Recently I was invited by Mozambique’s Minister of Education Jorge Ferrao to participate in the country’s annual joint sector review (RAR, by its Portuguese acronym). Joint sector reviews (JSR) are periodic assessments of progress against the implementation of the national education sector plan and agreed indicators, conducted collectively by all partners in the sector. For me this was an opportunity to witness the mutual accountability principle of GPE in action. JSRs are a critical instrument contributing to GPE’s strategic plan 3rd objective on effective and inclusive sector policy dialogue and monitoring.
Using evidence to assess progress
On the first day of the RAR, about 120 participants were in the room including representatives from national, provincial and local governments, civil society, teachers, unions and development partners. The evidence presented covered the activities and programs of all sub-sectors.
The JSR event reviewed progress in plenary and in the afternoon, sub-sector working groups devised recommendations and follow-up actions. The meeting was chaired by Minister Ferrao himself, who was fully engaged in the discussions.
Partners pool resources for more effective support
In Mozambique, 75% of external funding to the education sector (including GPE grants) is channeled through FASE (Fundo de Apoio ao Sector de Educacao, or Education Sector Support Fund), the pooled fund designed, managed and implemented by the government to support the implementation of the country’s education sector plan.
FASE has been crucial in ensuring that investments in school construction, teacher training and school materials are made when over 80% of the government’s education budget is spent on teacher salaries. It also provides a coordination mechanism between the partners and offers a forum for technical assistance, policy advice and monitoring and evaluation.
Pooled funds reduce transaction costs, allow for greater economies of scale and enhance the coordination and harmonization of development partner support.
They can enhance the predictability of funds and permit the establishment of a more ambitious program than could a single development partner operating independently.
Progress in access but continued challenges in full participation and learning
Mozambique has made significant progress in improving equitable access to education in the last decade. The number of primary teachers has steadily improved as well as the number of classrooms and pedagogical materials available in primary schools. In 2014, 82% of 6-year-old children were enrolled in school, compared to 67% in 2009. The number of students per teacher decreased over the same period from 69 to 63.
The education sector has consistently benefited from high budget allocations and expenditure – around 20%– between 2009 and 2013, which represents around 6 to 7% of GDP.
But the country faces internal efficiency and related retention issues, with high drop-out rates and a primary completion rate of just 44% in 2014. The latest SACMEQ study (2007) showed that performance in Mozambique was behind the regional average in basic literacy and numeracy skills. The results from a 2013 National Assessment also show that less than 7% of grade 3 students demonstrate basic literacy skills.
GPE support to Mozambique is longstanding
The Global Partnership for Education has invested US$226.9 million in Mozambique since 2008.
The current US$57.9 million GPE grant was one of the first to be approved under our new funding model, which makes allocations based on countries’ needs, places a stronger emphasis on equity, efficiency and learning, and ensures that results are a key focus.
The grant will help address the acute efficiency issues through improving the learning environment and strengthening service delivery through school management, local governance and accountability. In addition, the component on early childhood development (ECD) should help reduce repetition and drop-out, benefiting the children most in need through intellectual stimulation and school readiness activities that take place in pre-schools.
Leadership matters
In his first year as minister, Mr. Ferrao has demonstrated that he is willing to consult with stakeholders, and that he is engaged and committed to securing access to quality education for all children in Mozambique.
In his first few months in office he gathered all former ministers of education to learn from their experience. He also gathered members of civil society, parents, teachers and stakeholders across the system to hear from them what is and is not working.
Mozambique faces some significant challenges in the coming months, with a drought in the southern regions of the country, floods, possible signs of unrest emerging and commodity price fluctuations impacting its balance of payments. Yet after spending time with Minister Ferrao and his team, civil society and development partners, I left Maputo hopeful for the future.