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Mozambique - Education Sector Support Project (English)

The objective of the Education Sector Support Project for Mozambique is to improve access to and, quality and equity of education. There are four components to the project, the first component being improving access to education. In 2005, the Government accelerated classroom construction through the decentralization of the competencies for classroom construction to the provinces. This was part of the overall strategy to expand access to primary education for all school aged children and improve teaching conditions. The second component is the improving the quality of education. This component will continue to support the Government plans to improve the quality of education through: (i) the continued implementation of the reform in teacher training which is aimed at providing intense and quality pre-service and in-service training and increasing the number of teachers; (ii) the provision of free primary school books; (iii) direct support to schools; and (iv) subsidies for literacy workers. The third component is the HIV/AIDS prevention and mitigation. Finally, the fourth component is the strengthening management of the education sector administrative system. The objective of this component is to strengthen institutional capacity at all levels to ensure adequate management of the education sector administrative system.

Details

  • Document Date

    2011/04/04

  • Document Type

    Project Appraisal Document

  • Report Number

    60595

  • Volume No

    1

  • Total Volume(s)

    1

  • Country

    Mozambique,

  • Region

    Africa,

  • Disclosure Date

    2011/05/02

  • Disclosure Status

    Disclosed

  • Doc Name

    Mozambique - Education Sector Support Project

  • Keywords

    Environmental and Social Management Framework;Primary and Secondary Education;fast track initiative;Direct Support to Schools;quality of education;primary school teacher;Orphans and Vulnerable Children;provision of education services;economic and financial analysis;Technical and Vocational Education;primary school service delivery;primary student learning outcome;teaching and learning materials;Reform of Secondary Education;quality of teacher training;short period of time;construction and equipment;access to primary education;primary education for girl;school health and nutrition;pool of fund;Access to Education;basic learning material;teacher training program;Equity of Education;Early childhood education;quality of teaching;number of teachers;decentralization of responsibility;primary education curriculum;provision of textbook;net enrollment ratio;net enrollment rate;cost of production;number of classrooms;growth in agriculture;high illiteracy rate;provision of book;annual economic growth;distribution of textbook;child in school;universal primary education;teacher training institute;aids prevalence rate;gross domestic product;Foreign Exchange Reserve;teacher training institution;prevalence hiv;physical cultural resources;poverty headcount index;human capital needs;size of population;basic education curriculum;secondary school leaver;constraints on access;net enrolment rate;teacher training curriculum;proportion of girl;source of funding;quality and relevance;national primary school;student learn outcome;safety of dam;gender parity index;quality and efficiency;primary education cycle;school age child;high public debt;economies of scale;net schooling rate;social protection aspect;primary education system;housing for teacher;plan for education;adult illiteracy rate;per capita income;primary completion rate;reducing child mortality;exchange rate fluctuation;literacy worker;Curriculum Reform;result indicator;classroom construction;education budget;dropout rate;external funding;Higher Education;school level;teacher ratio;live birth;rural area;gender disparity;technical school;condition precedent;monitoring process;free textbook;Exchange Rates;natural disaster;mitigation actions;external source;institutional context;education official;retroactive financing;literacy program;financial resource;primary cycle;repetition rate;external support;aids pandemic;common fund;Gender Gap;financial crisis;gender difference;monetary stance;night school;subsidy payment;non-governmental organization;day school;pupil-textbook ratio;basic skill;government effort;property right;replacement rate;government's budget;textbook distribution;reducing illiteracy;regular supervision;human capacity;transportation cost;program finance;school council;procurement models;textbook delivery;life span;monetary policy;direct transfer;partner commitment;Fuel Subsidies;inflation rate;household survey;accountability system;educational service;national process;evaluation study;decentralized level;transaction cost;living condition;school quality;school book;regional disparity;student retention;curriculum plan;drop-out rate;teacher manual;state budget;failure rate;teaching program;holistic vision;global economy;societal need;mitigation activity;sector programs;pass rate;natural habitat;hiv prevalence;Safeguard Policies;student flow;safeguard policy;Indigenous Peoples;Bank Policies;fiduciary capacity;special education;population characteristic;strategy development;economic expansion;Macroeconomic Stability;Gender Equality;results framework;Civil War;adult learner;empowering women;governmental action;gender indicator;involuntary resettlement;pupil-teacher ratio;evaluation framework;Financing plans;Maternal Mortality;Public Services;external partner;school failure;sector fund;learning process;literacy class;Donor Contribution;student-teacher ratio;positive impact;educational infrastructure;development partner;donor funding;exogenous shock;pedagogical training;trained teacher

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Citation

Mozambique - Education Sector Support Project (English). Washington, D.C. : World Bank Group. http://documents.worldbank.org/curated/en/233011468058524613/Mozambique-Education-Sector-Support-Project