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School Dropouts in Mozambique: Study of Mocuba and Lugela Cases, in Zambézia Province

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School Dropouts in Mozambique: Study of Mocuba and Lugela Cases, in Zambézia Province SCHOOL DROPOUTS IN MOZAMBIQUE: STUDY OF MOCUBA AND LUGELA CASES, IN ZAMBÉZIA PROVINCE Maputo, November 2020 SCHOOL DROPOUTS IN MOZAMBIQUE: STUDY OF MOCUBA AND LUGELA CASES, IN ZAMBÉZIA PROVINCE TECHNICAL SHEET: Title: School Dropouts in Mozambique: Study of Mocuba and Lugela, cases in Zambézia Province Authors: Gervásia de Jesus Muchanga and Lóide da Glória Sambo Copyright: © ADRA Mozambique Maputo, November 2020 olumbia Index EXECUTIVE SUMMARY 3 List of initials and Acronyms 4 Index of Tables, Graphs and Images 4 Acknowledgments 5 1. Introduction 6 2. Methodology 8 a. Limitations 8 3. Brief Historical of Education Sector in Mozambique: A Look at Universal Access to Education 9 a. The Education Sector Nowadays: What Challenges? 12 4. Overview of School Dropout and Out-of-School Children in Mozambique 16 5. The problem of dropping out of school in Zambézia Province 21 5.1. Public school network in Zambézia 21 5.2. General Situation of School Dropout in Zambézia 23 a. The. Primary school of the 1st Degree - EP1 23 b. 2nd Grade of Primary school - EP2 24 c. 1st Period of Secondary school - ESG1 24 d. General Secondary school of the 2nd Period - ESG2 25 5.3. Ranking of School Dropouts by District, 2019 26 a. Primary school (EP1 and EP2) 26 b. General Secondary school (ESG1 and ESG2) 27 6. Factors that Influence School Dropouts: The Cases of Mocuba and Lugela, in Zambézia Province 27 Socio - economic factors 28 a. Precarious financial situation 28 b. Despising the school value in their communities 28 c. Child labor 29 Cultural factors 30 a. Premature marriages and Early pregnancy 30 b. Constant change of Residence 30 12501 Old Columbia Pike, Silver Spring, MD 20904 1. 800 .424 .ADRA (2372 ) | ADRA.org c. Initiation Rites 30 Structural Factors 31 a. The small number of school infrastructures 31 b. Poor teaching and learning conditions 33 7. School dropouts reduction mechanisms in Mozambique 35 a. The Implemented Mechanisms in Zambézia province 37 Conclusions and recommendations 39 Bibliographic references 43 ANNEXES 45 olumbia EXECUTIVE SUMMARY This document presents the report of the education , but also capacitation of school study on school dropouts in Mozambique, directors, as well as other members of which had an impact on Mocuba and Lugela the school board, in terms of institutional districts, in Zambézia Province. The study and financial management, since they are was conducted based on a qualitative responsible for the management of the methodology, applying bibliographic and school and its funds, without forgetting documentary analyzing method, combined other aspects; (ii) to the Government, in with the techniques of individual interviews general, and to the cooperation partners and discussions in focal groups in 24 that invest in expanding and massification schools that are situated in Mocuba and of school feeding projects (with emphasis Lugela districts. This study is part of the on PRONAE) for more schools and in efforts by Adventist Development and Relief more districts of the country, as well as Agency (ADRA) in Mozambique to promote investing in the implementation of social better access to education and retention projects for the improvement of the living of School-aged children in the education conditions of the populations, for example, system. through the creation of small funds for support, either technical or financial or The main conclusions of this analysis even in the form of equipment, for the indicate that: (i) in the last five years , development of agriculture, livestock, from 2015 to 2019, the problem of school fishing, commercial activity, or any other dropouts in MOZAMBIQUE and especially in activity, according to the needs of the the province of Zambézia, tended to reduce districts. The implementation of these small as a result of the various interventions projects may have a positive impact on by governmental entities, assisted by ensuring household food security, as well non-governmental organizations ; (ii) as their economic empowerment. this problem presents differentiated characteristics considering aspects such The joint implementation of these as age, gender, level of education and recommendations, will reduce the influence location; (iii) dropping out of school is part of socio-economic and structural factors of the group of social phenomena that on school dropouts in Zambézia province cannot be explained based on causality, and in the country, as a consequence, will but based on the correlation of factors reduce the number of such cases. However, that influence its occurrence; such factors we emphasize that their implementation can be divided into three groups - the requires the coordinated participation socio-economic, cultural and structural of all national and foreign governmental factors, (iv) the socio-economic factors and non-governmental forces, not only such as poverty, are the most prevalent in financial terms but also in terms of , followed by structural factors and lastly knowledge sharing. The responsibility for cultural factors. activities coordination in the education sector will lie squarely with the Government 12501 Old Columbia Pike, Silver Spring, MD 20904 of Mozambique, however, the duty to Due to these conclusions, we recommend: 1. 800 .424 .ADRA (2372 ) | ADRA.org (i) to the Ministry of education to redouble promote change is shared by all other efforts to improve the sector, with actors, as well as by the society. particular emphasis on increasing the quantity and quality of schools in the districts, give better training and capacitation of teachers, considering that these are the most important elements of the sector, as the main providers of 3 olumbia List of initials and Acronyms Index of Tables, Graphs and Images Table 1: Relation new students – school ADE - Direct Support to Schools dropouts by level of education, 2018 17 ADRA - Adventist Development and Relief Graphic 1: School enrollment in Zambézia, Agency 2019 22 AMME - Mozambican Women in Education Graphic 2: Dropping out of school Association at EP1, 2015 to 2019 23 DAT - Directorate for Transversal Themes Graphic 3: School dropout at EP2, 2015 DEEF - Directorate of Economic and Financial to 2019 24 Studies Graphic 4 : School dropout at ESG1, DPEDH - Provincial Directorate of Education and 2015 to 2019 24 Human Development Graphic 5: School dropout at ESG2 DPLAC - Planning and Cooperation Directorate School, 2015 to 2019 25 EP1 - Primary school of the 1st Degree Graphic 6: the school dropouts’ levels by district in EP1 and EP2, 2019 26 EP2 - Primary school of 2nd Degree Graphic 7: the level of school ESG1 - General Secondary school of the 1st cycle dropout by 27 ESG2 - General Secondary school of the 2nd Image 1: Evolution of the national dropout cycle rate in EP1 (2015-2018) 16 HM - Men and Women Image 2: Illustration of the different types of school infrastructure 21 M – Women Image 3: Illustration of a meeting of the MIGCAS - Ministry of Gender, Children and Social school board and teachers 32 Action Image 4: Illustration of the teaching and MINEDH - Ministry of Education and Human learning conditions 33 Development M E EN - Movement of Education for All OD S - Sustainable Development Objective NGOs - non- governmental organizations PEE - Strategic plan of Education WFP - World Food Program 12501 Old Columbia Pike, Silver Spring, MD 20904 PNE - National Education Policy 1. 800 .424 .ADRA (2372 ) | ADRA.org REDE CAME - Network Against Child Abuse SNE - National System of Education UNESCO - United Nations Organization for Education, Science and Culture UNICEF - United Nations Children’s Fund USAID – United States Agency for International Development olumbia As concerns to the non-governmental organizations, our appreciation goes to : the United Nations Children’s Fund (UNICEF); United States Agency for International Development (USAID); the Save the Children, the Network Against Child Abuse ( REDE CAME); the the Mozambican Association of Women in Education (AMME); the Kukumbi1; the Mozambican Christian Council; the Adrajum; the World Vision; the NANA2; and the Education for All Movement (MEPT) . We also wish to highlight the support, availability and collaboration of school councils, teachers, ACKNOWLEDGMENTS parents and guardians and students from the 24 schools that we visited. The interaction The materialization of the present study came with this group of people was crucial to better true due to the availability and collaboration of achieve the objectives of the research. Governmental, non-governmental institutions and individuals who provided valuable information and /or other support in various forms, in the course of the research. In regard to the governmental institutions, our compliments goes to: the Ministry of Education and Human Development (MINEDH), particularly to the Directorates for Transversal Themes (DAT) and to 12501 Old Columbia Pike, Silver Spring, MD 20904 the Planning and Cooperation (DPLAC); the Ministry 1. 800 .424 .ADRA (2372 ) | ADRA.org of Gender, Children and Social Action (MGCAS), to the Provincial Directorate of Education and Human Development (DPEDH); and, as part of public institutions, to the visited schools ,both primary and secondary in Mocuba and Lugela districts. 1 Organization for rural development, based in the city of Quelimane, province of Zambézia. 2 Development support association, based in Mocuba 5 olumbia 1. Introduction The ADRA International has launched a global campaign of education called “Every Child. Everywhere. In School.” with the aim of raising
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