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

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Qualitative studies have also indicated a range of reasons why children from the poorest households may not be enrolled in or attending school, including illness, food insecurity, embarrassment at not having different or nice clothes to wear every day, or (before the abolition of direct school fees), ignorance surrounding the school fee exemption policy. Figure 4.19: Children attending primary education by age and wealth quintile 100 % 80 60 62 82 90 96 96 95 94 69 71 65 56 91 66 66 77 55 67 40 20 29 44 45 43 36 33 25 13 16 0 6 7 8 9 10 11 12 13 14 15 16 17 18 Age of children Poorest Wealthiest Source: INE/MPD/UNICEF 2005, additional analysis of the DHS 2003 Conversely, attaining a good education is one of the main tools to break the cycle of poverty. A recent study on poverty in Mozambique found that the level of education of the household head is the most important determinant of household consumption, particularly in urban areas (WB 2005: 45). Similarly, the deprivation-based analysis of childhood poverty showed that children living in households in which the head had no education were consistently more likely to suffer from any of the deprivations than children living in households in which the household head had secondary education or higher (INE/MPD/UNICEF 2005). 8. Financing education The cost implications of inefficiencies within the education system are enormous. It takes an average of 21 input resource years to produce one primary school graduate in Mozambique, compared with the 7 years needed in theory. 58 These inefficiencies continue through the system so that on average 212 resource years are required for a student to reach the final year of secondary school, which should theoretically take 12 input years (WB, 2003b). A. Global sector resources Education financing has been the key to facilitating the rapid expansion of the sector in the post-war period, with an average of 500 new schools constructed and 3,500 new teachers recruited each year since independence. As with the financing of the health sector, a large part of this growth has been driven by external assistance. 58 A “resource year” represents the resources required to put one child through one year of schooling. CHILDHOOD POVERTY IN MOZAMBIQUE: A SITUATION AND TRENDS ANALYSIS 165
The associated large off-budget resource flows make the CGE a less than complete reflection of public resource allocations. In compiling a series of sectoral expenditure data one must therefore turn to other sources: Figure 4.20 presents some of the broad sectoral funding patterns identified, compiled from a range of sources. 59 Figure 4.20: Estimated spending on education, 1990 – 2004 (US$ million) 300 70 % 250 60 200 50 40 150 30 100 20 50 0 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 0 10 Total spend on education (US$ million) [LHS] Source: Arndt, Jones and Tarp (2006) External financing as % total (estimated trend) Global public sector education financing totalled about US$253 million in 2004, having grown by an annual average of 7.7 per cent in nominal terms over the period 1990 to 2004 and has remained relatively stable as a share of GDP, averaging around 4.7 per cent. Expressed as a share of the total Government budget, education spending stood at 18.9 per cent in 2005, illustrating the priority given to education expenditures by Government. Within recurrent expenditure, salaries make up the vast share, comprising approximately 75 per cent of recurrent expenditures in recent years. As regards the State Budget allocation between levels of the education system, primary schooling (EP1 and EP2) has historically received the overwhelming share of resources (64 per cent of total expenditure in 2004 for example, compared with 14 per cent allocated to secondary education [CGE, 2004]). Figure 4.21 provides an indication of how funds were allocated by province per student in 2005, based upon the total number of students enrolled in primary and secondary education at the beginning of the school year. These figures can only be regarded as indicative as some internal and many external funds - both those that are completely “off-report” and other vertical projects that are captured in the CGE but not broken down by province - are not included. However, it does suggest that allocations per student vary quite substantially across the country, with particularly high spending in the southernmost provinces, especially around the capital. Funds spent per student in Zambezia (the most populous province) were just over one third as much as those spent per student in Maputo City. 59 The data – compiled in Arndt, Jones and Tarp – was collected from World Bank (2003); MPF and MINED (2004); Conta Geral do Estado (2002, 2003, 2004) and the authors’ estimates. 166 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
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The reduction of mother-to-child tr
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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 and 162: The system is faced with a number o
Page 163 and 164: • The school represents or is a l
Page 165: (iv) Impact of natural disasters In
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
Page 213 and 214: The responsibility for implementing
Page 215 and 216: 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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