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

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