The World Bank's Country AssistanceStrategy 2004-08 (CAS) indicates that the Bank is preparedto enter into a credit agreement to finance an integratedTechnical and Vocational Education and Training (TVET)sector reform program. The project aims to improve access topost-primary education and to 'increase graduation ofMozambicans with the skills, practices, and attitudes neededto fill technical positions, and create value-addingknowledge and innovation in production. This Economic andSector Work (ESW) attempts to identify the key issues andstrategic options to strengthen the analytical base in thesub-sector and support the preparation of this project.Specifically, the study aims to identify ways and meansthrough which the World Bank could support the efforts ofthe Government to: (a) augment the supply and productivityof skilled labor in key sectors of the economy; (b) draw upan integrated TVET system; (c) improve the externalefficiency and relevance of the vocational education andtraining system; (d) improve internal efficiency and qualityof existing technical and vocational education; and (e)expand access to TVET and reduce existing inequalities inthe system. The findings of this sector study support majorpremises that should guide any further discussion about anappropriate TVET reform path in Mozambique. Firstly, allreform efforts will have to be governed by the goal oftransforming the current supply-driven into ademand-oriented TVET system. Secondly, the situation andfinancial analysis shows that a further expansion andstrengthening of the TVET system as it is at the currentmoment will compromise its long term development andmodernization prospects and will not be financiallysustainable. Thirdly, it must be understood that TVET itselfand alone will not solve the problem of unemployment andlack of productivity in the Mozambican economy. TVET canonly support growth and economic development once otherfactors that influence the investment climate are right.Fourthly, Government will need to re-define its role, nichesand special responsibility in the national TVET system inaccordance with defined and agreed criteria and inpartnership with other stakeholders in the training system.Such a new definition of roles and responsibilities has tobe done before other major reform elements are identified.Finally, it must be understood that a comprehensive reformagenda will require the joint efforts of all stakeholders,including the cooperating partners, many of whom havealready contributed technical and/or financial resources tothe improvement of TVET. The report falls in two principalparts: (1) a diagnostic assessment of trends in the labormarket, in education and the technical and vocationaleducation and training sector; and (2) a discussion ofvarious options that are available for the Government t oimprove access, quality and labor market responsiveness ofTVET in a sustainable manner.
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