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+

������

��������

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%

����

����

���

���

���

������

����

������

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

���

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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