (see

Table 5).

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Table 5: Qualifications and Areas for stimulating the Agriculture Sector

Sector Qualifications Frequency Area Frequency

Primary education 10 Agronomy 10 Secondary education 1 Veterinary 4 Technical-Vocational (Middle) 26 Biology 1 Higher (Bachelor & Honours Degree) 16 Marketing 4 Postgraduate & Master’s 1 Soils 5

Stockfarming 2 Climate 1 Agricultural production techniques 16 Market analysis 4 Forestry engineering 4 Rural extension services 1 Small business management 1 Commerce 1 Agriculture and livestock 6 Chemistry 2 Negotiation 1

Agriculture

Mechanical engineering 3

SOURCE: Data from questionnaire Note: Frequency indicates the number of times each surveyed person mentioned each level of qualification/skills and respective areas, considering that they were responding to multiple-choice questions.

Unlike with the Agriculture sector, in the Services sector the respondents

predominantly ranked primary education first, followed by mid-level technical and vocational

training and, thirdly, higher education as the qualifications necessary for the development of

the sector, especially in the areas of quality management, sales techniques, communication,

business management, and civil engineering (see Table 6).

Table 6: Qualifications and Areas for stimulating the Services Sector


Primary education 10 Communication 2 Secondary education 0 Civil engineering 2 Technical-Vocational (Middle)

7 Mechanical engineering 1

Higher (Bachelor & Honours Degree) 5 Pharmacy 1 Postgraduate & Master’s 0 Medicine 1

Psychology 1 Technology 1 Sales techniques 2 Business management 2 Quality management 4 Economics 1 Health 1 Time management 1

Services

Accounting 1


World Bank


According to the majority of respondents, higher education should be considered a

requirement for stimulating the Education sector, covering, mainly, training in the areas of

school management and pedagogy (see Table 7).

Table 7: Qualifications and Areas for stimulating the Education Sector


Primary education 0 Pedagogy 2 Secondary education 0 Education 1 Technical-Vocational (Middle) 2 School management 3 Higher (Bachelor & Honours Degree) 5 Teaching methodologies 1 Postgraduate & Master’s 1 Psychopedagogy 1

Curriculum development 1

Education

Education policies 1


Based on the responses received, the qualifications necessary for stimulating the

Fishery sector are the mid-level technical and vocational training, with greater emphasis on the

field of marine fauna (see Table 8).

Table 8: Qualifications and Areas for stimulating the Fishery Sector


Primary education 0 Marine control techniques 1 Secondary education 0 Seacoast 1 Technical-Vocational (Middle) 2 Marine fauna 2 Higher (Bachelor & Honours Degree) 0

Fishery

Postgraduate & Master’s 0


The survey data shows that the people surveyed consider, firstly, mid-level technical

and vocational education and, secondly, higher education, as the qualifications best-suited for

stimulating the development of the Hotels and Tourism sector, in areas such as tourism

management, customer service, languages, social and cultural marketing, and hotel

management (see Table 9).

World Bank


Table 9: Qualifications and Areas for stimulating the Hotels and Tourism Sector


Primary education 3 Economics 1 Secondary education 1 Tourism management 15 Technical-Vocational (Middle) 20 Tourist guide 1 Higher (Bachelor & Honours Degree) 18 Social and cultural marketing 6 Postgraduate & Master’s 1 Languages 11

Waiter/waitress 2 Politics 1 History and geography 5 Gastronomy 5 Mozambican culture 4 Communication 2 Protocol 1 Customer service 11 Management of conservation areas 4 Public relations 5 Hotel management 6 General culture 3 Publicity 1 Human resource management 1 Architecture 2 Interior design 1 Event management 1 Accounting 1 Room service 1

Hotels

and Tourism

Environmental management 1


In the Transport sector, once again mid-level technical and vocational training was

mentioned by the people surveyed as a requirement for stimulating the sector, with special

emphasis on dock management and engineering (see Table 10).

Table 10: Qualifications and Areas for stimulating the Transport Sector


Primary education 1 Economics 1 Secondary education 0 Engineering 2 Technical-Vocational (Middle) 4 Dock management 3 Higher (Bachelor & Honours Degree) 1 Railway management 1

Transport

Postgraduate & Master’s 1 Telecommunications 1


World Bank


In the Communications and Information sector, mid-level technical and vocational

training was once again highlighted as a requirement for stimulating the sector, with emphasis

in the area of communication and information technologies (see Table 11).

Table 11: Qualifications and Areas for stimulating the Communications and Information Sector


Primary education 0

Communication and Information technologies 2

Secondary education 0 Computer software 1 Technical-Vocational (Middle) 3 Higher (Bachelor & Honours Degree) 0

Communications and Information



Unlike for the other sectors, people surveyed consider higher education, postgraduate,

and Master’s qualifications essential for stimulating the development of the Banking sector,

with emphasis in the areas of bank and financial management (see Table 12).

Table 12: Qualifications and Areas for stimulating the Banking Sector


Primary education 0 Bank management 1 Secondary education 0 Financial management 1 Technical-Vocational (Middle) 0 Higher (Bachelor & Honours Degree) 1

Banking



In the opinion of the people surveyed, the development of the Industry sector requires

qualifications equivalent to the mid-technical and vocational level, in areas such as chemistry,

engineering, production management, electrical engineering, and geology. However, a

considerable number of people surveyed referred to higher education as being important for

this sector (see Table 13).

World Bank


Table 13: Qualifications and Areas for stimulating the Industry Sector


Primary education 9 Engineering 4 Secondary education 0 Chemistry 7 Technical-Vocational (Middle) 26 Water resources 1 Higher (Bachelor & Honours Degree) 19 Food supplies 2 Postgraduate & Master’s 1 Marketing 1

Production management 4 Economics 3 Psychology 1 Electrical engineering 4 Geology 4 Physics 3 Exporting 1 Quality 1 Market analysis 1 Mining 3 Carpentry 1 Metalworking 1 Information technology 1 Biology 1

Industry Entrepreneurship 1


Regarding the Construction sector, equal numbers of respondents named mid-level

technical and vocational training and higher education as necessary for the development of this

sector, particularly in the areas of management, civil construction, quality management, and

electrical engineering (see Table 14).

Table 14: Qualifications and Areas for stimulating the Construction Sector


Primary education 3 Management 3 Secondary education 0 Quality management 2 Technical-Vocational (Middle) 7 Civil construction 2 Higher (Bachelor & Honours Degree) 7 Public works 1 Postgraduate & Master’s 1 Physics 1

Civil Construction Market 1 Architecture 1 Electrical engineering 2 Electronics 1 Environment 1 Carpentry 1 Sewerage systems 1 Planning of Works 1

Construction Civil engineering 1


World Bank


As with the Industrial sector, the people surveyed stated that for the development of the

Energy sector, workers must have qualifications equivalent to mid-level technical and

vocational training and higher education in areas such as energy production, biofuels, hydraulic

engineering, and geology and mining (see Table 15).

Table 15: Qualifications and Areas for stimulating the Energy Sector


Primary education 1 Resources management and use 1 Secondary education 0 Geology and mining 1 Technical-Vocational (Middle) 7 Biofuels 1 Higher (Bachelor & Honours Degree) 5 Infrastructure management 1 Postgraduate & Master’s 0 Hydraulic engineering 1

Energy

Energy production 1


In the Commerce sector, the largest number of people surveyed emphasized the

importance of mid-level technical and vocational training, followed by higher education, as

qualifications necessary for the development of the sector, in areas such as commerce concepts

and management (see Table 16).

Table 16: Qualifications and Areas for stimulating the Commerce Sector


Primary education 2 Commerce concepts 2 Secondary education 0 Psychology 1 Technical-Vocational (Middle) 10 Technology 1 Higher (Bachelor & Honours Degree) 5 Sales techniques 1 Postgraduate & Master’s 0 Marketing 1

Management 2

Commerce

Economics 1


As in the case of the Industrial and Energy sectors, the people surveyed observed that

workers in the Food and Beverages sector should have qualifications equivalent to mid-level

technical and vocational training and higher education, in areas such as management and food

industry (see Table 17).

World Bank


Table 17: Qualifications and Areas for stimulating the Food and Beverages Sector


Primary education 0 Management 3 Secondary education 0 Food industry 2 Technical-Vocational (Middle) 1 Quality management 1 Higher (Bachelor & Honours Degree) 1

Foodstuffs and

Beverages Postgraduate & Master’s 0


2.2.2 Assessment of Availability of Technical Labour in Mozambique As illustrated in Graph 5 below, 89.47 percent of the 76 people surveyed mentioned

that Mozambique does not have a sufficient pool of equipped workers with the necessary

qualifications for the activity sectors identified above. This situation does not change according

to the nature of the institution to which people surveyed belong. In other words, people

surveyed from public institutions, private organizations, or NGOs all complain about the

insufficient properly qualified workers in the various sectors of activity (see Table 18).

Graph 5: Sufficient pool of equipped workers with the relevant skills to meet the market’s requirements


Yes

10.53%

No

89.47%

World Bank


Table 18: Sufficient pool of equipped workers with the relevant skills to meet the market’s needs, by sector of the organization surveyed

Is there a sufficient pool of equipped workers with the relevant skills for the industries identified in

question 2?

Yes No Total

Count 3 23 26 Public institution

% of Total 3,9% 30,3% 34,2%

Count 4 43 47 Private organization

% of Total 5,3% 56,6% 61,8%

Count 1 2 3

Sector of organization

surveyed

NGO

% of Total 1,3% 2,6% 3,9%

Total Count 8 68 76

% of Total 10,5% 89,5% 100,0%


The survey data also show that only a small percentage of the people surveyed from

institutions of the Services sector (6.6 percent), Energy sector (1.3 percent) and Commerce

sector (2.6 percent) agree that there is a sufficient pool of equipped workers with the necessary

skills, as compared with the people surveyed from the Hotels and Tourism, Education,

Communications and Information, Transport, Construction, Banking, Industry, and Food and

Beverage sectors (see Table 19).

In fact, these data are confirmed by the PEEC, which in 2005 notes the existence, of

only 41,000 TVET students, representing less than 2 percent of school aged youth. (MEC,

2006b)

As can be seen in Graph 6, the number of TVET students increased steadily since 1998

and then substantially after 2004 compared to the preceding years. While the number of young

women in TVET also rose over the past years, the number of enrolments of girls in 2005

represented a rate of 20 percent of all students, which was lower than in the other levels of the

education system (see Graph 6).

World Bank


Table 19: Sufficient pool of equipped workers with the relevant skills to meet the market’s needs, by sector of activity of the organization surveyed

Is there a sufficient pool of equipped workers with the relevant skills for the industries identified in

Question 2?

Yes No Total

Hotels and Tourism Count 0 3 3

% of Total ,0% 3,9% 3,9%

Services Count 5 30 35

% of Total 6,6% 39,5% 46,1%

Education Count 0 6 6

% of Total ,0% 7,9% 7,9%

Communication and Information

Count 0 3 3

% of Total ,0% 3,9% 3,9%

Transport Count 0 2 2

% of Total ,0% 2,6% 2,6%

Energy Count 1 2 3

% of Total 1,3% 2,6% 3,9%

Construction Count 0 1 1

% of Total ,0% 1,3% 1,3%

Banking Count 0 7 7

% of Total ,0% 9,2% 9,2%

Commerce Count 2 5 7

% of Total 2,6% 6,6% 9,2%

Industry Count 0 7 7

% of Total ,0% 9,2% 9,2%

Food and Beverages Count 0 2 2

% of Total ,0% 2,6% 2,6%

Total Count 8 68 76

% of Total 10,5% 89,5% 100,0%

Sector of Activity of

Organization Surveyed


World Bank


Graph 6: Increasing number of students in TVET in Mozambique according to gender (1998-2004)

41000

8200

25192

2221018090

49947132

6299

0

5000

10000

15000

20000

25000

30000

35000

40000

45000

1998 2002 2004 2005

Total

Girls

SOURCE: Adapted from MEC (2006a) and MEC (2006b)

The reasons stated by the people surveyed regarding the inexistence of a sufficient pool

and/or lack of labour with necessary technical skills/qualifications were, among others, the

small number of IETPs, very low literacy levels, low investment in TVET in the country, and

TVET not in line with the country’s development strategy (see Table 20).

Table 20: Reasons for the inexistence of a sufficient pool and/or lack of labour with necessary technical skills or qualifications


Percent Cumulative

Percent

TVET not in line with country’s development strategy 9 11,8 11,8 11,8

Small number of IETPs 10 13,2 13,2 25,0

Poor quality TVET 7 9,2 9,2 34,2

TVET in Mozambique does not cover all economic areas 7 9,2 9,2 43,4

Companies take training as a cost and not as an investment 3 3,9 3,9 47,4

Low investment in TVET in the country 9 11,8 11,8 59,2

Theoretic Curricula with little focus on skills developing 6 7,9 7,9 67,1

Weak connection between IETP and the job market 1 1,3 1,3 68,4

Very low literacy levels 10 13,2 13,2 81,6

Little motivation and vocational guidance for youth 1 1,3 1,3 82,9

Low salary for technically trained staff 2 2,6 2,6 85,5

Geographic imbalance in the IETP Network 3 3,9 3,9 89,5

N/A 8 10,5 10,5 100,0

Total 76 100,0 100,0


World Bank


The fact is that, according to the Ministry of Education and Culture (MEC) data and as

shown in Graph 7 below, although the number of technical schools in the country has been

growing since 1998, as of 2005 there were just a total of 48 of these schools, a number which is

much below the country’s real needs.

Graph 7: Increase in the number of Technical Schools in Mozambique (1998-2005)

3933

48

0

10

20

30

40

50

60

1998 2002 2005

SOURCE: Adapted from MEC (2006a)

The lack of qualified labour in Mozambique must not be viewed solely as a

Government’s responsibility, since the employers have also a duty to commit themselves to

training their staff in the context of a sustainable strategy to ensure their ranking in the market.

The large enterprises appear to be prepared to invest in employee training, which is not

the case of many small and medium enterprises (SMEs), that seem reluctant to invest in staff

training due to various reasons, including financial constraints, unavailability of appropriate

training opportunities, and failure to understand the benefits of training. (World Bank, 2004)

However, if SMEs constitute 99 percent of the private sector in Mozambique,

employing more than 80 percent of the sector’s workforce, this sector deserves extra attention

with regards to staff technical and vocational training due to its real contribution to the

economic growth and for the alleviation of absolute poverty. (MITRAB, 2006)

World Bank


2.2.3 Strategies for the adequate supply of trained labour in Mozambique

Regarding the assessment of the impact of strategies on the supply of technical skilled

labour, more than 70 percent of the people surveyed says that the increasing of job

opportunities, whether for technical and vocational trained labour or for technical courses'

graduates, is a strategy with a strong impact on the TVET system (see Table 21).

On the other end, the improvement of the remuneration system for technical skilled

workers is considered a high-impact strategy by 63.2 percent of people surveyed, while 42.1

percent felt that associating greater prestige with technical training could have a moderate

impact (see Table 21).

Table 21: Assessment of the impact of strategies on the supply of technical skilled labour in Mozambique

No impact

Little impact

Moderate impact

Strong impact Total

Count 2 8 18 48 76 Improvement of remuneration system for technical skilled workers

% 2,6% 10,5% 23,7% 63,2% 100,0%

Count 4 11 32 29 76 Greater prestige associated with technical training

% 5,3% 14,5% 42,1% 38,2% 100,0%

Count 2 3 14 57 76 More job opportunities for technical skilled workers

% 2,6% 3,9% 18,4% 75,0% 100,0%

Count 2 5 14 55 76 Increase in job opportunities for technical-course graduates

% 2,6% 6,6% 18,4% 72,4% 100,0%


Training and qualification are attractive for individuals wanting to earn more and,

according to a study conducted by the World Bank in 2004, there is greater acceptance in the

Mozambican labour market for people who attended TVET, especially at the middle level.

(World Bank, 2004)

The assessment of the impact of the above strategies differs depending on the nature of

the institution or organization where the respondents were employed. A larger percentage of

respondents from private organizations or NGOs consider the improvement of the

remuneration system for technical skilled workers to be a strategy with little or no impact than

did those from public institutions (see Table 22).

World Bank


While the connection between greater prestige and technical training is viewed as a

high-impact strategy by all people surveyed from NGOs, it is only rated as being of moderate

impact by the people surveyed from public and private institutions (see Table 22).

People surveyed from public and private institutions and from NGOs are, for the most

part, unanimous in considering increased job opportunities for technical skilled labour to be a

strategy with major impact. On the other hand, while the majority of people surveyed from

public and private institutions consider the increasing of job opportunities for technical

graduates as a high-impact strategy, the same assessment is also made by all people surveyed

from NGOs (see Table 22).

Table 22: Assessment of the impact of strategies on the supply of technical skilled labour in Mozambique by sector

No impact Little impact

Moderate impact

Strong impact

Count 1 1 9 15 Improvement in remuneration system for technical skilled workers

% 3,8% 3,8% 34,6% 57,7%

Count 1 3 13 9 Greater prestige associated with technical training

% 3,8% 11,5% 50,0% 34,6%

Count 1 1 4 20 More job opportunities for technical skilled workers

% 3,8% 3,8% 15,4% 76,9%

Count 1 5 20

Public Institution

Increased job opportunities for technical-course graduates

% 3,8% 19,2% 76,9%

Count 1 6 9 31 Improvement in remuneration system for technical skilled workers

% 2,1% 12,8% 19,1% 66,0%

Count 3 8 19 17 Greater prestige associated with technical training

% 6,4% 17,0% 40,4% 36,2%

Count 1 2 9 35 More job opportunities for technical skilled workers

% 2,1% 4,3% 19,1% 74,5%

Count 1 5 9 32

Private Institution

Increased job opportunities for technical-course graduates

% 2,1% 10,6% 19,1% 68,1%

Count 1 2 Improvement in remuneration system for technical skilled workers

% 33,3% 66,7%

Count 3 Greater prestige associated with technical training

% 100,0%

Count 1 2 More job opportunities for technical skilled workers

% 33,3% 66,7%

Count 3

NGO Increased job opportunities for technical-

course graduates % 100,0%


World Bank


As with other strategies for improving availability of technical skilled labour in the

country, the respondents suggest, among others (see Table 23), incentive systems to attract and

retain technical staff (13.2 percent), opportunities for training courses in enterprises (26.3

percent), career-advancement opportunities (11.8 percent), improvement of the quality of

TVET (10.5 percent), and a salary scale based on skills (10.5 percent).

Table 23: Strategies for improving availability of technical skilled labour in Mozambique


Percent Cumulative Percent

Greater investment in the main economy sectors 6 7,9 7,9 7,9

Intensive on-the-job training 3 3,9 3,9 11,8

Increase in technical and vocational courses 2 2,6 2,6 14,5

Opportunities for training courses in enterprises 9 11,8 11,8 26,3

Improvement of the quality of TVET 8 10,5 10,5 36,8

Introduction of competencies-based curricula 1 1,3 1,3 38,2

Opening of more technical schools 4 5,3 5,3 43,4

Skill-based salary system 8 10,5 10,5 53,9

Career-advancement opportunities for technical staff 9 11,8 11,8 65,8

Incentive system to attract and retain technical staff 10 13,2 13,2 78,9

Incentives for placing technical staff in the districts 3 3,9 3,9 82,9

Incentives for SMEs and industrial sector 1 1,3 1,3 84,2

Equipping of the IETPs 1 1,3 1,3 85,5

Appropriate and attractive working conditions 6 7,9 7,9 93,4

Greater investment in TVET 5 6,6 6,6 100,0

Total 76 100,0 100,0


2.3 Feedback on TVET in Mozambique

2.3.1 Opinion on the quality of the graduates

The great majority of the people surveyed (80.26 percent) are of the opinion that the

IETPs in Mozambique are not able to train graduates with qualifications suitable for meeting

the needs of the economy's various sectors (see Graph 8).

World Bank


Graph 8: Opinion of the people surveyed regarding the quality of IETP graduates for meeting the needs of the economy’s sectors


The above opinion is confirmed by the study carried out by the World Bank in 2004,

which reports that employers complain about the inadequate practical skills and management

capabilities of the graduates. (World Bank, 2004)

In the context of the present survey it is noted that this dissatisfaction with the

graduates’ quality is still a current issue, judging from the comments voiced by people

surveyed from public and private institutions as well as NGOs (see Table 24).

Table 24: Opinion of the people surveyed by sector on the quality of IETP graduates for meeting the needs of the economy’s sectors

Are the technical and vocational education and

training institutions producing enough graduates to meet the needs of the industry?

Yes No Total

Public Institution Count 7 19 26

% of Total 9,2% 25,0% 34,2%

Private Institution Count 7 40 47

% of Total 9,2% 52,6% 61,8%

NGO Count 1 2 3

Sector of the

Organization Surveyed

% of Total 1,3% 2,6% 3,9%

Count 15 61 76 Total

% of Total 19,7% 80,3% 100,0%


Yes

19.74%

No

80.26%

World Bank


The survey data also reveal that only a small percentage of people surveyed from

institutions in the Services (7.9 percent), Education (1.3 percent), Communication and

Information (1.3 percent), Energy (1.3 percent), Banking (1.3 percent) and Commerce (3.9

percent) sectors concur that the IETPs are training graduates with sufficient qualifications to

meet the needs of the economy, as opposed to the people surveyed from the Transport,

Construction, Banking, Industry, and Food and Beverage sectors (see Table 25).

Table 25: Opinion of the people surveyed by sector of activity on the quality of IETP graduates for meeting the market’s needs

Are the technical and vocational education and training

institutions producing enough graduates to meet

the needs of industry?

Yes No Total

Hotels and Tourism Count 2 1 3

% of Total 2,6% 1,3% 3,9%

Services Count 6 29 35

% of Total 7,9% 38,2% 46,1%

Education Count 1 5 6

% of Total 1,3% 6,6% 7,9%

Communication and Information

Count 1 2 3

% of Total 1,3% 2,6% 3,9%

Transport Count 0 2 2

% of Total ,0% 2,6% 2,6%

Energy Count 1 2 3

% of Total 1,3% 2,6% 3,9%

Construction Count 0 1 1

% of Total ,0% 1,3% 1,3%

Banking Count 1 6 7

% of Total 1,3% 7,9% 9,2%

Commerce Count 3 4 7

% of Total 3,9% 5,3% 9,2%

Industry Count 0 7 7

% of Total ,0% 9,2% 9,2%

Food and Beverages Count 0 2 2

Sector of Activity of the Organization

Surveyed

% of Total ,0% 2,6% 2,6%

Count 15 61 76 Total

% of Total 19,7% 80,3% 100,0%


World Bank


The people surveyed from the Hotels and Tourism sector were the only ones, compared

with the other sectors, who, by a significant percentage (2.6 percent) pointed out that the IETPs

are training graduates with qualifications required by the labour market (see Table 25).

The weak capacity of the TVET schools to train graduates with the qualifications

required by the market is associated with problems deriving from the system’s low efficiency

(a situation which is acknowledged by the Government); as a result of a set of negative factors,

namely: the high percentage of IETPs lacking basic facilities in terms of offices and

laboratories, the inexistence of practical and laboratory classes for the night-shift students, the

large number of students per class, all of which make it impossible to conduct practical classes

efficiently, while the lack of books, manuals and other teaching and learning tools, combined

with the followed traditional pedagogic model (centered on a teacher for the subject matter and

based on the passing on of knowledge), contributing to the students’ limited learning level.

(MEC, 2001)

Of the 19.7 percent of the respondents who stated that the IETPs trains graduates with

satisfactory qualifications, 7.89 percent rate the graduates’ technical competencies as sufficient

and good (see Graph 9).

Graph 9: Rating of graduates’ technical competencies


Very good

2.63% Good

7.89% Sufficient

7.89% Poor 1.32%

N/A

80.26%

World Bank


With regards to the graduates’ methodological competency, the majority of the people

surveyed (14.47 percent) rated it as sufficient, but 3.95 percent of them rated the graduates’

competencies in this area as poor (see Graph 10).

Graph 10: Rating of graduates’ methodological competencies


With respect to the graduates social competencies, the majority of the people surveyed

(11.84 percent) rated it as sufficient, but once again 3.95 percent awarded ratings of poor, good

and very good (see Graph 11).

Graph 11: Rating of graduates’ social competencies


Very good

1.32%Sufficient

14.47%Poor3.95%

N/A

80.26%

Very good

1.32%

Good2.63%

Sufficient

11.84% Poor 3.95%

N/A

80.26%

World Bank


The assessment of the graduates’ skills varies depending on the nature of the

institutions in which they are employed. As it can be seen on Table 26 below, the majority of

those from NGOs attribute a rating of very good to the graduates’ technical and

methodological competencies, while those from public and private institutions do not.

On the other hand, the assessment of the graduate’s technical and social competencies

is more positive (good and very good) when done by the people surveyed from public

institutions as opposed to those from private ones, as is can also be seen in Table 26.

Table 26: Assessment of graduates’ competencies by sector of the institution to which the surveyed belong

Very Good

Good

Sufficient

Poor N/A

Count 1 3 3 19

Technical competency % 3,8% 11,5% 11,5% 73,1%

Count 5 2 19

Methodological competency % 19,2% 7,7% 73,1%

Count 1 1 2 3 19

Public Institution

Social competency % 3,8% 3,8% 7,7% 11,5% 73,1%

Count 3 3 1 40

Technical competency % 6,4% 6,4% 2,1% 85,1%

Count 6 1 40

Methodological competency % 12,8% 2,1% 85,1%

Count 1 6 40

Private Institution

Social competency % 2,1% 12,8% 85,1%

Count 1 2

Technical competency % 33,3% 66,7%

Count 1 2

Methodological competency % 33,3% 66,7%

Count 1 2

NGO

Social competency % 33,3% 66,7%


The 80.26 percent of the people surveyed who stated that the IETPs are not training

graduates with the qualifications necessary for the various economic sectors noted, among

other things, that the graduates are unable to apply their knowledge (know-how), their

problem-solving, creativity and innovation skills as well as general knowledge (see Table 27).

World Bank


Table 27: Technical Skills/Qualifications that Mozambican graduates lack


Percent Cumulative

Percent

Work methodology 2 2,6 2,6 2,6

Problem solving 6 7,9 7,9 10,5

Theoretical knowledge 2 2,6 2,6 13,2

Creativity and innovation 4 5,3 5,3 18,4

Technological skills 3 3,9 3,9 22,4

Negotiating ability 1 1,3 1,3 23,7

Planning 2 2,6 2,6 26,3

Time management ability 1 1,3 1,3 27,6

Attitude and responsible behaviour 1 1,3 1,3 28,9

Leadership and entrepreneurship 3 3,9 3,9 32,9

Application of knowledge (know-how) 25 32,9 32,9 65,8

Management techniques 1 1,3 1,3 67,1

Oral and written communication skills 3 3,9 3,9 71,1

Logical reasoning 2 2,6 2,6 73,7

General knowledge 5 6,6 6,6 80,3

N/A 15 19,7 19,7 100,0

Total 76 100,0 100,0


This tendency on the part of the majority of the people surveyed to consider that the

IETPs are not training graduates with the qualifications needed for the various sectors of the

economy is based on the present mismatch between the demand for and supply of trained

labour, in terms of training level, as well as actual skills and knowledge. As the EETP (MEC,

2001, p. 11) states:

“the present situation is a paradox: while the training institutions train candidates with skills of

little relevance to the labour market, at a relatively high cost (due to low efficiency), certain

basic skills (fundamentally for the sectors of the economy, administration and services, key

industries, agroindustries and rural development) which are extremely necessary, are not

available.”

On the other hand, the lack of information on the job market and the poor participation

of employers in the management of training institutions, as well as in all stages of the training

process (from conception to evaluation), has not facilitated the balance between demand and

supply of professional skills and competencies. (MEC, 2001)

World Bank


2.3.2 Challenges and strategies of the TVET system in Mozambique

When asked about the biggest challenges involved in developing the TVET system in

Mozambique, the majority of the people surveyed mentioned, among other things, the

efficiency and quality of TVET, strategic balance of TVET with the market’s needs, expansion

of TVET throughout the country, and the allocation of more public resources to TVET (see

Table 28).

Table 28: Challenges facing TVET in Mozambique

Frequency Percent Valid Percent Cumulative

Percent

Strategic balance of TVET's with the market needs 18 23,7 23,7 23,7

Recognition of professional workers with technical qualifications

3 3,9 3,9 27,6

Implementation of TVET throughout the country 10 13,2 13,2 40,8

ETP efficiency and quality 26 34,2 34,2 75,0

Allocation of more public resources to TVET 8 10,5 10,5 85,5

Proper integration of technical professionals into the market

5 6,6 6,6 92,1

Mass training of mid-level technicians 6 7,9 7,9 100,0

Total 76 100,0 100,0


The above mentioned challenges are strategic priorities of the current TVET system

envisaged in the EETP. However, the biggest one is the lack of financial resources coupled

with the lack of financing mechanisms for ensuring the sustainability of TVET. According to

the MEC (2001, p. 14):

“TVET receives only a symbolic proportion of the public funds allocated to Education. The

funds allocated in real terms are insufficient to run the existing institutions in an economically

efficient manner. The training institutions have major problems in obtaining sufficient funds

(except for those supported through international cooperation) for their development, for hiring

and retaining qualified staff.”

It is important to increase and diversify TVET's sources and mechanisms of financing

and the involvement of social partners in the managing and administration of TVET will be

crucial for the success of the system's reform, started in 2006 by PIREP.

World Bank


Among some strategies for overcoming the challenges facing the TVET system, the

people surveyed list, among others, encouraging enterprises to offer professional internship, to

grant scholarships to disadvantaged people, to find more partners to support the system, to

review the current system, to carry out the methodological training of trainers, to equip the

institutions, and to increase the number of hours devoted to practical training (see Table 29).

Table 29: Strategies for overcoming the Challenges Facing TVET in Mozambique


Percent Cumulative

Percent

Review of the current TVET 6 7,9 7,9 7,9

Hand over TVET to private management 4 5,3 5,3 13,2

Raising the trainers' salaries 4 5,3 5,3 18,4

Overcome fraud in education institutions 3 3,9 3,9 22,4

Carry out the methodological training of trainers 6 7,9 7,9 30,3

Equipping of the IETP 6 7,9 7,9 38,2

Granting scholarships to disadvantaged people 7 9,2 9,2 47,4

Encouraging enterprises to offer professional internship 11 14,5 14,5 61,8

Offer a wider range of professional courses 2 2,6 2,6 64,5

Increasing the number of hours devoted to practical training 6 7,9 7,9 72,4

Increase the State's budget for TVET 4 5,3 5,3 77,6

Find more partners to support the TVET 7 9,2 9,2 86,8

Hiring of trainers based on strict criteria 1 1,3 1,3 88,2

Transparent management of donor funds for the TVET 2 2,6 2,6 90,8

Rehabilitation of the TVET infrastructure network 5 6,6 6,6 97,4

Introduction of a skills-based salary scale 2 2,6 2,6 100,0

Total 76 100,0 100,0


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3 CONCLUSIONS

In light of the objectives set for this survey, the findings derived from the data

gathered, both by using the questionnaire with the target public and through documentary

and bibliographic research, enable us to conclude that:

� Technical training contributes to development of the Mozambican economy since it

promotes quality production and work, increases workforce know-how, encourages

professional performance, facilitates efficient decision making, and increases

entrepreneurial capacity;

� The three sectors that will play the most crucial part in stimulating Mozambique’s

economic growth in the next five years are Agriculture, Hotels and Tourism, and

Industry, for all of which mid-level technical and vocational training is the

prerequisite of skills needed to promote the development of these and other

economic sectors;

� Public and private institutions and NGOs, particularly in the Hotels and Tourism,

Education, Communications and Information, Transport, Construction, Banking,

Industry, and Food and Beverage sectors, complain about the shortage of technical

skilled labour in the various sectors of activity in the country, which they attribute

to the reduced number of IETPs, very low literacy levels, insufficient investment in

TVET and the mismatch between TVET and the market needs;

� The increasing of job opportunities, for both workers with technical and vocational

training qualifications and for graduates of technical courses, and improvement of

the remuneration system for workers with technical and vocational training, are

strategies of technical skilled labour supply with strong impact. The improvement

of the remuneration system for workers with technical and vocational training is

viewed by private institutions and NGOs as a strategy with little or no impact,

whereas it is considered a high-impact approach by public institutions. The greatest

prestige associated with technical training is perceived as a strategy with moderate

impact for public and private institutions but of strong impact for NGOs;

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� Other strategies which make it possible to improve the supply of technical skilled

labour in Mozambique are the introduction of incentive systems to attract and retain

technical staff, creation of opportunities for internship in companies as well as

carreer advancements, upgrading the quality of TVET, and introduction of

remuneration systems based on performance;

� Public and private institutions and NGOs participating in this survey are dissatisfied

with the quality of the IETP’s graduates; particularly in the case of institutions in

the Transport, Construction, Banking, Industry, and Food and Beverage sectors,

whereas the Hotels and Tourism sector institutions consider that the IETPs train

graduates with qualifications which meet the labour market’s requirements;

� The few institutions that believe that the IETPs are training acceptably qualified

graduates, rate the technical competencies of these graduates as good and sufficient

and their methodological and social competencies as sufficient. The assessment of

the graduates’ competencies varies depending on the institutions concerned: the

NGOs tend to positively evaluate their technical and methodological competencies,

as opposed the people surveyed from public and private institutions, while the

ratings of graduates’ technical and social competencies by public institutions are

more positive than those awarded by private institutions;

� In the opinion of employers and governmental and educational institutions, the

graduates lack the ability to make use of their knowledge (know-how), problem

solving-skills and creativity, the capacity for innovation, and general knowledge;

� The greatest challenges facing the development of the TVET system in

Mozambique are, among others, the efficiency and quality of TVET, the balance

between the TVET strategy and the needs of the market, the expansion of TVET to

the entire country, and the allocation of more public resources to TVET;

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� The main strategies to overcome the challenges facing TVET in Mozambique are

incentives for enterprises to offer vocational internship, granting of scholarships to

the most disadvantaged applicants, more partners to support the system, review of

the current system, upgrading of methodology training for trainers, equipment of

the institutions, and increasing the number of hours devoted to practical training.

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4 REFERENCES

1. KPMG (2007). Survey – Ranking of the 100 Largest Enterprises of Mozambique. Maputo: KPMG.

2. MEC (2001). Strategy of Technical and Vocational Education in Mozambique (2002-20011). Maputo: MEC.

3. MEC (2006a). Education Statistics. Maputo: MEC/Department of Planning and Cooperation.

4. MEC (2006b). Strategic Plan of the Ministry of Education and Culture 2006-

2010/11. Maputo: MEC.

5. MITRAB (2006). Employment and Vocational Training Strategy in Mozambique. 2006-2015. Maputo: MITRAB.

6. UNDP (2000). Education and Human Development: Trajectory, lessons and challenges for the 21st century. Maputo: UNDP.

7. World Bank (2004). Mozambique. Skills Development in Mozambique: Issues and Options. Maputo: World Bank.

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5 ANNEXES

5.1 Survey Questionnaire

Survey on Technical Manpower Needs Notes to respondents (Employers, Educational Institutions, Relevant Government Departments): The interaction between labour demand and supply plays an important role in driving and sustaining the growth of a country’s economy. The purpose for this survey is to gain a better understanding on the technical skills required to drive a country’s economic growth. The survey forms part of the pre-workshop preparation for participants of the ‘Leaders in Education and Training for Sustained Growth in Africa’ to look into how to leverage the skills of technical skilled workers to support economic growth. Your responses will be treated with the utmost confidentiality and no individual respondent will be identified. Job title/ Position: _____________________________________________________________________

Name of Company/ Organization: ________________________________________________________

Nature of Business of Organization: ______________________________________________________

1. In your opinion, how does technical training contribute to the development of the

economy?

2. Please identify the top 3 industries that would be driving Mozambique economic growth in the next 5 years and briefly state the reason for your choice.

Industry 1 Industry 2 Industry 3

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3. Please identify the technical skills that the labour force in Mozambique should possess in driving the development of the industries that you had identified in question 2.

Section A: Views on the Economy Industry 1 Industry 2 Industry 3 n B: Assessment of Supply of Technical Manpower

4. Is there in Mozambique a sufficient pool of workers equipped with the relevant skills for the industries that you had identified in question 2? (Please tick the appropriate box).

Yes: □ No: □ If no, please state the reason for the shortage or why the workers lack these relevant technical skills.

5. How do you rate the impact of the following strategies on the supply of technical skilled workers in Mozambique? (Please tick the appropriate box).

Strategies

No

Impact

Little

Impact

Moderate

Impact

Strong

Impact

An improvement in the remuneration system

for technical skilled workers

Greater prestige associated with technical

training.

More job opportunities for technical skilled

workers

An increase in the intake of school leavers

taking up technical skills training

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6. What other strategies could increase the supply of technical skilled workers in Mozambique?

Views Economy

7. Are the technical and vocational education and training institutions in Mozambique producing enough qualified graduates to meet the needs of the industry? (Please tick the appropriate box).

Section A: Views

Yes: □ (please go to 7a) No: □ (please go to 7b)

7.a If yes, please give your views on the quality of the graduates in terms of their technical competency, methodological competency and social competency.

(i) Technical Competency (i.e. Job knowledge & skills) (ii) Methodology Competency (i.e. Problem solving, decision making, organization skills & creativity) (iii) Social Competency (i.e. Work consciousness, communication skills & teamwork)

7.b If no, please state the technical skills that the graduates are lacking in.

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8. What are some of the challenges faced in the development of the technical and vocational education and training system in Mozambique?

9. What are some of the strategies to overcome the challenges?

Thank you for your participation!

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5.2 Organizations participating in the Survey

No. Organization 1 African Banking Corporation (Mozambique), SARL 2 DNA - Direcção Nacional de Águas 3 Higest Moçambique Lda 4 Banco Austral, SARL 5 Standard Bank, SARL 6 MISAU - Ministério da Saúde 7 Christian AID 8 Tribunal Supremo 9 FIPAG - Fundo de Investimento e Património de Água 10 UP - Universidade Pedagógica 11 Cilix Software 12 Grupo Intercar Moçambique 13 Petromoc - Petróleos de Moçambique, SARL 14 Grupo Visabeira 15 Mozambique Holiday Trading 16 Kangela Comercial, Lda. 17 Fórum Mulher 18 MMT- Manica Moçambique Terminais, Lda. 19 Mitsubishi Corporation 20 Zambujo & Associados, Lda. 21 Coca-Cola Sabbo (Moçambique), SARL 22 MINAG - Ministério da Agricultura 23 Embaixada da Suécia/ ASDI 24 INDE - Instituto Nacional de Desenvolvimento da Educação 25 Manica Freigth Services (Moçambique), SARL 26 CARE INTERNATIONAL 27 IMEP - Instituto Médio Politécnico 28 Mercury Comercial, Lda. 29 Banco Procredit 30 Mozal, SARL 31 Direcção Nacional de Migração 32 INSS - Instituto Nacional de Segurança Social 33 4ª Esquadra da PRM 34 Mcel - Moçambique Celular, Lda. 35 Instituto de Directores de Moçambique 36 Universidade Politécnica - A Politécnica 37 GPZ - Gabinete de Promoção do Vale do Zambeze 38 HCB - Hidroeléctrica de Cahora Bassa, SARL 39 PROTAL 40 Banco Oportunidades de Moçambique 41 Ministério/Governo 42 LDH - Liga dos Direitos Humanos 43 PGR - Procuradoria Geral da República 44 Hotel 2001 45 Austral Consultores

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No. Organization 46 Sociedade do Notícias, SARL 47 UEM - Universidade Eduardo Mondlane 48 Crown Cork Company Moçambique, Lda. 49 Pandora Box, Lda. 50 DPAAC - Direcção Provincial dos Assuntos dos Antigos combatentes 51 DPP - Direcção Provincial de Pescas 52 Ceta Construção e Serviços SARL 53 CONSULTEC 54 INIA - Instituto Nacional de Investigação Agrária 55 PDNA Moçambique, Lda 56 Echo Delta (Holdings), Lda. 57 Mozsharing, Lda. 58 Alfa Segurança, SARL 59 Plexus Mozambique, Lda. 60 Embaixada do Egipto 61 TECAP, Lda.

62 INEFP - Instituto Nacional de Emprego e Formação Profissional

63 BAT - British American Tobacco Mozambique

64 BM - Banco de Moçambique

65 RGB Filmes

66 INE - Instituto Nacional de Estatística

67 TCT Industrias Florestais, Lda

68 SMAGB - Sociedade Moçambicana de Administração e Gestão de Bens, SARL

69 MOPH - Ministério de Obras Públicas e Habitação

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