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

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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 CHILDHOOD POVERTY IN MOZAMBIQUE: A SITUATION AND TRENDS ANALYSIS 169
sense of providing education for everyone”(GoM 2006; p. 88). It is notable that the objectives for each level of the system, i.e. primary, secondary, technical and tertiary, each include a specific reference to inclusion on the basis of gender, vulnerability and special needs. An array of strategies to increase girls’ education is outlined, including the sensitive but critical issue of sexual abuse in schools. A commitment to increasing the access and retention of orphaned and vulnerable children is also included, particularly linked to the Direct Support to Schools programme (ADE). The vital roles played by health and nutrition in ensuring that children, especially the most vulnerable, are able to attend and learn is noted, with a Government commitment to developing a school feeding policy. The critical HIV/AIDS issues affecting the sector are well captured, namely mitigation of impact on the system (particularly teacher mortality and absenteeism), guaranteeing that orphaned and vulnerable children are retained in the system (in line with the HIV/AIDS UNGASS declaration), combating stigma and accelerating, improving, and tailoring national HIV prevention programmes with participation of young people. (ii) The Education and Culture Strategic Plan The first Education Sector Strategic Plan (1999-2003, extended to 2005) placed great emphasis on access and coordinated the dramatic expansion of enrolment seen in recent years. The Education and Culture Strategic Plan (2006-2011) aims to strike a balance between continuing to extend access to provide universal primary education, increasing the expansion of the post-primary sector and maintaining quality at all levels, along with ensuring equity. A notable policy change is the commitment gradually to merge the two levels of primary education into a single seven-year cycle of primary education (EPC). The plan is also accompanied by a costing framework, which aims to fit within the national Medium Term Fiscal Framework (CFMP). 60 The three key objectives of the ECSP are: (i) the expansion of access to basic education throughout all regions of Mozambique; (ii) the improvement of the quality of education services; and (iii) the strengthening of the institutions and the administrative framework for effective and sustainable delivery of education. In addition, there is an important emphasis on HIV prevention and mitigation through the school system. The ECSP has a more sophisticated approach to dealing with the implications of the massive expansion of the education system than the first strategic plan. Hard political and budgetary choices had to be made in developing the ECSP, moving from an education system for the few that was inherited from colonial times to a system for all and tackling the impact of the “access shock” from recent years of accelerated access without corresponding reforms and resources. These included an accelerated teacher training strategy and an accelerated construction programme. The successful school finance programme, ADE, is to be consolidated and planned for increased volume of funds to schools in 2007. However, there is a policy gap with regard to the forthcoming increase in demand for secondary education. B. Policy challenges and gaps The major policy that needs to be updated concerns secondary education. There is massive public demand for an expanded secondary system, and increasing numbers of primary graduates are creating further pressure. Failure to sequence the expansion of secondary education is already jeopardising the resources for primary education (classrooms, teachers, and potentially budget execution) and the situation will 60 The CFMP was drafted without MEC written input as the second sector strategic plan costings were not ready, and have therefore not been included in the 2007 State Budget. However, there will be the opportunity to renegotiate the CFMP allocations for 2008 and 2009 as those ceilings still have some flexibility. 170 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
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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 and 168: The associated large off-budget res
Page 169: The Ministry of Education and Cultu
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
Page 219 and 220: 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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