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

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This is the real magician. Box 4.4: The anonymous teacher It can only be considered magic that a human being… - With little or no training - With little support and professional guidance - Who lives in a thatched hut, badly ventilated and scarcely illuminated - With no shops close by, and water miles away - At five or ten kilometres from school, that she or he will have to walk - Who receives a salary just enough to buy a week’s food, how many times paid late - And that doesn’t even buy clothes or furniture - Two times a day (in the morning and in the afternoon) … Is able to make a child… - Who walked five to ten kilometres to get to school - After a night sleeping on a ragged mat - In a hut with many cracks and roaming cold - Not having eaten much - After having had to complete diverse domestic chores … Learn to read, write and count… - In the shadow of a tree - Sitting on the ground - In groups of 70 children - With no chalk nor didactic means - With no books nor notebooks - With no pens nor pencils It’s magic, for the esoteric; a miracle, for the religious. Heroism, for the people and for each child who, from that nothing, acquires knowledge and develops skills. These are the anonymous heroes of each nation. They are not heroes of war. Their only weapons are a tremendous love for children and a tenacious desire to contribute to a better world. They are the heroes of peace. By Carlos dos Santos B. Underlying causes of education deprivation The underlying causes of education deprivation for Mozambican children include parental attitudes to education and to the different children in the household, parental levels of education, cultural factors and poverty. (i) Perceptions of the value of education The perceptions of education and the value placed on education by a child’s parent(s) or guardian are important determining factors influencing both the enrolment and retention of the child in school. The Zambezia study (Justiniano et al 2005: 30) showed that the majority of interviewees considered education important for the development of the children and the community. Reasons cited in support of this opinion included: • Literacy skills are useful for reading and writing in the community; • Portuguese language is useful for interacting and getting around in town; • Basic mathematics skills are useful for counting sacks of crops and for trading in the market; CHILDHOOD POVERTY IN MOZAMBIQUE: A SITUATION AND TRENDS ANALYSIS 161
• The school represents or is a link to modern life; • The skills acquired in schools are useful for acquiring salaried jobs, hence access to a more secure life (on economic grounds) and material goods; • The school is expected to teach behaviour (such as respect for elders and social skills). Both the Zambezia study and the PSIA, however, indicated that there are various factors that influence parents’ perceptions of education, and subsequently their decision as to which of their children will attend school and for how long. These include factors such as the perceived quality of the school, including the relevance of education and the language in which it is taught; cultural factors and the opportunities for further education. The PSIA indicated, for example, that in rural areas parents could not see the practical application of knowledge gained through primary education and many were sceptical about the long-term benefits of education, since the possibility of children continuing their education after EP1 level was much less likely, due to the lower coverage of EP2 and secondary schools in rural areas (WB 2005: 49-50). In the context of widespread poverty, the perceptions of education become particularly important. Among poor families, the benefits of education must be weighed against the scarcity of resources and the opportunity costs of child work, and therefore negative perceptions of the quality of education or its value in a given context can result in the decision to remove a child from school. In such cases, the evidence suggests that girls or orphaned children are likely to be the first to be withdrawn from formal education. Orphaned children, particularly maternal orphans, are systematically found to have lower school attendance than non-orphaned children (see Chapter V). (ii) Low level of education of parents The level of education of a child’s parents is another important factor as to whether or not the child will enrol in or attend school. The IAF, for example, showed that in households where the household head had no education, 17 per cent of children aged 6 to 17 years were not currently enrolled in school, compared to only 4 per cent among households where the household head had achieved secondary level education or higher (INE 2003a: 85). The 2003 DHS showed that 38 per cent of children aged 7-17 living in households in which the household head had no education had never been to school, compared to only 4 per cent in households where the head had a secondary level education or higher (MPD/INE/UNICEF 2005). Among 6 to 12 year-olds the figures were 51 and 10 per cent respectively. In terms of attendance, the IAF showed that the probability of a child attending school, both at EP1 and EP2, had a direct correlation to the parent’s level of education. Children of parents with some level of education were found to be much more likely to be attending school than those of parents with no education. As in the case of a child’s health status, the impact of the mother’s level of education proved to be particularly significant for a child’s schooling (INE: 2003a; WB 2005: 111). (iii) Cultural factors Cultural factors can play a major part in influencing the enrolment and retention of children in school in Mozambique, particularly among girls. 57 Gender is a major factor influencing school enrolment and retention, particularly in the context of cultural practices and traditions. The Zambezia study indicated that due to social expectations 57 It is also important to highlight the positive role of culture and ensure that the school and the education system values traditional Mozambican culture and the local culture of the child’s own community – the inclusion of a local curriculum component is important to this end. 162 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
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highly in PARPA II, which sets a ta
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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 and 158: Absenteeism is also common among te
Page 159 and 160: to the need for two or even three s
Page 161: The system is faced with a number o
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
Page 209 and 210: Figure 5.9: Primary school attendan
Page 211 and 212: 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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