Education Reform in Mozambique : Lessons and Challenges

The report opens with a brief description of the conceptual framework that guided the analysis as well as the data used. The next chapter presents the analysis of changes in household behavior and educational outcomes related to the implementation of the reforms, at both the primary and secondary levels. The descriptive nature of this analysis does not allow for inferences regarding the effects of the reforms on enrollment and demand for education. The following chapter presents the results of an econometric impact analysis of the reforms to quantify the magnitude of the effects on enrollment. In considering priorities for the future, the Government is paying increasing attention to the impact of the investments in education on growth, jobs, and poverty reduction, as measured by increased earnings from employment, and particularly by improving opportunities for the labor force to move to higher productivity activities and livelihoods. The next chapter presents the results on the changing structure of employment in Mozambique between 2003 and 2008, the impacts of education on employment opportunities, and the implications of these changes for education policy. The final chapter integrates the education and labor force analyses and provides strategic recommendations as Mozambique continues to improve educational outcomes, particularly for those population groups that have had the most difficulty entering and remaining in school.

Bibliographic Details

Main Authors:	Santibañez, Lucrecia, Fox, Louise, Nguyen, Vy, André, Pierre
Language:	English
Published:	Washington, DC: World Bank 2012
Subjects:	ABOLITION OF FEES, ACCESS TO EDUCATION, ACCESS TO PRIMARY EDUCATION, ADULT LITERACY, ADULTS, AGE GROUPS, AGE OF ENTRY, ASSISTANT PROFESSOR, ATTENDANCE RATE, BASIC EDUCATION, BASIC EDUCATION CYCLE, BOARDING, BOARDING FACILITIES, CAREER, CLASS SIZE, CLASS SIZES, CLASSROOM, CLASSROOMS, COHORT OF STUDENTS, COMPLETION RATES, COST OF EDUCATION, COSTS OF EDUCATION, CURRICULUM, CURRICULUM REFORM, DEMAND FOR EDUCATION, DIRECT COSTS OF EDUCATION, DISADVANTAGED GROUPS, DISADVANTAGED STUDENTS, DROPOUT RATE, EARLY CHILDHOOD, EARLY CHILDHOOD DEVELOPMENT, EDUCATION AUTHORITIES, EDUCATION DECISIONS, EDUCATION DEFICIT, EDUCATION EXPENDITURE, EDUCATION EXPENDITURES, EDUCATION FOR ALL, EDUCATION POLICY, EDUCATION PORTFOLIO, EDUCATION REFORM, EDUCATION SECTOR, EDUCATION STRATEGY, EDUCATION SYSTEM, EDUCATIONAL ATTAINMENT, EDUCATIONAL EXPENDITURE, EDUCATIONAL OUTCOMES, ELEMENTARY SCHOOLS, EMPLOYMENT, EMPLOYMENT OPPORTUNITIES, ENROLLMENT, ENROLLMENT BY AGE, ENROLLMENT GROWTH, ENROLLMENT OF MALES, ENROLLMENT RATE, EQUAL ACCESS, EXAM, FEMALE STUDENTS, FEMALE TEACHERS, FORMAL EDUCATION, FORMAL SCHOOLING, FORMATIVE EVALUATION, FREE TEXTBOOKS, GER, GIRLS, GRADE REPETITION, GROSS ENROLLMENT, GROSS ENROLLMENT RATE, GROWTH IN ENROLLMENT, HIGH SCHOOLS, HIGHER ENROLLMENT, HIGHER GRADES, HIGHER PRODUCTIVITY, HIGHER TUITION, HUMAN CAPITAL, HUMAN CAPITAL FORMATION, HUMAN DEVELOPMENT, INVESTMENTS IN EDUCATION, LABOR FORCE, LABOR MARKETS, LANGUAGE DEVELOPMENT, LEARNING, LEARNING MATERIALS, LEVEL OF EDUCATION, LIBRARIES, LIFE EXPECTANCY, LIFE EXPECTANCY AT BIRTH, LITERACY PROGRAM, LITERATURE, LOW ENROLLMENT RATES, MINISTRY OF EDUCATION, MORAL SUPPORT, NATIONAL EXAMINATIONS, NATIONAL SCHOOL, NER, NET ENROLLMENT, NET ENROLLMENT RATE, NUMBER OF SCHOOLS, NUMBER OF STUDENTS, NUMBER OF TEACHERS, NUMBER OF TEXTBOOKS, NUTRITION, NUTRITIONAL DEFICIENCIES, OFFICIAL SCHOOL AGE, ORPHANS, PARITY, PER STUDENT EXPENDITURES, PHYSICAL ACCESS, PRIMARY EDUCATION, PRIMARY EDUCATION ENROLLMENT, PRIMARY ENROLLMENT, PRIMARY ENROLLMENT RATE, PRIMARY GRADES, PRIMARY GROSS ENROLLMENT, PRIMARY GROSS ENROLLMENT RATE, PRIMARY LEVEL, PRIMARY SCHOOL, PRIMARY SCHOOL AGE, PRIMARY SCHOOL COMPLETION, PRIMARY SCHOOL COMPLETION RATE, PRIMARY SCHOOL ENROLLMENT, PRIMARY SCHOOL LEVEL, PRIMARY STUDENTS, PRIMARY TEACHERS, PRIVATE SCHOOL, PRIVATE SCHOOL SECTOR, PRIVATE SCHOOLING, PRIVATE SECONDARY SCHOOLS, PROVISION OF TEXTBOOKS, PUBLIC EXPENDITURES, PUBLIC SCHOOL, PUBLIC SECONDARY SCHOOLS, PUPIL-TEACHER RATIO, PUPIL-TEACHER RATIOS, QUALIFIED TEACHERS, QUALITY EDUCATION, QUALITY OF EDUCATION, QUALITY SCHOOLS, REPEATERS, REPETITION RATES, RESEARCH GRANTS, RESEARCH REPORT, RESEARCHERS, RURAL AREAS, RURAL CHILDREN, RURAL GIRLS, RURAL SCHOOLS, RURAL STUDENTS, RURAL WOMEN, SCHOOL ADMINISTRATORS, SCHOOL ATTENDANCE, SCHOOL CENSUS, SCHOOL CONSTRUCTION, SCHOOL COSTS, SCHOOL ENTRY, SCHOOL ENVIRONMENT, SCHOOL EXPANSION, SCHOOL FEES, SCHOOL INFRASTRUCTURE, SCHOOL LEADERS, SCHOOL LUNCH, SCHOOL MANAGEMENT, SCHOOL MATERIALS, SCHOOL OFFICIALS, SCHOOL PLACES, SCHOOL READINESS, SCHOOL SPACES, SCHOOL UNIFORMS, SCHOOL YEAR, SCHOOL YEARS, SCHOOL-AGE CHILDREN, SECONDARY EDUCATION, SECONDARY SCHOOL, STUDENT EXPENDITURES, STUDENT PERFORMANCE, STUDENT POPULATION, STUDENT-TEACHER RATIOS, STUDENTS PER TEACHER, SUPPLY OF SCHOOLS, TEACHER, TEACHER EDUCATION, TEACHER HIRING, TEACHER PREPARATION, TEACHER TRAINING, TEACHING, TEACHING MATERIALS, TERTIARY EDUCATION, TRAINING OPPORTUNITIES, TUITION, UNIVERSAL EDUCATION, UNIVERSAL PRIMARY EDUCATION, UPPER PRIMARY GRADES, VOCATIONAL EDUCATION, VULNERABLE GROUPS,
Online Access:	http://documents.worldbank.org/curated/en/2012/04/16243001/education-reform-mozambique-lessons-challenges https://hdl.handle.net/10986/6021
Tags:	Add Tag No Tags, Be the first to tag this record!