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

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60 Figure 5.3: Children economically active by province % 51 40 45 38 38 20 31 31 27 26 18 0 Tete Inhambane Manica Nampula Sofala Zambézia Gaza Niassa Cabo Delgado Source: IFTRAB 2004/2005 9 Maputo province 6 Maputo City In line with the trend in many other areas of child well-being, there is a strong correlation between the probability of a child working and the level of education of the household head. In households where the household head has no formal education, up to 40 per cent of children are economically active. This contrasts with 15 per cent of children being economically active in households where the household head has secondary level education or higher. 60 Figure 5.4: Economically active children (7-17) by level of education of household head % 40 40 34 20 21 15 0 No education EP1 EP2 Secondary education or higher Source: IFTRAB 2004/2005 Over two thirds of children 7 to 17 years of age who are working do attend school (68 per cent). This reflects the fact that the majority of the work undertaken by children is unpaid work for the family, which is carried out in addition to schooling activities. Of those children who are working and who do not attend school, there are significant variations in distribution by province. In Niassa and Cabo Delgado provinces, over 40 per cent of children engaged in productive activity are not attending school. However, whilst Inhambane province has one of the highest proportions of working children, it also has the lowest proportion of children working who are not attending school (20 per cent). CHILDHOOD POVERTY IN MOZAMBIQUE: A SITUATION AND TRENDS ANALYSIS 191
Figure 5.5: School attendance among working children 100 % 80 60 40 20 0 7 8 9 10 11 12 13 14 15 16 17 Age of children Children attending school Children not attending school Source: IFTRAB 2004/2005 Box 5.5: Daily routine and activities in the life of children and young people The daily routine of children and young people varies across gender, age, location and school attendance. What is consistent, however, is that young people and adolescents in all locations help with daily family and household tasks. Outside school time, young people clean the house, help to cook, fetch water, look after siblings and help when a family member is sick. Many use what time and skills they have to try to supplement the household income in money or in food production. Boys and girls are assigned different tasks, with a tendency for boys to do more physical tasks such as cutting wood, and girls carrying out more homebased tasks centred around cooking and cleaning, although boys and girls both help to carry and fetch water. The age and number of healthy siblings and parents are also important factors in who conducts which tasks. If there is no older male for example, and the father has died, a boy may have to engage in some very tough tasks. In the rural areas boys and girls help in the “machamba” (agricultural plot). In the district town, the machamba features less in family life, although many children still help. The actual sequence of tasks and activities in a day depends a great deal on the school timetable and whether a child studies at all. Some children and young people complain, saying the tasks are too many, long or hard, or that the distances to fetch water or go to the machamba are too great. However, helping the family is also a source of pride. Girls are required from a young age to be child carers. It is normal in rural areas for all the young children to be left with a child of around 7 or 8 years of age, while the older members, including adolescents, work in the machamba, which can be for up to half a day. Daily routine of out of school girls (Vladimir Lenin Locality, Xai-Xai district) 5:00- Work on machamba 11:00- Prepare lunch 12:00- Eat lunch 13:00- Rest 14:00- Grind maize 14:45- Fetch water 15:30- Cook for meal 18:00- Wash 19:00- Eat meal 20:00- Sleep 192 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
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The 2004/2005 IFTRAB survey also su
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provincial level reported that only
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Table 3.4: Ministry of Health budge
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Figure 3.29: Total sector resources
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Figure 3.31: Indicative per capita
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The agenda for expanding water supp
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and was revised in 2005. The on-bud
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supported by key sector stakeholder
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1. Introduction Education is a fund
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B. Severe information deprivation a
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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 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: The survey indicates that 32 per ce
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
Page 221 and 222: 7- Implementing social communicatio
Page 223 and 224: Form of Severe Deprivation Food Wat
Page 225 and 226: ANNEX II Calendar of the planning,
Page 227 and 228: ANNEX IV State Budget recurrent and
Page 229 and 230: REFERENCES AND MATERIALS CONSULTED
Page 231 and 232: Deaton, A., Ruiz-Castilo, J., and T
Page 233 and 234: Klasen, S. and Woltermann, S., ‘T
Page 235 and 236: Government of Mozambique, ‘Progra
Page 237 and 238: World Bank (WB), ‘World Developme
Page 239 and 240: World Bank (WB), ‘Mozambique Publ
Page 241 and 242: Ministry of Women and Co-ordination
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United Nations Children’s Fund (U
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