Mozambique is one of the poorest countries in the world and has one of the least functional basic education systems. Despite a rapid expansion in access to basic education, the vast majority of pupils fail to complete primary school. In rural areas, the ‘dropout’ rate exceeds 80% and beyond 3rd year of primary school, the proportion of girls dropping out of school surpasses that of boys. While 94% of girls in Mozambique enrol in primary school, more than half drop out by the fifth grade, only 11% continue on to study at the secondary level, and just 1% continue on to college
Mozambique has made good progress in tackling gender equality in primary school education over the last decade, through improved training for school staff on gender issues …show more content…
Women also show a high level of participation in small-scale agriculture and the informal economy, and girls enrol in education at the same level as boys. The proportion of female headed households is exceptionally high at 53%, polygamy is rare and the majority of those living with men are not formally married but live in cohabitant ships. However, women also suffer from the highest HIV/AIDS rate in the country at 32%. In the South gender disparities seem to be primarily class related, with poor women with no economic independence being subject to continued control under the patriarchal ideology of the region. The importance of bride wealth or “lobolo” and the extensive pattern of unprotected sex can be seen as ways to maintain control by men, who regard their status and position threatened by economically independent women and the increasing number of women who establish their own …show more content…
The absence of female teachers means that the female students are in a predominantly male environment which leads to an increased sense of insecurity. As education and training are one of the fundamental components for greater integration of women in the political, economic and social domains, the multiplication of initiatives focussed on the professionalization of women are encouraged, mainly in areas with high employability as it is from there that women will acquire the capacity for better meeting the challenges they are facing in these areas. The existence of cultural habits which lead to the non-enrolment or dropout of girls from schools, such as premature marriages and the absence of recognition on the part of the parents of the importance of schooling for
Mozambique has made good progress in tackling gender equality in primary school education over the last decade, through improved training for school staff on gender issues …show more content…
Women also show a high level of participation in small-scale agriculture and the informal economy, and girls enrol in education at the same level as boys. The proportion of female headed households is exceptionally high at 53%, polygamy is rare and the majority of those living with men are not formally married but live in cohabitant ships. However, women also suffer from the highest HIV/AIDS rate in the country at 32%. In the South gender disparities seem to be primarily class related, with poor women with no economic independence being subject to continued control under the patriarchal ideology of the region. The importance of bride wealth or “lobolo” and the extensive pattern of unprotected sex can be seen as ways to maintain control by men, who regard their status and position threatened by economically independent women and the increasing number of women who establish their own …show more content…
The absence of female teachers means that the female students are in a predominantly male environment which leads to an increased sense of insecurity. As education and training are one of the fundamental components for greater integration of women in the political, economic and social domains, the multiplication of initiatives focussed on the professionalization of women are encouraged, mainly in areas with high employability as it is from there that women will acquire the capacity for better meeting the challenges they are facing in these areas. The existence of cultural habits which lead to the non-enrolment or dropout of girls from schools, such as premature marriages and the absence of recognition on the part of the parents of the importance of schooling for