Towards Programme Improvement in Non-Formal Vocational Education and Training in Mozambique

The aim of the article was to explore ways in which formal and non-formal skills development programmes can be improved for education continuity and employability of marginalised youth. This is attributed to the fact that coronavirus disease (COVID-19) with its related lockdowns is causing not only unprecedented disruption in the provision of skills, but also catalysed innovation in distance learning. A qualitative case study with some elements of action research, systematic inquiry and non-participant classroom observation with capability and empowerment theories supported the inquiries. Thematic analysis was used. Results reveal that while access to skills development was maintained in some spaces through a rapid shift to distance learning, the pre-existing social and digital divides deprived marginalized groups of continued learning and putting them behind schedule. Many institutions and learners lack operational distance-learning platforms, digital skills and devices. Save for the few exceptions, distance learning policies by the government have not yet been able to facilitate the acquisition of practical skills, which are critical components for the success of education and employability. Evidence points not only to pedagogical dimensions with educator’s incompetence to provide a supportive environment, but also to designing structured educational resources versus the abundance of online resources, disruptions to assessment and certification, and a general decline in the quality of practical training causing demotivation among learners and educators. The general increased economic hardship has also increased the likelihood of marginalised youth dropping out of education. The study recommends a robust shift on how skills are delivered-shift to digital literacy and adoption to technology, forge national and regional public private partnerships to increase the availability of accessible distance learning solutions, allocate more financial resources, develop new training programmes by marrying curricula to real life working situations, assess and certify online for educational continuity and employability.

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Formal and Non-formal Skills Improvement for the Marginalised Youth in Uganda

Ddungu

Nakijoba

Nakirijja

et al. 2021

Adv. J Social Sci.

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The Challenges of Adult Education Policy Implementation in Mozambique

Manuel

Попов

2016

PEC

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The current socio-economic development in Mozambique is characterized by growing social inequalities, in particular concerning the imbalanced access to education and the increased poverty of women and the unemployed. Adult education is a way to provide youth and adults with opportunities to improve their knowledge and skills. Through education they can gain power and they can learn how to cope with social and economic challenges. The purpose of this research is to examine how far policies concerning adult education, especially with respect to Non-Formal Vocational Education and Training (NFVET) are implemented. The research is qualitative in nature, based on document analysis with a focus on the policies that have guided the implementation of adult education and training in Mozambique during the period 2000-2015. The findings reveal that Mozambique has been strongly influenced by international initiatives within the framework of ‘Education for all’ and ‘Education for development’. There is an apparent need to strengthen policy implementation strategies, particularly in the area of NFVET in order to ensure the real empowerment of learners and teachers. Key words: adult education, activity theory, power and development.

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Adult Education in Mozambique: Between Expectations and Possibilities

Manuel

Buque

Quive

2017

PEC

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Adult education has been and continues being an important area of education. In developing contexts, it is considered the way for social inclusion and poverty reduction and it is expected to provide knowledge, skills and values to youth and adults who did not get opportunity to education in their early age. Adult education also serves as a way to improve people’s competences throughout their life span. However, the concept of adult education in Mozambique has been used as literacy, referring only to the development of reading, writing and calculation skills. Using content analysis of documents, this research attempts to gain insight of adult education in the context of Mozambique. The findings reveal that adult education in the perspective of change and development as it is in Mozambique is linked to the objectives of poverty reduction and social inclusion. In this sense quality and relevance in adult education, as in other type of education, is needed to be able to develop functional knowledge and skills to youth and adults and allow them continuing learning in their life. Literacy and adult education have been considered an important field for social and economic development in the country, but contextual factors contribute to a narrow perspective of adult education, focusing mainly on literacy and numeracy as its final goal. Keywords: adult education, poverty reduction, social inclusion.

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Towards Programme Improvement in Non-Formal Vocational Education and Training in Mozambique

Cited by 4 publications

References 9 publications

Formal and Non-formal Skills Improvement for the Marginalised Youth in Uganda

Formal and Non-formal Skills Improvement for the Marginalised Youth in Uganda

The Challenges of Adult Education Policy Implementation in Mozambique

Adult Education in Mozambique: Between Expectations and Possibilities

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