Child Poverty in Mozambique. A Situation and Trend ... - Unicef

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Table 4.1: Percentage of children with severe education and information deprivations Percentage of Children with Severe Education Deprivation Percentage of Children with Severe Information Deprivation Province Niassa 38 47 Cabo Delgado 25 50 Nampula 34 38 Zambezia 34 53 Tete 29 39 Manica 18 24 Sofala 24 29 Inhambane 12 42 Gaza 12 40 Maputo 5 27 Maputo City 3 14 Area of Residence Urban 12 24 Rural 31 46 Sex Male 21 21 Female 28 28 Level of education of the household head No education 38 53 Primary education 20 35 Secondary and higher 4 10 Wealth index quintile Poorest 38 64 Second poorest 36 55 Middle 30 36 Second best-off 16 27 Best-off 4 11 Total 24 39 Source: INE/MPD/UNICEF 2005, additional analysis of the DHS 2003 3. The education system The legal basis for Mozambique’s National Education System (NES), which defines the principles, roles and objectives of each sub-system of education, including primary education, was established by law in 1992 (Lei nº6/92). In contrast to the Convention on the Rights of the Child, the law does not establish that education, including primary education, should be both compulsory and free. The general education system in Mozambique is divided into primary and secondary education (see Table 4.2). Primary education consists of seven years of schooling divided into two levels. The lower primary level comprises grades 1 to 5 (ensino primário do primeiro grãu, or EP1) and should normally be attended by children aged 6 to 10 years. The upper primary level comprises grades 6 and 7 (ensino primário do segundo grãu, or EP2) and should be attended by children aged 11 and 12 years. The two levels are currently in the process of being gradually merged into a single tier (ensino primário completa, or EPC), comprising a seven year cycle of primary education (there were already around a hundred such EPC schools in operation in 2006). CHILDHOOD POVERTY IN MOZAMBIQUE: A SITUATION AND TRENDS ANALYSIS 137
Secondary education consists of five years of schooling and is also divided into two levels: the first level comprises grades 8 to 10 (escola secundária geral do primeiro grãu, or ESG1) and the second level comprises grades 11 and 12 (escola secundária geral do segundo grãu, or ESG2). The first level should normally be attended by children aged 13 to 15 years, while the second level should be attended by children aged 16 and 17 years. Table 4.2: The general education system in Mozambique Level Grade Official age of attendance Primary Education EP1 1 – 5 6 – 10 EP2 6 – 7 11 – 12 Secondary Education ESG1 8 – 10 13 – 15 ESG2 11 – 12 16 – 17 Technical and professional education within the public education system consists of three levels: elementary, basic, and middle. These levels are equivalent to EP2, ESG1 and ESG2 and last for two, three and four years respectively. Within the basic and middle levels it is possible to specialise in agriculture or industry and commerce. At tertiary level, there are two main publicly financed universities in Mozambique: the Pedagogical University (Universidade Pedagógica or UP) and Eduardo Mondlane University (UEM) as well as a number of other smaller higher education institutions. The requirements for entrance to these institutions are completion of ESG2 (grade 12) and passing entrance examinations. 4. Access to schooling and attendance The significant contribution of education to overall growth in Mozambique is a reflection of the enormous progress made in expanding the education system initiated during the war years and pursued more successfully since 1992. In the period 1992 to 2005, the number of learners in primary schools trebled, from approximately 1.3 million to over 3.8 million, while the number of learners in secondary schools increased from about 45,000 to 245,000. The massive increase in the number of students has been driven by an expansion of the public school network at primary and secondary levels, from around 3,600 schools in 1992 to over 10,200 in 2005. On average, each year around 500 new schools have been constructed and 3,500 new teachers recruited. In 2004, school fees were suspended and have now been abolished for primary education. As a result of these changes, the Gross Enrolment Ratio at lower primary school level (EP1) increased from 60 per cent in 1992 to 131 per cent in 2005 while the Net Enrolment Ratio increased from 32 per cent to 83 per cent over the same period. This remarkable expansion was made possible by increased public spending supported by external funds. In 2005, the education sector accounted for 19 per cent of the total expenditures recorded in the State Budget Execution Report. This rapid increase in enrolment has not been matched by increases in investment in the quality of education provided or by adaptive strategies for such massive increases in student numbers (the “access shock”). Indicators on the quality of education, such as the proportion of teachers who are qualified and the ratio of learners to teachers, have worsened. In the lower level of primary education, there was on average 1 teacher for every 74 learners in 2005. 138 CHILDHOOD POVERTY IN MOZAMBIQUE: A SITUATION AND TRENDS ANALYSIS
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CHILDHOOD POVERTY IN MOZAMBIQUE A S
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ACKNOWLEDGEMENTS This report on the
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CONTENTS ACKNOWLEDGEMENTS………
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4. Access to schooling and attendan
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TABLES AND FIGURES List of tables T
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Figure 4.20: Estimated spending on
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GBS GDP GER GNI GoM HAART HDI HIPC
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MAP OF MOZAMBIQUE Zumbu Magoe M
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een strongly positive in recent yea
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Child protection concerns Chapter F
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vaccination or malaria campaigns, w
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1. Objective of the Situation Analy
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Box 1.1: Human rights conventions r
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of poverty, defined as: “Impossib
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Table 1.1: Deprivation-based indica
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The Ministries of Planning and Deve
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34 CHILDHOOD POVERTY IN MOZAMBIQUE:
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1. Introduction This chapter focuse
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Table 2.1: Progress towards the MDG
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3. Economic growth and macroeconomi
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Evidence as to what extent these
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The percentage of the population li
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Arndt et al. (2005) show that, on a
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B. Assessing childhood poverty In a
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Figure 2.9: Households living below
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severe deprivation. In the poorest
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The second PARPA for the period 200
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Box 2.3: Civil society engagement i
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A key cause of these weaknesses is
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One possible way forward in tacklin
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Box 2.4: Corruption and its impact
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(vi) Analysis of monitoring and rev
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There are two principal drivers beh
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This has troubling implications for
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70 CHILDHOOD POVERTY IN MOZAMBIQUE:
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1. Introduction Every child has the
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B. Severe nutrition deprivation amo
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Zambezia and Tete provinces. Severe
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If this downward trend continues, M
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Figure 3.5: Percentage of women rec
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Mozambique has achieved a continual
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The second reason is that deaths oc
Page 87 and 88: 5. Childhood illnesses A major publ
Page 89 and 90: Figure 3.9: Malaria prevention: use
Page 91 and 92: The 2005 Nutrition Survey conducted
Page 93 and 94: Box 3.3: Combating measles and poli
Page 95 and 96: (ii) Stunting prevalence (chronic m
Page 97 and 98: Alarmingly high levels of stunting
Page 99 and 100: Figure 3.16: Underweight prevalence
Page 101 and 102: There are 86 known salt producers r
Page 103 and 104: Among children, there were no varia
Page 105 and 106: Box 3.5: Infant feeding in the cont
Page 107 and 108: highly in PARPA II, which sets a ta
Page 109 and 110: Table 3.3: Overview of PMTCT progra
Page 111 and 112: The reduction of mother-to-child tr
Page 113 and 114: It is only recently that paediatric
Page 115 and 116: 100 Figure 3.22: Use of safe water
Page 117 and 118: A. Inequitable access to and fundin
Page 119 and 120: The 2004/2005 IFTRAB survey also su
Page 121 and 122: provincial level reported that only
Page 123 and 124: Table 3.4: Ministry of Health budge
Page 125 and 126: Figure 3.29: Total sector resources
Page 127 and 128: Figure 3.31: Indicative per capita
Page 129 and 130: The agenda for expanding water supp
Page 131 and 132: and was revised in 2005. The on-bud
Page 133 and 134: supported by key sector stakeholder
Page 135 and 136: 1. Introduction Education is a fund
Page 137: B. Severe information deprivation a
Page 141 and 142: Table 4.3: Gross and net enrolment
Page 143 and 144: Table 4.4: Gross enrolment ratio, a
Page 145 and 146: 57 per cent, compared with a NER of
Page 147 and 148: DHS data show that the wealth level
Page 149 and 150: Figure 4.11: Distribution of 11-yea
Page 151 and 152: Lack of literacy is directly correl
Page 153 and 154: In addition, there is a serious gap
Page 155 and 156: The IAF showed that in 2002/3 expen
Page 157 and 158: Absenteeism is also common among te
Page 159 and 160: to the need for two or even three s
Page 161 and 162: The system is faced with a number o
Page 163 and 164: • The school represents or is a l
Page 165 and 166: (iv) Impact of natural disasters In
Page 167 and 168: The associated large off-budget res
Page 169 and 170: The Ministry of Education and Cultu
Page 171 and 172: sense of providing education for ev
Page 173 and 174: 172 CHILDHOOD POVERTY IN MOZAMBIQUE
Page 175 and 176: I. Introduction All children have t
Page 177 and 178: involving children. 45 per cent of
Page 179 and 180: Box 5.1: Street children in Maputo:
Page 181 and 182: Girls at greatest risk of abuse wer
Page 183 and 184: The aspirations expressed by the yo
Page 185 and 186: Against this background, Caia and C
Page 187 and 188: “Trafficking in women and childre
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Mozambique, girls aged 15-19 in the
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The survey indicates that 32 per ce
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Figure 5.5: School attendance among
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• Labour law does not define the
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- To use child labour (children age
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from their parents. Thus, the law d
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C. Birth registration - guaranteein
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such as hospitals and schools for b
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Sofala province also accounts for t
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Evidence points to worrying increas
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Figure 5.9: Primary school attendan
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activities to strengthen the capaci
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The responsibility for implementing
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214 CHILDHOOD POVERTY IN MOZAMBIQUE
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Conclusions Mozambique is one of Af
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planning in Mozambique, and has the
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7- Implementing social communicatio
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Form of Severe Deprivation Food Wat
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ANNEX II Calendar of the planning,
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ANNEX IV State Budget recurrent and
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REFERENCES AND MATERIALS CONSULTED
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Deaton, A., Ruiz-Castilo, J., and T
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Klasen, S. and Woltermann, S., ‘T
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Government of Mozambique, ‘Progra
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World Bank (WB), ‘World Developme
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World Bank (WB), ‘Mozambique Publ
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Ministry of Women and Co-ordination
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United Nations Children’s Fund (U
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Child Poverty in Mozambique. A Situation and Trend ... - Unicef

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