AKF Annual Report - Aga Khan Development Network

MOZAMBIQUE
Since 2001, the Coastal Rural Support Programme (CRSP) has been
the cornerstone of a larger regional development initiative in northern
Mozambique. It has helped farmers improve agricultural productivity,
raised literacy levels and improved hygiene and nutrition.
In 2006, with the support of CRSP, production levels of all major crops and
the number of hectares under cultivation increased significantly, resulting
in a 16 percent increase in food security. Through soil conservation
messages, intercropping has increased from zero in 2003 to 30 percent
in 2006; and through sesame production, seaweed farming and livestock,
US$ 600,000 in income has been generated, up from zero in 2002.
The CRSP also worked with communities to construct 13 pumps in
seven villages to provide safe water to 6,500 people. An information
and awareness campaign reached a further 40 villages, representing the
entire Quissanga district.
SPOTLIGHT:
Educational Opportunities
The sandy soil along the coast of
Mozambique presents a challenge for
growing vegetables. In 2006, with the support
of CRSP, production levels of all major
crops and the number of hectares under
cultivation increased significantly, resulting
in a 16 percent increase in food security.
Improving educational opportunities is a priority in Cabo Delgado,
the northernmost province of Mozambique. The majority of the adult
population is illiterate; four out of five women are unable to read or
write. Completion and enrolment rates are below national averages,
and despite improvements since 2000, almost one-third of students are
still failing or dropping out of primary school every year.
The situation is worse for girls than boys. For girls between six and
10, only 64 percent are in school compared with 72 percent for boys.
When girls do attend school they tend to drop out after the first few
years; by Grades 6 and 7 a small proportion remains in classrooms.
Children who do attend primary school are faced with crowded and
poorly resourced classrooms, with nearly 80 students per teacher and
a shortage of textbooks and chalkboards. In more than half of these
classrooms, teachers are not qualified. Only one in 10 children makes
the transition from primary to secondary school.
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