In this interview, we spoke with Pedro Silva, a senior project manager in GOPA’s Education and Employment Promotion Department. Pedro shares his insights on GOPA’s global efforts to improve education systems, integrate gender equality, and enhance local communities’ technical knowledge for a more sustainable future.  

Q: Tell us about your position and the work that you do at GOPA. 

Pedro Silva: I am a senior project manager in GOPA’s Education and Employment Promotion Department, based in Bad Homburg, Germany. I also lead a project in Brazil focused on green skills, bioeconomy, and circular economy. 

I have worked in vocational education and training (TVET) for over 10 years. GOPA’s reach in education and employment is extensive, with 50 active projects globally, generating around €87 million in revenue. Our focus areas include TVET, labor market promotion, and youth employment, although we also have a strong history in basic, higher, and adult education.  

Q: What keeps you passionate about working with GOPA? 

Pedro Silva: There is no future without education, and working in TVET gives me the opportunity to guide young people toward better opportunities in the labor market. At GOPA, I am exposed to a diverse range of projects and contexts, which enriches me as a professional.  

GOPA has a pool of expertise that is unparalleled to what I've seen before, and the supportive environment encourages knowledge sharing. Ultimately, our work contributes to improving educational systems worldwide, and when we approach projects with passion and the drive to create change, we consistently achieve positive results.  

Q: How does GOPA integrate gender equality into its education and employment programs? 

Pedro Silva: Integrating gender into our projects requires consideration from the initial planning phase through to implementation and monitoring. This holistic approach is something I am particularly proud of at GOPA. We mainstream gender in project execution and work on gender awareness at all levels. 

For instance, in Mexico, we run “girls’ days” to inspire young women to TVET for careers in roles that have traditionally been male-dominated fields. Meanwhile in Ethiopia, we focus on gender sensitization while supporting small and medium enterprises for labor market development. 

I believe effective gender integration depends on three key factors: ensuring equitable access for women and vulnerable groups, creating conducive environments for participation, and making necessary resources available to enable involvement. We’ve found that addressing these elements enhances gender balance and equality in our programs.  

Q: Can you give an example of how you work with local institutions in one of your current projects? 

Pedro Silva: In our project in Brazil, we train teachers to incorporate bioeconomy and circular economy topics into curricula. Our strategy aimed to reach students across the nine regions of the Brazilian Amazon, focusing on vulnerable communities, including indigenous populations and river communities. To succeed, we partnered with state institutions rather than limiting ourselves to federal or larger training providers. These local institutions possess a deep understanding of community needs and challenges. We trained about 200 teachers, who then reached over 4,000 students with topics such as sustainable fish farming and forest product transformation, teaching them to use resources responsibly while preserving the Amazon. 

A highlight of this approach is that these institutions are now independently training teachers using the methodologies we introduced. In Amazonas, for example, local teachers are training members of indigenous tribes and river communities, ensuring the knowledge is passed on sustainably.  

Q: What challenges have you encountered in your work, and how do you overcome them? 

Pedro Silva: Challenges are inherent to our work. One major issue arises when project design overlooks local labor market needs or community constraints and focuses too heavily on political agendas. Addressing this means aligning training with local demand from both government plans and community needs. 

Another challenge is the project timeline. Projects typically span 3-5 years, plus time for design, tendering, and post-project monitoring. This timeframe can coincide with changes in government, affecting partnerships. To mitigate this, we align projects with the long-term missions of public institutions, ensuring consistency despite political changes. The most successful projects are those that revisit agreements between donors and governments, align with current government priorities, and match private sector demand. 

Q: What innovative tools or strategies does GOPA use to enhance education and employment outcomes? 

Pedro Silva: In our Brazil project, we noticed low participation among women and female teachers in bioeconomy and circular economy courses. To address this, we launched a podcast series available on YouTube and Spotify to promote opportunities for women in these fields. We interviewed private sector experts, teachers, and NGOs, spreading the message that there is space and potential for women in these new areas. The podcast series has reached over 1,000 listeners, helping increase female participation in courses.