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

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While the lower primary school completion rate has improved, it remains very low. More than half of primary school age children leave the educational system before having completed Grade 5, without adequate reading, writing and numeracy skills. Furthermore, only around one third successfully complete their primary education, making the attainment of the MDG relating to education improbable by 2015. This problem is exacerbated by incomplete schools (i.e. those that are not able to offer places to all students eligible to move into the next grade every school year), which according to data from the Ministry of Education and Culture numbered approximately 2,300 at EP1 level in 2005, therefore representing some 27 per cent of all EP1 level schools. Significant inequalities also persist in terms of access, based on where a child lives, whether the child is a boy or a girl and on the level of poverty in his or her household. There are currently approximately 660,000 children of primary school age (6-12) in Mozambique who are not attending primary school. Two sources of information are used in the following analysis: administrative data from the Ministry of Education and Culture (MEC) and the household surveys conducted by INE, with a particular focus on the 2003 Demographic and Health Survey (DHS). A. Trends in gross and net enrolment ratios The Gross Enrolment Ratio (GER) and Net Enrolment Ratio (NER) in public schools have continuously increased since the end of the civil war, both at primary and secondary education levels. This analysis focuses on trends over the period 1999 to 2005, which corresponds to the period covered by the first Education Sector Strategic Plan (ESSP). 51 At primary level, in the period 1999 to 2005, the GER in EP1 increased from 85 per cent to 131 per cent, while in EP2 it increased from 22 per cent to 47 per cent. During this period, the public primary school system absorbed on average 240,000 new learners each year, with the absolute number of learners enrolled in EP1 and EP2 increasing from about 2.2 million in 1999 to over 3.8 million in 2005. Over the same period, the NER in EP1 and EP2 increased substantially, from 50 per cent to 83 per cent in EP1 and from 2.5 per cent to 7 per cent in EP2. Access to secondary education follows a similar pattern of increase, with the absolute number of students enrolled in ESG1 and ESG2 more than trebling between 1999 and 2005. In ESG1, student enrolment (excluding nocturnes) increased from about 64,006 to 210,128 and in ESG2 the number of children enrolled increased from 8,368 in 1999 to 25,737 by 2005. However, access to secondary education remains extremely limited and highly inequitable. In 2005, GER in ESG1 and ESG2 were 17 per cent and 4 per cent respectively, while NER in ESG1 was 4 per cent and in ESG2 only 1 per cent. Access to secondary education remains the privilege of very few children, mostly those in urban areas and from the wealthiest quintile of the population. 52 In 2005, there were 156 public ESG1 schools, concentrated in 97 of the 146 districts and 33 municipalities of the country. The same year, the number of ESG2 schools in the country was only 35, concentrated in urban centres in 27 districts and municipalities. 51 The ESSP originally covered the period 1999 to 2003. It was de facto extended until 2005 in the absence of a second Strategic Plan. The second strategic plan was approved in 2006 for the period 2006 to 2011. 52 It shou CHILDHOOD POVERTY IN MOZAMBIQUE: A SITUATION AND TRENDS ANALYSIS 139
Table 4.3: Gross and net enrolment ratios in public schools, 1999 – 2005 Year EP1 EP2 ESG1 ESG2 Grades 1-5 Grades 6-7 Grades 8-10 Grades 11-12 Gross Enrolment Ratio (GER) 1999 85.3 22.4 6.3 1.4 2000 92.1 25.3 7.6 1.5 2001 101.2 29.2 8.5 2.0 2002 106.5 32.9 10.6 2.4 2003 112.7 36.9 12.0 2.9 2004 121.2 42.7 13.8 3.4 2005 131.3 47.0 17.0 3.7 Net Enrolment Ratio (NER) 1999 50.1 2.5 1.4 0.2 2000 54.7 2.7 1.7 0.2 2001 61.1 3.3 1.9 0.3 2002 64.1 3.6 2.3 0.4 2003 69.4 4.5 2.7 0.5 2004 75.6 5.6 3.0 0.5 2005 83.4 6.7 3.9 0.6 Source: MEC Box 4.2: Methodological note and definition of key indicators Data on enrolment are collected by the MEC through the “School Survey”, which takes place on 3 March each year. The survey also provides data about repetition and includes several indicators related to educational quality and equity. Data on completion rates and dropout are also collected by the MEC on an annual basis, at the end of the academic year, when examinations have been completed (“School Results”). Gross Enrolment Ratio (GER) is calculated as the ratio of all children enrolled in a given education level (without age restrictions) compared with all children in the age range formally corresponding to that education level. GER in EP1 therefore corresponds to the total number of children that are enrolled in EP1, independently of their age, divided by the total number of children in the population in the 6 to 10 years age group. Net Enrolment ratio (NER) is calculated as the ratio of all children in a given education level who are of the right age for that level compared with all children in the age range formally corresponding to that education level. NER in EP1 therefore corresponds to the total number of children between 6 and 10 years old who are enrolled in EP1, divided by the total number of children in the population in the 6 to 10 years age group. The net enrolment ratio is considerably lower than the gross enrolment ratio, due to the high number of over-aged children in school, as a result of late enrolment and high repetition rates. The NER is a measure of the efficiency of the education system in recruiting and retaining children of the “right” age while the GER is a measure of both total enrolment and the extent of over-aged enrolment. Both measures use a denominator of population data generated by INE following the 1997 population census. Their quality is therefore highly dependent on the population projections used, particularly at sub-national level. In several instances, the NER calculated by the MEC at district level have indicated NER over 100 per cent, which is by definition not possible. For the first time in 2005, the annual School Survey indicated NER over 100 per cent at provincial level (Maputo 140 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
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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 and 138: B. Severe information deprivation a
Page 139: Secondary education consists of fiv
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
Page 189 and 190: 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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