TVET Baseline and Market scan in homoine and jangamo districts by Plan Nederland

TVET BASELINE AND MARKET SCAN IN HOMOINE AND JANGAMO DISTRICTS

Luis Artur & Arsénio Jorge August 2013

ACKNOWLEDGEMENTS

This report is a joint effort from different actors at different levels. It was possible thanks to the willingness and cooperation of many institutions and people at different levels, from national to communities. The authors acknowledge the financial support from the European Union and the full cooperation of Plan-Mozambique in particular the efforts put in by dra. Sonia Almelda, Dr.William Acquah, Eng. Jo達o Bobotela, dra. Emerciana Gaspar and Mr. Resende. The authors fully acknowledge the valuable inputs provided by staff from the district administration, from SDAE, from SDEJT and directors of the technical schools. A deepest gratitude to Eng. Calvino from the administration of Homoine and, to Ms. Helena from ACUDES in Jangamo for their full engagement; they spent a week long with the research team around all the localities of their respective districts. Many thanks Eng. Calvino and Ms. Helena for this. The research team extends the gratitude to dr. Carimo from INEFP and dr. Enoque from ACUDES for their valuable insights on the issue of youth employment. The authors also thank the chiefs of the localities for preparing the meetings with the youth. And a big thanks to all interviewed people for their participation. A sincere gratitude to the people interviewed in the emerging private sector in the two districts for the kind consent of their life stories.

To all of them a warm and sincere, Thank you; Obrigado; Kanimambo!

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TABLE OF CONTENT ACKNOWLEDGEMENTS ..............................................................................................................................................1 LIST OF ABBREVIATIONS............................................................................................................................................4 LIST OF TABLES AND FIGURES .................................................................................................................................6 EXECUTIVE SUMMARY ...............................................................................................................................................8 1. OVERVIEW ..............................................................................................................................................................11 1. 1. CONTEXT........................................................................................................................................................11 1.2. THE PROJECT .................................................................................................................................................12 1.3. PROJECT KEY PARTNERS AND APPROCH .................................................................................................14 1.4. THE REPORT...................................................................................................................................................16 1.4.1. OBJECTIVES ............................................................................................................................................16 1.4.2. STRUCTURE ............................................................................................................................................16 2. KEY CONCEPTS AND FRAMEWORK ....................................................................................................................17 3. METHODOLOGY .....................................................................................................................................................19 3.1. DESK STUDY OR DOCUMENTS REVIEW .....................................................................................................19 3.2. PRIMARY DATA COLLECTION .......................................................................................................................19 4. KEY SOCIO ECONOMIC INDICATORS..................................................................................................................24 4.1. HOMOINE ........................................................................................................................................................24 4.1.1. GEOGRAPHY AND POPULATION...........................................................................................................24 4.1. 2. . LIVELIHOODS AND WELLBEING .........................................................................................................25 4.1.3. CHILDREN RIGHTS .................................................................................................................................29 4.1.4. EDUCATION .............................................................................................................................................30 4.2 JANGAMO .........................................................................................................................................................34 4.2.1. GEOGRAPHY AND POPULATION...........................................................................................................34 4.2. 2. LIVELIHOODS AND WELLBEING ...........................................................................................................35 4.3.3. CHILDREN RIGHTS .................................................................................................................................38 4.4.4. EDUCATION .............................................................................................................................................39 5. YOUTH EMPLOYMENT AND EMPLOYABILITY: LOCAL MARKET AND GAPS ...................................................41 5.1. What trainings are offered? ..............................................................................................................................43 5.2. Are these trainings still relevant? ......................................................................................................................44 5.3. What are the potential technical/vocational trainings in need? .........................................................................45 6. IMPLEMENTATION STRATEGY .............................................................................................................................48 2|Page

7. BARRIERS TO ACCESS FOR GIRLS AND MARGINALIZED GROUPS ................................................................51 8. CONCLUSIONS AND RECOMMENDATIONS ........................................................................................................53 REFERENCES ............................................................................................................................................................57

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LIST OF ABBREVIATIONS AIDS

Acquired Immune Deficiency Sindrome

ACUDES

Associação Cultural para Desenvolvimento Sustentável

AfDB

African Development Bank

CBO

Community Based Organization

CNCS

Conselho Nacional do Combate ao Sida

CSP

Country Strategic Plan

ETP

Ensino Tecnico Profissional

EFR

Escola Familia Rural

European Union

European Community

FDD

Fundo de Desenvolvimento do Distrito

FGD

Focus Group Discussion

GDP

Gross Domestic Product

GoM

Government of Mozambique

HIV

Human Immune Virus

IAI

Instituto Agrário de Inhamussua

IFC

International Finance Corporation

IFP

Instituto de Formação de Professores

ILO

International Labour Organization

IMF

International Monetary Fund

INE

Instituto Nacional de Estatísticas

ILO

International Labour Organization

INE

Instituto Nacional de Estatística

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INEFP

Instituto Nacional de Emprego e Formação Profissional

Kilometers

MASC

Mecanismo de Ajuda a Sociedade Civil

MINAG

Ministério de Agricultura

MTN

Metical Novo

NGO

Non-Governmental Organization

OECD

Organization for Economic Co-operation and Development

PARP

Plano de Acção de Redução de Pobreza

PEDD

Plano Estratégico do Desenvolvimento do Distrito

PIREP

Programa Integrado de Reforma do Ensino Profissional

PPP

Public Private Partnership

SDAE

Serviços Distritais de Actividades Economicas

SDEJT

Serviços Distritais de Educação, Juventude e Tecnologia

SPSS

Statistical Package for Social Science

Television

TVET

Technical and Vocational Educational Training

VTC

Vocational Training Center

UNDP

United Nations Development Programme

USD

United States Dollar

World Bank

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LIST OF TABLES AND FIGURES TABLE

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Table 1: Sample size and interview area

Table 2: General employment in Homoine

Table 3: Employment category in Homoine

Table 4: Some socio-economic indicators for Homoine

Table 5: Gender and school dropout in Homoine

Table 6: Education of the interviewed in Homoine

Table 7: Employment in Homoine

Table 8: Employers in Homoine

Table 9: Some socio-economic indicators for Jangamo

Table 10: Literacy of the interviewed in Jangamo

Table 11: Age range

Table 12: Employment by age range

Table 13: Employment by gender

Table 14: Technical/vocational training needed

Table 15: Gender disaggregated education

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FIGURE

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Figure 1: Study area

Figure 2: The geographical location of Homoine district

Figure 3: Population in Homoine 1997-2012

Figure 4: Crop production in Homoine

Figure 5: Ascending illiteracy in Homoine

Figure 6: Descending literacy in Homoine

Figure 7: Women enrolment in schools in Homoine

Figure 8: Jangamo district geographical location

Figure 9: Population in Jangamo

Figure 10: Crop production in Jangamo

Figure 11: Main livelihoods sources in Jangamo by land use

Figure 13: Descending literacy in Jangamo

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EXECUTIVE SUMMARY This report is an integral part of the implementation of the Technical and Vocational Educational Training (TVET) project led by Plan in Mozambique. The project to be implemented in Homoine and Jangamo districts of the Inhambane province is a partnership between the European Union (EU) as the main funding agency, Plan in the Netherlands as the project co-proponent1 and co-funder, INEFP and ACUDES in Inhambane province as the key implementing partners. The project aims to close the gap between market demand and qualified labour supply in Jangamo and Homoine districts, contributing to improved economy and poverty reduction. In so doing, the project will be contributing to general objective 2 in the Poverty Reduction Action Plan (PARP) 2011 – 2014 which focus on promoting employment. The project has also been developed in line with the Integrated Professional Reform Programme (PIREP), which encouraged private-public partnerships to establish market-driven TVET: The report is a baseline study/ market assessment which offers key indicators against which project can be monitored and evaluated during and after its implementation. The study had the following purposes: 



Analyse the local market (with importance placed on including informal sector); identify key gaps between the market and courses offered by VTC; identify local business/potential employers; identify potential apprenticeship placements; identify local businesses to participate in PPP Analyse the situation in the two districts with particular reference to key social and economic indicators amongst youth and their communities Identify barriers to access for girls and marginalised youth (including youth affected by HIV); use as input to propose new selection criteria for youth to VTC; key questions: What are the barriers to access? What needs to be available to ensure girls and marginalised youth follow TVET courses and become skilled labour? Analyse needs for life-skills trainings.

To answer the objectives described above the assessment was done by using the following research tools: desktop literature review; field and interviews of selected people in 1

The project is a joint product of Plan in the Netherlands and Plan in Mozambique

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Homoine and Jangamo using surveys to the youth and semi-structured interviews to key informants such as local leaders, school masters and employers. Finally focused group discussions and observations were also done to find out what people are currently doing in terms of training and occupation. The assessment found out that in both districts of Jangamo and Homoine people make a living mainly from agriculture, cassava being the main cash crop. Coconut, cashew nut and citrus play also a key role for income generation. Despite this similarity there are considerable differences in livelihood sources between the two districts. The study found more diversification in Jangamo than in Homoine; in Homoine people depend strongly on agriculture and natural resources than they do in Jangamo. In Jangamo people’s livelihood includes agriculture, formal employment, informal sector trading, fishing, casual labour. Moreover, living standards in both districts are still generally poor but the survey found encouraging development in a number of indicators such as improved houses, access to education and health care and the owning of assets such as livestock, radio, mobile phones. The study concluded that child’s rights remains a challenge in both districts as many youth start to work at early ages to help family members to make a living and this is being amplified by the HIV/AIDS epidemic which is living behind a cohort of orphan and vulnerable youth. In both districts the private sector is very limited and the majority of youth are either working on agriculture or as self-employed small/petty traders. The survey found 70% of the youth ‘unemployed’ in Homoine and 23% in Jangamo depending on agriculture. Jangamo has many (47%) youth working on the informal sector (petty traders) than Homoine do (10%). The government is the main formal employer but in Jangamo the tourism sector is also a source of employment although still limited and due to global financial crisis three tourism resorts have already closed their doors. Formally employed people appeared to earn more than the petty traders. In Jangamo where the majority is self-employed as vendors we found a monthly profit of 2,921.41 MTN (about USD 100) while in Homoine where the majority of employed work for the government but also are more technical trained people, the monthly income was 5,626.55 MTN (about USD 200). Data from the survey shows also a positive and significant correlation (+ 0.381) between education/training and income; people with higher education have higher income than non-educated. Based on the findings of the baseline study / market assessment it is recommended that the trainings include: (a) business plan and management; (b) associations and

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cooperatives; (c) construction; (d) carpentry; (e) auto-repairs; (f) tourism services; (g) TV and radio repairs; (h) cell phone repairs; (i) sewing and (j) agro-business/agro-processing. It also recommends Plan to pay due attention to: a. The commitment by the main institutions (INEFP, Plan and ACUDES) involved; b. The quality and commitment by the PPP members; c. The quality and commitment by the training facilitators; d. The selection criteria for the apprentices; e. Clear role of each participating actor (especially where INEFP, Plan and ACUDES interventions start and finish and complement each other). There should be complementarity and not competition amongst the key stakeholders. f. The flexibility to capture new opportunities and expand or compress the PPP; g. The timely disbursement of funds and a clear transparency on its use and; h. training facilities Equally relevant the baseline study/market assessment findings recommend using the District Development Fund (FDD) as part of the project. The idea is that each project funded by FDD is attached to taking some of the apprentices and that promising and talented apprentices get a top priority in the FDD funding. These projects could also be monitored by the PPP involved in the TVET project.

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1. OVERVIEW 1. 1. CONTEXT Mozambique has been systematically presented worldwide as a good case of smooth transition from civil war to peace and from planned to market economy. In between, it has also been pointed as one of worldâ&#x20AC;&#x2122;s fastest growing economies with an annual average of 8 percent of GDP growth. These are reasons to celebrate. Nonetheless, the translation of the peace and economic growth to a nationwide welfare is a big national and international concern. Poverty levels remain too high with more than 50 percent of the population living with less than a USD per day. Unemployment rates seem to feed poverty level. About 27 percent of potentially working people are unemployed while every year about 300,000 new job seekers enter the market (AfDB, 2012: 2). More than half of the working Mozambicans are self-employed and they are mainly either in the primary sector (agriculture) or on the informal sector (Jones and Tarp, 2013). Youth appears to be the most affected by unemployment. About 40 percent of the nearly 6 million youth (15-40 years) are in a state of non-employment (meaning they are neither employed or in school) and they constitute the majority of the new job seekers (YCI, 2012). As job opportunities are limited this group ends up in the marginal/informal sector with little prospects of reliable employment. The national economy is expected to grow even further with new investments in the various sectors of the economy - with particular emphasis on the mining, energy and commercial agriculture. Notwithstanding, if these investments and the overall economic growth is not reflected in job creation and the national wellbeing, it is likely that many people especially the youth - with their different needs and expectations - will put the peace under treat and the overall achievements may sink. IMF (2012) has argued that job creating is the core for sustaining economic growth and overcoming economic, financial and even military crisis. Hence, to reduce poverty and achieve a long lasting peace, Mozambique needs to create policies and strategies that support people (especially the youth) to find or create decent and worth living jobs. Moreover, job is a citizenâ&#x20AC;&#x2122;s right endorsed in the article 84 of the national constitution. In 2006, the government of Mozambique approved a 10 years (2006-2015) national employment and professional training strategy with the main aim to boost employment. The strategy is based on three core components namely (i) promote job demand; (ii) improve the regulatory framework for the development of the private sector and (ii) strengthen youth employability opportunities through a number of interventions such as (a) increase the effectiveness and efficiency of employment centres; (b) expand youth professional training programs; support self-employment; (c) promote professional and on-job training in the private sector and (d) strengthen the social dialogue between key actors in the employment sector and include socially excluded groups (GoM, 2006). 11 | P a g e

The strategy is under implementation and despite some improvements to promote employment opportunities and youth employability, key challenges still remains. Jones and Tarp (2013) points that under-employment is rife; the informal sector is large and is the principal locus of new jobs creation; levels of skills remains low throughout the economy; structural changes in the labour has been limited and social discontent appears to be rising particularly among the urban youth. The 2012 doing business report (WB and IFC, 2012) ranks Mozambique below the southern Africa regional average rank (137) for doing business; it ranks 139 out of 183 countries (number one being the best). Compared to the previous year- 2011, the country dropped 7 places!

1.2. THE PROJECT In 2009 Plan Mozambique approved its 5 year’s Country Strategic Plan (CSP 2010-2015). In this regard, the overall goal of Plan Mozambique CSP is “Improved well-being of all children in Mozambique”. To achieve the goal, Plan has come up with four objectives which are in line with the government’s Poverty Reduction Strategy. These are: Objective 1: Improved opportunities for children and adolescents to enjoy good health. Objective 2: Increased access to quality primary education and early childhood care and development, especially among vulnerable children. Objective 3: Enhanced realization of the rights of children and youth to a protective environment, including in emergency situations. Objective 4: Improved social and economic capacities of children, youth and communities

To achieve the above, over the five-year CSP period, Plan Mozambique defined four programmatic areas: 1. 2. 3. 4.

Maternal and child health; ECCD and primary education; Child protection, and Social and economic capacity building. .

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The TVET project fits within the Country Program 04 above (now Country Program 06)2 that has the overall aim to improve the social and economic capacities of children, youth and communities by focusing in three main business related areas: (i) improve institutional capacity and collaboration; (ii) improve community capacity and collaboration and (iii) capacity building for economic and food security. Valued at about US$ 5 million, country program 04 (now 06) has three broad strategies (Plan, 2010): (i) (ii) (iii)

Capacity building in entrepreneurship and food security; Advocacy for change in policies that hinder the creation of a good environment to realize and develop business and other related talents and Use of ITC and related technologies.

TVET is a 4 years (2013-2016) project designed by Plan in Mozambique in collaboration with Plan in the Netherlands and two other local partners (namely ACUDES and INEFP). The project is funded by the European Union (EU) and Plan Netherlands to support Technical Vocational & Education Training (TVET) in the districts of Jangamo and Homoine of Inhambane province (Plan, 2012). The project is expected to close the gap between market demand and qualified labour supply in Jangamo and Homoine districts, contributing to improved economy and poverty reduction. More specifically, the project aims to increase the number of employable and self-employed youth in Jangamo and Homoine districts through vocational training by 2015.

Core expected project outputs are: (i) (ii) (iii)

(iv) (v)

4 vocational training centres (VTC) are suitably equipped and offer courses and apprenticeships relevant to the local market; 500+ youth benefit from diversified professional trainings in Homoine and Jangamo districts and are absorbed into the job market annually; 4 CBO/local NGO and 4 institutions in Jangamo and Homoine districts have institutional and technical capacity to lobby, manage VTC and develop successful youth employment strategies; Create or strengthen 2 competitive youth cooperatives and 2 centralised databases track trained youth & youth employment, linked to provincial database managed by department of labour through INEFP.

There have been some reformulations on the CSP as new programs were added to the previous 4. This pushed program 04 to become 06

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1.3. PROJECT KEY PARTNERS AND APPROCH

TVET is a Non-Profit project linking together the European Union (the main sponsor); Plan in the Netherlands (European based Plan), Plan in Mozambique; National Institute for Employment and Professional Training-Instituto Nacional de Emprego e Formação Profissional (INEFP) and a local CBO (ACUDES- Associação Cultural para o Desenvolvimento Sustentável). The main project approach is to create a Public-Private Partnership (PPP) which will allow a proper and feasible design and implementation of relevant trainings as well as placement for the trained youth. INEFP is a government-led institution with branches in all the 11 provincial capitals of Mozambique. INEFP has a long and well reputed professional training experience and is the leading institution in professional training in Mozambique. This project will work with the INEFP Inhambane province branch, established in 1997 and currently offering 12 different professional/vocational specializations namely: carpintaria (carpentry); pedreiro (mason); serralheiro (locksmith); corte e costura (cutting and sewing), electricidade auto (autoelectricity); electricidade geral (general electricity); refrigeração (refrigerating), canalização (water channelling); cozinha (cooking) bar e mesa (catering); secretariado (secretariat) and contabilidade (accounting). By July 2013, INEFP Inhambane had a total of 240 apprentices assisted by 19 (14 males and 5 women) full time staff. In the project setup INEFP and ACUDES will be in charge of delivering the most relevant professional/vocational trainings as recommended in the present baseline. Moreover, it has to provide backstopping and guidance for the quality of the trainings. It has to guarantee an acceptable level of quality that will allow easy (self) employability. The relevance and quality of the trainees will also be fed by the PPP network that will be settled at the start of the project. ACUDES is a local NGO registered in 2004 with the main purpose of mobilising communities to promote their development. It has worked with different partners such as Action Aid, CNCS, UNDP, MASC, MS in issues such as good governance, HIV and AIDS, local development, environment and vocational training. Currently it has 11 (6 women and 5 males) full time staff and a number of part-time staff contracted according to needs. ACUDES has been providing short term technical and vocational training in areas such as project management, accounting, cooperatives and associations, computer skills, crafting, languages, entrepreneurship, cutting and sewing, stamping, and others according to demands. In this project ACUDES is charged with linking the project with the targeted communities, including the selection of training beneficiaries, training implementation and close follow up after training. It is also charged in setting the PPPs as defined in the project 14 | P a g e

document. ACUDES will have to coordinate with INEFP for setting the right/adequate training content and training responsibilities between them. Plan in Mozambique: Plan is an international, rights-based, Child-Centered Community Development organization working worldwide for the realization of children’s and other human rights to end child poverty in developing countries. Plan’s vision is of a world in which all children realize their full potential in societies that respect people’s rights and dignity. Plan’s mission is to strive to achieve lasting improvements in the quality of life of deprived children in developing countries, through a process that unites people across cultures and adds meaning and value to their lives. Plan has been operating in Mozambique since 2006, and has programme interventions in the Jangamo and Homoine districts of Inhambane province. Plan has other specific projects in the other districts such as Govuro, Maxixe, and Inhambane in Disaster Risk Management and Count Every Child. In this project, Plan in Mozambique is responsible for the planning and preparation of the action in collaboration with local partners and stakeholders and for the overall coordination. Plan will conduct a start-up workshop, advocacy workshops, reproduce and disseminate relevant materials on the action. Plan in Mozambique, with the participation of project partners and stakeholders, will monitor and supervise the project. It will ensure that the action is implemented as a coherent project that will fulfil the objectives and lead to sustainable improvements once the action ends. Plan in the Netherlands has advised on the development of the TVET project and will provide support for reporting and evaluation as well as technical support in managing the grant. Plan in the Netherlands serves as a channel for information sharing with other Plan offices, statutory bodies such as the European Community (EC) and international NGOs. Through direct communications with Plan supporters in the Netherlands (+/- 110,000 people), the press, and the Dutch development community, the project’s experiences and lessons will be shared widely.

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1.4. THE REPORT

1.4.1. OBJECTIVES

The main purpose of this baseline study/market scan was to provide an understanding of the dynamic market conditions and the sources of potential employment growth within Homoine and Jangamo and surrounding areas. More specifically, the aim of the study was to:  



Analyse the situation in the two districts with particular reference to key social and economic indicators amongst youth and their communities; Analyse the local market (with importance placed on including informal sector); identify key gaps between the market demand and courses offered by VTC; identify local business/potential employers; identify potential apprenticeship placements; identify local businesses to participate in PPP; Identify barriers to access for girls and marginalised youth (including youth affected by HIV); use as input to propose new selection criteria for youth to VTC; key questions: What are the barriers to access? What needs to be available to ensure girls and marginalised youth follow TVET courses and become skilled labour? Analyse needs for life-skills trainings

1.4.2. STRUCTURE

The report is organized in 8 sections. Section 2, next, presents an overview of key concepts and framework related to employment which guided the course of the study. Section 3 describes the methodology used for data collection and analysis. Section 4 presents key socio economic indicators for Homoine and Jangamo. Section 5 discusses youth employment in the study districts. In the section 6 the report outlines key implementation strategies. Section 7 looks at barriers to access TVET for girls and marginalised groups and, finally, section 8, presents key conclusions and recommendations emerging from the information provided throughout the report.

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2. KEY CONCEPTS AND FRAMEWORK Following a global financial crisis which led many countries in Europe and elsewhere undertaking heavy structural reforms, including job cuts and reduction of employment opportunities, many voices have been arguing that by contrary, job creation is the ultimate answer for social, economic and financial stability. The International Labour Organization (ILO) in a recent concept note on the post-2015 development agenda argues that the desire for employment and livelihoods with rising incomes, dignity and respect is a development goal that speaks directly to people all over the globe. Setting the route toward inclusive, equitable and sustainable development must be anchored in jobs - hence, development happens though jobs (ILO, 2012). Job creation refers to programs and projects undertaken by (a government of) a nation to assist unemployed members of the population in securing employment (Mosca, 2005). In this report unemployed are defined as people who during the study period were without paid work but available to work and actively seeking work. Despite this clarification, it should be stressed that studying and measuring unemployment is not an easy task. Unemployment/employment is hard to capture as it has different and sometimes intertwined categories. AfDB (2012) distinguishes three different employment categories namely waged labour, self-employed and family/unpaid worker. In most of the cases, people tend to refer to the last two (self-employed and family/unpaid work) as unemployment. In Mozambique most of the people belong to the last two categories working either as self-employed or as family/unpaid worker mainly in the agricultural sector (Jones and Tarp, 2013). Unemployment has many causes. A number of scholars (see ILO, 2012; AfDB, 2012; Jones and Tarp, 2013; Carlos, 2003; Harper, 1999) have identified the following as the main causes of unemployment:        

Low education and technical/vocational training; Inadequate training curriculums to the current economic and social environment; Lack of information and information asymmetries Weak business environment Inflexible labour regulations; Poverty and related diseases which limits productivity; Weak national economy which cannot therefore absorb labour demand; Political and structural adjustments which limited state as one major employer; 17 | P a g e

ď&#x201A;ˇ

Regional economic performance which can demand and absorb more labour. For instance, South Africa managed, for decades to be one of the major employer of Mozambican labour which indeed is reducing. Vulnerability and low productivity of the agricultural sector -which absorbs the majority of the population-pressuring people to leave the sector and search for jobs

To reduce unemployment the government may either concentrate on macroeconomic policy in order to increase the supply of jobs, or create more efficient means to pair employment seekers with their prospective employers. The number of jobs and the level of employment in any society is a function of the extent to which the political-social-economic system is able to harness the available resources to meet human needs. The level of employment generated is not fixed according to any universal laws of economics. It depends on the implicit values and explicit policies3 on which the system is based. Changing those values and policies changes the availability of employment. This is where Plan stands with this project. There is ample scope for increasing employment opportunities in every country through thoughtful interventions (Creticos, 2011; ILO, 2012). The challenges of job creation especially for the youth have led to different approaches. Many scholars have argued that meeting the youth employment challenge requires determined and concerted action over time. No actor can take on this challenge alone. Government cannot do without business and business cannot do it without young workers and their representatives. There is an imperative need for different actors and institutions to join forces. The business community has a key role to play in this major endeavour. Employers and their organizations have not only a compelling incentive to act; they also possess the experience and knowledge needed to act effectively and successfully (ILO, 2012; Bruck and van der Broeck, 2006; Zilberstajn and Neto, 2000; OECD and LEED, sd). This theoretical thinking matches very well with the Public-Private Partnership (PPP) framework being used in this project. Hence, the project is well grounded theoretically!

Implicit values refer to unwritten societal norms and codes of conduct that shape peopleâ&#x20AC;&#x2122;s behavior and societal ordering including how people perceive and behave in the job market . Explicit policies represent written and approved regulatory frames that shape intervention which, in the current case, lead to employment generation.

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3. METHODOLOGY The report is based on data collected in July 2013 in Maputo, Homoine and Jangamo over a total period of 29 days through different techniques:

3.1. DESK STUDY OR DOCUMENTS REVIEW Desk study represented the process of going through all relevant documentation either from the project or from other sources. This allowed getting knowledge of the project and the intervention areas. Desk study was a continuous process during the assessment period and lasted till the production of the final report. Relevant documents reviewed included:         

Global reports on employment National reports and strategies on employment and professional training District Development Plans; District Social and Economic Plans and performance reports Plan Mozambique country Program 04 (now 06) Plan Country Strategic Plan (SCP) TVET project document Reports addressing the study districts such as statistics from the National Institute of Statistics and Articles from newspapers addressing employment and the intervention districts

3.2. PRIMARY DATA COLLECTION From 30 June till 12 July 2013, a team of 2 researchers and 1 assistant visited Homoine and Jangamo (figure 1 below) to collect first hand quantitative and qualitative data. During this period the research team carried out the following activities:

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Key informants interviews: the researchers interviewed, using a checklist, the district authorities such as the district administrator, district permanent secretary and directors from different government and nongovernmental organizations. The list of key informants interviewed is presented as annex 1 and the checklist as annex 2. The main objective of interviewing the key informants was to get a broader view, from their expertise and experience on the issue of employment and youth livelihoods in their districts. It allowed capturing opportunities and challenges related to youth professional training and employability vis-Ă -vis local dynamics that the key informants are key actors and players. Figure 1: Map of the study area showing Homoine and Jangamo

Survey to employed and unemployed young: 155 young people, aged between 16-35 years (94 from Homoine and 61 from Jangamo) were interviewed using questionnaires. The survey intended to collect and analyze statistically the information from the young people regarding their demographic profile, training and employment record, perception of employment opportunities and challenges as well as training needs for self-employment and employability. The interviewed were selected randomly by using the following criteria: the research team approached, with assistance from the district authorities, local authorities at locality level and asked them to invite between 10-20 young people both, employed and not employed (gender balanced between 16-35 years and not a student) for a meeting with researchers. The researchers explained the objectives of the survey and based on the appearance order (1st becomes 1st to be interviewed and then next), a total of about 10-15 people that met the criteria were interviewed separately and far from each other. Where the numbers were limited everyone who met the criteria was interviewed.

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Despite attempts for gender balance the sample become dominated by males. Girls represented just about half of the total males interviewed. Different reasons lied behind this. First, despite clear advice by the researchers that local leaders should invite half female and half male for the interviews very limited number of girls showed up. Those who showed up have referred that many girls depended on their husbands to attend these kinds of meetings and in most of the cases husbands tend to be the ones attending meeting. Second, it was mentioned that females are overburden and have very limited time to attend meetings. To overcome this constraint the researchers attempted to meet girls in the markets and farms in order to increase the number. Despite all this, cultural barriers of speaking privately with â&#x20AC;&#x2DC;strangersâ&#x20AC;&#x2122;, dependency on husbands to speak out and girls overburden remained key constraints in reaching a gender balance in the sampling .The number of girls reached was then what was possible within the time frame available for the fieldwork and these cultural barriers. The following table and images provides the number of people interviewed in each place and a snapshot of the process. Table 1: sample size and interview area District

Homoine

Administrative Locality Post Posto Sede Manhica Golo Inhamussua Chinjinguira Mubecua Chizapela Pembe

TOTAL HOMOINE Jangamo Jangamo Cumbana TOTAL JANGAMO GRAND TOTAL

Nhaulane Pembe Jangamo-Sede Ligogo Massavana Cumbana Bambela

Female Male interviewed interviewed 6 12 5 8 4 8 3 6 0 5 6 6

Total 18 13 12 9 5 12

9 2 35 4 6 0

3 11 59 6 13 10

12 13 94 10 19 10

6 3 19 54

7 6 42 101

13 9 61 155

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Observations: The research team visited among other places, schools, markets, factories, shops, restaurants and accommodation units to see what people do (behavior and practices). It allowed to cross-check what was said during interviews and to raise other questions not previously thought about, that emerging from the observations.

Pictures showing school degraded infrastructures (left) and students doing practical classes (right)

Focus group discussions (FGD) and brainstorming: 5 focus groups [2 in Homoine (1 with boys and 1 with girls) and 3 in Jangamo (one with a group of fishermen and employed in lodges in Massavane; one with a mixed group of teachers in Ligogo and one with female vendors/informal sector in Cumbana-sede)]were carried out to get an interactive and open discussion on the topic and enrich the research. Group discussion and brainstorming focused on:     

Local employment market Business environment and supportive infra-structures Life-skills Barriers for girls and marginalized groups; Stories and case studies- to get people stories regarding job opportunities and TVET.

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Pictures showing moments of group discussion and interview

Validation workshop: On 16th of August Plan in Mozambique organized a workshop in Maxixe for the researchers to present the findings and get feedback from the local actors. The feedback was incorporated in this final report especially on the implementation strategies outlined in the section 6 of the report.

Data analysis Analysis of quantitative data from the questionnaires was done using the computer software, Statistical Package for Social Sciences (SPSS) to facilitate both descriptive and inferential analysis. The qualitative data obtained through FGD s and interviews to key informants was analyzed manually, but thematically taking into account any significant differences within the population.

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4. KEY SOCIO ECONOMIC INDICATORS 4.1. HOMOINE 4.1.1. GEOGRAPHY AND POPULATION

Homoine is located in the southern part of Inhambane province, approximately 90 Km westwards of the capital city of Inhambane and about 25 Km west from Maxixe city (figure 2 below). Homoine borders Morrumbene district in the north; Jangamo and Inharrime districts in the south; Maxixe in the east and Panda and Funhalouro districts in the west. It expands over a surface of 1918 Km2 composed largely of sand soils with pockets of fertile clay soils mainly around Chinjingire area. Coconut and cashew nut trees emerge as relevant composing vegetation in a largely savannah type natural vegetation. This is fed by an annual average precipitation of 880 mm/year and average temperatures of 22.70C (Governo de Homoine, 2011). Homoine is best known nationwide by the massacre occurred on July 18th 1987, during the civil war, which claimed 424 lives4 and drove many people out of the district. The civil war as a whole and this horrendous event in particular, attributed to Renamo guerrilla, still affects the political and socio economic profile of the district. Many people are less receptive to Renamo party and some infra-structures such as the irrigation scheme and some shops and schools have not yet been rehabilitated since the civil war bringing along unwanted images of civil war and limiting investments especially agricultural related investments5. Figure 2: The geographical location of Homoine district

Source: INE, 2012 4 5

LUSA information agency, edition 101, September 1987 Interview with chiefs of Inhamussua, Golo, Chinjinguira and Pembe,

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But Homoine is changing and quite rapidly. One of the visible changing aspects is its demographics. Over a period of 15 years (1997-2012) the population increased by about 25% jumping from 92,796 in 1997 to 121,512 inhabitants in 2012 (figure 3 below). This gives an annual population growth rate of 1.7% and increased density from 48.4 inhabitants/Km2 to 63.4 inhabitants/km2.

Figure 3: population in Homoine 1997-2012

Source: authors based on INE, 1997; 2007; 2012

4.1. 2. . LIVELIHOODS AND WELLBEING

Agriculture represents the major source of livelihood in Homoine. Nationwide agriculture employs about 80% of the population (MINAG, 2011) mainly small scale farmers. Our survey with youth in Homoine found about 70% (65 out of 94) of them working on agriculture (table 2 below). Table 2 shows also that there are more females in the agriculture sector (74% of the females interviewed) that males (66% of the interviewed) but this was not statistically significant (Ď&#x2021;2 = 0.690 and â?´=0.406).

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Table 2: employment in Homoine (frequency) Count

cat egory

employ ed unemploy ed/just agriculture

Tot al

gender f emale male 9 20

Tot al 29

Source: authors based on survey

Out of the 30% employed (29 out of 94 interviewed in Homoine), table 3 below shows that, government is the major employer (45% out of 29 =14% of the total sample); selfemployment follows with (31% of the 29=10% of the total sample); NGO (10% of the 29); private (7% of the 29) and family/unpaid worker (7% of the 29).

Table 3: employment category in Homoine (frequency) Count

employ er

Tot al

self -employ ed f amily business gov ernment NGO priv at e sector Not employ ed

gender f emale male 1 8 1 1 5 8 2 1 0 2 26 39 35 59

Tot al 9 2 13 3 2 65 94

Source: authors based on survey

Despite its relevance, agriculture uses only 15% of the total district area (28,770 ha out of 84,392 ha). Forestry (44%) and livestock rearing (20%) are the main land uses (Governo de Homoine, 2011:14). The majority of the population relies on rain fed agriculture and produces peanuts, cassava, maize, beans, vegetables, pineapple, and sweet potato and there 26 | P a g e

are considerable amounts of coconut, cashew nut and citrus trees; the figure 4 below shows crop production in 20126 where cassava emerges as the main subsistence crop.

Figure 4: crop production in Homoine

Source: author based on Governo de Homoine (2013)

Homoine has a considerable unexploited agricultural potential. There is about 180ha of irrigable land from which only 17ha are being used7. In the past Homoine used to be the province bread feeding and, despite all the odds, many surrounding districts such as Maxixe, Panda, Jangamo still depends, to large extent, on the production from Homoine8. Based on the district agricultural potential the district, has chosen agriculture as the engine for its development. The district strategic development plan (PEDD2011-2015) is written under the following vision: “Homoine, líder na Produção de Alimentos, Agro Processamento e Pecuária, assegurando a melhoria e qualidade da vida da população e bem-estar das famílias” .

That is: ‘Homoine, a leader in food production, agro-processing, livestock rearing for an improved wellbeing of the households’ 6

The figure excludes cash crops( cashewnut, coconut and cotton) that were not included in the source st Interview with eng. Helton from SDAE, July 1 2013 8 st Interviews with District administrator and district permanent secretary, July 1 2013 7

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To comply with this vision, the government has been investing quite heavily in the sector. For instance, about 60% (5,081,103 MTN) of the reimbursable district development fund (FDD or 7 milhoes) went to agriculture in 2012 and the sector received about 73% (6,200,460 MTN) of the same fund in 20139. One of the major constraints for agriculture development has been the climate variability and change. For instance, the agricultural season 2010/2011 had very low rainfall (just around 414 mm) but the following season 2011/2012 had about 5 times the previous rainfall (about 2,173 mm) most of it just in 2 months namely November - 809 mm and January- 834mm (SDAE Homoine, 2013:5). This has been limiting agrarian production and the heavy rainfall produces as well infrastructure damage. In January 2013 there was another heavy rainfall and the combined damage from heavy rainfalls on infrastructures was estimated at about 70 million MTN (about USD 2 million) according to Noticias newspaper10 quoting the district administrator. According to National Institute of Statistics, Human Development indicators are quite low. The National Institute of Statistics (INE, 2010:17) gives 39.2 of illiteracy11 in Homoine. Because education and training is the core of this assignment, this issue will be addressed separately in the section 5.1.4. Other indicators are also depressing. INE (2012: 14-15) shows that 41% have no valuable assets (n達o tem nada); 47.9% of the district population have zinc ruffed hubs (casas cobertas de chapas de zinco); 69.2% have no access to clean potable water; 36.4% have no latrines; only 2.9% have access to electricity and 0.4% have mobile phones. Main valuable item possessed includes radio (57.3%) and bikes (9.5%). Life expectancy is estimated at 53 years (50 for males and 56 for females) while child mortality was set at 97/1000 new babies (INE, 2010: 11). Malaria is the main health problem but HIV/AIDS and TB are the main killers. By 2012 these two health problems responded for nearly 40% of the total hospital registered deaths (Governo de Homoine, 2013:30). Data from our survey (table below) shows indeed improvements in a number of items such housing, access to hospital case and capital assets. This has been attributed mainly to the district development fund (FDD) and investments in infrastructures.

Interview with Eng. Helton from Planning and Extension services at the SDAE Homoine www.snoticias.co.mz accessed 24 June 2013 11 There is some inconsistency in the figures provided. The same official source in another publication (INE, 2008:12) puts an illiteracy figure of 81.8 %. We are more leaned to accept 39.2% by 2010 as this seems to be around the national pattern of illiteracy and the figure (39.2%) is also used in another publication (INE, 2012) that we have been quoting in the report. 10

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Table 4: some socio economic indicators for Homoine Indicator Access to (clean) water Access to basic health unit Illiteracy rate Zinc roofed house Have mobile phone

Have fruit tree including cashew nut tree Have radio Have bike

Have motorbike Have poultry Have livestock Have furnisher (at least plastic chairs and table)

Percentage Observation 33% 46.8% open their own water boreholes and 20.2% still fetch water in rivers and lakes. So 67% have no access to clean water 83% This is the percentage of those who referred that when sick they go to health unit (posto de saude) 39.2% This figure is based on the 2007 national census 61.7% In most of the households there is more than one house in the compound and this percentage refers to have at least one roofed house in the compound 90.4% This is related partly to the fact that mobile phone prices went down and mobile phone coverage has expanded even to deep countryside. Mobile phone was referred as very important for the informal vendorâ&#x20AC;&#x2122;s business. It is also important to keep in touch with their migrant family members specially those who left to South Africa (the Mafuchanespeople that jump the border to South Africa; they usually have no permit to enter and work in South Africa). 91.5% Most of the households own cashew nut trees and citrus 73.4% Most have referred to have the small two battery radio 17% Besides the prices to buy a bike considered high, other also mentioned the sandy soil that makes it very difficult to handle a bike. There are some private carriers that secure the transport of people and goods around the district 8.5% Motorbike prices and fuel were considered major challenges 70.2% They referred mainly to chicken 54.3% It refers mainly to cows 54.3% It is mainly the Mafuchanes that tend to bring furnisher when they come from South Africa Source: authors based on survey

4.1.3. CHILDREN RIGHTS

Children are the future of a country. Their wellbeing which is attained by attending child rights is of great relevance for a nation. In Homoine, like elsewhere in Mozambique, poverty and cultural beliefs affects children rights. This study found that children start 29 | P a g e

working at early ages (around 10 years) helping on agriculture, especially boys pushing plotters and girls helping on domestic duties such as fetching water, cleaning and caring for their younger brothers and sisters. There is an effort by the authorities to sensitize parents to send their child to school but, as mentioned by local authorities at community levels, because most of those who attended school end up unemployed, parents found little incentives to send their descendants to school; they rather prefer to teach them life skills such as agriculture, livestock rearing and caring for household. Hence, technical/vocational training appears more appealing for parents at this stage of limited waged employment opportunities. Right to family, to love, protection and to play are being threatened by HIV/AIDS related deaths. In 2012, 46 children received anti-retroviral treatment (an increase of 39.4% compared to 2011) and 376 adults were also under anti-retroviral treatment (an increase of 28% compared to 2011) (Governo de Homoine, 2013: 33-34). INE (2010) found that 13.4% of the total of 55,991 youth aged 0-17 years were orphan (8.6% lost father; 3.7% lost mother and 1.1% lost both). Father’s migration to South Africa (Mafuchanes referred as a common practice in the district) or to cities like Maputo were presented on one hand as HIV/AIDS risk factors and on the other as factors that hampers child school attendance as they become work loaded very early. This is also leading to drop outs and early marriages especially among girls12. Many schools that were visited lacked also basic play grounds and playing equipment.

4.1.4. EDUCATION

This report focuses on the issue of education/training and employability; the main objective is to identify the gap between education/training and employment market. The education/training system is rising from the ashes of civil war and is expanding quite rapidly especially with the global aid from fast track education in response to Millennium Development Goals. By 2012 there were 94 schools in Homoine district, three (3) of them providing technical and vocational training (one- the Instituto de Formação de Professores de Homoine graduating teachers; one- Escola Familia Rural de Homoine graduating basic agrarian technicians and basic carpenters and the third- Instituto Agrário de Inhamussuagraduates basic and medium agrarian technicians). The remaining 91 schools offer general education of which 76 provide primary education; 13 provide adult literacy and 2 are secondary schools (SDEJT de Homoine, 2013).

Interviews with Mr. Alexandre Neves from Chizapela locality and with Julio Cumbana from Golo locality

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As mentioned earlier, INE (2010:17) found, for Homoine, illiteracy rate of 39.2%. Women illiteracy rate (50.2%) is two times higher than of male (22.2%) and is higher at every age group (see figure 6 below). Overall the figures from INE that was based on a census show ascending illiteracy and descending literacy. That is, older people tend to be more illiterate than youth (ascending illiteracy, figure 5) and, there is limited enrollment at the higher levels (descending literacy, figure 6). The survey (see annex 5) shows strong negative correlation between age and education; elderly people tend to have less studies than youth. Another trend is that there are less people on the technical/vocational training than on the general education. Only 608 (1.6%) out of 37,344 pupils enrolled in 2012, are on technical/vocational training (see IAI, ETP and IFP on figure 6); notwithstanding, current figures (for years 2012 and 2013) shows that there is a gender balance in every education system (figures 7).

Figure 5: Illiteracy by age category in Homoine (ascending illiteracy)

Source: authors, adapted from INE, 2012

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Figure 6: Enrollment in different educational systems in Homoine (descending literacy)

Source: authors adapted from Governo de Homoine, 2013 Figure 7: Female enrolment (%) in the different education system in Homoine

Source: authors adapted from SDEJT de Homoine, 2013

Although it seems that there is a gender balance, we need to treat the data with some cautions. Analysis of drop out shows that there is relatively higher girls drop out compared

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to boys; during the period 2011-2012 a cumulative 20% drop out of girls was recorded against 13% of boys (table 5 below). Table 5: Gender and drop out in Homoine

Year 2011

gender boys girls

Total drop out 2011 2012

started

finished % drop out 15684 5 17272 14 19 17323 15959 8 19114 18000 6 14 13 20 16253 20058

boys girls

Total drop out 2012 Cumulative boys Cumulative girls

Source: authors based on SDEJT de Homoine, 2013

Our survey among youth found a different picture (table 6 below). Only 6.4% did not attend school and more than a 1/3 (33%) of the sample did finish the secondary school (grade 10) and about the same (27%) did attend grades 11 and 12 (pre-university). The research did not ask about the education quality but found that attending school does not necessarily, in the Mozambican context, mean being able to write and read. For example when the researchers asked a boy who, is attending grade 7 (7a classe), to write â&#x20AC;&#x2DC;estudar ĂŠ bom, eu gosto de estudar (schooling is good, I like studying), he was not able to do so.

Table 6: Education of the interviewed in Homoine Schooli ng levels

Lev els

Frequency did not att end school 6 Grades 1-5 (EP1) 11 Grades 6-7 (EP2) 19 Grades 8-10 (ESG I) 31 Grades 11-12 (ESG I I) 26 Univ ers ity 1 Tot al 94

Percent 6. 4 11. 7 20. 2 33. 0 27. 7 1. 0 100.0

Valid Perc ent 6. 4 11. 7 20. 2 33. 0 27. 7 1. 0 100.0

Cumulat iv e Percent 6. 4 18. 1 38. 3 71. 3 99. 0 100.0

Source: authors based on the survey 33 | P a g e

4.2 JANGAMO 4.2.1. GEOGRAPHY AND POPULATION

Jangamo or the sunrise paradise or paradise view as some tourists call it is one of the landmarks of Inhambane province. It is visited year around by (South African) tourists who, actually, own nearly all the tourism facilities. Jangamo lies in the borders of the Inhambane city about 450 Km from Maputo capital. It borders Inharrime in the south, Homoine in west, Maxixe and Inhambane cities in the north and Indian Ocean in the east. Jangamo has a total area of 1,293 Km2 most of it comprising sand soils and dunes where coconuts appears as the dominant vegetation. Average rainfall is estimated at about 800mm/year which feeds 11 small lakes and 8 rivers from which Mutamba river is the major one (Governo de Jangamo, 2011:3).

Figure 8: Jangamo district geographical location

Source: INE, 2012

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Like Homoine, the population in Jangamo has also been expanding. Over a 5 years period (2007-2012) the population increased by about 11%, which gives an annual average growth of 2%. Hence the population will double in 50 years from the 2007 census! This is putting pressure on natural resources and the need for employment. Figure 9: population in Jangamo

Source: Authors based on INE database

4.2. 2. LIVELIHOODS AND WELLBEING

Despite soils of lower productivity, people keep on practicing agriculture and this remains the key livelihood source in Jangamo. Most of the land (about 57,240 hectares =42% of the land) is used for agriculture (figure 10 below). Similar to Homoine Cassava (mandioca) is the main crop while maize, the major food crop in Mozambique occupies a marginal 6th place in Jangamo even below sweet potato and beans. This reflects the poor soil fertility (sandy soils that are unsuitable for nutrient demanding crops such as maize). The huge use of land for agriculture is derives from the fact that increased production is achieved by increasing area rather than by higher productivity per area, which is slightly different from Homoine where fertile soils are available .

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Figure 10: Crop production in Jangamo

Source: Authors based on Governo de Jangamo, 2013

However, contrary to Homoine, Jangamo has more diversified livelihood sources (see figure 11 below). For instance tourism, fishing, mining and trade which are nearly absent in Homoine employs a number of households members in Jangamo and appear as viable sources of income. By contrary whilst livestock and forest appeared very relevant in Homoine, in Jangamo they occupy a small percentage (13.74% for livestock and 2.74% forestry). Figure 11: main livelihood sources in Jangamo by land use

Source: authors based on governo de Jangamo 2011 36 | P a g e

This is also reflected in the number of unemployed. Our survey in Jangamo (table 7 below) shows that out of the 61 interviewed youth â&#x20AC;&#x2DC;onlyâ&#x20AC;&#x2122; 14 (23%) lived from agriculture (full unemployed). However, contrary to Homoine, in Jangamo the majority of youth females interviewed are employed but mainly as self-employed (table 8 below); out of 47 employed, 22 (47%) are self-employed (mainly as petty traders). Government is the major formal employer (16 people-34%) while the private sector employed a tiny number (4 people of our sample- 9%).

Table 7: Employment in Jangamo Count

respondent occ upat ion

employ ed unemploy ed/ agricult ure

Tot al

gender Female male 17 30 2 12 19 42

Tot al 47 14 61

Source: authors based on survey Table 8: Employers in Jangamo

Employ er

Agric ulture Self -employ ed Family business Gov ernment Priv ate Tot al

Frequency 14 22 5 16 4 61

Percent 23. 0 36. 1 8. 2 26. 2 6. 6 100.0

Valid Perc ent 23. 0 36. 1 8. 2 26. 2 6. 6 100.0

Cumulat iv e Percent 23. 0 59. 0 67. 2 93. 4 100.0

Source: authors based on survey Data on wellbeing from the 2007 national census (INE, 2008a) showed that 86.3% had no access to potable water (62.9% used open water boreholes- poĂ§o ceu aberto and 23.4% used water from rivers and lakes); 47.95% had zinc roofed house; 57.3% had radio; 9.5% had bike; 0.7% had motorbike; 0.4% had phone; access to formal health care was also very limited (just 11 units). Life expectancy was set at about 54 years while the child mortality was set to be 109/1000 new babies (INE, 2010:11). Malaria remains key health problem (19,831 cases diagnosed in 2012) but HIV/AIDS is the major killer (Malaria killed 9 people 37 | P a g e

in 2012 while HIV/AIDS killed 12) (Governo de Jangamo, 2013:27). Data from our survey shows indeed a different picture with some improvements in nearly all items (see table 6 below). Table 9: some socio-economic indicators for Jangamo Indicator Access to (clean) water Access to basic health unit Illiteracy rate Zinc roofed house Have mobile phone Have fruit tree including cashew nut tree Have radio Have bike Have motorbike Have poultry Have livestock Have furnisher (at least plastic chairs and table)

Percentage Observation 59.5% (21.3% still use poรงo ceu 33% in Homoine aberto and 8.2% rivers/lakes) 98% 83% in Homoine 40.9% Figure based on 2007 census 45.9% 61.7% in Homoine 95% 90.4% in Homoine 92% 91.5% in Homoine 73% 23% 13% 72% 28% 59%

73.4% in Homoine 17% in Homoine 8.5% in Homoine 70.2% in Homoine 54.3% in Homoine 54.3% in Homoine

Source: authors based on survey

4.3.3. CHILDREN RIGHTS

In Jangamo, as shown in this study, many people are busy with doing small/petty trading and this, although positive for livelihoods puts quite challenges for the child. While mothers and fathers go to markets or elsewhere the small kids are left mainly with their elderly brothers and sisters. This is prejudicial for these that have to attend schools or prepare their classes and homework. Plan was very concerned with this and started to create local kindergartens in nearly all localities. This was well praised by the local people. However the sustainability of this intervention has to be re-examined. In Ligogo, for instance, Plan handed the management of the kindergarten to local community and since it left, it is no longer operating. The idea was that parents would contribute with some amount to pay the facilitator but none of the parents have been able to do so13. Taking into consideration that TVET aims for gender equality and that some of the apprentices will likely be females with young children the project management team need to take into consideration this fact and

Interview with pedagogic director of Ligogo Primary school

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devise ways that allow their participation. One option is to organize trainings closer to their areas of residence. This is discussed further in section 6 of the report. Like in Homoine, the right to family, to love, protection and to play are being threatened by HIV/AIDS related deaths. INE (2010) found that 12.5% of the total of 49,158 youth aged 017 years were orphan (8 % lost father; 3.6% lost mother and 0.9% lost both). Father’s migration to South Africa (Mafuchanes referred also as a common practice in the district) or to cities like Maputo were presented as well on one hand as HIV/AIDS risk factors and on the other as factors that hampers child school attendance as they become work loaded very early. Over the past 3 years Plan used as well to assist orphan and vulnerable child in 18 communities of Jangamo by providing school material including uniforms and livestock to their guardians. For this endeavor it created local child protection committees (Comites de Protecção da Criança) and by using this approach it attended nearly 3, 000 child (1,000 per year). But since it left, the monitoring and follow up went down rapidly. The district Social Affairs Sector, complained lack of means (especially transport) to go around the communities to access the current status. ‘We even don’t know where some of these committees are; this is partly because Plan did not engage us so firmly. In many cases they just went straight away to the communities’14. This underlines that TVET will have to work very closely with local partners to allow cooperation and ownership.

4.4.4. EDUCATION

Jangamo offers only general education (Ensino Geral). It has 51 schools (17 teaching primary education from grades 1-5 known as EP1; 32 teaches from grade 1 to 7 known as EPC and 2 are secondary schools teaching from grade 8 to 12). In all discussions the researchers had, people really ‘begged’ for vocation/technical training. ‘If we were able to do something like carpentry, car repair masonry, then we would be able to survive; there is nothing that we can do in here’. This kind of phrases by one participant in a group discussion in Massavana, was a common tone in other group discussions and in the surveys. Regarding district illiteracy, INE (2010:17) found 40.9% of illiteracy. Similar to Homoine women illiteracy rate in Jangamo (52.6%) was found by INE to be nearly two times higher than of male (23.9%). However, our survey to youth in Jangamo found only 5% of illiterate and the following trend:

Interview with Mr. Basilio from the Acção Social, Jangamo.

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Table 10: literacy of the interviewed in Jangamo

School lev el

Did not Grades Grades Grades Grades Tot al

Frequency attend s chool 3 1-5 (EP1) 4 6-7 (EP2) 10 8-10 (ESG I) 20 11-12 (ESG I I) 24 61

Percent 4. 9 6. 6 16. 4 32. 8 39. 3 100.0

Valid Perc ent 4. 9 6. 6 16. 4 32. 8 39. 3 100.0

Cumulativ e Percent 4. 9 11. 5 27. 9 60. 7 100.0

Source: authors based on survey As mentioned earlier there is no technical/vocational training in Jangamo and interviewed felt this to be a huge gap for their employability. Nonetheless, similar to Homoine there is limited enrollment at the higher levels in Jangamo (descending literacy) and overall there is a gender balance at nearly all education level (figure 12 below). The study did not find a significant gender imbalance on drop out in Jangamo for the year 2012; it started with 33420 students (16717 girls) and ended up with 33180 (16567 girls) a drop out of about 1% similar to boys. Figure 12: descending literacy and gender in Jangamo-2013

Source: authors based on data provided by the SDEJT of Jangamo

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5. YOUTH EMPLOYMENT AND EMPLOYABILITY: LOCAL MARKET AND GAPS The concept of youth varies across cultures. In most of the European countries youth represents the age group of 16-29 years. For Plan, youth is the group age range 12-24 years. In Mozambique youth represents the age range 18-35. But due to the fact that many people start working at early age around 16 years it is now being used in many official studies the range 16-35 as representing youth in Mozambique. The present study used the range 16-35 years to fit with the nationally commonly used age range, However, analyses were done breaking the age range in two groups as shown in the table 11 below. Table 11: age range in the research

gender

Female

Male

Tot al

Count % wit hin group % of Total Count % wit hin group % of Total Count % wit hin group % of Total

age range 16-29 y ears 30-35 32 59. 3% 20. 6% 86 85. 1% 55. 5% 118 76. 1% 76. 1%

y ears 22 40. 7% 14. 2% 15 14. 9% 9. 7% 37 23. 9% 23. 9%

Tot al 54 100.0% 34. 8% 101 100.0% 65. 2% 155 100.0% 100.0%

Source: authors based on survey In both districts employment opportunities are very limited. As mentioned early, our survey in Homoine found the majority of youth (70%) spending their time on agriculture but eager for a wage or self-employment. In Jangamo, although not many are engaged in agriculture (23%) the rate of informal/petty traders is higher (47%). Overall, data suggests that the majority of youth is either in agriculture or in the informal sector (that is, doing petty trading of manufactured or agricultural products) and this is consistent with the overall national statistics presented at the beginning of the report (see Jones and Tarp, 2013). Data disaggregated by age group shows that there is no statistical difference between the two age groups regarding employment (Ď&#x2021;2 = 0.03 and â?´=0.957). That is about 49% of each group is employed (see table 12 below).

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Table 12: employment by age group Count

Age range Tot al

16-29 y ears 30-35 y ears

Ty pe of interv iewed Unemploy ed/ liv ing Employ ed f rom agriculture 58 60 18 19 76 79

Tot al 118 37 155

Source: authors based on survey Gender disaggregated data shows that there are more unemployed females than males. Females represented about 1/3 (34%) of the total employed people (table 13 below). However this numerical difference is not statistical different (Ď&#x2021;2 = 0.26 and â?´=0.872). Table 13: employment by gender Count

Ty pe of respondent Tot al

employ ed unemploy ed/liv ing f rom agricult ure

gender f emale male 26 50

Tot al 76

101

155

Source: authors based on survey Local employment market is very limited. Although emerging, private sector is nearly absent in both districts. In Homoine besides the government there are literally no opportunities for wage employment. Consistent with our survey findings in Homoine, data from the district government, shows that the state is the major employer (with 1,424 employees). Shops, mostly informal small scale vendors (324 out of 346 units) employ about 407 people while a tiny number of people (68 people) are employed in the still emerging small scale industry (i.e. bakery, hotels, restaurants, carpentry, soap production) (Governo do Distrito de Homoine, 2013). In Jangamo the trend is similar. The government employs 1,002 people and then tourism industry used to employ 700 people in about 52 tourism units (Governo de Jangamo, 2013:14). Note indeed that the number of people

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employed in the tourism industry is decreasing due to global financial crisis; three lodges that used to employ the youth closed their doors and about 100 of them lost their jobs15.

5.1. What trainings are offered? In the previous section, the report has presented the kind of education that is provided in both districts. Overall the survey found that only 13 people (13.8%) in Homoine and 5 people (8.2%) in Jangamo have a vocational/professional training. Out of this number 9 people have teacher’s training; 3 have agricultural training; 1 have training on masonry, 1 on sewing; 1 on public administration; 1 on accounting; 1 on boat repairing and 1 on hotel services. Technical vocational training is absent in Jangamo while in Homoine there is a tiny number of people studying agriculture, carpentry and teaching while the results of this study indicated a demand from the youth for market driven quality TVET. Now the report describes the technical training in Homoine as there is no this type of training in Jangamo. Homoine has three (3) technical schools namely Escola Familia Rural (EFR); Instituto Agrário de Inhamussua (IAI) and Insituto de Formação de Professores (IFP). The Escola Familia Rural is located at the Homoine village and offers two basic technical training course one on agriculture and another on carpentry (both 3 years program). By 2013 this institution had 185 students (62 females) assisted by 27 teachers. For both courses, the school has huge limitation for practical classes and placement. For agriculture there are no private firms that could employ the graduates or at least be an apprenticeship placement. For carpentry the school has its own workshop but has fund limitations to purchase raw material for practical classes. To overcome lack of placement for agriculture students learning agriculture are placed at the communities16 just as part of the practical exercise. Students themselves argued that the basic training that they are having with these limitations of practical classes would not suffice for employment; in the group discussions all of the students wanted to study further and not start working immediately. The Instituto Agrario de Inhamussua, another technical school that offers agricultural training (3 years for basic and another 3 years for the medium/ensino medio) is also located at the Homoine village and uses a different training approach. Students do their practical internally, at the school, during the year around and have no placement in 15

Interview with Mr. Abinésio Bie, permanent secretary of Jangamo district The school uses a modular approach by which students spends 2 weeks in classrooms and then spend the next 2 weeks in communities where they try to implement the learning and teach local community members . Interview with Frey Viegas, school director 16

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between. Only the last six months of the last year of the ‘ensino médio’, do the students have the practical placement outside the school mainly at the district agricultural services and some NGOs. By 2013 it had 153 (63 girls) students at the basic training and 108 (55 girls) at the ‘ensino medio’. Access is through entry examination at the ‘ensino médio’ and free for the basic as far as people have financial capacity to pay the bills17. When the students graduate they have to find their own ways; the school has no alumni services and have no information has where their students end up. The third institution offering technical training is the Instituto de Formação de Professores (Teacher’s Training Institute) is located in the locality of Inhamussua about 10 Km from the main village along the main road linking Homoine to Maxixe. By 2013 it had 107 students (57 girls) and offers a 3 years training program. Access is through examination and from the second year onwards students start to have practical´s in local schools but this is not employment. When they finish they have to apply and compete for jobs. School has no record of the degree of success of their graduates. In all the discussions and interviews it was a common feeling that many people are trained for unemployment. This is so because the trainees lack internship placement, and also lack job placement. After graduation they look after jobs which are lacking and when some of them attempt to start their own self-employment they have no funding for that endeavor. So, many of them end up unemployed or back to subsistence farming. There were also mentioned cases of people that after finishing their technical trainings and because of lack of placement get back into the general education just to continue studying.

5.2. Are these trainings still relevant? One of the question raised during the interviews was whether existing trainings help graduates find employment or to create their own employment. This was not a yes or no question. Government is keen that the courses are still very relevant and will be relevant in the future despite the limited placements for now. For instance, the government claims that agriculture is the base of local and national development and it is putting a lot of resources in the sector hence, having trained cadres is relevant. Similarly, government officials interviewed claimed that education remain relevant and demand for teachers will continue in the future either due to increased number of pupils or due to reduction of the number of pupils per class and increase number of classes which leads to a need of more teachers; as the national economy expands there will be more financial resources for government or 17

Interview with Marcelino Pale, pedagogic director

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private sector to contract more staff hence there are still future placement opportunities for agriculture and education sectors. The researchers do not disagree with these arguments but rather recommends that technical training will be relevant if the practical component is strong enough and connected to a network of knowledge and potential employers; this could be done for instance through the 7 million fund18; funding could be attached to the fact that apprentices are involved as learners (not paid labour) in each approved project related to the technical trainings offered.

5.3. What are the potential technical/vocational trainings in need? Response to this question comes from a broader perspective- from what people said but also from an analysis of the local development trend. In desolation some youth kept on saying â&#x20AC;&#x2DC;any training which would help me to do something is more than welcomeâ&#x20AC;&#x2122;! But this is not the right thinking; we may also end up producing another group of trained and fully unemployed people. An increased number of trained and unemployed people are even worse and dangerous than having a huge number of people untrained and unemployed. This is so because there are higher expectations from trained than for not trained; furthermore not trained people may blame themselves for their status while the trained will easily blame the system/government and others around which will likely result on riots and disorder. The following table 14 provides the technical trainings that youth think will help them find wage employment or self-employment. Table 14: technical/vocational trainings interviewed want to follow Trai ni ng you are looking for

Valid

did not answer/already em ploy ed teacher tourism /hotel s erv ices ot her (car repairs ,locks mith, plumber,. ..) none nursing sewing hair dresser cooking f arm ing m asonary carpent ry elec tricit y Tot al

Frequency 81 4 1 6 1 23 3 1 3 10 7 6 9 155

Percent 52. 3 2. 6 .6 3. 9 .6 14. 8 1. 9 .6 1. 9 6. 5 4. 5 3. 9 5. 8 100.0

Valid Perc ent 52. 3 2. 6 .6 3. 9 .6 14. 8 1. 9 .6 1. 9 6. 5 4. 5 3. 9 5. 8 100.0

Cum ulat iv e Percent 52. 3 54. 8 55. 5 59. 4 60. 0 74. 8 76. 8 77. 4 79. 4 85. 8 90. 3 94. 2 100.0

Source: authors based on survey 18

7 million fund is a development fund that each district receives annually from the central government. Every year, citizens are invited to submit project proposals which are analyzed by the district consultative council and these approved are funded.

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Table 14 above shows that the majority of the unemployed youth (23/74 = 31% of the respondents) find nursing /health care (curso de enfermagem) as the main option for employment. This is not so surprising. The main argument behind this is that health care is still the only technical training which provides direct employment. All graduated are immediately contracted by the government. However this is not an option for the project as nursing requires at least completed grade 10th and lasts on average 3 years. Besides nursing a number of other more short term options were mentioned such as the farming, carpentry, masonry, hotel services including catering among others. Below the report focus on 10th most relevant training courses which the project could focus on: 1. Business plan and management: due to limited employment opportunities selfemployment, in a number of areas mentioned above, will remain crucial. For this endeavor and for higher profits it is very relevant to get training on business management. This does not require placement and huge investments to do. Government and vendorâ&#x20AC;&#x2122;s associations would be key partners in this process. Further arguments for this is that we found on average (very) low profits from the vendors. In Jangamo where the majority is self-employed as vendors we found a monthly profit of 2,921.41 MTN (about USD 100) while in Homoine where the majority of employed work for the government but also are more technical trained people, the monthly income was 5,626.55 MTN (about USD 200). Data from the survey (annex 5) shows also a positive and significant correlation (+ 0.381) between education/training and income; people with higher education have higher income than non-educated. Note that business management should be provided as a cross cutting training for all people attending other courses. Currently this course is not available in both districts and none of the interviewed has done this. 2. Associations and cooperatives: like business management, youth should have knowledge on how to work together and forge synergy with each other for better profits and increased know-how. In order to last, partnerships need indeed to be based on complementary skills and mutual interdependency. There will also be a need of follow up and continuous coaching. Like business management this should also be addressed as a cross cutting as well. Similarly, this course is not available in both districts and none of the interviewed has done this. 3. Masonry/construction: this was one of the courses mentioned in the table above. The construction industry is booming in Mozambique in general and also locally. As the socio-economic data shows, there are more zinc-roofed housed now that in 2007 and many people are building concrete houses. This course should include as well notions of house painting and water channeling. This training could offers prospects for self46 | P a g e

employment or even for waged labour around the country. For an easy insertion it is recommended that the participants get a basic construction kit and the PPP engage construction firms. Out of the 18 interviewed that have a vocational/technical training only 1 has this training but none of the districts offers this course. 4. Carpentry: like construction, as peopleâ&#x20AC;&#x2122;s economic standard evolves and start building concrete houses there is a need for carpentry for the newly built houses and also for furnisher. Similar to construction it is recommended that the participants get a basic carpentry kit and the PPP engage carpentry firms. Carpentry is offered by EFR in Homoine but none of the interviewed have this vocational training. 5. Auto repairs: this includes trainings on mechanics, auto-electricity and auto-paints. There is a growing car market which increasingly requires professionals with this knowledge. None of the interviewed has this training and this is absent in both districts. 6. Hotel/restaurant services: hotels/restaurant services which include cooking, servicing and cleaning offers employment opportunities both in Homoine and Jangamo. Despite the global crisis, the global trend is that there will be more income worldwide and particularly in Mozambique. Jangamo will particularly benefit from this due to tourism but Homoine is also growing and it has been systematically attempting to become a municipality. If this turns right then hotel/restaurant services will expand as well in Homoine. At the early stage, this course should be provided only if there are strong PPP in this area. None of the interviewed has this training and this training is also absent in both districts. 7. TV and radio repair: this was not mentioned as one of the course people are looking for. However, the survey shows that the number of people with assets such as radio and TV is expanding as electricity connection is also expanding; this open business opportunity in the area of TV and Radio repairs. This training is absent in both districts and none of the interviewed has TV or radio repair training. 8. Cell phone repairs: similar to TV and Radio repair, this training is absent in both districts and none of the interviewed has TV or radio repair training. This was also not mentioned as a course people are looking for but the survey shows an overwhelming number of people with cell phones. This is clearly a business opportunity for the youth. 9. Farming/Agro-business/agro-processing: farming was mentioned as one of the training youth would like to have. Nonetheless, in this study sees agro-business/agroprocessing as key areas rather than general farming which is already being taught by 47 | P a g e

EFR and EAI. Inhambane and Homoine and Jangamo in particular have a huge potential for agro-business; they produce a lot of cassava, citrus, coconut and cashewnut but people have limited knowledge either on how to make a really business out of it or how to process and market it. There is plenty of knowledge from Brasil and elsewhere available at the INEFP19 which could be used for turning this agro potential into real agro-business. Here the PPP would provide a useful platform for this endeavor specially in finding niche markets. 10. Sewing: sewing is one of the courses referred by some interviewed. The main advantage of sewing is that graduates can develop this activity in their own houses. This is particular appealing for girls with limited mobility. One of the key markets for sewing is the making and repair of school uniforms. Many schools require that students have school uniform and both production and repair of uniforms provides a stable market for the graduates.

6. IMPLEMENTATION STRATEGY The project outcomes and impact will depend on a number of aspects but certainly the implementations strategy will play a crucial role. The project document provides the government (through INEFP) and local organization (ACUDES) with the key responsibility of implementation. To make the professional trainings relevant an innovative platform the PPP (the Public-Private Partnership) approach was designed and is to be set at the early stage of the project implementation. The PPP will provide the necessary advice on courses to be offered, the content, help on placement and help on project monitoring and evaluation. For implementation the project intends to rehabilitate, equip and use the three vocational training centres in Homoine and build a new facility in Jangamo. As many actors are involved we suggest, based on the findings, that the project success will depend amongst others on:     

The commitment by the main involved institutions (INEFP, PLAN and ACUDES); The quality and commitment by the PPP members; The quality and commitment by the training facilitators; The selection criteria for the apprentices; The clear role of each participating actor (especially where INEFP, PLAN and ACUDES interventions start and finish and complement each other). There should be complementarity and not competition amongst the key stakeholders.

Interview with Dr. Carimo, INEFP Inhambane

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   

The flexibility to capture new opportunities and expand or compress the PPP; The timely disbursement of funds and a clear transparency on its use and; Quality and relevance of the curriculum offered, and Accessibility and quality of the training facilities.

Regarding the last point (training facility) the current assessment provides different scenarios including the scenario the project intends to pursue (scenario 1). SCENARIO 1: PROJECT’S IMPLEMENTATION STRATEGY- USE EXISTING FACILITIES The project implementation strategy is to use existing facilities in Homoine and build a new facility in Jangamo. This means signing a memorandum of understanding with technical institutions in Homoine in order to use their existing infra-structures for running shortterm vocational/professional trainings; this could be done either in parallel with their existing teaching or use the infra-structures during the holidays period. Main Advantages: limited initial costs and strong engagement by the existing institutions. The existing institutions could also benefit from having some equipment bought by the project and by engaging their staff whenever possible. Main disadvantage/challenge: limited project visibility and many challenges in administration (financially, technically and materially) as it involves existing and new management demands and actors. Parallel to this, existing institutions have to revisit their vision, mission and train their staff to sustain the new trainings in the long run. As their offer relatively long term (3 years) courses there is a challenge of introducing short term vocational trainings. Besides this the project has to make a good cost-effectiveness analysis as the rehabilitation costs of these three training centres could surpass the costs of building a new one. It also needs to consider for how long the existing facilities can be used by the project and how these courses can be sustained in these trainings centres. Beside this scenario and based on the assessment findings the researchers propose the following additional scenarios: SCENARIO 2: (RE)BUILD NEW FACILITIES IN BOTH DISTRICTS Based on the fieldwork, the researchers noted that besides the approach proposed by the project there are other options that could also be considered. The first additional option proposed in this assessment is to build new facilities in both districts. ACUDES has a property (to be rehabilitate) in Homoine that could be used for this endeavor in that district while in Jangamo the government will provide the land.

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Main advantages: new infra-structures in the districts and the construction process could use the apprentices as part of the training; as new infra-structures this brings along a visibility for the project; there is also a slight detachment from the existing training facilities which may not have good reputation. The facilities could be used in the future as centres for employment and knowledge network. Main disadvantage/challenge: the main challenges are related to costs for building new facilities, although they may not surpass the costs of rehabilitating and equipping three vocational trainings centres as per scenario 1; additionally, there are ownership issues to be considered as well as short and long term management and sustainability issues. SCENARIO 3: START WITH SCENARIO 1 BUT MOVE GRADUALLY TO SCENARIO 2 In this scenario the project starts by using existing infra-estrutures by rehabilitating only the key offices/rooms it needs to start immediately the trainings but it moves into building new facilities in both districts. Besides this, the project decides to provide short term carpentry and agro-business vocational trainings in the existing institutions in Homoine which have already facilities and experience while the new facilities in Homoine would provide trainings for new courses. Main advantage: the project starts early and engages existing professional training institutions. Main disadvantage/challenge: probably there will be double costs (furnishing/rehabilitating the existing facilities and costs incurred with the new constructions) SCENARIO 4: USE SCENARIO 1 OR 2 BUT CREATE TRAINING FACILITIES (SATELLITES) AT THE LOCALITIES This scenario starts from the view that the distances from the communities/localities to the district village are still quite big and there is a need to provide trainings much closer to local communities. Hence, the focus is to create, besides the main training facilities at the district level, (small) facilities in all or some selected localities/communities that will operate as locality/community knowledge centres. In these places the graduates from that particular community/locality, based on the startup kits received after their graduation, they can work together and engage/teach new people. These satellites would link up with the district centres/training facilities created by the project.

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WHICH SCENARIO IS FAVOURED? The different scenarios have advantages and challenges which need to be carefully discussed with all the stakeholders involved. In the validation workshop held in Maxixe on August 16, people considered working with existing infrastructures (IFP, EFR and IAI) in Homoine and build new one in Jangamo and satellite units at community level as the best option. The advantage and disadvantages of that option are laid out above. However, the researchers recommend to think very carefully the option of (re)building new infrastructures also in Homoine for reasons that includes project management issues, project visibility, costs for rehabilitating existing facilities; re-definition of mission, vision and regulations by the existing institutions and a considerable autonomy by the project to run at a speed it needs to reach its goals which is not always easy when attached to existing governmental organizations.

7. BARRIERS TO ACCESS FOR GIRLS AND MARGINALIZED GROUPS Girls find different barriers either for training or for employment. The barriers intertwine socio-cultural, economic and political aspects. The following life stories are illustrative cases of how girls/women become sidelined. Case 1: Yolanda and school drop out Yolanda was born and grown in Maputo capital. She comes from a family of 2 brothers and 1 sister. She is the second on the line. Now 25 years old she lives in Nhaulane, Homoine district. Yolanda is married and mother of a 4 years girl and a 2 years boy. Yolanda studied up to level 7 (sĂŠtima classe) but did not finish. When she was attending level 7, her father become sick and was no longer able to walk and work. When this happened her mother started to ask her to spend more time helping on housekeeping, taking care of her father and in selling in the market. Too busy she slowly started to be absent at school and ended up just by dropping out. Years later her father passed away and her mother was facing so many difficulties in making a living. They survived by selling in market and streets until she knew her husband that used to sale second hand clothes. She was then 18. They decided to stay together and she took one of her brothers to live with her just to release her mother. They lived in Maputo renting a small house in the surroundings of Michafutene. Three years back her husband decided that he wanted to try a better life in South Africa as he has a brother over there. Then he left to South Africa and asked her to go and live with her mother for a while in Homoine (Nhaulane) till he sorts it out where to settle definitely when he gets back from South Africa. She does not know when will get back to the vibrant life of Maputo. â&#x20AC;&#x153;I fill like I am lost in here. There is really nothing here. At least in Maputo I used to sell in the market!â&#x20AC;?

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Case 2:Gina and the FDD Gina is 33 years old and schooled till level 10. She is divorced and mother of three child (2 girls and 1 boy). Gina runs a small business in Cumbana. To expand her business she applied two years ago for the District Development Fund (FDD). She wanted 150,000 MTN. It seemed that everything was ok until someone come to her to say that she was disqualified because she was a divorced women. Divorced women are seen as untrusted, untruthfully and problematic. This was very upsetting for her. ‘This is how they perceive us - the women; if you are a widow they say we are witches; we have killed our husbands; if you are divorced then you are problematic; why her husband left her no matter what reasons you might have and if you stay single you also have problems; why nobody is marrying her. I wish I was a man in the next life!’

The cases presented above illustrate some of barriers that women face in their everyday life. Girls like Yolanda are prone to school drop out for reasons that includes caring for parents and brothers; providing bread for the family and for marriage. It is not just about giving up school and likely a professional carrier but is also about dropping up dreams, fillings and emotions. Yolanda is just living a life that does not belong to her! On the other, the Gina story tells us how people especially dominant male frame women just by looking at them. Women lose employment and other opportunities just because of non-sense stereotypes. Data form survey (table 15 below) shows that women tend to have less higher education than men mainly due to drop out. The survey found about 52% girls (28/54 interviewed women) that attended schooling beyond primary education against 71% (72/101 interviewed men) that attended schooling beyond primary education. Nonetheless there is statistical difference between the two groups regarding the education (χ2 = 6.215 and ⍴=0.286). Table 15: gender disaggregated education of the interviewed Count

School degree

Tot al

did not att end school Grades 1-5 (EP 1) Grades 6-7 (EP 2) Grades 8-10 (ESG I ) Grades 11-12 (ESG I I) Univ ers ity

Gender Female Male 5 4 7 8 13 16 14 32 15 40 0 1 54 101

Tot al 9 15 29 46 55 1 155

Source: authors based on survey 52 | P a g e

One of the key factor that the research unveiled is that women/girls become so powerless and at the mercy of their husbands after the marriage, at least in the patrilineal system in Homoine and Jangamo. When the researchers asked the married girls whether they would be willing to attend a training to improve their skills, many of them said the final decision was not on their hands; their husbands would have to decide whether they could attend or not. So women are not only excluded by being single/widow or divorced as highlighted by Gina but they are also excluded even when married because they have no decision upon their lives. This clearly brings and touches upon issues of gender mainstreaming not at the adult life but we should start approaching gender early at the primary and secondary school so that kids grow up already with some knowledge of what gender imbalance means and what are the consequences. The research did not come across with special groups such as people with deficiencies but in group discussions, people noted that to reach these people an extra effort needs to be done. There should be a purposeful sampling in the selection of the apprentices so that people with special needs are included. Vocational trainings on issues such as radio/mobile phone repairing and art production which do not really need so much physical effort could purposefully address people with special needs!

8. CONCLUSIONS AND RECOMMENDATIONS This report addresses technical and vocational education and training in Homoine and Jangamo districts. It looked at three main aspects related to training and employment namely (i) the local socio-economic setting; (ii) the gap between training and market demand and (iii) barriers for girls and disadvantaged groups to enter/stay in the professional training and in finding employment. Based on the assessment results presented throughout the report, the following key conclusions and recommendations are made: 1. In both districts people make a living mainly from agriculture being cassava the main cash crop. Coconut, cashew nut and citrus play also a key role for income generation. Despite this similarity there are considerable differences in livelihood sources between the two districts. The study found more diversification in Jangamo than in Homoine; in Homoine people depend strongly on agriculture and natural resources than they do in Jangamo. 2. Living standards in both districts are still generally poor but the survey found encouraging development in a number of indicators such as improved houses, 53 | P a g e

4. 5.

access to education and health care and the owning of assets such as livestock, radio, mobile phones. Child rights remains a challenge in both districts as many youth start to work at early ages to help family members to make a living and this is being amplified by the HIV/AIDS epidemic which is living behind a cohort of orphan and vulnerable youth. In both districts Malaria and HIV/AIDS remains the major health problems being HIV/AIDS the major killer. In both districts the education system follows an ascending illiteracy and descending literacy meaning there are more elder illiterate people than youth but as one move up to higher levels and to technical and vocational education the number of students decreases. In Jangamo there is no technical and vocational training but Homoine offers technical training on agriculture, carpentry and teaching. Nonetheless this is being hampered by limited practical classes and virtually nonconnection with the outside private sector. The survey found the following key indicators for the project: a. 70 % of the youth in Homoine and 23% in Jangamo (total of 79 out of 155) are unemployed and depend on mainly on agriculture for livelihoods. For the employed (total of 76), self-employment mainly on petty trading appears as the main employment opportunity (total of 31 = 41% of the employed); government is the second main employer (total of 29= 38%); family business (total of 7= 9%); private sector (total of 6= 8%) and NGO (total of 3=4%). b. Girls represents only about a 1/3 (34%) of the total employed which is about 17% of the total sample. c. By 2013 a total of 553 pupils (237 females) were enrolled on technical/vocational training in Homoine while there is technical/vocational education in Jangamo. d. Only 11.6% of the sample (18 people out of 155) had a technical /vocational training and most of them (13 people) in Homoine. Teaching appeared as the main technical training. e.

Formally employed people appeared to earn more than the petty traders. In Jangamo where the majority is self-employed as vendors we found a monthly income of 2,921.41 MTN (about USD 100) while in Homoine where the majority of employed work for the government but also are more technical trained

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people, the monthly income was 5,626.55 MTN (about USD 200)20. Data from the survey shows also a positive and significant correlation (+ 0.381) between education/training and income; people with higher education have higher income than non-educated. 7. Based on the assessment the report recommends the trainings to include: a. business plan and management; b. associations and cooperatives; c. masonry/construction; d. carpentry; e. auto-repairs; f. hotel/restaurant services; g. sewing; h. agro-business/agro-processing; i. TV and radio repairs and, j. cell phone repairs; 8. Plan partners have considerable expertise in providing (classical) trainings (a-g) but will have to pool out external expertise for additional and emerging vocational areas proposed above (h- j). Nonetheless, this wonâ&#x20AC;&#x2122;t be a limitation as in Mozambique this expertise is available and can be contracted for training of the trainers in order to create internal capacity at ACUDES or INEFP to sustain them. 9. The assessment recommends PLAN to pay due attention to: a. the commitment by the main involved institutions (INEFP, Plan and ACUDES); b. the quality and commitment by the PPP members; c. the quality and commitment by the training facilitators; d. the selection criteria for the apprentices; e. the clear role of each participating actor (especially where INEFP, Plan and ACUDES interventions start and finish and complement each other). There should be complementarity and not competition amongst the key stakeholders. f. the flexibility to capture new opportunities and expand or compress the PPP; g. the timely disbursement of funds and a clear transparency on its use and; h. training facilities 10. Women are being sidelined due to different reasons which include caring for parents and brothers; providing bread for the family and for marriage. Marriages 20

This excludes other benefits such as paid holidays, pension scheme, health care and sick leave

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appear to be one of the institutions that handicaps girlâ&#x20AC;&#x2122;s dreams and future plans. Hence, in order to make women part of the project the assessment recommends that a good partnership and involvement of local leaders needs to be settled. They can persuade parents and husbands on the relevance of the trainings for the householdâ&#x20AC;&#x2122;s welfare. Additionally, there should be an attempt to put the trainings much closer to the girls meaning there should be attempts, whenever possible, to provide trainings within walking distance. The idea of having satellite units at the locality levels is intended to help close the gap by bringing the trainings closer to the communities. 11. Decisions on where to provide trainings will be, to some extent, painful and controversial as selection must be made. The assessment provides 5 scenarios with their respective vantages and disadvantages namely: (a) use existing facilities in Homoine and build new infra-structures in Jangamo- the project design; (b) build new infra-structures in both districts; (c) start with existing and move to scenario (b) and (d) use one of the above scenarios but create also satellite units at locality level. In the validation workshop held in Maxixe on August 16, people considered working with existing infrastructures (IFP, EFR and IAI) in Homoine and build new one in Jangamo and satellite units at community level as the best option. The advantage and disadvantages of that option have been discussed along the report.. However, the researchers recommend to think very carefully the option of (re)building new infra-structures also in Homoine for reasons that includes project management issues, project visibility, costs for rehabilitating existing facilities; redefinition of mission, vision and regulations by the existing institutions and a considerable autonomy by the project to run at a speed it needs to reach its goals which is not always easy when attached to existing governmental organizations. 12. The assessment recommends using the district development fund (FDD) as part of the project. It can work as a good venue to link up the trainings with the practical component. For this, there should be a recommendation from the district government that each project funded under the FDD is attached to taking some of the apprentices and, on the other, that promising and talented apprentices get a top priority in the FDD funding as far as the project staff and the PPP coach the funded talented apprentices.

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REFERENCES AfDB (2012) African Economic Outlook 2012: promoting youth employment.OECD Publishing Bruck, T. and van der Broeck, K. (2006) Growth, Employment and Poverty in Mozambique. Issues in Employment and Poverty. Discussion Paper 21 Creticos, P. (2011) A framework for Economic growth and good-job creation. ILO GoM (2006) Estratégia de Emprego e Formação Profissional, 2006-2015. Maputo Governo de Homoine (2013) Relatório balanço do plno economico social e orçamento distrital referente ao ano 2012. Homoine Governo de Homoine (2011) Plano Estrategico do Desenvolvimento do Distrito (PEDD) de Homoine. Homoine Governo de Jangamo (2013) Relatório balanço do plno economico social e orçamento distrital referente ao ano 2012. Jangamo Governo de Jangamo (2011) Plano Estratégico do Desenvolvimento do Distrito de Jangamo (PEDD) de Jangamo. Jangamo Harper, R. (1999) Some of what we know and don’t know about employment and unemployment in Mozambique. Maputo, USAID Jones, S. and F. Tarp (2013) Jobs and Welfare in Mozambique. Country case study for the world development report. Washington IMF (2012) World Economic Outlook. New York ILO (2012) Concept note on the post 2015 development agenda. ILO INE (2012) Estatisticas do Distrito de Homoine. INE, Maputo INE (2012a) Estatisiticas do Distrito de Jangamo. INE, Maputo INE (2010) Recenceamento Geral da População e Habitação 2007. Indicadores socioeconomicos distritais. Provincia de Inhambane. Maputo, INE INE (2008)Estatísticas do distrito de Homoine. INE, Maputo INE (2008a) Estatisticas do distrito de Jangamo. INE, Maputo 57 | P a g e

Mosca, J. (2005) Economia de Moçambique seculo XX. Instituto Piaget, Lisboa OECD and LEED (sd) Conceptual Framework. Boosting Local entrepreneurship and enterprise creation. OECD PLAN (2012) Povery reduction trhough youth employment, technical training and employability in Mozambique. Project document, Youth and Communities to sustained social and economic capacities. Maputo, Plan Plan (2010) Country Program 4: Promoting the Right of Children. Maputo, Plan Carlos, A. (2003) Politicas de Geracao de emprego e renda. Texto 227, Universidade de Brasilia. Brasilia SDAE de Homoine (2013) Balanço- Primeira época da campanha 2012/2013. Homoine YCI (2012) Mozambique and the Youth. Available at www.yci.org WB and IFC (2012) Doing Business. Doing business in a more transparent world; Economic Profile: Mozambique. Washington DC Zilberstaijn, A. and Neto, M. (2000) As teorias de desemprego e as politicas publicas de emprego. Editora Atlas, São Paulo, Brasil

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ANNEXES

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ANNEX 1: FIELDWORK PLAN Item Departure Maputo-Homoine Survey in Homoine SSE and FGD in Homoine Departure Homoine- Jangamo Survey in Jangamo SSE and FGD in Jangamo Overall fieldwork evaluation

Day (s) 30.06.2013 1- 4.07.2013 1-04.07.2013 04.07.2013 5-11.07.2013 5-11.07.2013 11.07.2013

Responsable Plan Arsenio Jorge+ local staff Luís Artur Plan Arsenio Jorge+ local staff Luís Artur Luis Artur+Arsenio Jorge

ANNEX 2: QUESTIONAIRE USED (sent separately to Plan in Mozambique)

ANNEX 3: KEY INFORMANTS INTERVIEW GUIDELINE (PORTUGUESE VERSION) 1. Dados gerais do distrito: - o que é Homoine/ Jangamo em termos socio-economicos? - estimativa da percentagem de jovens no distrito ( do total da populacao) - estimativa percentagem de desemprego no distrito - principais actividades economicas no distrito - principal ocupacao de jovens que nao estao a estudar - principais fontes de emprego no distrito - principais recursos/oportunidades capazes de trazer mais empregos 2. Dados sobre as capacidades e habilidades de jovens - que tipo de oportunidades de formação existem ao nivel do distrito?( pedir curriculum se existir)! - o que acha da relevancia dos cursos existentes? - o que acha da qualidade dos formados? - Alguma proposta de outros cursos tendo em conta as potencialidades do distrito e o mercado emergente? - algum esforço/estrategia para tornar os cursos mais direccionados ao mercado de emprego? - algum esforço para melhorar a qualidade de formação - o que acha de oportunidades de emprego para a camada jovem femenina?alguma coisa especifica a ser feita para este grupo? - que estratégias estao a desenvolver para reduzir desemprego no distrito? 3. Dados sobre ambiente de negocio e infra-estruturas - que estrategias/incentivos existem ao nivel do distrito para atrair mais investidores e agentes privados? 60 | P a g e

- que dificuldades os agentes economicos apresentam no desenvolvimeno de seus negocios e/ou para comecar novos emprendimentos (ex. energia, agua, financiamento, pessoal qualificado, vias de acesso, etc.). 4. Financiamento - Uma das limitacoes para abrir negocios e criar emprego e conseguir fundos. Que linhas de financiamento existem no distrito (ex. FIL, etc) - quais sao as taxas de juro, modalidades etc para ter acesso a estes fundos - como pensam em aumentar as possibilidades de financiamento no distrito?ue as pessoas reclamam com relacao a questao de financiamento (acesso, montantes, criterios, 5. Redes de conhecimento e oportunidades de emprego - que institiuicoes dentro do distrito que oferecem capacitacoes para melhorar oportunidades de emprego e expandir os existentes? - existe algum tipo de ligacao com o exterior quer para receber treinamentos quer para receber vagas de emprego?

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ANNEX 4: PEOPLE INTERVIEWED No 01 02 03 04 05 06 07 08 09 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38

Name Joao Barreto Ana Cândida Adriano Eng. Helton Eng. Calvino Frei Viegas Eurico Muando Marcelino Pale Cremildo Carlitos Ernesto Delfim Gabriel Muambisse Chefe - Golo Chefe- Inhamussua Deputy chief Chinjinguir Chefe-Pembe Deputy chief Mubecua Deputy chief Chizepele Deputy chief Nhaulane Deputy chief Manhica Joao Domingos Carla Sitoe Abinésio Bie Lopes Rungo Emilia Francisco Ramiro Mr. Elias Mr. Basilio Alberto Dr. Carimo Silva Cumbe Enoque Nina Agostinho Londose Augusta Bernardo Deputy chief Ligogo Deputy chief Bambela Deputy chief Cumbana Rogerio Ofiço Pousada Cumbana

Position Administrator Permanent Secretary Technical Staff Technical Staff Director Director Pedagogic director Private sector Private Sector Private sector Director Local Chief Local Chief Local Chief Local Chief Local Chief Local Chief Local Chief Local Chief Informal vendor Informal vendor Permanent Secretary Technical staff Director President President Technical Staff Delegate Chief Director Director Teacher Vendor Local chief Local Chief Local Chief Technical staff Private sector

Place Homoine Homoine SDAE Homoine Administration Homoine EFR Homoine SDEJT IAI Homoine Homoine Homoine IFP Homoine Golo Homoine Inhamussua Homoine Chinjinguir Homoine Pembe Homoine Mubecua Homoine Chizepele Homoine Nhaulane Homoine Manhica Homoine Homoine Homoine Jangamo SDEJT Jangamo SDEJT Jangamo District youth council Jangamo Youth organization Jangamo Social affairs INEFP Inhambane Chief of Massavasse locality ACUDES Jeff Resort Jangamo Ligogo Jangamo Jangamo Ligogo Jangamo Bambela Jangamo Cumbana Jangamo SDEJT Jangamo

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ANNEX 5: SOME CORRELATIONS

Correlati ons

idade real do ent rev istado Pears on C orrelation Sig. (2-t ailed) N esc olaridade do Pears on C orrelation ent rev istado Sig. (2-t ailed) N numero total de bens que Pears on C orrelation pos sui Sig. (2-t ailed) N total de membros no agregado interv alo s alarial

esc olaridade numero total idade real do do de bens que ent rev istado ent rev istado pos sui 1 -. 375** -. 181* . .000 .024 155 153 155 -. 375** 1 .094 .000 . .249 153 153 153 -. 181* .094 1 .024 .249 .

Pears on C orrelation Sig. (2-t ailed) N Pears on C orrelation Sig. (2-t ailed) N

155 -. 175* .029 155 .152 .205 71

153 .069 .396 153 .381** .001 69

155 .352** .000 155 .020 .866 71

total de membros no interv alo agregado salarial -. 175* .152 .029 .205 155 71 .069 .381** .396 .001 153 69 .352** .020 .000 .866 155

1 . 155 .029 .812 71

.029 .812 71 1 . 71

**. Correlat ion is signif icant at the 0. 01 lev el (2-tailed). *. Correlat ion is signif icant at the 0. 05 lev el (2-tailed).

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