1.
• The Winter School Oil & Gas opened on July 9th 2014 in Maputo, with support from
the NICHE (Netherlands Initiative for Capacity building in Higher Education) project
“Introducing student-centered learning at UEM”. 120 participants had been selected
out of 550 applicants: students and teachers at UEM and individuals from external
organizations (government, industry and civil society). The winter school appears to
have had a high impact. The vice-chancellor and the Dutch ambassador attended the
opening sesion and national newspapers (O Pais, Domingo) and TV showed interest.
After the event, participants stated they could not wait until next winter for a new
winter school. Local organization feels strengthened by this achievement and
believes they can use this success to raise funds among local companies for a 2015
edition. Topics could vary, although a second winter school on Oil & Gas or a related
theme would be the more logical choice from an organizational learning perspective.
The presence of speakers from Dutch multinational companies operating in the oil &
gas sector added great value to the program. It offered participants the chance to
catch a glimpse of working life at the forefront of the industrial development that
will hit Mozambique in the years to come. This presentation contains images that
testify to the success of the winter school.

2.
Looking back
(Literally)
Herco Fonteijn
Maastricht University
See notes for additional information

3.
• A Mozambican dance troupe entertained
people during registration

4.
• Dean of the Faculty of Education, Eugenia
Cossa opens the winter school in the presence
of Dutch ambassador Frédérique De Man and
UEM Vice-Chancellor Orlando Quilambo.

5.
• Setting for coffee breaks.

6.
• Tim Hutton (Wits Enterprise) continuing
conversation over coffee and cookies

7.
• Catering service was excellent. Occasionally,
food was served with a delay, but the matapa
was great.

8.
• Lunch time allowed everyone to build bridges,
both between disciplines and between
students, teachers, and participants from
government and industry.

9.
• Registration started a bit chaotic, but there were many hands to help out.
During the winter school, most participants seemed to cling to one of the
tracks (technical, policy/law, business/economy/labour market, or
education), rather than switch. Because the programme was compressed
from 10 to 9 days, they sometimes had to make difficult choices in the
second week at times when four parallel sessions competed for attention
- some of them building on work done previously. Lack of extensive
descriptions of session content made it harder to make a choice. As a
result, some sessions attracted fewer (15-20) participants than was
expected. Typically, sessions were attended by 25-45 participants. Given
the late confirmation of several experts, the compressed program, and
the short, four month preparation period, outcomes were as good as
could be expected. When lessons are learned and preparation for a
following edition can start in september/october, next year’s winter
school can aim for perfection (especially if Maputo traffic can be
controlled: most morning sessions and several lunches started 10-15
minutes later than planned).

10.
• UEM coordinator for NICHE 032/089 Jorge
Fringe looks pleased with the fruits of his
labour.

11.
• The local organization committee attended
sessions to take notes, in order to inform the
evaluation of the winter school. Here,
Fernando Lichuche, focal point for economy,
is at work.

12.
• Local support staff was always ready to assist,
even during their breaks

13.
• Sequential and simultaneous translation were
excellent. Here, Castigo Tembe supports Tim
Hutton of Wits Enterprise presenting on
developments in the oil & gas labour market. -
> See handouts presentation L1 (Presentation
hand-outs will be sent via e-mail to
participants, if and when they are provided by
the speaker. The file name will contain the
code listed here)

14.
• Experts walking adventurously from the hotel
to the Complexo Pedagogico at UEM. They
could take the UEM van, but they preferred to
connect with African soil. All experts were
pleased with the venue. Internet reception
could be improved, but other than that
people felt safe and comfortable at the UEM
main campus.

15.
• Annemarie van Zeijl and Astrid Offermans
(Maastricht University, ICIS) use visual tools to
teach participants about systems analysis and
how one can create a knowledge co-creation
process involving multiple stakeholders with
varying perspectives for complex, wicked
problems like depletion of natural resources,
corruption and resettlement -> P1

16.
• Thomas Cleij (Maastricht University, Science
programme) investigates how to shape an
innovative, interdisciplinary bachelor
programme in Sciences at UEM -> E1

17.
• Mark Burke (University of Johannesburg)
challenges students to identify opportunities
that oil & gas revenues may support, and
helps them understand the benefits and
workings of business incubators -> L2

18.
• This year, the winter school lacked a social
programme. There was an improvised short
excursion to an on-site incubator. Next year, a
social programme (including excursions) could
be added to the mix.

19.
• Rob Hawkins (Fugro) shares his geophysical
and geotechnical expertise with 50+ students
in the technical track. -> S2

20.
• Mark van Rooijen (Shell) displayed his
teaching talent during his presentation on
LNG/GTL and project management, which
attracted a sizable crowd on a Saturday
afternoon. -> S3

21.
• Participants in the technical track, with
teachers Pacelli Zitha (TU Delft), Estevao
Mahanjane (INP), Rob Hawkins (Fugro) and
Marc van Rooijen (Shell) on Saturday July
12th, 2014.

22.
• Ivo Lourenco (Rio Tinto) and Lidewij van der
Ploeg (University of Groningen) investigate
the emotional debate on resettlement,
presenting experiences at Tete to suggest
ways forward for local population in Cabo
Delgado. -> P3

23.
• UEM teacher Carlos Serra gives a lecture on
EITI, the extraction industry transparancy
initiative, to an audience composed of legal
students and external participants.

24.
• The panel at the Sustainability seminar on
Monday July 14th. From left to right: Lucal Franca
(CIEP; gas for development), Lidewij van de Ploeg
(University of Groningen; resettlement), Pedro
Massinga (UEM; moderator), Rob Hawkins (Fugro;
local content) and Annemarie van Zeijl (Maastricht
University; sustainability). Unfortunately, WWF
did not contribute to the session because a formal
invitation letter to confirm e-mail arrived on
Friday the week before, which was considered to
be too late. -> Presentations Sust1 to Sust4

25.
• UEM teacher Eduardo Neves introduces the
economic perspective on taxes.
Unfortunately, CGA had to cancel their
contribution on the legal perspective at the
last minute. -> L6

26.
• UEM teacher Cardoso Muendane introduces
the quality management session, which
included contributions by Mammoet (Ralph
Lobbe, Gido van Wijck) and Smit Lamnalco
(Dick de Jong)

27.
• Ralph Lobbe and Gido van Wijck (Mammoet)
illustrate Quality Management anno 2014 ->
L5a.

28.
• Participants respond in various ways to eye
candy (a Mammoet business video).

29.
• Coen Spanjers (Heerema Marine Contractors)
instructs a group of engineers, geologists and
external participants on deep-sea and off-
shore engineering -> S4

30.
• Pieter Heijboer (Damen Schelde Naval
Shipbuilding) introduces Damen and Niels
Woudstra, who will kick off the session on
safety with a presentation on maritime
strategy in East-Africa. -> P4a

31.
• Niels Woudstra engages with students during
a session on (teaching) maritime strategy

32.
• Vast experience of Dick de Jong (SmitLamnalco) permeates
his presentations on Quality Management (-> L5b) and
Safety (-> P4b). Students in the technical track were
allowed to attend this part of the Safety session, which
accounts for the 100+ attendance. Unfortunately, this
implied that other presenters in the same session engaged
fewer participants, which created some distributive
injustice. Some presenters would have preferred a more
technical crowd in the business track. Next year, more
flexibility of movement should be supported. In addition,
raising the total attendance number while admitting more
engineering students may help create more diversity in the
legal and business tracks (assuming the next winter school
again focuses on oil & gas or a related theme).

33.
• Luca Franza (Clingendael International Energy
Programme) serenely contemplates
international LNG markets and geopolitics of
natural gas (presentation L3)

34.
• On the left, Eduardo Chiziane (UEM), lecturing
on the Mozambican legal perspective on oil &
gas developments (-> P5a). On the right,
Patricia Lopes, country manager Angola of
Heerema Marine Construction, presenting
pertinent Angolese law to trigger critical
comparison with Mozambican law during the
Legal perspectives session.(->P5b). Later that
day, Patricia also shed light on how HMC does
business in Angola (->P7)

35.
• Gido van Wijck and Ralph Lobbe showed how
Mammoet operates in the African business
environment. In the same session, Patricia
Lopes (Heerema Marine Contractors) also
shed light on how HMC does business in
Angola (->L7)

36.
• Participants were highly motivated to learn, even in a
traditional lecture hall. Typically, summer or winter
schools attract highly motivated students. This is one
of the reasons why teachers actually enjoy teaching in
a summer school. This, and the relaxed atmosphere
during winter/summer recess, often stimulate teachers
to provide their expertise without requiring additional
(monitary) incentives. Highly motivated students also
form an excellent pool for recruiting new graduate
students (UEM) or employees (external organizations).
In fact, an outside recruiter was present during parts of
the winter school to spot talent.

37.
• Since one of the objectives of the winter
school was to explore alternative educational
methods, small group work was not
uncommon. Here, a subgroup prepare a
negotiation exercise with Wilbur Perlot
(Clingendael)

38.
• Multi-party negotiation exercise. Delegates
enter negotiations, trying to guard their
mandates, while their constituencies observe.

39.
• Pacelli Zitha (TU Delft) coaching students
during the Short Course on Oil and Gas
Exploration and Production. In the afternoon,
students in the technical track collaborated on
exercises in small groups and applied what
they learned during the morning. (-> S1)

40.
• Student-centered learning, if anything. The
Shell polo’s that were given to participants on
Saturday were quite en vogue in the second
week of the winter school.

41.
• Team work in the technical track

42.
• Focused attention

43.
• More team work

44.
• And more

45.
• And more

46.
• Chemistry can put a smile on your face

47.
• A group of five use visual tools to analyse the
problem of resettlement.

48.
• More small group work in a systems analysis
session

49.
• Young and old share ideas

50.
• A UEM teacher, two students and an
employee of the Mozambican railways
together commit themselves to come up with
a theme and a plan for a summer
(december/january) or winter (july) school.
Some of the themes that emerged: oil and gas
2, energy, renewable energy,
entrepreneurship, management of natural
resources, port development (-> E2).

51.
• Next they started working on a business plan.
Looking for sponsors among local industry was
one of the topics of discussion (the NICHE
project which supported the organizationa of
the winter school ends in 2015).

52.
• In many sessions, participants practiced their
presentation skills while they shared the
outcomes of group work.

53.
• Francisco Vieira (ISP Songo) opens the closing
seminar on Oil & Gas in Mozambique.

54.
• Anabela Rodrigues (WWF) elaborates on the
role of civil society in Oil & Gas (-> C1)

55.
• During the closing seminar, participants
presented the main outcomes of the sessions
they attended. In keeping with the learner-
centered spirit of the winter school, students
and external participants were also invited to
address the crowd. Here we see Clodoaldo
Castiano, Avra Guimaraes, Hassane Langa and
Valter Manjate, and Rodencio Morais and
Yara Cassimo.

56.
• This slide was presented by participants of the
technical track during their closing word. The
Dutch Roundtable companies were highly
praised. The organization is also indebted to
the Dutch Roundtable companies for setting
an example for local companies to support
higher education initiatives like these.

57.
• Promotion activity of Dutch Roundtable
companies agreed with the capacity building
environment (e.g., Mammoet and Damen showed
a 5 minute clip to give participants a view of their
company and the working environment they
create; Shell gave participants dark blue polo’s
that were often worn during the remaining days
of the winter school; during the closing seminar
the Dutch Roundtable Oil & Gas East Africa left
polo’s for all participants who received a
certificate. Here NABC’s Leonie Botter helps to
bag them.

58.
• Still life

59.
• Vice-dean of the faculty of education,
Domingos Buque, thanks the local organizing
committee and closes the winter school

60.
• Proud & happy faces afterwards

61.
muito obrigado por tudo
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