Box 1. Key terms used

TWO THIRDS OF ADOLESCENTS 68%

aged between 13–17 years reported not completing primary education.

INTRODUCTION

Sustainable Development Goal (SDG) 4, target 4.1, calls for “free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes” for girls and boys by 2030; over half of all Mozambican children are currently denied this. The Plano Estratégico da Educação 2020–2029 of Mozambique (the ten-year Education Sector Strategy) includes the completion of quality and inclusive primary education as one of its strategic objectives. Against this background, an intermediate goal is set for 54 per cent of children to complete primary school by 2024, and at least 59 per cent by 2029 (MINEDH, 2020:74). To achieve these targets, the policy process should be supported by robust evidence on children’s pathways in and out of school, and the drivers of educational outcomes at the family, school and community levels.

According to the most recent household budget survey, Inquérito sobre Orcamento Familiar (IOF) 2014/2015, two thirds of adolescents (68%) aged between 13 – 17 years reported not completing primary education (UNICEF, 2020). The Ministry of Education and Human Development (MINEDH) reports similar statistics, indicating that in 2017, only 29 per cent of all pupils had completed primary school and 13 per cent, secondary school (MINEDH, 2019a). Furthermore, in 2015, about 15 per cent of the children aged 6–12 years were out of school (MINEDH, 2016). According to the most recent census data (2017), however, the scale of problem is much larger, that is, there are around 2.6 million out-of-school children aged 6–12, which is eight times higher than the official statistics. A significant challenge remains in the completion rates of girls, which are consistently below those of boys (MINEDH 2019; 2020a). According to MINEDH (2020a: 64), 94 per cent of girls enrol in primary school but more than half drop out before completing Grade 5.

Reduction of grade retention and dropout are among the education sector’s key priorities. To achieve these goals, MINEDH indicates that further studies are needed to understand the factors associated with dropout and grade retention, as well as gender inequalities and disparities between provinces, and urban and rural schools (ibid., 2020). The Avaliação Longitudinal da Desistência Escolar (ALDE, Longitudinal Assessment of School Dropout in Mozambique) was initiated to provide data and evidence using a dynamic child’s perspective to directly inform the policy process and contribute to strengthen policy support to children’s learning and primary school retention. Further, with its focus on individual children and their journey through primary school, the study aims to identify critical time points when the risks of absenteeism and dropout are the highest, particularly for girls. This will inform age-sensitive policy interventions.

Working towards these overarching goals, ALDE’s objectives are to:

> investigate and explain the patterns and drivers of boys’ and girls’ educational outcomes (staying in or dropping out of school, grade progression, etc.) through the child’s perspective and changes in his/her school experience over time – Quantitative component of the study.

> explore how different actors envision change, and if they see themselves as agents of this change, by capturing life stories of out-of-school boys and girls, and of those who stay in school (deviant cases), as well as perceptions of key actors – Qualitative component of the study.