TOWARDS PROGRAMME IMPROVEMENT IN NON-FORMAL VOCATIONAL EDUCATION AND TRAINING IN MOZAMBIQUE ALZIRA MANUEL

LOCATION OF THE STUDY - MOZAMBIQUE

STRUCTURE OF THE PRESENTATION 1. Introduction 2. Objective and research questions 3. Theoretical considerations 4. Methodology 5. Findings 6. Discussion conclusion

1. INTRODUCTION Major challenges of formal education in Mozambique: Access, quality and administrative system Focus of this study: Non-Formal Vocational Education and Training (NFVET) as a way to expand access to education and training, in particular for out of school and unemployed youth and adults.

INTR. (CONT.) Previous studies on formal and NFVET in Mozambique revealed: Quality of Vocational Education and training affect the employabity of the learners (Brower & Brito, 2010). Lack of alignment between the demand of the market and the curriculum in the training centres (Van der Linden & Manuel, 2011). Many beneficiaries do not use the acquired skills (Caifaz, 2012).

2. OBJECTIVES AND RESEARCH QUESTIONS Objective: - To explore how NFVET can be improved to enhance people’s chances to get work and to participate actively in their own process of learning and development. Research questions: - How do educators and participants percieve the role of NFVET? - Which are the characteristics of NFVET in the selected training programmes? - How can NFVET be improved to focus not only on practical skills, but also on the skills needed to empower the learners?

3. THEORETICAL CONSIDERATIONS Life skills, empowerment, social inclusion Interconnected concepts: life skills lead to people’s empowerment enable participation in economic and social life. Life skills abilities and behavior enabling individuals to deal effectively with the demands and challenges of every day life (John & Ganesh, 2012, p.1). Participative learning Jarvis (2006) and Freire (2005) Lerners-centred learning, dialogue (learners confidence and awareness). Factors contributing for more effective NFVET

THEORETICAL CONSIDERATION. CONT. Factors contributing for more effective NFVET Vocational skills complemented with individual, social and reflective skills (Singh, 2003) Flexible curriculum (Gerold & Herbon, 2002) Promotion of innovation and creativity (European Commission, 2002) Guidance and counseling (Blaak et al, 2013) Flexibility, intensive support, learners centred curricula, conducive environment, link to the labor market and further education (Tukundane et. Al, 2015).

4. METHODOLOGY Qualitative and exploratory case studies (two NFVET centres in Maputo) with some elements of action research. Data collection: semi-structured interview, focus group, classroom observation and data from the 1 st workshop (2012). Sample: 8 educators (7 male and 1 female) part-time educators (employed full-time in formal technical education or in literacy course). 17 youth and adults ex-participants in two focus groups. (12 male and 5 female).

METHODOLOGY CONT. Classroom observation in courses of electricity, car-repair, refrigeration, small business management and sewing. Data was tape recorded, transcribed, analyzed and main theme identified. Preliminary findings presented in the 2nd workshop at Eduardo Mondlane University

5. FINDINGS Themes: - Non-Formal Voctional Education and Training as a way to the world of work. - Dominating pedagogy and the nature of NFVET - Factors contributing to the improvement of NFVET

THE ROLE OF NFVET: EDUCATORS AND EX- PARTICIPANTS’ PERCEPTIONS: NFVET AS A WAY FOR THE WORLD OF WORK Employment in formal and/or in informal sector Self-employment and occasional work ”biscato”. Possibility to work in both formal and informal sector, simultaneously. - ”individuals can work in different settings, even in the streets” (participant car-repair) Small business skills as complementary skills.

CHARACTERISTICS OF NFVET IN THE SELECTED PROGRAMMES Non-formal vocational education programmes predominantly educators- centred Training is based on dictation, writing down the contents in the blackboard and explanation of the contents. Rigid organization of the training, lack of flexibility Theoretical lessons, assessment (writen test) and some practical lessons 2nd case: more learners-centred learning in practical part of the training (based on dialogue and exchange of experience amongst learners).

NON-FORMAL VOCATIONAL EDUCATION CLASSES

IDEAS FOR PROGRAMME IMPROVEMENT Pedagogical aspects: Provision and improvement of teaching and learning material (equipment, learner’s manual) Improvement (updating) of the curriculum and inclusion of complementary skills Improvement of the educators competences (technical and pedagogical). Organizational aspects: control of the training activity in the training centres.

CONT. Revision of the requisites for participation in the training (schooling level of the candidates). Improvement of partnership amongst the training centers and the market (formal in informal sector). Encouragement of proactivity to the learners to explore existing opportunities and initiatives in their communities. Involvement of the local enterprises for the sustainability of training programme (as their social responsibility).

6. DISCUSSION AND CONCLUSION NFVET – a way of expanding access to education and training The predominant methods are teacher centered, promoting memorization and passivity on the learners. This limitation is mainly linked to two aspects: a) Educators pedagogical competences b) Poor learning environment Layout of the programme replicates the formal education programme organization (including assessment methods).

DISCUSSION AND CONCLUSION Lack of flexibility Characteristics of Non-formal education: only observable in terms of duration of the training and by the fact of being out of formal system of education. Flexibility and learners-centred learning would be the most basic principles to empower the learners. Educators must help learners to learn and achieve their potential (Jarvis, 2006).

DISCUSSION AND CONCLUSION CONT. Factors contributing for the improvement of the selected NFVET programmes Educators competences, ensured. Learners-centered curricula Availability of appropriate teaching-learning material and equipment Control of the training activities Collaboration with the labour market in its formal and informal settings.

DISCUSSION AND CONCLUSION Others studies referred to: Guidance, counseling and the development of life skills (Blaak et al., 2013) Flexibility, intensive support, learners centred curricula, conducive environment, link to the labor market and further education (Tukundane et. al, 2015). All these factors aim to: Involve learners in their own process of development Empower the learners and “prepare them for decent and sustainable work” as well as to active participation in the wider economic and social life.

THANK YOU MUITO OBRIGADA