skillsfor
forjobs
forgrowth
forwomen
WHO ARE JOBA GRADUATES?SUMMARY OF COMPLETION (2018)
Measuring the progress and objectives of the JOBA Employment Fund, in accordance with the results framework (logframe), requires the collection of data and information about the trainees and the training offered by the programme’s grantees.
All JOBA grantees collect this information through a set of monitoring tools. Some of the data presented in this report result from the completion data provided by grantees (from final exam databases). The rest is analyzed from Form II (JOBA completion survey). Form II is designed to obtain information about whether trainees have completed the course, received final exam results, quality/satisfaction with the course delivery, and services received (mainly wrap-around services).
THE GRADUATION PULSE SUMMARIZES THE DRIVERS AND PREDICTORS OF A TRAINEE’S ABILITY TO COMPLETE A COURSE OR COURSE LEVEL, GIVEN THE DATA AVAILABLE FROM JOBA’S FORM I & II.
Young Africa
291
183
121
118
135
77
Enroled in 2018 across all JOBA grantees
Number of graduates
EnrolledGraduated
Mission Educate
FUNDE*
Nacuxa
Mezope
Belululane Industrial Park
GRADUATION SUMMARY
9251284
*FUNDE Tete & FUNDE Nampula
The programme’s completion1 rate for 2018 was 925 trainees of 1238 eligible trainees for graduation or level completion (75%), with women having higher completion rates (80%) than men (70%).
There are no clear associations between length of course and completion rate, but instead, the retention and completion rates are institution-specific. For instance, Young Africa enrolled the largest number of trainees (516), it also had the most trainees not complete (225, includes dropout, failed and still in training).
While the completion rate for males and females are equal, at 50% each (Female, N=463; Male, N=462), enrolment was skewed toward males (47% women and 53% men). The equal completion rates are driven by higher male dropouts, particularly in construction where they constitute the majority of trainees enrolled (results not shown).
The number of courses and class sizes funded by JOBA vary drastically across institutions. Young Africa and Nacuxa each have 12 and 11 courses respectively, compared to Mission Educate and FUNDE Tete which only have two specializations. The focus on only two specializations could be related to the length of the courses and localized market demands at the latter institutions.
GRADUATION RATES Retention and graduation rates are institution specific.
+
MISSION EDUCATE
Female
47 (78%)
87 (96%)
40 (82%)
120 (58%)
135 (96%)
34 (100%) 43 (90%)
0 (0%)
171 (55%)
78 (80%)
96 (88%)
74 (80%)
Male
FUNDE (TETE & NAMPULA)
NACUXA
YOUNG AFRICA
Completion Rate, by Gender (2018)
MEZOPE
BIP
Graduation Rate
Females Males
75%80% 70%
1Throughout this Pulse, we use the term ‘completion’ to include all those who graduated (successfully completed and passed) from JOBA courses, and those who successfully completed and passed a level, and are eligible to transfer to the next level in 2019.
FIGURE 2. IS THERE A DIFFERENCE IN COMPLETION RATE BY COURSE?
Courses had different completion rates. At FUNDE, more males and those trainees in construction courses did not complete, whereas trainees at Nacuxa which had similar percentages of dropouts as FUNDE had an equal number of dropouts across all 11 courses.
56Funde Nampula
Funde Tete
Young Africa
Mezope
Mission EducateNacuxaBIP
Agriculture
Construction
Agricultural Mechanic Bakery
Rural Agriculture
Husbandry (animals) Gardening & Plants
Vegetable Horticulture
Food Processing and Preservation
Processing and preserving of seeds
Watering and Drainage
Internships*
56
65
135
291
183
925Graduates
118
Pigery
Farm Management
Tractor Operator
Advanced Construction
Horticulture
Agricultural Mechanics
Food Processing
Special Agriculture
Poultry
Rural Electri�cation
Associations
Husbandry (small animals)
Agriculture (performance)
Horticulture
Agriculture (other) Livestock
Mechanical Constructio
n
Roads and Bridges Industria
l Electricity
Medidores orcamentistas
Master Builder
77
Agriculture
Hospitality
Human Resources
ICT
Construction/Mechanics
* Nine trainees from BIP did not report the sector or description of their internship; All sub-sectors/areas of study listed for BIP are only for internships (No courses); Missing the additional 46 trainees from BIP’s second cohort, Ninety-eight trainees are ‘still in training’ rather than reported as trainees who dropped out.
NOTE
FIGURE 3. HOW OLD ARE GRADUATES?
JOBA-supported trainees are young, with 7% of graduates aged 18 years or under and 65% of graduates aged 19-24, compared to 8% of trainees enrolled at age 18, and 67% enrolled at ages 19-24. Assessing completion across age, there seems to be no correlation or relationship between age and ability to complete courses, even for the youngest and oldest cohorts, where we hypothesized more difficulties in those stages of life.
Mission Educate had similar incompletion rates for both agriculture and construction. Young Africa had high levels of dropouts, particularly for their second cohort enrolled. For some courses, like Tractor Operation (19), so few students graduated (<10) that combining or discontinuing certain courses could be considered. Young Africa’s completion rate for their first cohort was 92%, compared to 53% for the second cohort. Given this shocking difference, JOBA is currently replicating its dropout study (See Gazette IV) , and calling all student dropouts or those reported incomplete since the initial data collection (N=165) to try and understand the driver behind this trend.
-18
25-44
19-24
45-60+
63
560
200
40
5%
(% of total, by gender) 9%
74%
16%
1%
56%
30%
9%
863Graduates
7%
65%
23%
5%
-18 (less than or equal)
19-24
25-44
45-60+
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KEY
Age Categories
NO RELATIONSHIP BETWEEN AGE AND ABILITY TO COMPLETE COURSES
AGE
& G
END
ER
+
FIGURE 4. IS THERE A DIFFERENCE IN COMPLETION BY GEOGRAPHY?
FIGURE 5. IS THERE A DIFFERENCE IN GRADUATION RATE DEPENDENT ON PREVIOUS EDUCATION LEVEL?
Completion rates of trainees from rural districts are slightly higher compared to trainees from urban/peri-urban districts. This finding is influenced by the high level of dropouts by Young Africa, which has slightly more urban/peri-urban trainees compared to other institutions related to the location the Young Africa campus in Dondo.
Rural
Urban/Peri-Urban
KEY
������������������������������������ ���������������������������
������������������������� Females
Males
22%
34%
68%
66%
85%95%
KEY250 graduates
150
50
GRADUATION RATES Upward relationship between previous education level and graduation rate.
+
Note: Primary education is EPI-I & -II; High School education level is Secondary-I & II. Professional certificates and University includes all basic and medio, and any university education. (World Bank 2010). Mezope’s cohort were excluded.
FIGURE 6. IS THERE A DIFFERENCE IN GRADUATION RATE DEPENDENT ON THE SCHOLARSHIP AMOUNT?
Previous education is a predictor of completion. Figure 5 demonstrates the positive relationship between graduation rate and level of previous education attained. The majority of JOBA-supported trainees have attained a high-school level education prior to training initiation, which has slightly lower graduation rates than the average. Once women achieve higher than a primary education, they graduate at higher rates than men.
The Mezope cohort, which had a majority of women attaining none or primary education, was not included in Figure 5 as they have a very high graduation rate, not following this trend. There are a number of reasons for this, including that Mezope does not involve much course theory/classroom teaching, it does not test the women on competencies, and it is more community development than a pass/fail course.
Scholarships are an important predictor of completion once the threshold of 25% tuition subsidy is surpassed. Females receiving >25% tuition subsidy had higher graduation rates in comparison to males, but also to females who did not receive scholarships (80%).
The upward trend in subsidy and graduation is spread across the subsidy levels, and clearly higher for 100% scholarship support. A significant proportion of the incomplete student in the 50-75% group were from Young Africa, so there may be other confounding factors as to why the graduation rates did not show improvement and continued the upward trend.
Graduated
Incomplete
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Partial Scholarships Full Scholarship
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Females
Males
Size of circle denotes number of students
250
150
50
KEY
38%53%
83%
92%
73%80%
100%
88%95%
v
FIGURE 7. DOES A SHORTER OR LONGER GAP IN EDUCATION (TIME PASSED SINCE LAST EDUCATION) INFLUENCE COMPLETION?
Most trainees either jumped right into training right after finishing another formal education or waited 1-2 years before starting again. There is no clear relationship with the time passed since last education and completion rate, both overall and by gender.
Note: This question had a significant non-response rate in Form I (N=100)
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3 months6 months1 year2 years 3 years 4+ years
3 months 6 months 1 year 2 years 3 years 4+ years
274311
202
113121
7920254
33
90
56216
79%Graduation Rate 58% 65% 56% 62% 65%
Enrolled
Graduated
KEY
The graduation rates did not depend on the amount of time that passed since trainees were last in formal education. While women waited longer before enrolling in JOBA-supported courses, graduation rates are highly variable across the education gaps.
+NOTE
FIGURE 8. DID TRAINEES GAIN DESIRED SKILLS?
None of the trainees responded ‘no’ to learning the skills they had hoped for. This is a common trend throughout Form II response data, which is that it is very positive, and likely subject to the common phenomenon of positive response bias. Mission Education and Nacuxa has the most trainees who felt they only learned ‘some’ of the skills they expected. This trend for Mission Educate is less concerning as they have these trainees for two additional years, however, Nacuxa’s trainees have ‘graduated’. At FUNDE, only a quarter of the trainees feel that they have learned ‘some’ of the skills they had hoped. Comparatively, Young Africa shows the most positive responses from trainees acquiring their expected skill set.
Respondents were also asked about the quality of their training. This survey question yielded positive results with little variability in between ‘very good’ and ‘good’. Of the trainees who responded that the quality was ‘a little poor’ (N=21), 75% of them were from Nacuxa and 25% from Young Africa. A similar trend between Nacuxa and Young Africa was observed with the 10 trainees who reported ‘very poor’ quality (not shown).
COMPETENCY-BASED TRAINING
Women Men
FUNDE Nampula
45%
22%
32%
33%
42%
25%
Women Men
Mission Educate
12%25%
63%
11%
34%
55%
Women Men
Young Africa
74%
10%17%
72%
14%14%
Women Men
FUNDE Tete
30%
46%
23%
40%
21%
38%
Women Men
Nacuxa
42%
21%
38%
24%10%
66%
Women
93%
7%
Mezope
KEY
Yes Yes, most of them
Yes, some
SKILLS
Mission Educate and Nacuxa have the most trainees who felt they only learned ‘some’ of the skills they expected.
+
Overwhelmingly, trainees reported that they participated in a ‘practical’ lesson ‘2-4 times per week’, which speaks to the integration and implementation of Competency-based Training (CBT). The design of most JOBA-supported courses includes frequent ‘practicals’, which is supported by these findings, however, CBT also requires that trainees be evaluated on their ‘competence’ and the survey did not directly assess this aspect of practicals.2
Again, the results of responses relating to quality are encouragingly positive, however, our preliminary qualitative results is showing deviance to these findings, particularly with regards to equipment (see Quality Student Pulse).
FIGURE 9. HOW OFTEN DID TRAINEES COMPLETE PRACTICALS?
WOMEN270 (75%) 345 (86%)
MEN
Women Men
FUNDE Nampula
68%
9%5%18%
70%
13%9%
Women Men
Mission Educate
91%
9%
94%
6%
Women Men
Young Africa
40%
60%
23%
69%
3%5%<1%
Women Men
FUNDE Tete
92%
8%
90%
2%
Women Men
Nacuxa
85%
15%
88%
8%4%
Women
100%
Mezope
KEY
Everyday
2-4 times a week
Once a week
Once a month
Never
No response
N=5668%
N=1144%
N=8468%
PRACTICAL TRAINING
2 Based on the assumption that training providers would be implementing CBT and regular assessment, we expected trainees to be in a position to report indicative graduation results by the time of completing their course and on Form II. This was not the case, and suggests that CBT assessment is not yet being implemented fully.
Internships are mandatory for the majority of JOBA-funded trainees at our grantees, with the exception of Mezope. The proportion of JOBA trainees accessing internships required is not always at 100%, as some courses do not require internship and/or other work experience options were offered instead, for instance Young Africa is committed to providing 95% of JOBA trainees with an internship, and 20% with experience in an incubator. Even so, the reported completion of internships by trainees is low, averaging 46% across all grantees (ranging from 12% at Young Africa to 100% at BIP/93% at FUNDE Tete).
FIGURE 10. HOW MANY TRAINEES COMPLETED AN INTERNSHIP?
PRACTICAL TRAINING
FUNDE Tete
FUNDE Nampula
Young Africa
Nacuxa
BIP
Mezope
93%
75%
12%
63%
0%
71 of 76
57 of 76
64 of 516
0 of 141
126 of 126
93 of 147
100%
Internship completion is highly dependent on program design
FIGURE 11. WHICH WRAP-AROUND SERVICES ARE AVAILABLE (OVERALL)? (SELF-REPORTED BY TRAINEES, WEIGHTED AVERAGE)
Overall, females reported higher availability of wrap-around services at the institutions. Availability denotes that a trainee reported that particular service is available at their institution and offered to them. The availability of services was dependent on the type of service, for example entrepreneurship and business incubator services were less ‘accessible’ due to the lower coverage by institutions.
WRAP-AROUND SERVICES
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85%
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English Training
Business Incubator
Health, hygiene and sanitation
Human Resources Activities
Basic IT Training
Access to Employer Networks
Life Skills/So� Skills Training
Entreprenuership Training
OVERALL
Business Development
KEY
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The Form II sample for this diagram was 72% of all graduates (N=663)
%, by gender (total)
NOTE
Mandatory services like Health, Hygiene and Safety/Sanitation Training were almost unanimously equally accessed by all trainees.
However, the pattern shifts when trainees are asked about participation in the wrap-around services. Proportionally 12% less of the trainees who reported the service was accessible actually accessed it. There is also quite a difference in gender for those who accessed HR resources, business incubator and employment networks.
FIGURE 12. WHICH WRAP-AROUND SERVICES ARE ACCESSED/RECEIVED? (BY MALE AND FEMALE, OUT OF 100% OF THOSE RECEIVED)
KEY MalesFemales
Broader Skills for Employment
Transition-to-Work
56%44%
59%41%
61%39%
47%53%
50%50%
47% 53%
58%42%
59%41%
37% 63%
Access to information and employment networks
Business/Entreprenuership Training
Support business development: business plan, education, finance
Basic IT Training
English Training/Basic
Business Incubator
Hygiene, Health & Work Safety
Life Skills/So Skills
Human Resources activities including and counseling, job search, CV
preparation
Fem
ales
acc
esse
d m
ore
busi
ness
tr
aini
ng, b
ut s
light
ly le
ss o
f eve
ry
othe
r ser
vice
, com
para
tivel
y.
%, by gender (per service)
CONCLUSION
Institution, which is inclusive of management, program design, and wrap-around services delivered is the key predictor of completion. Age, geography, and time passed since last in education were not a predictor of graduation. Gender analyses showed that 10% more women graduated compared to men.
Previous education was a predictor of completion, with those trainees having only a primary education experiencing a very high dropout or fail rate, compared to a high school or advance degree completion.
The finding of the effectiveness of scholarships as a predictor of completion is a critical one to help grantees further expand their scholarship programs and to target scholarships towards women to help them complete at higher levels than in the same subsidy level of male counterparts.
While students self-reported high satisfaction rates of the training providing the desired skills and practicals, neither of these seems to influence completion rates amongst grantees.
Access to internships seems to have a slightly positive relationship with completion/graduation, although this is a confounding variable as most institutions will not consider a student complete without the internship (the exceptions being Young Africa and Mezope).
Access to wrap-around services for transitions-to-work and broader skills was greater than might be expected from grantees’ JOBA budgets. Analysis of Form II data shows that participation in these kinds of wrap around services is not a determinant of whether a student graduates or not, which is to be expected given their purpose. A central hypothesis in JOBA’s Theory of Change (and reflected in our Business Case and logframe) is that ‘transition to work’ services make a difference to trainees’ employment rates. Therefore, we will be exploring the evidence of any relationship between trainees’ participation in transition to work services during JOBA training, and the findings from the JOBA tracer surveys about where our trainees are six months after graduation.
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JOBA is the Skills For Employment programme funded by the UK government. We contribute to a more robust labour market in Mozambique through a better prepared workforce, ready for Mozambique’s evolving economy. We do this by 1) delivering relevant and high quality skills development opportunities; 2) building voice, accountability and capacity; and 3) supporting capacity to drive qualityimprovements in the sector.
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