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The Gender and Education in Mozambique - Analysis of Results, Lessons and Recommendations - Final Report

they be at both national and local levels? in policy-making and/or programme planning?Should they be facilitators and trainers, sources of technical expertise, linking agents torespective departments, R&D experts, monitors and evaluators of MINED action?

f) Determine and establish ways of managing appropriate sources, levels and managementof funding e.g. should it be through a central budget allocation or contributions fromeach department? Should it be managed by the GU or through a "parent" department? Towhom should the GU budget plan and reporting be accountable?

g) Provide support in a way which ensures national coverage and sustained impact, againde-linking it as a function of specific and narrowly localized projects

h) Use the SWAP arrangement to facilitate coordinated systemic action, especially in termsof policy and technical capacity development.

4.2.3 Capacity and Institutional Development

This is a broad area of suggestions, but a key one. While it is clear that sensitization to thefact of gender as a dimension of all policy and programmes, it is far from clear how makingthis happen should/can be done in practice or how the effectiveness of the approaches whichare taken can be assessed in terms of their making a difference in how gender is handled.

The cascade approach is a major strategy for gender training, for example. The efficacy ofthe approach needs to be examined to ensure that learning goes beyond simply recognizingthe principle that female participation is necessary, to actually being able to act on thisprinciple through changed practice. More women are entering the classroom and theeducation bureaucracy. Whether they prove to be effective as child and gender-friendlyteachers will depend on how well their capacities to teach are improved. Whether they stay inand contribute widely to the system will depend on how fully their status as professionals isenhanced and recognized through opportunities to advance as school managers, educationdirectors, policy-makers. Projects like GEM are encouraging community members, especiallywomen, to engage with children's learning. The extent to which they can do this effectivelyand sustainably will depend on how well their own learning is facilitated and valued.

Suggested Actionsa) Develop a comprehensive training programme on gender in education for all GU

officers at national, provincial and district levels, preferably to be delivered on a long-term, in-service basis, through modules comprising discussion themes, on-the-jobapplication tasks and guides for assessing practice and including specific outreach andfacilitative skill. Issues they should address, for example: how to communicate withpeers/ colleagues; how to analyze their work from a gender perspective; how to workwith teachers and communities in assessing gender implications in matters such asteaching behaviour and school management, early marriages and pregnancy, sexual abuseand HIV/AIDS.

b) Since it cannot be assumed that messages will automatically flow down the system,incorporate a specifically training-of-trainers module into all capacity development

GemEvaluat-FRep2001 37


initiatives, focused on the knowledge and skills needed to adapt materials for the varyinguser groups (DPE, DDE, ZIP, CLEC/SC, etc.) as well as to plan, deliver and assess actuallearning activities.

c) Include in all pre- and in-service teacher training more systematic and comprehensivecoverage of:- all aspects of gender-sensitive and child-centered pedagogy, including knowledge and

skills in diagnosis of children's learning strengths and gaps;how to tailor classroom management strategies and teaching methods to children'scapacities and needs. For example, modes of questioning, guiding children's thinking,correcting errors in ways sensitive to these characteristics;how to develop literacy, numeracy and scientific capacities in children, from simpleto higher-order cognitive processes;facilitating children's skills in social interaction. For example, negotiating options,handling diversity, resolving conflicts; andways of creating and using locally-based teaching/learning materials.

d) Co-ordinate and systematize the training of school directors, as much as possiblethrough arrangements built into the ZIP, as a means of promoting on-going collaborationat school level and reduce the impact of directors moving out of their positions.

e) Strengthen and consolidate the ZIP as:an agent and monitor of school-based innovation and change (for example,introducing gender and enhancing community participation);a venue for the regular in-service professional development of school managers andteachers (for example, in collaboration with IAP and IMAP programs, as well asGEM and those of NGOs); anda centre of materials management and production (for example, as places foraccumulating and disseminating literacy and school documents andtraining/supporting teachers in the preparation of their own classroom reading andlearning materials).

f) Use the SWAP framework expressly to facilitate co-ordinated interventions through theZIPs so that they are cumulative and consistent, complement one another, avoidduplication and over-burdening of staff, and provide for capacity development of memberschools.

g) Support nonformal education, especially for women and out-of-school youth,recognizing that:- EFA calls for a conception of basic education, which includes both formal and

nonformal education;- the more women are perceived, and perceived themselves as having a right to learn

and a legitimate place in all learning activities, the better it is for gender equity inbasic education.



h) Encourage revising the nature and quality of literacy classes toward a learner-basedcontent and participatory methods of adult education (andragogy).

i) Expand the quality and scope of circles of interest to adults, as a means of drawing inmore adult learners, consolidating their literacy and numeracy capacities and facilitatingunderstanding and action on such quality of life issues as HIV/AEDS, communitygovernance, planning and management of income generating activities, among others.

4.2.4 School and Community

The more a school and community can mutually create and maintain an active, accurate andanalyzed picture of their children at home and in school, the better able they are to ensureinclusiveness and quality for all of them - to find them when they are missing, to investigatereasons for their absence and to monitor whether and what they are learning.

Suggested Actionsa) Strengthen and extend community-school MIS capacity. For example, promote, provide

training and guide the development of community-school capacities in the regularcollection, analysis and management of gender-desegregated student participation data.And very important, include in the training how to use such data for progressively morerelevant decisions on each child's experience in school as well as on management of theschool itself.

b) Identify and ensure better co-ordination and use of all instances of school-basedmonitoring, from NGOs as well as MINED and donors, to support increasingly morecomprehensive mapping of the learner population the school is serving, and implicationsfor the types of approaches and resources required.

c) Identify gender equity "windows" in the 20% localization of curriculum policyinitiative, to ensure that local control over education and school issues maintains thispolicy direction, and can create and apply appropriately gender-sensitive actions,including in areas such as:

the piloting of local language in the first three grades (experience shows locallanguage as the medium of instruction can be especially helpful to girls, who are lesslikely than boys to have exposure to or the self-confidence to try a foreign language);

- the development of flexible schedules to address the field and domesticresponsibilities of many children.

4.2.5 Analysis, Evaluation and Research

There appears at the moment to be little systematic analysis within MINED; mostparticularly absent appears to be a coherent R&D (research and development) function. Thisis a serious gap for an education system in the process of major reform and restructuring withrespect to all aspects of its work, including gender equity, and therefore needing well-grounded, locally relevant analyses on policy directions, appropriate methods and structuresand quality of results. One difficulty seems to be limited (or perhaps simply not yet decided)



links between implementers such as the gender units and ZIPs, on the one hand, and thosewith research expertise and resources, on the other, for example MDE, the PedagogicalUniversity, and the Eduardo Mondlane University - Faculty of Education.

Suggested Actionsa) Encourage/support sustained practice-based evaluation and research, with particular

focus on providing incentives for collaboration at all levels and networking amongMINED departments, donor programmes and NGOs etc.

b) Support processes of experimentation in all aspects of the system, including helpingteachers assess their own teaching methods (e.g. through more reflection exercises suchas that of Rede Osuwela); and ensuring that all "pilot" projects are actually managed assuch with well-articulated variables and indicators, planned and sustained data collectionor rigorous analysis on implementation and impact.

c) Work toward shifting attention away from monitoring for inputs and activities, towardmonitoring for outcomes (e.g. encourage an effective results-based management/RBMapproach).



BIBLIOGRAPHY

African Girls'Education Initiative, Yearly Technical Report/ Mozambique. 1997, 1998, 1999,2000.

Appraisal Report ESSP. Maputo, May 1998.Challenges for the 21st Century. UNDP National Human Development Report 2000.CABRAL, Z. (1996).CM. (1997). ApresentaQao do Piano Economico e Social para 1998 a Assembleia da Republica parSua Excelencia Primeiro Ministro, Dr. Pascoal Mocumbi. AR-IV/156/15.12.97.CNP-DNE. (1990). Semindrio Nacional Sobre populaqao e Planificagdo do Desenvolvimento, 9-11/7/90. Direcgao Nacional de Estatistica, Maputo.

COOMBE, Carol. (2000). Mozambique's Education Sector Strategic Plan: Analysis ofImplementation. Pretoria. November.

DANIDA. Support Programmein Basic Education, Tete. Annual Report 2000 (Executive Summary).

FIRMING), Gregorio (1996). O Uso das Linguas Mocambicanas na Radiodifusdo Mofambicana -Alguma Consideracoes sobre a Questdo da Seleccdo das Linguas para as Emissoes Radiofonicas. IllSeminario de Radiodifusao em Linguas Mocambicanas, 18/9/1996, Maputo.——. Gender and Education in Mozambique. Annual Progress Report 2000, 2001

——. Gender and Education in Mozambique. Annual Progress Report 2000, 2001—-. Girls' Education Project 1994-97: Final Report to CIDA. 1998.—----. Girls' Education Project 1994-97: Final Report to CIDA. 1998.

——. Girls' Education Project. Maputo. Nov/94 (2nd Revision).

——. Girls' Education Project. Maputo. Nov/94 (2nd Revision).

GEM December 1998 Report and Proposal for Modifications to the CIDA/UNICEF/GOMAgreement.Gender and Education in Mozambique (GEM). Management Plan. May 1997. UNICEF/Mozambique and CIDA.Gender and Education in Mozambique: Annual Progress Report 2000.

Johannessen, Eva. (1998). Mais Escolas e Melhores para Todos: Uma revisao da "Save theChildren" (UK) sobre o trabalho da educa$do em Mozambique como uma base estrategica - Julhode 1998 Maputo.Knees, Blackboards and Logs. Report of the Joint Technical Mission for the 2000 Annual ReviewMeeting of the ESSP. Maputo, March, 2000.

Maiga-Toure, A. Mission on ESSP Quality. Mozambique, Nov-Dec/00.MINED (1998). Piano Estrategico da Educaqao 1999-2003. "Combater a Exclusao, Renovar a Escola".Maputo, Outubro.MINED (2000). Education Profile: Zambezia. Maputo/01.MINED-DP. (1997-a). Estatistica da Educaqao. Levantamento Escolar - 1996. Educafao Geral,formaqao de Professores. DP, Maputo, Julho.



MMED-DNEB (1999). Regulamento Geral das Escolas do Ensino Bdsico. Maputo, Agosto.MINED-DP. (2000-a). Estatistica da Educacao. Levantamento Escolar - 2000. Educaqao Geral,Formacdo de Professores. DP, Maputo, Julho.

MISAU-SNS. (2000). Informaqdo Estatistica Sumdria. Janeiro-Dezembro, 1999. (Extractos).Mozambique Education Sector Strategic Programme(ESSP). CR. 3172-MOZ. Aid Memoir. Nov-Dec., 2000.MPF. (1998). Inquerito sobre os Agregados Familiares (IAF). Documento de trabalho.MPF-DNE. (1995). Mozambique: Panorama Demogrdfico e Socio-Economico. Serie: InqueritoDemogrdfico Naclonal, Doc. no.5. Maputo.PNUD (2000). Educaqdo e Desenvolvimento humano: Percurso, liqoes e desafios para o Seculo XXI.Maputo.

Report of the ESSP Third Annual Review Meeting, May 22-25/01. Maputo.Report of the Technical Council. The Third Annual Review Meeting of the ESSP. Maputo, May,2001.RM (2000). Piano de Acqdo para a Reducao da Pobreza Absoluta (2000-2004). Maputo, Fevereiro.RM (2001). Piano de Acqdo para a Reducao da Pobreza Absoluta (2001-2005) (PARPA).(Documento de Estrategia e Piano de Accao para a Reducao da Pobreza e Promocdo doCrescimento Economico). 4° draft. Maputo (19/03/2001).RM-CM (2000). Piano Estrategico Nacional de Combate as DTS/HIV/SIDA. 2000-2002. Integracdo,Qualidade e Abrangencia. Maputo, Fevereiro WALKER, Bridget M. (1998). Piano de Accao para aIntegracao da Perspectiva de Genero no Piano Estrategico de Educacao 1997-2001 (PEE). Abril,MaputoThe SWAP Process. Report from a Joint Technical Review Mission for the Education Sector StrategicPlan (final draft). April - May 2001.UNICEF/Mozambique. Basic Education Programmeof Operations 2002-2006.UNICEF-MINED. Zambezia Gender and Education Program. 9.6.99.

WCEFA. (1990). Declaraqao Mundial sobre Educacao para Todos e Piano de Acqdo para Satisfazeras Necessidades Bdsicas de Aprendizagem. (Jomtien, Tailandia, 5 a 9 de Mar?o de 1990). Nova York.Abril.World Education Forum 2000. (Dakar, Senegal, 26-28 de Abril de 2000). Educacao Basica.



ANNEXES

1. Guidelines for the interviews2. Schedule of the Mission Meetings3. Persons Contacted/Interviewed/Participants in the debriefing meeting4. Some statistics of the Provinces and Districts where GEM & PRONES are being

implemented5. Basic Information about the 4 Schools visited by the Mission



ANNEX 1: Guidelines for the Interviews

Areas of Data Collection Focus

The basic aim of this evaluation is not to assess the success/failure of GEM as a project, butrather to look at what it has done, how, and what changes it has produced - what differenceit has made. From this basis, the analysis will try to draw lessons about what works, what isless effective and what are possible "ways forward" in improving the access, retention andsuccess of girls in school and the quality of their learning, specifically in the case ofMozambique, but also more generally.

The proposed focus for questions, therefore, is that they address four broad themes (amongothers that will be added by MINED, UNICEF and others):

a) the assumptions, inputs and experience of the project within the framework of qualityeducation and child-friendly schools - especially as these affect girls;

b) who has been reached and with what types of results - both planned and unexpected, shortand longer-term;

c) the factors which appear to have influenced reach and results, positively and negatively; andd) the sustainability of the various inputs and results - how likely they are to reach increasingly

more children and communities and to be institutionalized within Government and otherstructures.

The questions listed below provided a general framework, but were further focused andbetter phrased in the actual interviews. The idea was that by asking questions in eachcategory of everyone (policy, bureaucracy, teachers and school administrators, parents,students, donors), a more comprehensive and realistic picture would emerge of the kinds ofchanges GEM is producing, as a whole and in its various activities, and what appears to behelping and/or hindering progress. It was not intended that the list be used as aquestionnaire. For all discussions, questions explored why/who not; how etc?

A. How Stakeholders Define/View the Problem

• What was the specific "problem" or situation this project was designed to solve?• Within the general issue of girls' education, what were the different interpretations in various

contexts, among different groups?• What different priorities were expressed by stakeholders which they felt should be addressed

first?• Was the problem felt to affect some families and girls in some communities and for some

schools more than others? in different ways than others? If so, did this effect the way theproject was introduced/what was done?

B. How GEM and its activities were expected to affect girls' education• To what extent was GEM seen as a single project with various elements, or as a series of

discrete activities?• Were some activities seen as central or core, with others less important?



• How were the activities expected to integrate with each other at some point, at school orMINED level - as a whole "girl-friendly" package?

• How was each activity expected specifically to address the girls' education "problem", e.g.by doing "x" what changes were expected to result on girls' learning, directly or indirectly?

• How were activities connected to other programmes, of the Government, donors or NGOs? Inwhat ways did collaboration happen? How was this expected to influence results on girls'education?

C. Range and Nature of Participation

• Who has been involved in the project, within MINED, the school, the community?• Why did different participants choose to become involved — what benefit did they expect to

get?• What did different participants expect to do - what role did they expect/were they expected

to play?• Were other people or groups missed who should have been involved in some activities?

D. Changes resulting from the project as a whole and its activities

i) What new knowledge has been gained by parents and children, school staff, policy-makers andprogramme developers about:

a) the general situation of girls' education: whether and why they attend; what makes them wantto stay, go less frequently or decide to drop out

b) the role of families in encouraging or discouraging girls from going to school and staying inschool; in whether they learn well there

c) how teaching practices in the school affect girls' learning and progressiond) how management practices of the school head affects girlse) links between the school and families, how they work and what makes them effective or not

in helping girls enroll and progressf) what the different aspects of a school's "culture" are which affect girls and how e.g. use of

physical punishment, presence of sexual or other harassment, openness to students' ideas andparticipation in decision-making, treatment of students with disabilities or HIV/AIDS;

g) how the quality of school facilities affects girls e.g. condition of classrooms, presence ofgirls-only latrines, learning materials.

ii) What changes in attitudes about girls' education have happened, for example, in terms of:a) how policy-makers, in MINED and in other social development ministries, at provincial and

national levels, think about gender in education - especially the implications of girls'enrolment and progression under the ESSP and SWAP

b) what families think about their daughters' education and what they should do to help them goto, and learn in, school

c) what responsibilities school managers have to ensure gender-sensitive and equitableregulations, disciplinary behaviour, facilities

d) how teachers should treat girls and boys, and interact with parents on issues of theirchildren's learning

e) how girls themselves feel about their education and about going to school, whether they haveincreased motivation for attending



iii) What changes in actual behaviour and practice have been happening, for example:a) are there indications of families making adjustments in the behaviour they require of girls and

boys, resulting in it being easier for girls to enroll and maintain regular attendanceb) have teachers behaviour changed, using more learner-centred and gender sensitive teaching

methodologies - and what do these actually look likec) is there evidence of schools becoming more friendly toward children - in the rules and norms

of behaviour they encourage, in their physical facilities, in the teaching materials availabled) are schools and communities keeping better track of children: who are coming to school and

who are missing, how ready they are to learn (healthy, intellectually alert, well-nourished),what their progress is

e) are children, especially girls, changing their behaviour in the school — looking happier there,losing less class time because of illness or because the sanitary conditions are poor

f) are there signs of increasing girls' participation - more enrolments, fewer absentee days,more active involvement in class activities, better acquisition of basic literacy, numeracy andlife-skills.

iv) What changes have happened in policy and programme directions, at national or provinciallevels (e.g. in ESSP, teacher training innovations, curriculum development) which can be attributed tothe project, for example:

a) are issues of gender equity, education quality and/or child-friendly schools being reflected inESSP as it evolving, or in the SWAP discussions

b) are donor and NGO priorities, programmes or ways of working changing in terms ofmore/different attention to gender-related and education quality issues

c) are gender and equity issues being reflected in emerging policy and programmes onHIV/AIDS as it is affecting and being affected by the education system

E. Factors Influencing Project Implementation and Results

Management:a) What progress has been made on the building of the Gender Units, at national and

provincial levels? Is this proving an effective mechanism in implementing the GEMgoals in terms of their (i) mandate, structure and tasks; (ii) their role in MINEDpolicy-setting and decision-making - including ESSP and SWAP; (iii) theirlinkages/integration with the rest of the system; (iv) staff capacities and training?

b) In general (generic) terms, what have been the most facilitative and impeding factorsin the MINED-UNICEF partnership for GEM in trying to integrate the design andimplementation of a donor-supported project into broader Government policies andprogrammes.

c) How effectively have the ZIPS (school clusters) been used as a vehicle for/partnerwith GEM implementation? Have they proven more cost-effective? effective atsustaining actions? helpful for on-going teacher in-service training? outreach toparents? For all such gender-equity or school change efforts, are school clusters thebest way forward - or could they be - instead of working with schools individually?



d) What have been the strengths and challenges of the community-school liaison groupsworked as a means of building linkages for child-friendly schools generally (as oneof the UNICEF dimensions of CFS) and for girls in particular?

Generation and Use of Knowledge

a) How effectively have knowledge and experience from the field of gender equity and qualityeducation (from Mozambique itself and from elsewhere) been able to be incorporated into theproject? What have been the main difficulties in applying "lessons learned" or policyguidelines (e.g. UNICEF's on child-friendly schools) into the negotiation, planning andoperations of a project such as GEM: working in difficult local settings and a resource-poorGovernment system? trying to change deep-seated cultural values or traditions?

b) What has been the experience of developing and using school-based student monitoring: haveparents, teachers, students etc been able to understand and apply the ideas of indicators, datacollection, analysis etc? Has this activity made a difference in school management?

c) What progress has been made in developing indicators. For example: qualitative indicators ofreported outcomes such as "increasing interest, awareness and support" of gender issues?measurable indicators of communities asking to become involved in GEM

Risksa) What were seen as the main risks of the GEM design and methodologies?

management structures? use of outside resources, especially in poor districts? Howhave these been handled - in generic as well as specific terms - what are the lessonslearned about mitigating such common risks as creating false expectations? pushingthe system "beyond its means"?

b) What have been the risks to UNICEF itself in terms of managing a coherent and well-focused programme in trying to be responsive to the local context (and one which ischanging with initiatives like the SWAP)?

F. Windows for the Future - Sustainability;

a) What specific activities have been taken to institutionalize the ideas, knowledge or newpractices introduced by GEM into the system?

b) Are there indications of the activities becoming permanent at any level: in theparticipating families/communities, in schools - especially in the teachers, in MINEDpolicy or bureaucracy? Are there concrete indications of local ownership at the nationaland provincial/district level?

c) what are the most important changes resulting from the project that should besustained and applied at national level - how much is there a consensus on thisamong stakeholders and what are the implications of a large diversity of answers?

d) What are potential links for GEM activities, principles of action etc to allow forfurther and permanent progress for girls' education? For example, based on thelessons of GEM, how could gender be (better) incorporated into:


The Gender and Education in Mozambique -Analysis of Results, Lessons and Recommendations - Final Report

* the development and application of the National Gender Action Planl* the content of the Institutional Development Programme (training school

managers);* the approaches, contents and personnel planning for further development of the

IMAPs, the National Directorate of Teacher and the Staff Training and theTeachers Education and Development Strategy;

* the contents, methods and learner-recruitment priorities of the Literacy and AdultEducation Strategy (and does this Strategy include links being made with theformal school as a way to provide a more "seamless" and inclusive basiceducation?)

* the focus and priorities of the EFA Working Committee;* the plans for MIS A.

e) What is current thinking on whether girls' education should be a separate area ofpolicy and activity versus gender equity as a dimension of all policies and actions?How reasonable is it to expect that the MINED and INDE approach will be effectivei.e. "to assure that each technician is gender aware rather than creating a separategender group"? (Maiga-Toure report:?)

July, 2001.



ANNEX 2: Mission Meetings Schedule

July 11/01 A Bernard and Z CabralJuly 12/01 UNICEF/Cooper Dawson and Evaluation Team (Clara Muchine/UNICEF,

Helena Sabino/MINED, Anne Bernard, Zaida Cabral)DANEDA Chief Advisor (Mads Jensen)

July 13/01 Teachers Training Directorate - Director: Daniel BombaBasic Education Directorate - Director: Jafete MaboteGender Unit Coordinator: David UamusseCommunity Participation in Education Unit - Head of Department: Paula MendongaConsultant to MINED: Aldovanda Martins

July 14/01 CIDA Education Officer: Danyel TaillonJuly 15/01 Travel to Zambezia - Z Cabral and A BernardJuly 16/01 Provincial Directorate of Education - Director: Paul Chijua

DPE - Gender Unit Coordinator: Alzira Pelembe- Gender Unit Members: Focus Group Interview

DPE - PRONES Coordinator: Paulo NobreDPE - Pedagogical Dept Head: Mahomed Ibraimo

July 17/01 Gender Unit Members and NGOs: Focus Group InterviewGender Unit Evaluation Team: Planning Field Interviews

July 18/01 Field Visit: District of Nicoadala: Botao and Nirire EP1 SchoolsDANIDA Zambezia Coordinator: Gitte Holmen

July 19/01 Field Visit: District of Mocuba: Magaja and Mangulamelo EP1 and EP2 SchoolsJuly 20/01 District GEM Coordinators: Algy Issufo Ismael-Mocuba; Esmenia A. Manuel-

Nicoadala; Henriques C. Mussate: Focus Interview/Debriefing MeetingProvincial Directorate of Education - Director: Mission Feedback

July 21/01 Return Maputo: A Bernard and Z CabralJuly 23/01 Secondary Education Director: Sarifa Fagilde

Human Resources Directorate: Dept of Personnel Information: Sergio MartinsUNICEF: Carlos dos Santos, Education Project Officer - PRONESINDE (National Institute of Education Development). Head s ofCurriculum Development and Teacher Training Departments, ConstancioChirindza and Ana Passes (and staff)

Bridget Walker: Irish AidJuly 24/01 Netherlands Aid/MINED: Raul Carvalho, Project Adviser for Technical

Assistence - Rede OsuwelaUNICEF: summary meeting with Evaluation Team and Cooper DawsonNational Meeting with MINED personnel and donors: fieldwork summary andcommentary

July 25/01 Report preparation meeting: Evaluation Team and C Dawson.



ANNEX 3: Persons Interviewed/Contacted/Participants in Debriefing Meeting

MAPUTO - Persons InterviewedNOMECooper DawsonCarlos Alberto SantosClara MachineMontserrratBridget WalkerJafete MaboteSarifa FagildeDaniel BombaDavid UamusseHelena SabinoSergio MartinsPaula Mendonc.aRaul CarvalhoConstancio CherindzaAna PassesStela da FonsecaCalisto LinhaTrindade NaharaAldovanda Martins

INSTITUICAOUNICEFUNICEFUNICEFUNICEFEmbaixada da IrlandaDNEBONESDNFPTE-MINEDMINED - DNAEAMined - Unidade de GeneroDRHDECE-MINEDMINED- Rede OSUWELAINDEINDEINDEINDEINDE

FUNCAOChefe deSector-EducagaoCoordenador-PRONESEducagaoEducac.aoCoordenadora-Educac.aoDirector NacionalDirectora NacionalDirector Nacional

Chefe de DepartamentoChefe de DepartamentoConselheiro Tecnico PrincipalChefe de DepartamentoChefe de Departamento

Consultora

ZAMBEZIA- Persons InterviewedNOMEMaria Alzira pelembeAlberto SanicondaAlgy Issufo IsmaelCandida CardosoDamiao A. M. ManasEsmenia A. ManuelGitte HolmenHenriques C. MussateJose M. J. DiasLemos AranicaLuis Jose PiresMahomed IbraimoManuel B. C.Maria do RosarioMaria Eduardo MuassiboiPaulo NobreVicente I. JiilioVirginia Luis Mundeia

INSTITUICAODPE-DDP-UG-GEMRESGSDP-DDE MocubaDPEZ-DDPZIP -3DDE-NicoadalaDanida - ZambeziaDDE-Prones - NamacurraDPE- ZambeziaZIP-DPEZ - DDPSDP - NamacurraDPE-DDP-UGSDP-DDE lieDPE-DDP - Prones

DDE - Nicoadala

FUNCAOCoordenadoraChefe de RepartigaoChefe da Secc,aoTecnica da DDP-GEMCoordenadorCoordenadora - GEMCoordenadora do ProgramaCoordenador - GEMCoordenadorInspectorCoordenadorChefe do Departamento

MembroCoordenadora-GEMCoordenador/Tec. da AEA

Directora Distrital



MAPUTO - Participants in the Debriefing Meeting - at MINED

NOMEAgostinho BarretoAldovanda MartinsBridget WalkerCooper DawsonClara MuchineJafete A. MaboteErnesto MuiangaSarifa FagildeDavid L. UamusseHelena SabinoJoana P. MunembeConstancio XerindaLidia MequePatricia WilliamsSally GriffinPaulo GentilRaul CarvalhoSergio Martins

INSTITUICAOIAP - DirectorConsultora IndependenteEmbaixada da Irlanda-Coord. Educac,aoUNICEF- Chefe Secc, ao da Educac, aoUNICEF-EducagaoMINED-DNEB - DirectorMINED - DNAEA - DirectorMESfED-DNESG - DirectoraMINED - DNAEA- Coordenador UGMINED - DNFPTE-UGMINED- DNEB-UGINDE-Chefe de Depart. Planificac,aoFDC- Fawe Mogambique-CoordenadoraSCF - UK - Educa?aoSCF-UK-EducagaoDFID - Educa$aoMINED - DNFPTE-Rede OsuwelaMINED

CONTACTO490249491091491440491023/4491023/4491658082-4464774927S2/ 082-306441492006 Ext. 383/4491658491658426797-421701/2303975/430430/1498762/3498762/34201 11 Ext. 241496324/082-309015405983

GemE valuat-FRep2001 51

The Gender and Education in Mozambique • Analysis of Results, Lessons and Recommendations - Final Report

ANNEX 4 - Provinces and Districts where GEM & PRONES are being implemented(Some information and statistics in education)

1. THE GAZA PROVINCE (PRONES)

The Gaza province is located in southern Mozambique, and has as bordering countriesZimbabwe and South Africa in the west, Inhambane province in the north and the IndianOcean in the south. Limited access and communication raises difficulties to the introductionof development projects in needy districts, especially in north. The Gaza province has anextension of 75.709 km2. According to the 1997 census, it has about 1.086.700 inhabitants,which represents 6,6% of the total country population. The province is divided into 12districts including 1 major town and 6 small towns, 43 administrative units and 105 localities.

a) The statistics of Education in the Province

Number of schools in 2000

DayNightTotal

EP1595

595

EP242547

ESG17512

ESG2224

Total64612658

Number of pupils in 1999

BeginRepeatEndApprov

EP1M/F

196.83250.617185.813129.490

F

94.94723.83490.00662.647

%48.247.148.448.4

EP2M/F

18.9353.94817.87011.837

F

8.9572.0538.4055.334

%47.352.047.045.1

ESG1M/F

5.3961.4805.1792.883

F

2.6387692.4591.233

%48.952.047.542.8

ESG2M/F

8424

F

106

%12.025.0

b) The statistics of Education in Bilene Macia District - Gaza


BeginRepeatEndApprove

EP1M/F

23.2246.09122.15015.723

F

10.9332.77410.3917.258

%

EP2M/F

1.8503541.7541.213

F

759157712471

%

ESG1M/F

668188627324

F

2656722786

%

d) The statistics of Education in Manjacaze District - Gaza


The Gender and Education in Mozambique - Analysis of Results, Lessons and Recommendations — Final Report



EP1M/F

34.0829.16432.55923.248

F

16.2234.25815.51811.042

%

EP2M/F

3.2505653.0472.237

F

1.4002591.313931

%

ESG1M/F

911231838537

F

403118356208

%

2. INHAMBANE PROVINCE (PRONES)

The Inhambane province is located at the southern coast of Mozambique and borders withthe Manica and Sofala provinces by the Save River in the north and Gaza province in thesouth. Its territorial extension is 68.615 sq Kms, equivalent to 8.6% of the whole countryarea. The Inhambane province possesses two cities, Inhambane and Maxixe, situated in thesouth. The province is divided into 12 administrative districts as follows: Zavalla, Inharrime,Jangamo, Panda and Homome in the southern region; Morrumbene, Massinga andFunhalouro in the central region; Vilankulos, Inhassoro, Mabote and Govuro in the northernregion. A portion of the Massinga and Funhalouro districts is located in the northern region.The district is subdivided into 76 localities. The districts located in the central and northernregions are characterized by difficult conditions of access, especially during the rainy season.(AR-CADRAPPL, 1996).According to the 1997 population census the population of Inhambane province is estimatedto be 1.123.079 inhabitants. The density of population consists of 18 inhabitants per sq Km.About 80.4% of the population is living in rural areas.The birth rate is 5,5%, which is median, compared to other provinces. The dominant ethnicgroups are Matsua, Gitonga and Vandau. These groups are patrilineal. The spoken languagesin the province are Xitshwa (57.2%), Gitonga (17.2%) Cichopi (16.6%) and Portugueselanguage is spoken by 3.0% of the population above 5 years old (INE, 1999 (-b) Inhambane).The main religions in the province are Siao/Zione (34.3%), Catholic (20.8%),Protestant/Evangelist (16.6%), Moslem (7.6%) and 7.6% are animists.

a) The statistics of Education in the Province of Inhambane


DayNightTotal

EP1547

547

EP269675

ESG110717

ESG2213

Total62814642

Number <)f pupils in 1999EP1M/F F

EP2M/F F

ESG1M/F F




189.88452.111180.198120.157

89.40224.45584.93256.025

%20.7015.92619.34011.237

9.0562.8628.3734.543

%5.9781.6665.7663.675

2.4947192.3901.395

%

b) The statistics of Education in Homoine District - Inhambane

The Homoine district covers 1.149 sq Km area and is situated southern the Inhambaneprovince. It possesses 92.796 inhabitants, 40.203 males and 52593 females. This populationis distributed in 9 localities: Homofne-Sede, Chindjinguir, Chipazel, Golo, Inhamussua,Manhica, Mubecua, Pembe-sede and Nhaulane.



EP1M/F

17.624

16.99812.595

F

8.416

8.1326.108

%47.8

47.848.5

EP2M/F

1.971

1.8641.281

F

879

814545

%44.6

43.742.5

c) The statistics of Education Vilankulos District - Inhambane

The Vilanculos district covers 4.700 sq Km area and is located northern the Inhambaneprovince. According to the census from 1977 the population of Vilankulos district isestimated to be 113.045,49.834 males and 63.211 females. This population is distributed in 2administrative units, Vilankulo-Sede, and Mapinhane and in 5 localities, Vilankulo-SedeQueuene, Mapinhane-Sede, Belane and Muabsa.

Number <


jf pupils in 1999.EP1M/F

17.083

15.58310.524

F

7.720

7.0654.528

%45.2

45.343.0

EP2M/F

1.183

1.098650

F

912

482356

%77.1

43.954.8

ESG1M/F

497

474301

F

181

179113

%36.4

37.837.5

3. MANICA PROVINCE (PRONES)


The Gender and Education in Mozambique • Analysis of Results, Lessons and Recommendations - Final Report

The census from 1977 indicates a total population of Manica of 974.208, 465.942 males and508.266 females. 274.378 and 699.830 inhabitants compose the urban and rural populationrespectively. The population of Manica is predominantly young and composed by 46.7%inhabitants aged below 15 years old. The adult population aged above 65 years old is 2.9%.In this province the masculinity-rate is 94.7%.

The common mother tongue in Manica province is Cindau; spoken by 28.6% inhabitantsfollowed Chiwe and Cimanika, spoken by 21.6% and 15.4% of the inhabitants respectively.Cisena and Cinyungwe are other important languages spoken by 10.7% and 5.3% of theinhabitants respectively in the Manica province.

a) The statistics of Education in Manica Province


DayNightTotal

EP1381

381

EP2391453

ESG15611

ESG2112

Total42621447


BeginRepeatEndApproV

EP1M/F

128.81629.271120.60183.480

F

52.69712.36249.05332.776

%40.942.240.739.3

EP2M/F

11.8983.06611.0606.799

F

3.9871.0833.6642.088

%33.535.333.130.7

ESG1M/F

3.1917803.0412.042

F

1.0962731.024669

%34.335.033.732.8

ESG2M/F F

%

b) The statistics of Education in Chimoio City - Manica

Chimoio is the provincial capital of Manica.


Begin

EP1M/F

23.993

F

11.143%

EP2M/F

4.983

F

1.886%

ESG1M/F

1.654

F

602%

ESG2M/F F

%



RepeatEndApprove

5.74123.05316.042

2.69510.6537.415

1.4764.6262.655

5581.732983

L4711.6041.127

191566389

e) The statistics of Education in Gondola District - Manica

The Gondola district is located in the central region of Manica province and it covers 5.290Km2 areas. The population of Gondola is estimated to be 184.629 inhabitants, 90720(49.1%)males and 93.909(50.9%) females distributed in 18 localities.



EP1M/F

25.9635.64624.09617.320

F

10.0552.1739.3656.491

%38.738.538.937.5

EP2M/F

1.0671931.027737

F

34576300181

%32.339.429.224.6

ESG1M/F

42086378285

F

95148166

%22.616.321.423.2

f) The statistics of Education in Sussundenga District - Manica

Sussundenga was one of the most affected district during the last war.



EP1M/F

11.9632.98111.0087.358

F

4.7991.2424.3912.715

%

EP2M/F

706145643410

F

1834116486

%

4. NAMPULA PROVINCE (PRONES & GEM)

The Nampula province is located at the Indian Ocean coast, north of the Lurio River, and onthe border with the Niassa and Cabo Delgado provinces in the north and Zambezia provincein the South. The Nampula province covers 81.606 Km2 areas and is composed by 21districts including 3 cities. The population of Nampula is approximately 2.975.747



inhabitants, including 50.3% females, according to final data (17) from the Census of 1977.The dominant ethnic group is Makhua, and the Ekoti is a prestigious group living in at thecoast. The population Nampula is matrilineal. The most-spoken language is Makhua andPortuguese is an official and administrative language used mainly in urban areas.

Religious institutions play an important role in Nampula province, where 41.6% of thepopulation is Moslem, especially at the coast, followed by Catholics and Animists, (28% and24.9% respectively).

a) The statistics of Education in Nampula Province


DayNightTotal

EP11.26101.261

EP2721183

ESG19615

ESG2112

Total1.343181.361



EP1M/F

334.30271.641308.305212.842

F

131.21230.080121.24277.795

%39.242.039.336.6

EP2M/F

20.5414.84919.48312.046

F

5.8491.4705.5623.279

%28.530.328.527.2

ESG1M/F

6.1101.5605.6133.254

F

1.7805011.481860

%29.132.126.426.4

ESG2M/F

53051

F

32946

%62.190.2

a) The statistics of Education in Mossuril District - Nampula (GEM)

Located at the Indian Ocean coast, Mossuril covers 3.428 sq Kms, composed of 3administrative units and 6 localities, Mossuril-Sede, Lunga-Sede, Impita, Vila Nova,Matibane-Sede and Nacucha. According to the Census from 1977 the Mossuril district has apopulation of 7.866 .


EP1M/F F r%

EP2M/F F

%

ESG1M/F F

%

ESG2M/F F

%




9.3531.7419.3286.494

3.4387173.4422.280

36.841.236.935.1

27856278147

57115928

20.519.621.219.0

b) The statistics of Education in Mogovolas District - Nampula (GEM)

The Mogovolas district is located in southern Nampula and covers 4.771 Km2 areas. It isdivided into 5 administrative units. According to the Census from 1977, there is a populationof 182.184.



EP1M/F

16.5763.65915.04110.593

F

6.2711.5025.6213.588

%37.841.037.433.9

EP2M/F

686185659389

F

1393713670

%20.320.020.618.0



c) The statistics of Education in Muecate District - Nampula (PRONES)



EP1M/F

11.4362.29210.5788.133

F

4.4189864.1453.043

%

EP2M/F

45177438305

F

89148458

%

g) The statistics of Education in Murrupula District - Nampula (PRONES)



EP1M/F

14.3313.18612.9398.934

F

5.7311.3365.2023.337

%

EP2M/F

41588379298

F

79137059

%

5. SOFALA PROVINCE (GEM)

The Sofia province is situated in the central region of Mozambique. It borders with Zambeziaand Tete provinces in the north, Manica Province in the west; Inhambane province in thesouth with the Indian Ocean on the east. Sofala covers 68.833 Sq Km divided into 21districts including 3 cities, 30 administrative units, 52 localities and 6 small towns. The1.289.390 inhabitants living in Sofala include 628.747 males and 660643 females accordingto the Census from 1977. Sena and Ndau are the dominant ethnic groups in Sofala.



a) The statistics of Education in Sofala Province


DayNightTotal

EP14150415

EP2431659

ESG111819

ESG2213

Total47125496



EP1M/F

141.15126.567130.59395.303

F

55.31910.99551.33736.066

%39.241.439.337.8

EP2M/F

15.5553.48115.8259.931

F

5.7731.4265.7533.255

%37.141.036.432.8

ESG1M/F

4.4769477.5014.760

F

1.4603732.7491.715

%32.639.336.636.0

ESG2M/F F

%

a) The statistics of Education in Dondo District - Sofala

Located in the central region of Sofala province, Dondo covers 2.355 Sq Km areas. Thedistrict possesses 2 administrative units, Dondo-Sede and Mafambisse, 4 localities Dondo-sede, Chinamacolo, Mafambisse-Sede and Mutua. According to the Census from 1977, it hasa population of 117.719 with 61.405 and 56.314 in the urban area rural areas respectively.


BeginRepeatEnd

Approve

EP1M/F

18.0503.77017.164

12.629

F

7.7981.6867.361

5.286

%43.244.742.9

41.9

EP2M/F

1.9233542.451

1.732

F

653137874

538

%34.038.735.7

31.1

ESG1M/F

162241.152760

F

478327

213

%29.033.328.3

28.0

b) The statistics of Education in Nhamatanda District - Sofala

The Nhamatanda district is located in the central region of the province and covers 4.986 sqKm, structured in 2 administrative units, Nhamatanda-Sede and Tica; 3 localities,Nhamatanda-Sede, Tica-Sede and Nhampoca. The population is 137.930 with 16.384 and121.546 urban and rural respectively.



Number <


Df pupils in 1999EP1M/F

17.4842.11916.13112.304

F

6.5508515.9484.385

%37.540.236.935.6

EP2M/F

1.1971651.071681

F

30041266143

%25.124.824.824.8

ESG1M/F

624119577378

F

1443213489

%23.126.923.223.5

6. ZAMBEZIA PROVINCE (GEM & PRONES)

Located on the Indian Ocean coast, Zambezia borders Sofala and Tete provinces in the south,Niassa and Nampula in the north. Its territorial extension covers 105.008 sq Kms, with 17districts subdivided into 45 administrative units and 185 localities, including 1 city and 8small towns. 3.240.576 people live in Zambezia equivalent to 19.2% of the countrypopulation. The density rate is 31 inhabitants per Sq Km. The ethnic groups in Zambeziaprovince are the following, Chuabo, Lomwe, Sena, Marendje and Makh.ua. The most spokenlanguage in Zambezia province is Portuguese, followed by Emakhua/Lomwe and Echuabo,corresponding to 38%, 26,6% and 26,1% respectively. The provincer is predominantlyCatholic, followed by Animist, Protestant and Moslem: 45.6%, 26.2% 16.6% and 8.9%respectively.

a) The statistics of Education in Zambezia Province


DayNightTotal

EP11.55401.554

EP279887

ESG112517

ESG2235

Total1.647161.663



EP1M/F

395.140101.892334.056212.579

F

154.66341.877135.03877.378

%39.141.040.436.3

EP2M/F

20.5115.48819.56811.785

F

6.0961.7035.6673.478

%29.731.028.929.5

ESG1M/F

6.6881.5386.0953.981

F

2.2855682.0591.314

%34.136.933.733.0



b) EDUCATION STATISTCIS in Inhassunge District - Zambezia (GEM)

Located at the southern coast of Zambezia, Inhanssunge district covers 745 Sq Km area. It isstructured in 2 administrative units, Inhanssunge-Sede, Gonhane and 4 localitiesInhanssunge-Sede, Chirrimane, Ilova and Gonhane-Sede. According to the Census from1977, the Inhanssunge district has a population of 87.396,41.093 males and 46.303 females.



EP1M/F

18.4695.25715.3488.465

F

4.3671.2783.5521.795

%23.624.323.121.2

EP2M/F

793209683400

F

1173710461

%14.817.715.215.3

c) The statistics of Education in Nicoadala District - Zambezia (GEM)

Nicoadala is situated in the south of the province and it covers 3.582 Sq Km, structured in 2administrative units, Nicoada-Sede and Maquival; 9 localities, Nicoadala-sede, Munhonha,Namacata, Nhafuba, Maquival-Sede, longe, Madal, Marrongane and Nangoela. The Censusfrom 1977 shows a population of 198.451, 97.823 males and 100.628 females (35).



EP1M/F

32.8128.77130.09718.333

F

12.5003.17411.2796.343

%38.136.137.534.6

EP2M/F

2.2864502.0011.068

F

582118505277

%25.526.225.225.9

ESG1M/F

1870177111

F

3703422

%19.80.019.219.8



d) The statistics of Education in He District - Zambezia (GEM)

Located in north Zambezia, He district covers 5.589 Sq Km of rural area and it is divided into3 administrative units, He -Sede, Namigonha, Socone and 14 localities (37). According to theCensus from 1977, the population of He district is estimated to be 224.167 inhabitants.



EP1M/F

40.62710.72833.19121.091

F

11.9493.2669.8395.931

%29.430.429.628.1

EP2M/F

822227724480

F

17358156100

%21.025.621.520.8

e) The statistics of Education in Mocuba District - Zambezia (PRONES)

Mocuba is situated in the central region of Zambezia province and it covers 8.867 Sq Km,with 3 administrative units, Mocuba-Sede, Mugeba, Namanjavira and 6 localities, Mocuba-Sede, Munhiba, Mugeba-Sede, Niguane, Namanjavira-Sede and Alto Benfica. Population isestimated at 214.748, 54.802 and 159.946 rural and urban respectively.



EP1M/F

38.3129.90533.57620.434

F

16.2974.48114.4228.075

%42.545.243.039.5

EP2M/F

2.2916182.0651.190

F

791244698399

%34.539.433.833.5

ESG1M/F

1.1433211.103621

F

363105330175

%31.832.729.928.2

ESG2WF

404

F

31

%0.725.0



f) The statistics of Education in Namacurra District - Zambezia (PRONES)

Namacurra district is located in the south and covers 1798 Sq Km, structured in 2administrative units, Namacurra-Sede and Macuse and 9 localities, Namacurra-Sede, Malei,Muibele, Mutange, Pida, Macuse-Sede, Furquia Mbana and Maxinine. The population isestimated at 160.879.



EP1M/F

24.1076.58121.38913.138

F

8.6352.4077.6335.407

%35.836.535.741.2

EP2M/F

1.5514951.442748

F

29595250156

%19.019.117.320.9

August, 2001.



ANNEX 5: Basic Information About the 4 Schools Visited by the Mission

Informac,ao sobre a escola

EP1 de BotaoA Escola Primaria do 1° Grau de Botao foi construida em 1963. Esta escola localiza-se noPosto Administrative de Nicoadala-Sede, Distrito de Nicoadala. E uma escola rural,construida com materials locals e funciona em regime de tres turnos.A escola possui 6 salas de aulas e nenhuma delas foi construida pelo projecto. No entanto, aescola precisa de uma reabilita9ao completa. A escola possui mais de duas casas de banhosendo umas de uso exclusive dos rapazes e outras das raparigas.A escola de Botao possui um patio para recreio, sala da Direcgao e agua do poc,o e do furo. Opo§o e o furo foram fornecidos pelo projecto.A escola dista entre 0 e 5 km da vila, DDE, sede da ZIP, Posto de Saude e estrada.

Escola Primaria do 1° Grau de NairA Escola Primaria do 1° Grau de Nair foi construida em 1993. Esta localizada, tambem, noPosto Administrativo de Nicoadala-sede, Distrito de Nicoadala. E uma escola ruralconstruida com materials locals.A Escola de Nair tern 8 salas de aulas de material precario e 2 ao ar livre e funciona em 2turnos. Nenhuma das salas foi construida pelo projecto e, no entanto, toda a escola precisa deuma reabilita9ao completa.A escola possui mais de 2 casas de banho sendo umas para a Direcsao da Escola, outras paraos professores e professores e, outras, para os alunos e alunas.Em relagao a DDE, sede da ZIP, Posto de Saude, estrada e da vila dista entre 0 a 5 km.A escola possui um patio para recreio e agua de furo sendo. O furo foi aberto pelo projecto.

Escola Primaria Completa de MangulameloA Escola Primaria Completa de Mangulamelo foi construida em 1985. esta escola situa-se noPosto Administrativo de Mocuba-sede, Distrito de Mocuba. Esta localizada na zona urbana.A escola possui 10 salas de aulas, sendo 5 construfdas com cimento e as outras 5 commaterial local, e possui anda mais de 2 casas de banho. As 5 salas construfdas com cimentoforam oferecidas pelo projecto.A escola precisa de uma reabilitagao completa e algumas salas precisam, ainda, de umareabilitagao maior.A escola funciona em regime de 3 turnos? E dista da DDE, Posto de Saude, estrada e da vilaentre 0 a 5 km. Nao se sabe a quanto dista da sede da ZIP.A escola possui um patio para recreio, sala para a Direc9ao da Escola e uma fotocopiadora. Asala da Direcgao da Escola e a fotocopiadora foram fornecidas pelo projecto.

Escola Primaria Completa de MagajaA Escola Primaria Completa de Magaja foi construida em 1996. esta escola esta localizadano Posto Administrativo de Mugeba-sede, Distrito de Mocuba. E uma escola rural quefunciona em regime de 2 turnos.



A Escola de Magaja possui 5 salas de aulas construfdas em cimento pelo prqjecto. A maiorparte destas salas necessita de pequenas reparacoes. A escola possui tambem mais de 2 casasde banho. Umas servem exclusivamente aos professores, outras aos alunos e outras ainda asalunas.A distancia que separa a escola da estrada esta entre os 0 e 5 km. Entre a escola e a sede daZIP e a vila a distancia esta entre os 10 e 15 km. E, entre a escola e a DDE e o Posto deSaude a distancia e de mais de 15 km.A escola possui um patio para recreio, campos de jogos, sala para a Direcgao e sala paraprofessores. As salas para a Direccao e para os professores foram construfdas pelo projecto.

Constatac,6es3 das 4 escolas sao rurais;2 das escolas rurais e a urbana sao de material local. A outra tern metade das salas feitas emmaterial local e a outra metade em cimento;2 das 4 escolas sao completas;As escolas tern patio para recreio e uma ate tern campo para jogos;Em todas escolas existem casas de banhos exclusivas para homens e mulheres. Em outrasainda ha casas de banho para professores e para a Direc$ao;No total o projecto construiu 10 salas de aulas de cimento distribuidas equitativamente por 2escola. Tambem construiu 2 salas para as Direcgoes das Escolas, 1 sala para professores, 1poco, 2 furo de agua. Forneceu, ainda para uma das escolas 1 fotocopiadora.

Direc?ao da EscolaEscola Primaria do 1° Grau de BotaoO Director da Escola Primaria do 1° Grau de Botao e de sexo masculino e tern entre 31 e 35anos de idade. Ele tern a 10a Classe e terminou o curso de 6V7a+3 em 1998.No ambito do projecto, frequentou um curso de directores de escolas com a dura§ao de 5dias. O curso teve lugar em Setembro de 2000.Em relagao a escola, o Director da escola corrobora com a maioria das informagoes contidasna ficha sobre a escola. O dado novo e que a escola possui um pogo. Porem, nao concordacom informagao de que a escola tem agua canalizada e que tem um furo. Nao concorda aindacom a informa§ao de que o po§o e oferta do projecto.A Escola de Botao tem 20 professores dos quais 6 (30%) sao mulheres. Do total dosprofessores, 5 (25%) nao tem formacao, dentre eles 2 (40%) mulheres. 8 (40%), todoshomens, possuem a formagao de 6V7a+l. 7 (35%) possuem a formacao de 6a/7a+3 sendo 4(57%) do sexo feminino.No presente ano lectivo, a escola de Botao funciona com 22 turmas sendo, 9 da la classe, 5da 2a, 4 da 3a, 3 da 4a e 1 da 5a classe. Estas turmas albergam 1016 alunos sendo 459 (45%)do sexo feminino. Em relagao as classes estes alunos estao assim distribufdos:Classer2a

3a

4a

Turmas9543

Alunos21513410574

Alunas2351016346

%52423738

Total450235168120



5a

6a

TTotal

1

22

29

557

14

459

32.5

45

43

1016

Olhando para esta tabela se constata que se avanga em termos de classes, o numero dealunos, de ambos os sexos, diminui consideravelmente. No entanto, a diminuigao do numerode alunas e mais acentuada do que de alunos conforme ilustra a tabela (na la classe o numerode alunas e maior do que o de alunos mas que vai diminuindo progressivamente classe aposclasse).De 1997 a 1999 o numero de alunos matriculados na escola cresceu com a excepgao da 4a

classe que reduziu em ambos os sexos.As taxas de aproveitamento e de ingresso em 1999 foram de;Classe

la

2a

3a

4a

5a

6a

7a

Media

Tx aprov.H/M57.0%55.0%76.0%70.0%66.0%

64.8%

Tx aprov.M59.0%57.1%92.5%71.4%53.3%

66.6%

Tx ingresM44.0%46.6%40.0%42.0%30.0%

42.7%

Conforme se pode constatar as raparigas, no ano de 1999, mesmo com taxas de ingressobaixas, apresentam melhores taxas de aproveitamento do que os rapazes com a excepgao da5a classe. Em rela9ao a 5a classe, e preciso sublinhar que em rela§ao a taxa de ingresso (muitobaixa), o aproveitamento das raparigas foi melhor que o dos rapazes. Sendo assim, as razoesdas baixas taxas de permanencia na escola das raparigas nao se devem as reprova56es.Tambem nao se devem as desistencias pois, de acordo com os dados fornecidos pelo Directorda escola, em 1997 e 1999 desistiram mais rapazes do que raparigas.A escola de Botao esta levando a cabo actividades/cursos nos nucleos de interesse. Nessescursos participaram 297 alunos em 1998 dos quais 278 (93.6%) sao do sexo feminino; em1999 participam 378 alunos dos quais 351 (92.8%) eram do sexo feminino e; em 2000,participaram 309 alunos dos quais 277 (89.6%) eram do sexo feminino.Do total dos alunos que frequentaram os cursos, em 1998 concluiram o curso 109 (36.7%)alunos; Em 1999 concluiram 268 (70.8%) alunos e; no ano 200, concluiram 310 (100.3%)22

alunos.

Escola Primaria do 1° Grau de NairO Director da Escola Primaria do 1° Grau de Nair e de sexo masculino e tem entre 31 e 35anos de idade. Ele tem a 10a Classe e terminou o curso de 6a/7a+3 em 1995.

22 O numero dos alunos que concluiram o curso e superior ao numero dos alunos que o frequentavam. Talvezhouve algum erro de registo ou ao longo do ano ingressaram mais alunos para os cursos.



No ambito do projecto, frequentou um curso de Directores de Escolas com a dura9ao de 5dias. O curso teve lugar em Setembro de 2000.Em rela§ao a escola, o Director da escola corrobora por completo com as informa96escontidas na ficha sobre a escola.A Escola de Botao tern 20 professores dos quais 7 (35%) sao mulheres. Do total dosprofessores, 6 (30%), sendo metade para cada sexo, nao tern formagao. 1 (5%) professoratern a formagao de 4a+4; 3 (15%), todos do sexo masculine, possuem a forma^ao de 6a/7a+l eos restantes 3 (15%) possuem a forma?ao de 6a/7a+3 sendo 1 (5.0%) do sexo feminino.A maioria dos professores (7 - 35%) tem experiencia de trabalho de mais de 6 anos contra 3(15%) que tem entre 4 e 6 anos, outros 3 que tem entre 1 e 3 anos e 1 que esta no seuprimeiro ano de trabalho.No presente ano lectivo, a escola de Botao funciona com 13 turmas sendo, 5 da la classe, 3da 2a, 3 da 3a, 1 da 4a e 1 da 5a. Estas turmas albergam 545 alunos sendo 229 (42.0%) do sexofeminino. Em relagao as classes estes alunos estao assim distribufdos:Classela

2a

3a

4a

5a

6a

7a

Total

Turmas53311

13

Alunos12468513835

316

Alunas10267292011

229

%45.049.636.234.423.9

42.0

Total226135805846

545

Olhando para esta tabela se constata que quando se avan§a em termos de classes, o numerode alunos, de ambos os sexos, diminui consideravelmente. No entanto, a diminuigao donumero de alunas e mais acentuada do que de alunos conforme ilustra a tabela (com aexcepgao da la classe para a 2a).De 1997 a 1999 o numero de alunos matriculados na escola cresceu com a excep§ao da 2a

classe que reduziu em ambos os sexos.As taxas de aproveitamento e de ingresso em 1997 e 1999 foram de:

Classe

la

2a

3a

4a

5a

6a

7a

Media

1997Tx aprov.H/M

56.6%64.0%21.4%45.2%

48.7%

TxAprov.M38.6%54.5%13.6%18.1%

36.3%

Tx IngresM

48.8%37.0%31.4%26.1%

37.8%

1999Tx aprov.H/M

50.2%66.1%50.0%40.3%67.8%

52.5%

Tx Aprov.M

48.3%64.0%44.0%16.6%16.6%

46.5%

TxIngresM46.6%40.3%32.8%23.0%21.4%

38.4%



Conforme se pode constatar os rapazes apresentam melhores taxas de aproveitamento emrelagao as raparigas. Neste caso podemos afirmar que as reprovagoes podem ser uma dasrazoes das baixas taxas de permanencia na escola das raparigas. Comparando as taxas deaproveitamento de 1997 com as de 1999 constata-se que as taxas das raparigas melhorarambastante com a excepgao da 4a e 5a classes. Infelizmente, comparando as taxas medias deaproveitamento de 1997 e 1999 a luz das taxas de ingresso, constata-se que o aproveitamentodas raparigas em 1999 foi inferior ao de 1997.Em relagao as desistencias, de acordo com os dados fornecidos pelo Director da Escolas, em1997 e 1999, a semelhanca da escola de Botao, desistiram mais rapazes do que raparigas.A escola de Nair esta levando a cabo actividades/cursos nos nucleos de interesse. Nessescursos participaram e concluiram no ano 2000, cerca de 22 alunos sendo 17 (72.2%) do sexofeminino.

Escola Primaria Completa de MangulameloO Director da Escola Primaria Completa de Mangulamelo e de sexo masculino e tem mais de40 anos. Ele tem a 1 la Classe e terminou o curso de 6a/7a+l em 1978.No ambito do projecto, frequentou 4 cursos com a duragao de 5 dias cada. O director naoespecificou os tipos de cursos sabendo-se apenas que foram de capacitagao. Os doisprimeiros tiveram lugar em 1998, o terceiro em 1999 e o ultimo em 2001.Em relagao a escola, o Director da escola corrobora com as informagoes contidas na fichasobre a escola com a excepgao da proveniencia da fotocopiadora.A Escola de Botao tem 14 professores dos quais 7 (50%) sao mulheres. Do total dosprofessores, 6 (42.8%), sendo metade de cada sexo, tem a formagao de 6a/7a+l. 5 (35.7%)tem a formagao de 6a/7a+3 sendo, 4 (80%) do sexo feminino. 3 (21.4%) professores tem aformagao de 9a/10a+2.A maioria dos professores (10 - 71.4%) tem mais de 6 anos de servigo e os restantes entre 4 e6 anos.No presente ano lectivo, a escola de Mangungumelo funciona com 30 turmas sendo, 6 da la,4 da 2a, 4 da 3a, 3 da 4a, 3 da 5a, 6 da 6a e 4 da 7a classes. Estas turmas albergam 1524 alunossendo 586 (38.4%) do sexo feminino. Em relagao as classes estes alunos estao assimdistribufdos:Classer2a

3a

4a

5a

6a

7a

Total

Turmas644336430

Alunos1341141049483247162938

Alunas1501039167488443586

%52.847.446.641.636.625.320.938.4

Total2842171951611313312051524

Olhando para esta tabela se constata que quando se avanga em termos de classes, o numerode alunos, de ambos os sexos, diminui consideravelmente. No entanto, a diminuigao donumero de alunas e mais acentuada do que de alunos conforme ilustra a tabela.


'The Gender and Education in Mozambique - Analysis of Results, Lessons and Recommendations — Final Report

De 1997 a 1999 o numero de alunos matriculados na escola cresceu com a excepgao da 2a

classe que reduziu em ambos os sexos.As taxas de aproveitamento e de ingresso em 1997 e 1999 foram de:

Classe

la

2a

3a

4a

5a

6a

TMedia

1997Tx aprov.H/M

61.4%63.0%63.5%50.6%55.1%

59.8%

TxAprov.M67.5%62.5%52.8%78.5%73.6%

64.5%

Tx IngresM

57.0%50.9%44.9%35.4%24.3%

45.2%

1999Tx aprov.H/M

54.7%49.1%59.6%65.9%53.3%59.1%

57.1%

Tx Aprov.M

50.0%37.5%50.7%60.0%38.4%68.4%

50.7%

TxIngresM47.8%45.1%50.3%48.1%33.0%22.4%

40.9%

Conforme se pode constatar, com base na tabela, as raparigas, proporcionalmente aosrapazes, apresentam melhores taxas de aproveitamento. Neste caso podemos afirmar que asreprova?6es nao sao a causa principal das baixas taxas de permanencia na escola dasraparigas. Comparando as taxas de aproveitamento de 1997 com as de 1999 constata-se queas taxas das raparigas baixaram. Em termos de ingresso sao oscilatorias.Em relagao as desistencias, de acordo com os dados fornecidos pelo Director da Escolas, em1997 e 1999, a semelhanga da escola de Botao e de Nair, desistiram mais rapazes do queraparigas.A escola de Mangungumelo nao estd levando a cabo nenhuma actividade/cursos nos nucleosde interesse.

Escola Primaria Completa de MagajaO Director da Escola Primaria Completa de Magaja e de sexo masculino e tem mais de 40anos. Ele tem a 12" Classe e terminou o curso de 10a+2 (IMAP) em 1999.No ambito do projecto, frequentou o curso de Directores de escolas com a duragao de 5 dias.O curso teve lugar em Setembro de 2000.Em relagao a escola, o Director da escola corrobora com todas as informagoes contidas naficha sobre a escola.A Escola de Magaja tem 8 professores todos do sexo masculino. Do total dos professores, 4(50.0%) nao tem a formagao; 1 (12.5%) tem a formagao de 6a/7a+l; 1 tem a forma?ao de6a/7a+3 e 2 (25%) a formagao de 10a+2 (MAP).Quanto a experiencia profissional, metade dos professores tem entre 4 e 6 anos e a outrametade mais de 6 anos.No presente ano lectivo, a escola de Magaja funciona com 12 turmas sendo, 3 da la, 2 da 2a,2 da 3a, 1 da 4a, 1 da 5a, 2 da 6a e 1 da 7a classes. Estas turmas albergam 547 alunos sendo241 (44.0%) do sexo feminino. Em relagao as classes estes alunos estao assim distribuidos:Classe Turmas Alunos Alunas % Totalla 70 84 54.5 154



2ay4a5a6aTTotal

22112112

462643325831306

51421772812241

52.561.728.317.932.527.944.0

976860398643547

Olhando para esta tabela se constata que quando se avanga em termos de classes, o numerode alunos, de ambos os sexos, diminui consideravelmente. No entanto, a diminuicao donumero de alunas e mais acentuada do que de alunos conforme ilustra a tabela. Nesta escola,ate a 3a classe a taxa de ingresso de alunas e maior que a dos rapazes.De 1995 a 1999 o numero de alunos matriculados na escola cresceu embora de formaoscilatoria, particularmente, na 2a classe.As taxas de aproveitamento e de ingresso em 1997 e 1999 foram de:

Classe

la

2a

3a

4a

5a

6a

7a

Media

1997Tx aprov.H/M

62.5%75.0%60.0%71.8%80.0%

68.3%

TxAprov.M62.5%80.0%66.6%92.3%50.0%

71.0%

Tx IngresM

50.0%41.6%40.0%40.6%32.0%

42.2%

1999Tx aprov.H/M

51.0%56.8%59.0%62.0%42.5%

54.3%

Tx Aprov.M

49.0%44.4%53.3%60.8%35.7%

49.3%

TxIngresM55.0%62.0%49.1%46.0%35.0%

51.1%

Conforme se pode constatar, com base na tabela, em 1997, as raparigas, proporcionalmenteaos rapazes, apresentaram melhores taxas de aproveitamento. No ano de 1999 as taxas deaproveitamento das raparigas foram oscilatorias e sempre abaixo da taxa media. Quanto aosingressos nota-se de 1997 a 1999 um crescimento das taxas.Em relagao as desistencias, de acordo com os dados fornecidos pelo Director da Escolas, em1997 e 1999, a semelhanga das outras escolas do estudo, desistiram mais rapazes do queraparigas.A escola de Magaja nao esta levando a cabo nenhuma actividade/cursos nos nucleos deinteresse.

ConstatagoesAs informagoes prestadas pelos Directores das escolas nem sempre coincidem com as daficha sobre a escola. Isto pode significar que a circulagao da informagao e deficiente;Os Directores das Escolas frequentaram um curso de Directores fornecido pelo projecto;Todos os directores das escolas sao do sexo masculine e com idade superior a 30 anos;



0 numero de professoras nas escolas do projecto e muito baixo em rela?ao ao numero deprofessores;A maioria dos professores tern a formagao de 6a/7a+l;As taxas de ingresso de raparigas nao crescem linearmente. Num ano podem subir para noano seguinte baixarem;Regra geral a 2a classe tem uma tendencia negativa em rela$ao aos ingressos dos alunos deambos os sexos;O aproveitamento das raparigas, tambem, nao cresce linearmente. Em alguns anos e melhorque o dos rapazes e noutros e menor;Nas escolas abrangidas pelo projecto as alunas desistem menos que os rapazes;Os cursos dos nucleos de interesse nao iniciaram em simultaneo nas diferentes escolasabrangidas pelo projecto;As escolas primarias completas levam a cabo nenhuma actividade/curso de nucleos deinteresse.


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