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 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.

Historical dataset showing Mozambique literacy rate by year from 1980 to 2020.

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).

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: 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: Youth literacy rate, ages 15-24: Pour cet indicateur, UNESCO fournit des données pour la Mozambique de 1980 à 2020. La valeur moyenne pour Mozambique pendant cette période était de 61.71 pour cent avec un minimum de 44 pour cent en 1980 et un maximum de 71 pour cent en 2015.

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 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.

Mozambique: Male literacy rate, ages 15-24: Pour cet indicateur, UNESCO fournit des données pour la Mozambique de 1980 à 2020. La valeur moyenne pour Mozambique pendant cette période était de 72.71 pour cent avec un minimum de 59 pour cent en 1997 et un maximum de 80 pour cent en 2009.

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.

Aprender a Ler (ApaL) is a four-year USAID-funded program designed to improve student reading outcomes in grades 2 and 3 in selected schools in Nampula and Zambézia Provinces in Mozambique. Managed by World Education, Inc. (WEI), ApaL works closely with the Ministry of Education in Mozambique (MINED) to improve the quality and increase the quantity of reading instruction. The program includes teacher training, coaching and support in improved reading instruction methods, and school management training, coaching and support for school directors. ApaL began with delivery of the program in 35 Zonas de Influencia Pedagogica (ZIPs) in six districts along the economic corridors of the provinces of Nampula and Zambézia. ZIPs are formed by one “head” school and a cluster of five, ten or more schools. The “head” school of a ZIP is usually better organized than the surrounding schools and is tasked with reporting to the district and receiving and distributing teaching material and resources that are sent by the MINED. The “head” of the ZIP schools also serve as an example and a magnet for training and improvement of the surrounding schools. Based on experience during initial implementation, expansion to approximately five hundred schools in the area was anticipated, and in 2015, ApaL expanded to 538 schools. USAID selected these provinces because at the time of program design, they contained 42 percent of the school age population of Mozambique. At the beginning of the 2013 school year, 180 schools clustered around the 35 ZIPs in the two provinces were randomly assigned by the IE to three groups – 60 schools to Full treatment, 60 to Medium treatment, and 60 to a no-treatment or Control group. There have been four stages of reading assessment: (1) Baseline data collection and analysis at the beginning of the 2013 school year prior to program implementation; (2) Midline 1, near the end of the 2013 school year, after two or three months of implementation; (3) Midline 2, after a full year of implementation, 2014; and (4) the 2015 endline study.

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).

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

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.

Relationship between literacy and selected sociodemographic data for 3557 Portuguese speaking and non-Portuguese speaking women in Zambézia Province, Mozambique during August-September, 2010.

Goal 4Ensure inclusive and equitable quality education and promote lifelong learning opportunities for allTarget 4.1: By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomesIndicator 4.1.1: Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sexSE_TOT_PRFL: Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)Indicator 4.1.2: Completion rate (primary education, lower secondary education, upper secondary education)SE_TOT_CPLR: Completion rate, by sex, location, wealth quintile and education level (%)Target 4.2: By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary educationIndicator 4.2.1: Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, by sexiSE_DEV_ONTRK: Proportion of children aged 36−59 months who are developmentally on track in at least three of the following domains: literacy-numeracy, physical development, social-emotional development, and learning (% of children aged 36-59 months)Indicator 4.2.2: Participation rate in organized learning (one year before the official primary entry age), by sexSE_PRE_PARTN: Participation rate in organized learning (one year before the official primary entry age), by sex (%)Target 4.3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including universityIndicator 4.3.1: Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sexSE_ADT_EDUCTRN: Participation rate in formal and non-formal education and training, by sex (%)Target 4.4: By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurshipIndicator 4.4.1: Proportion of youth and adults with information and communications technology (ICT) skills, by type of skillSE_ADT_ACTS: Proportion of youth and adults with information and communications technology (ICT) skills, by sex and type of skill (%)Target 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situationsIndicator 4.5.1: Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregatedSE_GPI_PTNPRE: Gender parity index for participation rate in organized learning (one year before the official primary entry age), (ratio)SE_GPI_TCAQ: Gender parity index of trained teachers, by education level (ratio)SE_GPI_PART: Gender parity index for participation rate in formal and non-formal education and training (ratio)SE_GPI_ICTS: Gender parity index for youth/adults with information and communications technology (ICT) skills, by type of skill (ratio)SE_IMP_FPOF: Immigration status parity index for achieving at least a fixed level of proficiency in functional skills, by numeracy/literacy skills (ratio)SE_NAP_ACHI: Native parity index for achievement (ratio)SE_LGP_ACHI: Language test parity index for achievement (ratio)SE_TOT_GPI: Gender parity index for achievement (ratio)SE_TOT_SESPI: Low to high socio-economic parity status index for achievement (ratio)SE_TOT_RUPI: Rural to urban parity index for achievement (ratio)SE_ALP_CPLR: Adjusted location parity index for completion rate, by sex, location, wealth quintile and education levelSE_AWP_CPRA: Adjusted wealth parity index for completion rate, by sex, location, wealth quintile and education levelSE_AGP_CPRA: Adjusted gender parity index for completion rate, by sex, location, wealth quintile and education levelTarget 4.6: By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracyIndicator 4.6.1: Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sexSE_ADT_FUNS: Proportion of population achieving at least a fixed level of proficiency in functional skills, by sex, age and type of skill (%)Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable developmentIndicator 4.7.1: Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education; and (d) student assessmentTarget 4.a: Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for allIndicator 4.a.1: Proportion of schools offering basic services, by type of serviceSE_ACS_CMPTR: Schools with access to computers for pedagogical purposes, by education level (%)SE_ACS_H2O: Schools with access to basic drinking water, by education level (%)SE_ACS_ELECT: Schools with access to electricity, by education level (%)SE_ACC_HNDWSH: Schools with basic handwashing facilities, by education level (%)SE_ACS_INTNT: Schools with access to the internet for pedagogical purposes, by education level (%)SE_ACS_SANIT: Schools with access to access to single-sex basic sanitation, by education level (%)SE_INF_DSBL: Proportion of schools with access to adapted infrastructure and materials for students with disabilities, by education level (%)Target 4.b: By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countriesIndicator 4.b.1: Volume of official development assistance flows for scholarships by sector and type of studyDC_TOF_SCHIPSL: Total official flows for scholarships, by recipient countries (millions of constant 2018 United States dollars)Target 4.c: By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing StatesIndicator 4.c.1: Proportion of teachers with the minimum required qualifications, by education leveliSE_TRA_GRDL: Proportion of teachers who have received at least the minimum organized teacher training (e.g. pedagogical training) pre-service or in-service required for teaching at the relevant level in a given country, by sex and education level (%)

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 2002. 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.

Geographic coverage

The surveys had national coverage of the countries participating in the project, including Botswana, Kenya, Lesotho, Malawi, Mauritius, Mozambique, Namibia, Seychelles, South Africa, Swaziland, Tanzania (including Zanzibar), Uganda, Zambia.

Analysis unit

Units of analysis in the survey included schools and individuals

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

A stratified two-stage sample design was used to select around 150 schools in each country. Pupils were then selected within these schools by drawing simple random samples.

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.

Mozambique: PISA reading scores: The latest value from is index points, unavailable from index points in . In comparison, the world average is 0.000 index points, based on data from countries. Historically, the average for Mozambique from to is index points. The minimum value, index points, was reached in while the maximum of index points was recorded in .

MZ：非文盲率：年轻女性：15-24岁女性百分比在12-01-2009达56.540%，相较于12-01-2003的50.039%有所增长。MZ：非文盲率：年轻女性：15-24岁女性百分比数据按年更新，12-01-1980至12-01-2009期间平均值为43.296%，共4份观测结果。该数据的历史最高值出现于12-01-2009，达56.540%，而历史最低值则出现于12-01-1980，为25.115%。CEIC提供的MZ：非文盲率：年轻女性：15-24岁女性百分比数据处于定期更新的状态，数据来源于World Bank，数据归类于Global Database的莫桑比克 – 表 MZ.世界银行：教育统计。