[{"bbox": [97, 153, 1133, 207], "category": "Text", "text": "in modernising the management of VET institutions, training students and trainers, and supporting job creation through incubation and micro-credits for young entrepreneurs."}, {"bbox": [100, 234, 354, 263], "category": "Section-header", "text": "## 2.2 Problem Analysis"}, {"bbox": [97, 281, 332, 306], "category": "Section-header", "text": "### Short problem analysis:"}, {"bbox": [97, 319, 311, 343], "category": "Section-header", "text": "#### 1. TVET Governance"}, {"bbox": [97, 358, 1133, 623], "category": "Text", "text": "The governance of TVET is characterised by a) weak strategic management capacity at central and local government, resulting from poor technical capacity and an insufficient number of staff at key institutions and departments; b) embryonic statistical systems that are not yet used at a full scale to support decision-making and proper TVET monitoring and quality assurance; c) incipient public-private dialogue at decision level. Therefore, there is a need to support institutional capacity. This Action aims at doing so by taking advantage of the results achieved by the ongoing TVET support programme RETFOP: a) supporting the management/planning of the Ministry of Education (MED) by supporting the use of the new technical education information system; and b) supporting the development of the National System for Qualifications, the Quality Assurance System, the definition of the Skills Recognition, Validation and Certification (RVCC) model and the functioning of the Mechanism for Public-Private Dialogue on TVET."}, {"bbox": [97, 636, 285, 662], "category": "Section-header", "text": "#### 2. Training quality"}, {"bbox": [97, 672, 1133, 970], "category": "Text", "text": "The TVET training offer in Angola is insufficient to meet the demand. Only 4% of Angola's population has some form of TVET qualifications²⁹. In addition, the training lacks quality due to: a) weak management and organisation capacities of TE schools and VT centres; b) qualitative and quantitative insufficiency of specialised teachers and trainers, especially in the technical and technological areas; c) inadequacy of the training methods and content to the real needs of the labour market; d) weak involvement of the private sector and civil society in the governance of VET (shaping curricula, defining learning outcomes, providing job-learning opportunities). At the same time, there is a lack of jobs in Angola. Job creation is stagnated and there is low productivity. Those factors limit foreign direct investment in productive assets and hamper economic diversification and the development of the private sector. As a result, the job creation process is slow and most of the jobs created fall in the realm of the informal sector³⁰. Therefore, to maximise the impact and to avoid dispersing efforts, the Action focuses on improving the training quality in the key economic sectors that look more promising in terms of job creation and promoting a green transition."}, {"bbox": [97, 980, 1133, 1205], "category": "Text", "text": "Besides, the Action pays special attention to the development of the Lobito Corridor. The Corridor has significant potential for sustainable employment opportunities across key sectors such as agriculture, transport, logistics, renewable energy, and tourism. A critical focus on promoting green and circular business models across all sectors is essential. This will necessitate a dedicated emphasis on green skills development to ensure a workforce capable of supporting these initiatives. Additionally, this Action will address the demand for skilled labour in other economic sectors supported by EU-funded actions, such as the green and circular economy and fisheries. In addition, to improve training quality, the Action will: a) train teachers and management teams of TVET centres/schools; b) equip training centres when needed; c) design TVET curricula in line with the National System for Qualifications and the private sector; and d) promote the apprenticeship model."}, {"bbox": [97, 1218, 857, 1243], "category": "Section-header", "text": "#### 3. Employment services and vulnerable people's accessibility to training and jobs"}, {"bbox": [97, 1256, 1133, 1415], "category": "Text", "text": "The environment to transit from TVET to the labour market is not conducive. The services to do vocational guidance services to students at technical schools have been supported by the ongoing EU TVET programme RETFOP, but they are still incipient. The employment services are in a modernisation process and have also received capacity support and equipment from RETFOP. However, improvements are still needed. For instance, there is a need for enhanced professional and vocational guidance in schools and employment services including training of employment counsellors and technicians."}, {"bbox": [97, 1428, 1133, 1507], "category": "Text", "text": "Furthermore, recent programmes to promote employment have not been designed in a way that they reach people in vulnerable situations. People in vulnerable situations find it very difficult to meet the eligibility criteria such as minimum qualifications and/or experience³¹. In addition, early marriage and gender-based violence are two major"}, {"bbox": [86, 1537, 819, 1560], "category": "Footnote", "text": "²⁹ Cravo et al (2023), Determinants of Labour Market Outcomes in Angola, AfDB Working Paper"}, {"bbox": [86, 1560, 925, 1603], "category": "Footnote", "text": "³⁰ https://documents.worldbank.org/en/publication/documents-reports/documentdetail/099210502232360806/p174737020b1d101709def0fd1e971879f0 (accessed 17/06/2024)"}, {"bbox": [86, 1603, 925, 1646], "category": "Footnote", "text": "³¹https://documents.worldbank.org/en/publication/documents-reports/documentdetail/099210502232360806/p174737020b1d101709def0fd1e971879f0 (accessed 17/06/2024)"}, {"bbox": [1038, 1682, 1144, 1706], "category": "Page-footer", "text": "Page 7 of 30"}]