RESULTS OF THE 2018 ROUND
The survival rate to grade 5 in countries such as Mozambique for pupils who were over-age by two or more years was around
15%
LOWER THAN FOR PUPILS WHO WERE AT THE APPROPRIATE AGE FOR THEIR GRADE
Rwanda has also shown how grade retention influences school dropout because it results in many pupils being over-age6 for their grade (MINEDUC/UNICEF, 2017). Research on the United Republic of Tanzania shows a higher likelihood of over-age children (by two or more years) dropping out towards the end of the primary school cycle than children who are at the appropriate age for their grade (McAlpine, 2009). The survival rate to grade 5 in countries such as Ethiopia, Madagascar, Malawi, Mozambique, Namibia, Rwanda, Uganda, United Republic of Tanzania, Zambia and Zimbabwe for pupils who were over-age by two or more years was around 15 per cent lower than for pupils who were at the appropriate age for their grade (EPDC, 2009, cited in UNICEF and UIS, 2015).7 PRE-SCHOOL EDUCATION Quantitative evidence from low-income countries indicates that children entering primary school after a successful pre-school education programme demonstrate better test-score performance, greater class participation and effort, and higher school completion rates (Berlinski, Galiani and Gertler, 2009; Grantham-McGregor et al., 2007). A recent impact evaluation of the Accelerated School Readiness (ASR) programme in Mozambique (UNICEF, 2020) showed substantial and sustained differences in pupils’ achievement at the end of Grade 1 as a result of exposure to the ASR programme. Yet, the Government’s supply of pre-schools is inadequate across the ESAR. Furthermore, the uneven and unregulated supply is dominated by private providers and remains the preserve of privileged urban elites (UNICEF and UIS, 2015). Earlier studies showed that only 4 per cent of children are enrolled in pre-school in Mozambique, and most come from affluent, urban populations (Martinez, Naudeau and Pereira, 2012).
1.2.2 HOUSEHOLD SOCIO-ECONOMIC BACKGROUND
A review of studies conducted in developing countries show agreement that levels of dropout and high school absenteeism from primary school can be explained children entering primary school primarily by the socio-economic status of the family and household (Levy, 1971; after a successful pre-school education programme demonstrate better test-score Sommers, 2005; Roby, Lambert and Lambert, 2009; Casey, 2014). SDG 4 (Quality performance, greater class participation education) affirms that, in developing countries, children in the poorest households and effort, and higher school are four times more likely to be out of school than those in well-off households. completion rates. They are less likely to be attending school, and those who do, are more likely to repeat grades and abandon school before the completion of a full cycle of primary education (UNICEF and UIS, 2015). One of the explanations is the limited time spent by parents from lower socio-economic backgrounds in supporting their child’s learning compared to families with a higher socio-economic status, often due to other conflicting demands on their time. Statistical analysis has showed how limited parental involvement can negatively impact school attendance and result in lower academic performance and eventually school dropout (Ho Sui-Chu and Willms, 1996; Jeynes, 2003). Furthermore, for children from poorer backgrounds, the pressure to withdraw from school increases as they get older, particularly as the opportunity cost of their time increases due to economic burdens in the household (Hunt, 2008: 8; Baiden et al., 2019).
“Over-age pupils” are those who are older than the official school-age range for the educational programme that they are enrolled in. – UIS-UNESCO Glossary, http://uis.unesco.org/en/glossary
6
In primary school in Mozambique, the cycles are Grades 1–3, 4–5 (both EP1) and 6–7 (EP2). Progression within cycles is automatic, but between cycles, it is dependent on passing national exams (MINEDH, 2012: 13).
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