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

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Figure 4.21: Indicative per student provincial education expenditure, 2005 100 US$ per Student (EP and ES) 80 60 40 20 0 Niassa Cabo Delgado Nampula Zambézia Tete Manica Sofala Inhambane Gaza Maputo C. Maputo Allocated Executed Source: CGE 2005, Mapa II-7-1 and IV-5-1 and INE Anuário Estatístico 2005 B. Challenges for sector finance The structure of financing within the sector has evolved in response to the imperative to rapidly expand primary schooling. The Education for All (EFA) initiative and the achievement of the MDGs remain the top priorities for many sector stakeholders. However, there are growing concerns regarding the need to invest in the post-primary school system (i.e. secondary and technical schools) so as to catch-up with demand for places (for example, there were 70,000 more graduates from the primary system than there were places in ESG1 in 2005) and produce sufficient numbers of qualified teachers to staff primary schools. The quality of education at all levels of the system is also a glaring issue: staffing primary education with teachers meeting the recently agreed “10+1” training level would require a budget share for education of more than 40 per cent, a learner: teacher ratio of over 100 or an undesirable reduction in the primary enrolment ratio (Verspoor, 2006). These challenges in turn demand changes in the financing of the sector, both in terms of the overall resource envelope and in terms of the allocation and type of funding. Various trade-offs are faced inside and outside the sector that need to be considered. Prominent among these is the need to build a stable and sustainable current budget allocation for the sector to support sector recruitment and training needs. The current budget is financed predominantly from Government revenues, which are constrained by the size of the tax base and the need to avoid placing too great a burden on the formal sector. Moreover, the need to maintain macroeconomic stability precludes substantial increases in recurrent expenditure, and especially salaries: the IMF programme in Mozambique includes an implicit cap on total government salary expenditure at under 8 per cent of GDP (Arndt, Jones and Tarp, 2006). The Ministry of Education’s request for 11,500 new teachers in the 2006 State Budget was met with sufficient funds for only 4,715 teachers (GoM and PAP, 2006). This was not purely a question of rigid application of fiscal limits. The Ministry of Education and Culture’s bargaining position was undermined by a lack of accurate teacher needs projections and the related problems of having no unified teacher training strategy (which was subsequently adopted in November 2005) and contradictory figures regarding the existing numbers of teachers within the public education system. CHILDHOOD POVERTY IN MOZAMBIQUE: A SITUATION AND TRENDS ANALYSIS 167
The Ministry of Education and Culture, the Ministry of Finance and the Ministry of State Administration (MAE) each have different teacher numbers figures. A reconciliation exercise is currently underway to address this situation. Addressing these issues has necessitated a change in the structure and emphasis of external assistance. Aid to education has historically been channelled into discrete capital investment projects, as opposed to recurrent budget activities, and in particular teachers’ salaries. This is now changing. As has happened in the health sector, sector budget support through the sector common fund (FASE) has increasingly come to finance programmes of a nature usually financed by the current budget. The FASE is an ever more important channel for donor activities in the sector, financing the Direct Support to Schools programme (ADE), low-cost school construction, book distribution and in-service teacher training (CRESCER) (GoM and PAP, 2005). Figure 4.22 shows total FASE donor commitments from 2003 to 2009. Funding is set to increase by an average of US$10.6 million per annum over the period if commitments are delivered. This will help to ensure that the ratio of current spending on goods and services to spending on salaries is maintained at a reasonable level. The second Education and Culture Strategic Plan targets 33 per cent in 2009. Using FASE funds to pay teacher’s salaries is not an option, as salaries must be met through the current budget. Figure 4.22: Common fund (FASE) donor commitments, 2003 – 2009 80 70.8 .Million US$ 60 55.7 61.2 40 40.1 20 24.2 28.1 0 7.3 2003 2004 2005 2006 2007 2008 2009 Source: MEC On the financial resources side, recruitment needs therefore demand an increase in the level of government-wide General Budget Support (GBS) coupled with an agreement between the Ministry of Planning and Development, the Ministry of Finance and the Ministry of Education and Culture on accompanying teacher recruitment and training targets within the sector. Moreover, efforts to bring more sector funding on-budget will increase the information available to the Ministry of Planning and Development and the Ministry of Finance regarding total public resources in the sector, and should therefore be accompanied by clear targets and dialogue between these central agencies and the sector about recurrent resource requirements to avoid stagnation or reductions in the “internal” component. 168 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
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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 and 166: (iv) Impact of natural disasters In
Page 167: The associated large off-budget res
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
Page 217 and 218: 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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