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

Making the complex financing choices highlighted above is far from straightforward,
and simple availability of funds is not the only constraint to increases in the number
and quality of teachers – human resources for planning and finance within the
Ministry of Education and Culture also require attention. Sector capacity to manage,
plan and undertake analytical work for an increasingly complex system remains weak
and needs to be addressed (MEC, 2003). For example, teacher needs estimates have
to date been submitted to the Ministry of Planning and Development and the Ministry
of Finance on an annual basis, derived from requests submitted to the Ministry of
Education and Culture from provincial directorates, and the Ministry involvement in
the formulation of the CFMP has been limited. This is not a fully sound basis from
which to plan for the building of the sector, particularly when the impact of the AIDS
pandemic on staffing is considered. While some work has already been undertaken in
this respect in preparation for the Education and Culture Sector Strategic Plan (Cole,
2006), much remains to be done.
One recommendation already being discussed is to develop a Ministry of Education
and Culture institutional development programme in order to build capacity in the
areas of human resources, financial management, planning and monitoring at all
levels (GoM and PAP, 2006). The Directorates of Planning and Cooperation and of
Administration and Finance are particularly important. For international partners this
means that capacity development and provision of expert Technical Assistance – to
date an ad hoc process – needs to be given greater attention, and undertaken in
a systematic, long-term manner, oriented around priorities set by the Ministry and
funded through FASE.
The current costing of the second Education and Culture Strategic Plan shows that
there is a finance gap that should inform CFMP negotiations for 2008 and 2009.
An argument for additional funding for education could be made considering its
contribution to sustaining Mozambique’s current growth levels. As primary education
currently receives the internationally recommended 50 per cent allocation, increased
financing would be channelled to post-primary sectors. There is a danger that if those
sectors do not capture increased resources the primary budget will not be maintained.
9. The education policy environment
A. The policy framework
The general policy environment in Mozambique is favourable to the progressive
realisation of children’s right to education. Both PARPA II and the Education and
Culture Strategic Plan (ECSP) for the period 2006 to 2011 present credible strategies
for delivery of universal primary education, based on expansion and improved
efficiency and quality.
(i) PARPA II
There are strong arguments within PARPA II on the relationship between education,
poverty reduction and economic growth, with an emphasis on the role of girls’
education in particular. There is also an affirmation of education as a right. The
strategies to shift primary education expenditure from parents to the State, including
the abolition of school fees, direct financing grants to schools and free text books,
are a clear demonstration that the Government is progressively delivering on fulfilling
children’s right to education.
PARPA II also consistently demonstrates a commitment to reduction of the disparities
that are prevalent at every level of the system, stating that, “Investment in the
education sector should be targeted at the most ill-favoured regions, oriented in the
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