Challenge

Stakeholder consultations across Mozambique identified a significant gap between Technical and Vocational Education and Training (TVET) provision and the skills required by employers. While many qualifications successfully develop technical knowledge, they often fail to equip learners with the broader soft skills and professional behaviours needed in the workplace, including communication, teamwork, problem-solving, adaptability and professionalism.

A major concern was that qualifications and curricula were not always aligned with labour market needs. Employers highlighted that programmes frequently focused on technical competencies without reflecting current industry standards or the wider skillset required for effective employment. In some cases, qualifications were developed before meaningful employer engagement had taken place, resulting in training that met only a limited range of industry needs. Although Sectoral Technical Committees had been established to support qualification development, stakeholders felt these mechanisms required strengthening to ensure that employer and market demands were fully understood before curriculum design begins.

The challenge was compounded by a lack of systems for developing occupational standards and profiles, making it difficult to ensure that qualifications accurately reflected workplace requirements. As a result, graduates often entered employment without the transversal skills needed to succeed and progress in their careers.

Training providers, employers and students also expressed concern that many trainers lacked recent industry experience. While pedagogical expertise was valued, stakeholders emphasised that trainers need regular exposure to industry practice and continuing professional development to maintain the relevance of teaching and effectively model workplace behaviours and professional standards.

Assessment practices presented further challenges. Although all students complete workplace internships, the skills and learning achieved during these experiences are not formally assessed. This was viewed as a missed opportunity to recognise and develop important employability skills. Employers were also largely absent from assessment processes, limiting opportunities to validate learners’ workplace competence. Concerns were also raised about inconsistent assessment approaches, burdensome evidence requirements and delays in certification, all of which reduced efficiency within the system.

Employer engagement was another significant challenge. Training providers often struggled to secure high-quality internship placements, and employers lacked incentives or structured guidance to participate effectively in learner development. This weakened the connection between education and employment outcomes.
Collectively, these findings highlighted the need for innovative approaches that strengthen employer engagement, develop transferable skills and introduce more learner-centred pedagogies.

The development of soft skills through Project Based Learning (PBL) emerged as a practical solution, enabling students to apply technical knowledge to real-world challenges while building the communication, collaboration, leadership and problem-solving capabilities increasingly demanded by employers.

Solution

Stakeholder consultations across Mozambique identified a significant mismatch between Technical and Vocational Education and Training (TVET) provision and the skills required by employers. While many qualifications successfully develop technical competence, they do not consistently equip learners with the broader employability and soft skills increasingly demanded by employers. They highlighted deficiencies in areas such as communication, teamwork, problem-solving, leadership, adaptability, professionalism and customer engagement, all of which are critical for workplace productivity.

A key concern was that qualifications and curricula were not always aligned with current labour market needs. Employers reported that many programmes prioritised technical competencies without adequately reflecting industry expectations or the wider capabilities required for effective employment. Consequently, many graduates entered employment with technical knowledge but lacked the transferable skills required to thrive, progress and adapt within changing work environments.

Training providers, students and employers also raised concerns regarding trainer capability and industry relevance. While tutors possessed valuable pedagogical expertise, many lacked recent industry experience and opportunities for continuing professional development. Stakeholders emphasised that educators need regular engagement with industry to maintain current knowledge, understand emerging workplace practices and effectively model professional behaviours for learners.

Assessment arrangements presented additional challenges. Although all students are required to undertake workplace internships, the learning and employability skills developed through these experiences are not formally assessed. This was viewed as a missed opportunity to recognise practical achievement and strengthen links between education and employment. At the same time, employer engagement in learner development remained inconsistent, with colleges often struggling to secure high-quality placements and meaningful industry involvement.

These findings pointed to the need for innovative approaches that promote learner-centred teaching, strengthen employer engagement and develop transferable skills alongside technical competence. Project Based Learning (PBL) emerged as a particularly effective solution, enabling students to apply classroom learning to real-world challenges while developing the communication, collaboration, leadership and problem-solving capabilities valued by employers.

South Eastern Regional College partnered Mozambique colleges to introduce and embed Project Based Learning as a methodology for soft skills development. The project commenced with a comprehensive baseline review, involving online workshops to identify priority skills, assess existing teaching approaches and agree implementation plans. SERC shared its established PBL model through practical case studies and mentoring, supporting colleges to create student-led projects linked to local opportunities and community needs.

SERC facilitated continuous mentoring and coaching, helping teachers adopt more learner-centred and experiential teaching approaches. Baseline and end-line assessments demonstrated significant improvements in learners’ communication, leadership, teamwork, time management, problem-solving, negotiation and conflict-resolution skills.

Each college successfully developed and delivered a PBL initiative including a tourism information centre, a student-led culinary enterprise that generated income, and a guided tourism business. The projects increased learner engagement, encouraged entrepreneurship and provided authentic opportunities to practice workplace skills.

The project strengthened teacher confidence in PBL and secured endorsement from college leaders, many of whom committed to expanding the methodology across additional curriculum areas. The partnership created a sustainable foundation for future skills development, improved employability outcomes and strengthened the relevance of vocational education in Mozambique.