Mozambique MZ: Literacy Rate: Adult: % of People Aged 15 and Above data was reported at 50.584 % in 2009. This records an increase from the previous number of 48.159 % for 2003. Mozambique MZ: Literacy Rate: Adult: % of People Aged 15 and Above data is updated yearly, averaging 43.433 % from Dec 1980 (Median) to 2009, with 4 observations. The data reached an all-time high of 50.584 % in 2009 and a record low of 26.998 % in 1980. Mozambique MZ: Literacy Rate: Adult: % of People Aged 15 and Above data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Mozambique – Table MZ.World Bank: Education Statistics. Adult literacy rate is the percentage of people ages 15 and above who can both read and write with understanding a short simple statement about their everyday life.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

Mozambique MZ: Literacy Rate: Youth: % of People Age 15-24 data was reported at 67.150 % in 2009. This records an increase from the previous number of 61.893 % for 2003. Mozambique MZ: Literacy Rate: Youth: % of People Age 15-24 data is updated yearly, averaging 54.431 % from Dec 1980 (Median) to 2009, with 4 observations. The data reached an all-time high of 67.150 % in 2009 and a record low of 43.644 % in 1980. Mozambique MZ: Literacy Rate: Youth: % of People Age 15-24 data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Mozambique – Table MZ.World Bank.WDI: Education Statistics. Youth literacy rate is the percentage of people ages 15-24 who can both read and write with understanding a short simple statement about their everyday life.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

Graph and download economic data for Literacy Rate, Adult Total for Mozambique (SEADTLITRZSMOZ) from 1980 to 2022 about Mozambique, literacy, adult, and rate.

Mozambique MZ: Literacy Rate: Adult Female: % of Females Aged 15 and Above data was reported at 36.452 % in 2009. This records an increase from the previous number of 33.194 % for 2003. Mozambique MZ: Literacy Rate: Adult Female: % of Females Aged 15 and Above data is updated yearly, averaging 29.079 % from Dec 1980 (Median) to 2009, with 4 observations. The data reached an all-time high of 36.452 % in 2009 and a record low of 12.097 % in 1980. Mozambique MZ: Literacy Rate: Adult Female: % of Females Aged 15 and Above data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Mozambique – Table MZ.World Bank: Education Statistics. Adult literacy rate is the percentage of people ages 15 and above who can both read and write with understanding a short simple statement about their everyday life.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

Mozambique Literacy Rate: Adult data was reported at 44.900 % in 2016. This records a decrease from the previous number of 55.100 % for 2015. Mozambique Literacy Rate: Adult data is updated yearly, averaging 47.200 % from Dec 1994 (Median) to 2016, with 23 observations. The data reached an all-time high of 55.100 % in 2015 and a record low of 39.500 % in 1999. Mozambique Literacy Rate: Adult data remains active status in CEIC and is reported by National Statistics Institute. The data is categorized under Global Database’s Mozambique – Table MZ.G006: Education Statistics.

Mozambique MZ: Literacy Rate: Youth Female: % of Females Aged 15-24 data was reported at 56.540 % in 2009. This records an increase from the previous number of 50.039 % for 2003. Mozambique MZ: Literacy Rate: Youth Female: % of Females Aged 15-24 data is updated yearly, averaging 43.296 % from Dec 1980 (Median) to 2009, with 4 observations. The data reached an all-time high of 56.540 % in 2009 and a record low of 25.115 % in 1980. Mozambique MZ: Literacy Rate: Youth Female: % of Females Aged 15-24 data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Mozambique – Table MZ.World Bank: Education Statistics. Youth literacy rate is the percentage of people ages 15-24 who can both read and write with understanding a short simple statement about their everyday life.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

Mozambique MZ: Literacy Rate: Youth Male: % of Males Aged 15-24 data was reported at 79.840 % in 2009. This records an increase from the previous number of 74.361 % for 2003. Mozambique MZ: Literacy Rate: Youth Male: % of Males Aged 15-24 data is updated yearly, averaging 69.157 % from Dec 1980 (Median) to 2009, with 4 observations. The data reached an all-time high of 79.840 % in 2009 and a record low of 59.453 % in 1997. Mozambique MZ: Literacy Rate: Youth Male: % of Males Aged 15-24 data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Mozambique – Table MZ.World Bank.WDI: Education Statistics. Youth literacy rate is the percentage of people ages 15-24 who can both read and write with understanding a short simple statement about their everyday life.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

The lack of digital skills concerns a large share of the African population. In 2019, the adoption rate of digital skills stood at only ** percent in Mozambique and ** percent in Côte d’Ivoire, meaning that most of the people were not able to use digital devices and applications, nor access the internet. However, the levels of digital literacy in the continent are forecast to increase. For instance, they would reach ** percent of the population in Kenya by 2030, up from ** percent in 2019.

Actual value and historical data chart for Mozambique Population Of The Official Entrance Age To Primary Education Both Sexes Number

Abstract

The Service Delivery Indicators (SDI) are a set of health and education indicators that examine the effort and ability of staff and the availability of key inputs and resources that contribute to a functioning school or health facility. The indicators are standardized allowing comparison between and within countries over time.

The Education SDIs include teacher effort, teacher knowledge and ability, and the availability of key inputs (for example, textbooks, basic teaching equipment, and infrastructure such as blackboards and toilets). The indicators provide a snapshot of the learning environment and the key resources necessary for students to learn.

Mozambique Service Delivery Indicators Education Survey was implemented in 2014 by COWI Mozambique in close coordination with the World Bank SDI team. Information was collected from 200 primary public schools, 1,006 teachers, and 1,731 pupils.

Geographic coverage

National

Analysis unit

Schools, teachers, students.

Universe

All public primary schools

Kind of data

Sample survey data [ssd]

Sampling procedure

The sampling strategy was designed with the dual aims of producing nationally representative estimates and having a minimum power of 80 percent with 0.05 significance level for comparison of key service delivery indicators. The sampling strategy also allowed for disaggregation by geographic location (rural/urban) and school size.

The strata were constructed according to two binary distinctions: urban/rural population; and above- or below-median number of pupils enrolled in the fourth grade by province and urbanization. A total of 200 public schools have been sampled. The sample was reduced from originally 300 schools due to logistical and financial problems.

Detailed information about sampling is available in the attached report.

Sampling deviation

There were concerns in the field and the original sample was altered. Please see the attached report for the details.

Mode of data collection

Face-to-face [f2f]

Research instrument

The SDI Education Survey Questionnaire consists of six modules:

Module 1: School Information - Administered to the head of the school to collect information about school type, facilities, school governance, pupil numbers, and school hours. Includes direct observations of school infrastructure by enumerators.

Module 2a: Teacher Absence and Information - Administered to head teacher and individual teachers to obtain a list of all school teachers, to measure teacher absence and to collect information about teacher characteristics.

Module 2b: Teacher Absence and Information - Unannounced visit to the school to assess absence rate.

Module 3: School Finances - Administered to the head teacher to collect information about school finances (this data is unharmonized).

Module 4: Classroom Observation - An observation module to assess teaching activities and classroom conditions.

Module 5: Pupil Assessment - A test of pupils to have a measure of pupil learning outcomes in mathematics and language in grade four.

Module 6: Teacher Assessment - A test of teachers covering mathematics and language subject knowledge and teaching skills.

Cleaning operations

Data entry was done using CSPro; quality control was performed in Stata.

Sampling error estimates

For more information about the sampling process, refer to “Annex A: Sampling” in the Country Report attached as documentation.

Time series data for the statistic School age population, secondary education, both sexes (number) and country Mozambique. Indicator Definition:Population of the age-group theoretically corresponding to secondary education as indicated by theoretical entrance age and duration.The indicator "School age population, secondary education, both sexes (number)" stands at 3.76 Million as of 12/31/2020, the highest value at least since 12/31/1971, the period currently displayed. Regarding the One-Year-Change of the series, the current value constitutes an increase of 2.78 percent compared to the value the year prior.The 1 year change in percent is 2.78.The 3 year change in percent is 9.42.The 5 year change in percent is 17.58.The 10 year change in percent is 41.12.The Serie's long term average value is 2.26 Million. It's latest available value, on 12/31/2020, is 66.08 percent higher, compared to it's long term average value.The Serie's change in percent from it's minimum value, on 12/31/1970, to it's latest available value, on 12/31/2020, is +173.24%.The Serie's change in percent from it's maximum value, on 12/31/2020, to it's latest available value, on 12/31/2020, is 0.0%.

Actual value and historical data chart for Mozambique Population Of The Official Entrance Age To Primary Education Male Number

Abstract

Starting in 2008, Save the Children implemented a center-based community driven preschool model in rural areas of the Gaza Province in Southern Mozambique. The project financed the construction, equipment and training for 67 classrooms in 30 communities, to provide Early Childhood Development (ECD) activities for children aged between 36 and 59 months. As part of its design, the program included an experimental impact evaluation (using Cluster-Randomized Controlled Trial) whereby the 30 intervention communities were selected at random from a pool of 76 eligible sites. Before the preschool activities initiated, a baseline survey was carried out in 2008 involving 76 communities in Gaza Province across the 3 different districts. Two years later, in 2010, the same 2,000 households participated in a mid-line survey to evaluate the impact of the program after one or two years of potential exposure to pre-school. The present data correspond to the follow-up survey that took place in 2014, namely 6-years after the beginning of the intervention when the targeted children were supposed to be in primary school. The impact evaluation has four main research questions: (1) to evaluate the efficiency of low-cost community-based preschool program in a disadvantaged rural African setting in terms of cognitive, socio-emotional skills as well as learning outcomes for the children, (2) to evaluate the effects of such intervention on school enrollment, attendance, and progress (i.e. grade promotion, repetition, dropout); (3) to assess whether parenting practices and knowledge can be durably influenced by community-based ECD program; (4) To identify potential spill-over effects of the program on health, education, productivity and labor market outcomes of siblings and parents of preschoolers. Field work was carried out from April to November 2014. In addition to household surveys and cognitive assessments of children (in literacy, numeracy and non-verbal reasoning), data from primary school directors, pre-school animators and community leaders were collected during this period. From the original 2,000 target children of the 2008 survey, more than 90% of them were successfully tracked and geo-referenced.

Geographic coverage

Three districts : Bilene, Manjacaze, Xai-xai, located in Gaza Province (Southern Mozambique).

Analysis unit

• Mothers/caregivers of the targeted children (aged between 3 to 5 in 2008)
• Targeted children aged between 3 to 5 in 2008 in sampled communities
• Siblings of the target children currently living in the same household

Kind of data

Sample survey data [ssd]

Sampling procedure

Communities sampling-process (baseline)

The design used for this impact evaluation is that of a clustered randomized control trial (C-RCT) at community levels

Stage 1: Community Eligibility. Within the three target districts, a subset of eligible communities is identified that meets two key operational requirements for implementation of the program: 1. Population size: To qualify for the intervention, communities must have a population no less than 500 and no more than 8000 people. This range was determined as operationally feasible given the community mobilization process that accompanies the establishment of each ECD center. 2. Clusters: Management of the intervention requires that the intervention be clustered in groups of 6 treatment communities that can be served by a program staff. The definition of cluster was set set by Save the Children, based on minimum criteria of operational feasibility (distance or time traveled between sites). The complete universe had 252 villages in three intervention districts. After applying eligibility criteria of population size and clustering, the sample was reduced to 167 villages in 11 clusters.

Stage 2: Clusters selections The largest clusters in each district were selected for inclusion in the sample, resulting in total of 98 villages. To achieve coverage in all three distracts, it was further agreed with the NGO that the sample would include 2 clusters each in Manjacaze and Xai Xai and one cluster in Bilene

Stage 3: Community level randomization Within clusters of communities that meet the two requirements outlined in stage 1, communities form triplets based on population size, and from each triplet a treatment community is selected at random. The two smallest villages which did not form part of a triplet were dropped. The final sample is composed of 37 treatment (7 for replacement) and 59 control villages (11 replacement), for a total sample of 96 villages. A total of 30 new intervention communities were then selected for this round of implementation through random assignment. No replacement of communities was needed.

Child level selection : In addition to randomization at the community level, there is exogenous variation in treatment within communities, based on rules of eligibility for Orphans and Vulnerable Children (OVC). ECD centers had a maximum of 3 class rooms with 35 students per class, for a maximum of 105 students per preschool. In the case of over-subscription of children to the ECD centers, Save the Children and the communities selected the children through a lottery system.

Household sample: A total of 2,000 households with preschool age children were sampled from the 76 evaluation communities at baseline. With no household listing available at the time of the survey, a census of each community was carried out to identify households with children in the age range of 36 to 59 months. Taking the list of households with at least one child in this age range, 23 households per community were planned to be selected randomly. In addition, in 4 large treatment communities where oversubscription to the program was likely, an additional 63 households were selected, yielding a total sample of 2,000 households.

Sampling deviation

In practice, some communities did not have 23 households eligible. In this case, all eligible households were sampled while in larger communities, more households than planned were sampled. Among them 1,830 targeted children were assessed in literacy, numeracy and non-verbal reasoning.

Mode of data collection

Face-to-face [f2f]

Research instrument

• Socio-economic questionnaire administrated to the mother/caregiver from the current household of the targeted child ;
• Time-use of the targeted child
• Child assessment in Literacy, Numeracy and Non-verbal reasoning
• School director questionnaire
• Community leader questionnaire
• ECD Instructor questionnaire

Response rate

The follow-up survey successfully tracked 1,875 households from baseline, representing 93.75% of the initial sample.

Mozambique MZ: Gender Parity Index (GPI): Literacy Rate: Youth Aged 15-24 data was reported at 0.708 Ratio in 2009. This records an increase from the previous number of 0.673 Ratio for 2003. Mozambique MZ: Gender Parity Index (GPI): Literacy Rate: Youth Aged 15-24 data is updated yearly, averaging 0.644 Ratio from Dec 1980 (Median) to 2009, with 4 observations. The data reached an all-time high of 0.708 Ratio in 2009 and a record low of 0.393 Ratio in 1980. Mozambique MZ: Gender Parity Index (GPI): Literacy Rate: Youth Aged 15-24 data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Mozambique – Table MZ.World Bank: Education Statistics. Gender parity index for youth literacy rate is the ratio of females to males ages 15-24 who can both read and write with understanding a short simple statement about their everyday life.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

Abstract

In 1991 the International Institute for Educational Planning (IIEP) and a number of Ministries of Education in Southern and Eastern Africa began to work together in order to address training and research needs in Education. The focus for this work was on establishing long-term strategies for building the capacity of educational planners to monitor and evaluate the quality of their basic education systems. The first two educational policy research projects undertaken by SACMEQ (widely known as "SACMEQ I" and "SACMEQ II") were designed to provide detailed information that could be used to guide planning decisions aimed at improving the quality of education in primary school systems.

During 1995-1998 seven Ministries of Education participated in the SACMEQ I Project. The SACMEQ II Project commenced in 1998 and the surveys of schools, involving 14 Ministries of Education, took place between 2000 and 2004. The survey was undertaken in schools in Botswana, Kenya, Lesotho, Malawi, Mauritius, Mozambique, Namibia, Seychelles, South Africa, Swaziland, Tanzania, Uganda, Zambia and Zanzibar.

Moving from the SACMEQ I Project (covering around 1100 schools and 20,000 pupils) to the SACMEQ II Project (covering around 2500 schools and 45,000 pupils) resulted in a major increase in the scale and complexity of SACMEQ's research and training programmes.

SACMEQ's mission is to: a) Expand opportunities for educational planners to gain the technical skills required to monitor and evaluate the quality of their education systems; and b) Generate information that can be used by decision-makers to plan and improve the quality of education.

Geographic coverage

National coverage

Analysis unit

• Pupils
• Teachers
• Schools

Universe

The target population for SACMEQ's Initial Project was defined as "all pupils at the Grade 6 level in 1995 who were attending registered government or non-government schools". Grade 6 was chosen because it was the grade level where the basics of reading literacy were expected to have been acquired.

Kind of data

Sample survey data [ssd]

Sampling procedure

Sampling The "best" sample design for a particular project is one that provides levels of sampling accuracy that are acceptable in terms of the main aims of the project, while simultaneously limiting cost, logistic, and procedural demands to manageable levels. The major constraints that were established prior to the preparation of the sample designs for the SACMEQ II Project have been listed below.

Target Population: The target population definitions should focus on Grade 6 pupils attending registered mainstream government or non-government schools. In addition, the defined target population should be constructed by excluding no more than 5 percent of pupils from the desired target population.

Bias Control: The sampling should conform to the accepted rules of scientific probability sampling. That is, the members of the defined target population should have a known and non-zero probability of selection into the sample so that any potential for bias in sample estimates due to variations from "epsem sampling" (equal probability of selection method) could be addressed through the use of appropriate sampling weights.

Sampling Errors: The sample estimates for the main criterion variables should conform to the sampling accuracy requirements that the standard error of sampling for the pupil tests should be of a magnitude that is equal to, or smaller than, what would be achieved by The Specification of the Target Population employing a simple random sample of 400 pupils.

Response Rates: Each SACMEQ country should aim to achieve an overall response rate for pupils of 80 percent. This figure was based on the wish to achieve or exceed a response rate of 90 percent for schools and a response rate of 90 percent for pupils within schools.

Administrative and Financial Costs: The number of schools selected in each country should recognize limitations in the administrative and financial resources available for data collection.

Other Constraints: The number of pupils selected to participate in the data collection in each selected school should be set at a level that will maximize validity of the within-school data collection for the pupil reading and mathematics tests.

For Mozambique, the desired target population was all pupils enrolled in Grade 6 in the ninth month of the school year (i.e., in September 2000). The net enrolment ratio in Mozambique in 2000 was 54.7. However, in Mozambique it was decided to exclude certain pupils. These were pupils in schools having fewer than 20 Grade 6 pupils in them, and pupils in special schools. In all 106 pupils from 9 schools were excluded but this only amounted to 0.1 percent of all pupils. In Mozambique there were 509 schools having 112,279 pupils. After excluding the 0.1 percent of pupils the defined population from which a sample had to be drawn consisted of 112,173 pupils from 500 schools.

The number of schools required in the sample is in part a function of the intra-class correlation (rho) which is an indicator of the proportion of variation (in achievement in this case) among schools of total variation. The following is the formula often used for estimating the value of rho in situations where two-stage cluster sampling is employed using (approximately) equal sized clusters).

estimated rho = (b. s(a)square - (s)square) / (b - 1)(s)square

where s(a)square is the variance of cluster means, (s)square is the variance of the element values, and b is the cluster size. A rho of 0.40 was used, this meant drawing a sample of at least 172 but additional schools were selected with the aim of achieving reasonably stable sample estimates within Regions therefore for Mozambique 179 schools were planned.

The major aim of the sampling was to have the equivalent of a simple random sample of 400 pupils. Mozambique, this was 800 for reading achievement and 740 for mathematics. Hence the sample was a very good one for Mozambique.

Note: Details of sampling design procedures are presented in the "Mozambique Working Report".

Mode of data collection

Face-to-face [f2f]

Research instrument

The data collection for SACMEQ’s Initial Project took place in October 1995 and involved the administration of questionnaires to pupils, teachers, and school heads. The pupil questionnaire contained questions about the pupils’ home backgrounds and their school life; the teacher questionnaire asked about classrooms, teaching practices, working conditions, and teacher housing; and the school head questionnaire collected information about teachers, enrolments, buildings, facilities, and management. A reading literacy test was also given to the pupils. The test was based on items that were selected after a trial-testing programme had been completed.

Cleaning operations

Data entry and data cleaning A ten person-team (university students, teachers and data centres keyboard operators) was recruited and trained in the use of WINDEM, a special data entry package used by SACMEQ to enter all data. The data entry took about 2 months.

At the end of this procedure the data files were sent by email to the unit 'Monitoring Educational Quality' at the IIEP in Paris. Many consistency checks were made for many variables as well as for the identification codes used. The IIEP team had many queries. The first data files were sent to Paris in February 2001 and after nine to-ings and fro-ings the files were finally declared to be clean on 27 January 2003.

Response rate

Response rates for pupils and schools respectively were 89 percent and 98 percent. The reason for the shortfall in learner numbers was absenteeism by some learners in some of the schools on the day of data collection. The reason for shortfall in school numbers was that some schools had been integrated into others and some were in inaccessible areas. However, sampling weights were used to correct for disproportionality among strata in the calculation of all statistics.

Sampling error estimates

The sample designs employed in the SACMEQ Projects departed markedly from the usual "textbook model" of simple random sampling. This departure demanded that special steps be taken in order to calculate "sampling errors" (that is, measures of the stability of sample estimates of population characteristics).

School age population, upper secondary education, both sexes (number) in Mozambique was reported at 1443971 Persons in 2020, according to the World Bank collection of development indicators, compiled from officially recognized sources. Mozambique - Population of the official age for upper secondary education, both sexes - actual values, historical data, forecasts and projections were sourced from the World Bank on October of 2025.

The Eu Leio activity is focused on improving the reading competencies of 1st and 2nd grade students through the distribution and use of learning and reading materials to target primary schools. Furthermore, the activity seeks to improve capacity building of school councils to increase social auditing and monitoring of education services, empower communities and parents to monitor early grade reading outcomes, and hold education personnel accountable to local communities for learning outcomes. The activity aims to reach close to 110,000 1st and 2nd grade students to grade level reading competence, allowing them to easily understand what they are reading and master future knowledge. By the end of the activity, it is expected that over 27,000 of these students will be reading with fluency. Recent accomplishments include: 116 School Councils actively participating in and monitoring annual school plans and teacher/student tardiness and absenteeism; 116 school libraries established within existing school structures with 70 titles of books provided, and 144 teachers trained in library management and reading information; Increased number of community users of the Olavula SMS platform that enables parents and communities to ask questions and demand solutions from schools and school directors; and 116 District Education Plans elaborated based on critical gaps identified by School Councils and local Civil Society Organizations.

School age population, secondary education, both sexes (number) in Mozambique was reported at 3758706 Persons in 2020, according to the World Bank collection of development indicators, compiled from officially recognized sources. Mozambique - Population of the official age for secondary education, both sexes - actual values, historical data, forecasts and projections were sourced from the World Bank on October of 2025.

Time series data for the statistic Government expenditure on tertiary education as % of GDP (%) and country Mozambique. Indicator Definition:Total general (local, regional and central) government expenditure on tertiary education (current, capital, and transfers), expressed as a percentage of GDP. It includes expenditure funded by transfers from international sources to government. Divide total government expenditure for a given level of education (ex. primary, secondary, or all levels combined) by the GDP, and multiply by 100. A higher percentage of GDP spent on education shows a higher government priority for education, but also a higher capacity of the government to raise revenues for public spending, in relation to the size of the country's economy. When interpreting this indicator however, one should keep in mind in some countries, the private sector and/or households may fund a higher proportion of total funding for education, thus making government expenditure appear lower than in other countries. Limitations: In some instances data on total public expenditure on education refers only to the Ministry of Education, excluding other ministries which may also spend a part of their budget on educational activities. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/

School age population, lower secondary education, female (number) in Mozambique was reported at 1160189 Persons in 2020, according to the World Bank collection of development indicators, compiled from officially recognized sources. Mozambique - Population of the official age for lower secondary education, female - actual values, historical data, forecasts and projections were sourced from the World Bank on November of 2025.