 | The Reintegration of War-Affected Youth: The Experience of Mozambique (International Labour Organization, 1997, 52 p.) |
 |  | (introduction...) |
| | Preface |
| | Acknowledgements |
| | Executive Summary |
| | 1. Introduction |
|  | 2. Background: The impact of armed conflict on youth in Mozambique |
| | 2.1. The long years of war |
| | 2.2. The legacy of the conflict |
| | 3. Reintegrating war-affected youth into society in Mozambique through vocational skills training programmes |
| | (introduction...) |
| | 3.1. The demobilization and reintegration of former youth combatants |
| | 3.2. The reintegration of child soldiers |
| | 3.3. The reintegration of youth civilians |
| | 3.4. Selected examples of mainstream vocational training courses |
| | (introduction...) |
| | 3.4.1. GPE/GTZ Micro-Enterprise Promotion Project in Mozambique |
| | 3.4.2. Agricultural Training Centre (Centro da Formação Agrario) |
| | 3.4.3. Ntwanano project (Polana Caniço) |
| | 4. Incorporating life skills into vocational skills training |
| | (introduction...) |
| | 4.1. Literacy and numeracy |
| | 4.2. Basic management skills |
| | 4.3. Civic education |
| | 4.4. Peace education |
| | 4.5. Knowledge of human rights and labour standards |
| | 4.6. HIV/AIDS awareness |
| | 4.7. Psychosocial assistance |
| | 4.8. Drug and alcohol abuse |
| | 4.9. Mine awareness |
| | 5. Recommendations |
| | (introduction...) |
| | 5.1. Planning technical and life (basic) skills training as well as employment creation programmes |
| | (introduction...) |
| | 5.1.1. Needs assessment |
| | 5.1.2. Mainstreaming of “vulnerable” groups |
| | 5.2. Implementation of skills training programmes for war-affected youth |
| | (introduction...) |
| | 5.2.1. Selection of beneficiaries |
| | 5.2.2. Selection and training of trainers |
| | 5.2.3. Content of courses |
| | 5.2.4. Follow-up |
| | 5.3. Monitoring and evaluation |
| | 5.4. Policy considerations |
| | Bibliography |
| | Annex 1. Selected list of organizations providing vocational training to youth in Mozambique |
(introduction...)
According to the Recommendation concerning vocational guidance and vocational training in the development of human resources, “vocational” training is that which is “directed to identifying and developing human capabilities for a productive and satisfying working life and, in conjunction with the different forms of education, to improve the ability of the individual to understand and, individually or collectively, to influence working conditions and the social environment.”1 Implicit in the definition, and of obvious and especial importance in a post-conflict society, is the need to impart basic skills and knowledge as part of or linked to a programme of technical training where this is feasible and appropriate.
1 Paragraph 2(1), Recommendation concerning vocational guidance and vocational training in the development of human resources, Recommendation No. 150 of 23 June 1975.
In the same way that the content of all courses should be based on careful assessment of needs, training and education in basic skills and knowledge should flow from a realistic evaluation of the level of existing human resources and future employment prospects and obstacles. This section considers a number of issues that could be included in the context of the training and addresses some of the factors to be taken into account when seeking to determine whether or not they should in fact be included.
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