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

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the ECSP, between 1999 and 2005, the percentage of pupils studying in precarious classrooms or without a classroom remained stable at 56 per cent. There is a particular shortage of secondary schools in the country: the 2005 Joint Review of Government and donor performance reported that the number of children who completed primary education exceeded the existing vacancies in secondary schools by 70,000 (GoM and PAP, 2006). Anecdotal evidence suggests that this is leading to displacement of children from primary-level classrooms to allow secondary-level classes to be taught. Although the Government has made considerable efforts to accelerate school construction, through the Ministry of Education and Culture school construction programme and the mobilisation of community and donor resources, construction is expensive and poorly monitored, leading to quality concerns. In order to address this problem, a low cost construction policy was approved in 2005 and the Education and Culture Strategic Plan envisages building 4,100 primary classrooms per year through community-managed construction at a cost of no more than US$12,000 per classroom, with the aim of reducing the learner-classroom ratio from 90:1 to 78:1 (MEC 2006: 20). This model is currently being piloted and 618 primary schools were built in 2005 (see Box 4.3: “Lessons learned and recommendations from the first phase of the Ministry of Education and Culture Accelerated School Construction programme”). Many of the existing school buildings are in a state of disrepair, without roofs, windows, desks, chairs or electricity. Temporary solutions have often been used to keep students under shelter until proper classrooms can be built. As noted in Chapter III, a serious concern is the lack of water and sanitation facilities in the majority of schools, which can have a detrimental impact on children’s health, and prevents girls from conducting their sanitary needs in dignity and privacy. In 2005, an estimated 70 per cent of schools were without water and sanitation facilities. In addition, the majority of schools have no health programmes or facilities. Box 4.3: Lessons learned and recommendations from the first phase of the MEC Accelerated School Construction programme • Private sector companies did not apply during the bidding process because the financial ceilings were too low • NGO participation was low due to poor communication about the programme • Most of the schools were thus built by the communities • The financial ceilings needed to be revised according to inflation and the differing levels of accessibility to schools • The time frame for school construction should be six months instead of three • Technical assistance in the communities needs to be efficient and consistent during the entire process of school construction • There is a need to ensure or create capacity in the provinces and districts to manage the programme • MEC needs to disseminate information and better communicate the programme and its objectives in order to attract potential partners. Source: MEC: Documento número 10/RAR7, April 2006 c. Lack of teachers The lack of teachers has led to a rapid increase in learner-teacher ratios in recent years. In 2005 the learner-teacher ratio was 74:1, up from 65:1 in 2000. There were significant disparities between provinces, with the learner-teacher ratio ranging from 59:1 in Maputo Province to 103:1 in Zambezia province. Such large classes have led CHILDHOOD POVERTY IN MOZAMBIQUE: A SITUATION AND TRENDS ANALYSIS 157
to the need for two or even three shifts in both primary and secondary education, which raises safety concerns for children attending the evening shifts. The deteriorating learner-teacher ratios also seem to have disproportionately affected secondary level education. A recent study showed that between 1992 and 2004, the learner-teacher ratio deteriorated by 11.2 per cent at primary level (EP1 and EP2) and by 88.7 per cent at secondary level, reinforcing the higher priority given to primary education (Arndt et al: 42). Figure 4.17: Pupil/teacher ratio in primary education 80 74 Number of pupil per teacher 60 40 67 68 65 62 38 39 40 41 66 66 39 39 41 20 0 1999 2000 2001 2002 2003 2004 2005 EP1 EP2 Source: MEC d. Lack of qualified teachers With the rapid increase in primary school enrolment over the past decade, the demand for qualified teachers has increased dramatically. The education sector has been unable to meet this demand, which has led to increased recruitment of teachers, often recent secondary school graduates, without the necessary pedagogical training. In 2005, at primary level, only 58 per cent of teachers at EP1 level were qualified, and 68 per cent at EP2 level (MEC 2005). In certain districts and provinces the situation is even more extreme (e.g. 92 per cent of EP1 teachers in Ibo district in Cabo Delgado province were untrained in 2005). The Ministry of Education and Culture is currently training 5,000 teachers a year out of an annual requirement of 7,000, which means that 2,000 untrained teachers must be recruited to fill the gap (MEC 2005: 28). However, with the exception of Maputo City and to some extent Maputo Province, there is little correlation between enrolment ratios and the presence of trained teachers in a given province. 158 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
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The 2005 Nutrition Survey conducted
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Box 3.3: Combating measles and poli
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(ii) Stunting prevalence (chronic m
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Alarmingly high levels of stunting
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Figure 3.16: Underweight prevalence
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There are 86 known salt producers r
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Among children, there were no varia
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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 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: Absenteeism is also common among te
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
Page 193 and 194: Figure 5.5: School attendance among
Page 195 and 196: • Labour law does not define the
Page 197 and 198: - To use child labour (children age
Page 199 and 200: from their parents. Thus, the law d
Page 201 and 202: C. Birth registration - guaranteein
Page 203 and 204: such as hospitals and schools for b
Page 205 and 206: Sofala province also accounts for t
Page 207 and 208: 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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