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

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City with 105 per cent), indicating the urgent need to update the population denominators and to review the MEC data collection process (Holms & Martínez, 2005). Such an update will only be possible following the 2007 population census. Enrolment data only indicate whether a child is registered at school at the beginning of the school year rather than whether a child is actually attending school. While many children may be enrolled in school, they are not necessarily attending school. Measuring attendance is therefore critical as it provides a more accurate picture of the state of the education sector. Attendance rates are measured through household surveys. The various surveys conducted by INE over time systematically indicate that attendance rates (net or gross) are lower than enrolment ratios measured through the administrative monitoring system of the MEC. The massive increase in enrolment has been accompanied by a gradual closure of the gender gap between girls and boys, together with reduced provincial disparities. The absolute gender gap in enrolment in EP1 decreased from a 25 percentage point difference in GER in 1999 to 17 a percentage point difference in GER in 2005. Enrolment rates in 2005 for boys and girls were 140 per cent GER among boys versus 123 per cent GER among girls and 86 per cent NER for boys compared with 81 per cent NER for girls. However, girls remain disadvantaged in the central and northern regions. 100 Figure 4.3: Net enrolment ratio in EP1 from 1999 to 2005 % 80 60 40 55 50 46 59 55 50 65 61 57 68 64 61 72 69 66 78 76 73 86 83 81 20 0 1999 2000 2001 2002 2003 2004 2005 Male Female Total Source: MEC The net enrolment ratio in EP1 varies greatly between provinces, from 70 per cent in Nampula province to universal enrolment in Maputo Province. The ratio of over 100 per cent NER in Maputo Province in 2005 is likely to indicate the use of inaccurate population denominators, as an NER of over 100 per cent is theoretically impossible (see Box 4.2: “Methodological note”). CHILDHOOD POVERTY IN MOZAMBIQUE: A SITUATION AND TRENDS ANALYSIS 141
Table 4.4: Gross enrolment ratio, absolute gender gap and net enrolment ratio in EP1 in 2005 (public and private schools) Gross Enrolment Ratio Net Enrolment Ratio Province Male Female Total Absolute Male Female Total Absolute Gender Gap Gender Gap Niassa 145 125 135 20 94 88 91 6 Cabo Delgado 145 119 132 26 84 75 79 9 Nampula 128 105 117 23 73 67 70 6 Zambezia 141 116 128 25 88 78 83 10 Tete 140 124 132 16 92 88 90 4 Manica 151 128 139 23 87 81 84 6 Sofala 135 111 123 24 82 73 77 9 Inhambane 139 137 137 2 84 89 87 -5 Gaza 144 143 144 1 87 92 89 -5 Maputo 159 160 159 -1 103 108 105 -5 Maputo City 140 143 141 -3 94 100 97 -6 Mozambique 140 123 131 17 86 81 83 5 Source: MEC 2005 School Survey – all figures have been rounded up or down to the nearest whole number In terms of GER, gender parity in enrolment ratios has almost been achieved in the southern provinces, with the absolute gender gap at 1 (no gap) or close to 1 in Inhambane, Gaza, Maputo Province and Maputo City (in Maputo City and Maputo Province, there are more girls enrolled in EP1 than boys). In the rest of the country, the gender gap of girls relative to boys enrolled in EP1 varies from 16 per cent in Tete province to as high as 26 per cent in Cabo Delgado province. In terms of NER, the pattern is similar, with more girls enrolled than boys in Inhambane, Gaza, Maputo Province and Maputo City. The variation between provinces is much smaller, however, ranging from -6 in Maputo City to 10 in Zambezia province and the national average is 5, compared with 17 for GER. B. Trends in repetition, dropout and completion rates Despite a slight decrease in repetition and drop-out rates at EP1 level during the period 1999 to 2005, repetition and drop-out rates remain high, at 11 per cent and 8 per cent respectively. In EP2, repetition rates and drop out rates also indicate a downward trend. Repetition rates decreased from 25 per cent in 1999 to 6 per cent in 2005 and drop-out rates decreased from 9 per cent to 8 per cent for EP2 during the same period. Completion rates in both EP1 and EP2 show a marked improvement over the period 1999 to 2004. In EP1 completion rates increased from 27 per cent to 48 per cent. In EP2, completion rates increased from 11 per cent to 29 per cent by 2004. However, completion rates remain low, with under half of Mozambican children completing the lower level of primary education and fewer than one third of children completing EP2. Completion rates in EP1 are substantially lower for girls than for boys. In 2004, the completion rate for EP1 was 39 per cent for girls compared to 57 per cent for boys. The gender gap is slightly less at the upper level of primary education, where the EP2 completion rate for girls was 23 per cent compared to 35 per cent for boys. Rates of transition between grades are a key indicator of system efficiency. Arndt and Muzima (2005) estimate rates of transition as a measure of how quickly students progress through the education system. They find a marked trend of reduced 142 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
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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 and 140: Secondary education consists of fiv
Page 141: Table 4.3: Gross and net enrolment
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
Page 191 and 192: 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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