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Education Reform in Mozambique : Lessons and Challenges

Author

Listed:
  • Louise Fox
  • Lucrecia Santibañez
  • Vy Nguyen
  • Pierre André

Abstract

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.

Suggested Citation

  • Louise Fox & Lucrecia Santibañez & Vy Nguyen & Pierre André, 2012. "Education Reform in Mozambique : Lessons and Challenges," World Bank Publications - Books, The World Bank Group, number 6021, December.
    • Handle: RePEc:wbk:wbpubs:6021
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    References listed on IDEAS

    as
    1. Esther Duflo, 2001. "Schooling and Labor Market Consequences of School Construction in Indonesia: Evidence from an Unusual Policy Experiment," American Economic Review, American Economic Association, vol. 91(4), pages 795-813, September.
    2. Louise Fox, 2008. "Beating the Odds : Sustaining Inclusion in Mozambique's Growing Economy," World Bank Publications - Books, The World Bank Group, number 6504, December.
    Full references (including those not matched with items on IDEAS)

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    Cited by:

    1. Birger Fredriksen & Ruth Kagia, 2013. "Attaining the 2050 Vision for Africa," Global Journal of Emerging Market Economies, Emerging Markets Forum, vol. 5(3), pages 269-328, September.
    2. Barakat, Bilal, 2016. "“Sorry I forgot your birthday!”: Adjusting apparent school participation for survey timing when age is measured in whole years," International Journal of Educational Development, Elsevier, vol. 49(C), pages 300-313.
    3. Cirera, Laia & Castelló, Judit Vall & Brew, Joe & Saúte, Francisco & Sicuri, Elisa, 2022. "The impact of a malaria elimination initiative on school outcomes: Evidence from Southern Mozambique," Economics & Human Biology, Elsevier, vol. 44(C).
    4. World Bank, 2015. "From Gas to Cash," World Bank Publications - Reports 22803, The World Bank Group.
    5. Luciana Luz & Victor Agadjanian, 2015. "Women’s decision-making autonomy and children’s schooling in rural Mozambique," Demographic Research, Max Planck Institute for Demographic Research, Rostock, Germany, vol. 32(25), pages 775-796.
    6. Félix Mambo & Maren Basso & Vincenzo Salvucci & Ricardo Santos, 2019. "An analysis of school dropout in Mozambique, 2014-15," WIDER Working Paper Series wp-2019-49, World Institute for Development Economic Research (UNU-WIDER).
    7. repec:ilo:ilowps:487581 is not listed on IDEAS
    8. Sparreboom, Theo. & Staneva, Anita., 2015. "Structural change, employment and education in Mozambique," ILO Working Papers 994875813402676, International Labour Organization.
    9. Nguyen, Vy T. & King, Elizabeth M., 2022. "Should school fee abolition be comprehensive? An evaluation of Mozambique," International Journal of Educational Development, Elsevier, vol. 88(C).

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