The Transformative Power of Basic Education in Work-Based Training

The “GO model” was originally developed in Switzerland to promote basic skills among employees. It emphasizes practical, hands-on learning and has been successfully implemented in Germany, Hungary, Kyrgyzstan and, most recently, in Mozambique.

Despite being one of Africa's most dynamic economies, Mozambique remains among the world's least developed countries. The national poverty rate surged from 48% to 63% between 2014 and 2020, and youth unemployment reached 43% in that same time frame, with young women being disproportionately affected.

Since 2017, Helvetas has supported projects in Mozambique that focus on upgrading informal apprenticeships and are guided by a deep understanding of youth needs and realities. A survey Helvetas conducted with 545 youth showed that the typical profile of youth undergoing training have a median age of 20; 30% of that group already has a child. Additionally, 77% have access to family-owned cultivating land, and 78% prefer self-employment over formal employment.

A critical concern for this group is that 78% of are school dropouts: 40% did not progress beyond primary education, primarily due to economic constraints or the distance from schools.​ Gender disparities further exacerbate these challenges. In Mozambique, the adult female literacy rate is 45%, significantly lower than the male literacy rate of 73%.

The Skills for Youth in Mozambique (SIM!) project is working to address these education gaps and redefining how basic education and vocational skills development (VSD) intersect. By embedding literacy and numeracy into on-the-job training, SIM! is equipping youth and adults with the foundational skills needed to thrive in the workforce, fostering inclusion and sustainable community development. This approach not only addresses gaps in basic education but also aligns seamlessly with broader economic development goals.

A model rooted in community engagement

Since its launch in early 2023, the SIM! project, financed by the Swiss government and implemented by Helvetas, has trained approximately 3,600 youth, with the support of 221 local artisans who serve as trainers and seven companies championing this initiative. The training model combines four months of theoretical and practical learning with a two-month internship, facilitating direct workplace experience and skill acquisition. In collaboration with five TVET institutions, the project also enhances the technical and pedagogical capacity of local trainers, ensuring sustainable skills development.

The local nonprofit UATAF is a partner on this project that is deeply rooted in rural areas of northern Mozambique, which is the project’s main catchment area. UATAF’s strong community connections are essential for mobilizing volunteers (called “animators”) to teach basic education and ensuring the trainings are locally anchored.

The workplace as a learning hub

The SIM! project emphasizes that learning should take place where it matters most — in real-world work environments. This ensures that the utility of the training is clear, making it more relevant and impactful. For example, modules such as “Basic Geometry for Construction,” “Safety and Hygiene in the Workplace,” and “Financial Literacy for Entrepreneurs” allow participants to immediately apply new skills to their daily tasks. This approach mirrors the Swiss Agency for Development and Cooperation’s (SDC) guidance on aligning education with workplace demands, ensuring that foundational skills are seamlessly integrated into job-specific contexts.

The GO and Reflect models are used in communities in northern Mozambique to deliver basic education. The Reflect model’s use of visual aids, like maps and charts, allows participants to grasp concepts easily, even with minimal formal education. Meanwhile, the GO model, a Swiss best practice developed by the Swiss Federation of Adult Learning, focuses on workplace-relevant skills, such as understanding work instructions, calculating measurements and managing daily tasks. This dual approach empowers participants to see the immediate applications of their learning, enhancing motivation and retention.

Linking basic education with vocational skills

The youth participating in these trainings have diverse educational backgrounds; only 35% completed secondary school (class 12), and 6% dropped out before finishing the first level of primary school (class 5). Despite these differences, animators foster group dynamics that encourage peer learning and collaboration, ensuring inclusivity for all participants. Moreover, self-awareness modules enhance career orientation and strengthen the confidence of the most vulnerable learners.

At its core, the SIM! project exemplifies the principles outlined in the SDC guidance on interlinking basic education and VSD. The project acknowledges that many learners, despite having some schooling, still struggle with literacy, numeracy and essential life skills — barriers that can hinder their success in technical training and employment. To address this, SIM! follows this structured approach:

• Assessing learners’ skills before starting VSD: Simple placement tests are conducted to identify gaps in literacy, numeracy and problem-solving skills before trainees enter vocational training.
• Offering short catch-up courses alongside VSD: Learners who need additional support undergo a literacy and numeracy refresher course before beginning technical training. This ensures that they are better equipped to grasp vocational content.
• Using job-related learning materials: Basic education is not taught in isolation; it is embedded into vocational tasks. For example, in masonry courses, learners practice reading construction plans and calculating materials, while in agribusiness training, they engage in record-keeping and budgeting exercises.
• Training VSD instructors to integrate basic education: Instead of treating literacy and numeracy as separate subjects, vocational instructors incorporate these skills into their teaching. Trainers are equipped with methodologies to simplify language and provide step-by-step instructions, ensuring all learners can follow along.

By embedding literacy and numeracy sessions into vocational training, the SIM! project ensures that participants acquire essential foundational skills without delaying their professional aspirations.

Lessons learned

Two years after the launch of the SIM! project, numerous learnings have been captured through a structured process of monitoring, evaluation and continuous adaptation. Using participant assessments, surveys and company feedback, the project has been able to tailor training to learners’ needs and make mid-course adjustments based on real-time data.

This iterative approach of piloting and learning ensures that training remains effective and responsive to changing contexts. A final impact assessment evaluates skill retention, employment outcomes and economic benefits, while regular updates to training manuals — informed by private sector input — help keep content aligned with evolving labor market demands.

Key lessons learned are:

1. Strengthen artisan trainers’ pedagogical and technical capacities. Since local artisans play a critical role as workplace trainers, investing in their pedagogical and technical training is essential. Beyond improving their own technical skills, they must develop effective teaching methodologies to accommodate diverse learning speeds and backgrounds. Capacity-building workshops, peer-learning exchanges and collaboration with TVET institutions enhance their ability to train apprentices effectively. Involving artisans and local associations in content development ensures that training materials reflect local economic and professional realities, making learning directly applicable.
2. Ensure infrastructure and materials support effective learning. Literacy and numeracy sessions embedded in work environments require a space conducive to learning, with minimal disruptions and access to durable training materials. Noise from machinery or lack of appropriate learning areas can hinder concentration and engagement. To improve accessibility, illustrations, charts and visual aids are incorporated, particularly in multilingual environments. Training materials should also be portable, durable and easily adaptable, allowing for learning in different workplace settings
3. Community-driven models enhance outreach and sustainability. Engaging local animators, artisans and community organizations ensures that training is accessible, trusted and adaptable to the needs of rural populations. Animators, who are often volunteers, play a crucial role in mobilizing participants and fostering group dynamics, making the model sustainable, even in low-resource settings. Their deep community ties ensure that even vulnerable groups, including internally displaced persons (IDPs), have access to learning opportunities.
4. Integrated training enhances economic outcomes and productivity. Embedding foundational skills within vocational training has tangible financial benefits for both workers and employers. According to PIAAC, workers with stronger literacy and numeracy skills can earn up to 20% more. Data from the project shows that 40% of trainees — primarily those with education levels at or below grade 10 — experienced a 15% increase in income after completing their training. For businesses, workforce upskilling translates into higher efficiency, fewer operational errors and stronger employee retention.
5. Strengthening foundational skills brings lasting benefit for all parties. The program extends beyond literacy and numeracy to equip workers with critical transversal skills, including health and safety, digital literacy, financial management and entrepreneurship. These competencies are increasingly demanded by employers and enhance worker adaptability in dynamic job markets. Strengthening these areas not only benefits individual workers but also contributes to business resilience and innovation.

6. Inclusive training design is essential for diverse learner profiles. Many learners face economic constraints, gender disparities and family obligations that the formal education system often fails to accommodate. To address these barriers, training is conducted in community-based settings near participants’ homes, with local animators tailoring content to different learning needs. Training must integrate multiple learning approaches, including simplified language, visual aids and interactive teaching methods to ensure that learners with different literacy and numeracy levels can engage effectively.

A blueprint for future programs

The SIM! project’s success offers a replicable model for integrating basic education and VSD in other contexts. By prioritizing inclusion, community engagement and workplace relevance, it bridges the gap between education and employment. This alignment not only equips individuals with the tools to succeed but also strengthens the social and economic fabric of communities.

As Mozambique continues to navigate the challenges of youth unemployment and educational disparities, the SIM! project shows the transformative potential of interlinked education and vocational training. It’s more than a program; it’s a pathway to dignity, opportunity and resilience.

About the Authors

Cäcilia Märki is the Head of Basic Skills at the Swiss Federation for Adult Learning.

Maria Madalena Baptista is a Senior Advisor at Helvetas on Basic Education.

Adrien Rebord is a Senior Advisor at Helvetas on Vocational Skills Development.