| The EFA 2000 Assessment: Country Reports | |
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Repetition rates by grade: proportion of pupils enrolled in a given grade in a given school-year who study in the same grade the following school-year.
Table 10: Evolution of repetition rate by grade
Grade |
1992 |
1993 |
1994 |
1995 |
1996 |
1997 |
1998 |
1999 |
1 |
28,6 |
26,3 |
27,3 |
27,6 |
26,4 |
26,6 |
27,3 |
25,4 |
2 |
27,0 |
27,4 |
25,4 |
25,1 |
24,9 |
24,6 |
25,3 |
24,5 |
3 |
26,8 |
27,2 |
27,1 |
26,1 |
25,7 |
25,6 |
25,5 |
24,4 |
4 |
21,3 |
22,4 |
23,0 |
22,9 |
21,9 |
21,8 |
21,2 |
20,2 |
5 |
21,2 |
20,4 |
20,3 |
22,1 |
20,7 |
20,1 |
20,0 |
18,8 |
Total |
26,2 |
25,6 |
25,6 |
25,6 |
24,8 |
24,8 |
25,0 |
23,7 |
Graph 10: Evolution of repetition rate by grade
Graph 11: Evolution of repetition rate by gender
The repetition rate has been declining from 26,2% in 1992 to 23,7% in 1999. The repetition rate is higher in the lower grades, particularly in Grade 1 (25,4% in 1999). The repetition rate is higher for females than for males.
Table 11: Promotion, repetition and dropout rates, 1992/93, 1994/95, 1998/99
1992/93 |
1994/5 |
1998/9 |
||||||||
| Grades | Rates | Total |
M |
F |
Total |
M |
F |
Total |
M |
F |
| 1 | Promotion | 60,2 |
64,0 |
55,4 |
61,3 |
65,3 |
56,3 |
61,8 |
64,4 |
58,6 |
| Repetition | 28,0 |
27,4 |
28,6 |
27,3 |
26,6 |
28,2 |
27,3 |
26,9 |
27,7 |
|
| Dropout | 11,8 |
8,6 |
15,9 |
11,4 |
8,1 |
15,5 |
10,9 |
8,7 |
13,6 |
|
| 2 | Promotion | 60,9 |
62,1 |
59,3 |
64,2 |
66,0 |
61,5 |
63,5 |
65,1 |
61,3 |
| Repetition | 26,7 |
26,6 |
27,0 |
25,4 |
24,9 |
26,2 |
25,3 |
24,8 |
25,9 |
|
| Dropout | 12,4 |
11,4 |
13,7 |
10,4 |
9,1 |
12,2 |
11,2 |
10,1 |
12,8 |
|
| 3 | Promotion | 57,3 |
58,7 |
55,4 |
57,3 |
59,2 |
54,6 |
59,6 |
60,9 |
57,8 |
| Repetition | 25,4 |
24,4 |
26,8 |
27,1 |
25,8 |
28,9 |
25,5 |
24,5 |
27,1 |
|
| Dropout | 17,3 |
16,9 |
17,8 |
15,6 |
15,0 |
16,6 |
14,8 |
14,6 |
15,2 |
|
| 4 | Promotion | 60,1 |
61,7 |
57,9 |
63,5 |
65,7 |
60,4 |
63,4 |
64,7 |
61,2 |
| Repetition | 20,4 |
19,7 |
21,3 |
23,0 |
22,1 |
24,3 |
21,2 |
20,1 |
23,0 |
|
| Dropout | 19,5 |
18,6 |
20,8 |
13,5 |
12,2 |
15,3 |
15,4 |
15,2 |
15,7 |
|
| 5 | Promotion | 59,6 |
59,8 |
59,3 |
58,1 |
58,8 |
57,1 |
63,3 |
63,8 |
62,5 |
| Repetition | 20,4 |
19,7 |
21,2 |
20,3 |
19,5 |
21,5 |
20,0 |
19,4 |
21,1 |
|
| Dropout | 20,0 |
20,4 |
19,4 |
21,6 |
21,8 |
21,3 |
16,7 |
16,8 |
16,4 |
|
| 1 – 5 | Promotion | 53,7 |
55,4 |
51,4 |
55,6 |
57,8 |
52,6 |
56,6 |
57,9 |
54,9 |
| Repetition | 25,3 |
24,7 |
26,2 |
25,6 |
24,7 |
26,7 |
25,0 |
24,3 |
26,1 |
|
| Dropout | 21,0 |
19,9 |
22,6 |
18,8 |
17,5 |
20,7 |
18,3 |
17,8 |
19,1 |
|
Table 12: Promotion, repetition and dropout rates, 1992/93, 1994/95, 1998/99
Despite the decreased observed in repetition and dropout rates between 1992 and 1999 the primary school system (Grade 1 to 5) still have a very high wastage ( repetition 25% and dropout rate 18,3). Female fail and drop-out more than male.
Table 13: Efficiency Indicators
1992/93 |
1994/95 |
1998/99 |
|
| Total- Male and Female | |||
Survival rate at grade 5 |
40,0 |
46,7 |
46,2 |
Years per graduate |
15,5 |
14,2 |
13,1 |
Coefficient of efficiency |
32,3 |
35,2 |
38,1 |
| Male | |||
Survival rate at grade 5 |
43,7 |
51,5 |
48,9 |
Years per graduate |
14,8 |
13,4 |
12,7 |
Coefficient of efficiency |
33,8 |
37,4 |
39,4 |
| Female | |||
Survival rate at grade 5 |
35,3 |
40,6 |
42,8 |
Years per graduate |
16,6 |
15,6 |
13,8 |
Coefficient of efficiency |
30,1 |
32,0 |
36,2 |
The data presented above illustrate that the efficiency has been improving in recent years.
The coefficient of efficiency improved from 32.3% in 92/93 to 38.1% in 1998/99.
The average number of years per graduate decrease from 15.5 in 1992 to 13.1 in 1999.
Comparing the coefficient of efficiency by gender, it may be confirmed that is higher for male. The average number of years per graduate is also higher for female.
Table 14: Total public expenditure on Education (PEE), 1990-1997
1990 |
1991 |
1992 |
1993 |
1994 |
1995 |
1996 |
1997 |
|
| Total public expenditures(in 109 MT) | ||||||||
| Recurrent expenditures | 342,5 |
457,4 |
764,7 |
1.170,8 |
1.322,0 |
2.558,0 |
3.120,0 |
3.704,0 |
| Capital expenditures | 323,9 |
464,9 |
694,0 |
1.097,0 |
1.211,0 |
664,0 |
769,0 |
918,0 |
| Total | 666,4 |
922,3 |
1458,7 |
2267,8 |
2533,0 |
3222,0 |
3889,0 |
4622,0 |
| Education (in 109 MT) | ||||||||
| Recurrent expenditures | 42,4 |
65,2 |
103,9 |
145,2 |
190,2 |
355,7 |
541,7 |
636,6 |
| Capital expenditures | 26,2 |
10,3 |
21,3 |
26,3 |
60,6 |
52,3 |
61,0 |
76,4 |
| Total | 68,6 |
75,5 |
125,2 |
171,5 |
250,8 |
408,0 |
602,7 |
713,0 |
| Education (in % of total public expenditures) | ||||||||
| Recurrent expenditures | 12,4% |
14,3% |
13,6% |
12,4% |
14,4% |
13,9% |
17,4% |
17,2% |
| Capital expenditures | 8,1% |
2,2% |
3,1% |
2,4% |
5,0% |
7,9% |
7,9% |
8,3% |
| Total | 10,3% |
8,2% |
8,6% |
7,6% |
9,9% |
12,7% |
15,5% |
15,4% |
| Education (in % recurrent expenditures if debt serving burden) | ||||||||
| Recurrent expenditures | 14,2% |
15,9% |
16,1% |
14,9% |
17,3% |
16,3% |
21,2% |
23,8% |
| In % of GDP | ||||||||
| Recurrent expenditures | 3,2% |
3,2% |
3,3% |
2,7% |
2,2% |
2,6% |
2,7% |
2,6% |
| Total | 5,1% |
3,7% |
4,0% |
3,1% |
2,9% |
3,0% |
3,0% |
2,9% |
| Education in USD (millions) | ||||||||
| Total | 73,8 |
52,6 |
51,5 |
46,1 |
42,4 |
45,9 |
53,3 |
55,5 |
Despite the increase in recurrent public expenditures, its value (converted in American dollars) sharply decreased between 1990 and 1994, then it started to recover again. However, the total amount for 1997 reflects only 75% of that of 1990. Considering that enrolments increased steadily in the last 4 years (1994-1997), the unit expense per student has been decreasing.
Although the increase of the expenditures percentage with EP1 and EP2 (from the total of education expenditures in general) has increased from 53% in 1990 to 59% in 1997, expenditures per student decreased from US $16 in 1990 to US $9 in 1995 and increased to US $11 in 1996. In EP1, more than 90% of the expenditures are in salaries while in EP2 that percentage is 76%.
The structure of the expenditures per level of education has changed significantly between 1990 and 1997 as a result of the relative reduction of the weight of central and provincial administration. All levels have increased their relative weight in expenditures particularly regarding Primary Education which reflects the priority given to Basic Education. At sectorial level, 74% of the expenditures are related to salaries and 26% to services. Primary Education spends about 60% of the total expenditures on Education salaries.
Table 15: Structure of expenditures per level of Education, 1990, 1997
| Education Level | 1990 |
1997 |
| 1st Level of Primary Education | 41,0% |
46,0% |
| 2nd Level of Primary Education | 8,5% |
10,0% |
| 1st Cycle of Secondary Education | 5,1% |
8,0% |
| 2nd Cycle of Secondary Education | 1,6% |
4,0% |
| University Education | 24,0% |
20,0% |
| Central and Provincial Administration | 20,0% |
12,0% |
External financing is particularly important to the financing of the educational system of Mozambique, representing about half of all the resources spent in the sector between 1990 and 1994.
External assistance to the sector varied with time declining either in real terms or as a proportion of the total assistance to the country during 1991/93 (from US $67.9 million, 6.9%, in 1991 to US $56 million, 6.4% in 1993).
In 1994, after the first multiparty elections, foreign assistance increased again to about US $76 million (7.4% of total foreign assistance). In 1995, the volume of foreign assistance declined to about US $60 million, a level which will maintain until 1998.
The main beneficiary areas of foreign assistance are the construction and rehabilitation of educational institutions, accommodation, technical assistance and institutional capacity building. As a consequence of the priority given to Basic Education foreign aid to Primary Education has increased substantially (US $181 thousand in 1990 to US $4.2 million in 1995) while assistance to Secondary Education declined to nil.
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