Education in Mozambique | Global Partnership for Education



The Ministry of education and human development in Mozambique signed an agreement with education sector partners to improve the quality of primary education.
Graph of the week. 12 GPE partner countries in this graph have shown impressive progress in getting more girls to complete their primary education, and this progress was even more pronounced after...
Photo of the week: The annual education sector review is a good example of mutual accountability

Education in Mozambique

Since gaining independence, the government of Mozambique has viewed education as a fundamental right of all citizens and as essential for the reduction of poverty and the development of the country.

The government has prioritized the creation and expansion of opportunities to ensure that all children have access to, and complete, a basic education of seven years, while at the same time creating conditions for a sustainable expansion of quality post-primary education.

The three main objectives of the education sector plan for 2012-2016 are:

  1. Ensuring inclusion and equity in access to school and retention through:
    • Improvement of internal efficiency of institutions, which will lead to an increased number of graduates, diversified teaching modalities and expansion of the provision of education by the private sector.
    • Implementation of social support programs such as school feeding and material support for the most vulnerable children.
    • Integration of specific interventions targeting cross-cutting areas including but not limited to HIV and AIDS, gender equity, special needs and inclusive education, the construction of healthy and safe schools,  and school sports.
  2. Improving student learning through:
    • Increased access to financial, material and human resources that directly benefit schools.
    • Ensuring that teachers are better prepared and supported by investing in teacher training, on-going assessments of student learning, and incentives to encourage better performance.
    • Improvement of school management through greater attention to the selection, placement and capacity building of school managers; school supervision and monitoring; and capacity building of school councils, among others.
  3. Assuring good governance of the system through:
    • Improvement of internal controls in implementing the sector's programs and in managing its resources.
    • Strengthened supervision and inspection, and greater involvement of the school councils to ensure accountability and compliance with educational standards and norms.

Even though Mozambique has made significant progress, it still faces many challenges such as low retention, sub-optimal learning environment, and poor management at school level.


All amounts are in US dollars.

Grant type Years Allocations Disbursements Grant agent
Program implementation 2015-2018 57,900,000 18,000,000 IBRD
2011-2015 90,000,000 90,000,000 IBRD
2008-2010 79,000,000 79,000,000 IBRD
Program development 2014 200,000 199,155 IBRD
  TOTAL 227,100,000 187,199,155  


Source: World Bank - Education Data
Data on education are compiled by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics from official responses to surveys and from reports provided by education authorities in each country.


Primary Gross Enrollment Rate (%)

Primary Completion Rate (%)

Lower Secondary Completion Rate (%)

Out-of-school Children Rate (%)

Domestic Financing

Public Expenditure on Education as Share of GDP (%)

Public Expenditure on Education as a Share of Public Expenditure (%)

Public Expenditure on Primary as a Share of Total Education Expenditure (%)


Student/Teacher Ratio

Teachers Trained (%)

GPE in Mozambique

Two school kids read a book in Mozambique. Credit: UNICEF/Giacomo Pirozzi

In 2015, the Mozambique education sector support program was restructured and received additional financing from two different grants: a GPE grant for US$57.9 million and an IDA grant for US$50 million, which support the implementation of its education sector plan through the pooled-fund, FASE, supported by 10 donors.

The restructuring of the project ensures a narrower scope in line with current priorities and a stronger focus on results.

The GPE grant of US$57.9 million will help enhance early reading, writing and numeric skills. The grant will also improve the learning environment and strengthen service delivery through school management, local governance and accountability.

The three components of FASE are:

  1. Improving the quality of education by:
    • Supporting primary education teachers’ training activities, both pre-service training and on the job training
    • Supporting the production of revised primary school textbooks and learning materials to support the curriculum reform
    • Supporting ongoing curriculum reform for primary education, monitoring learning outcomes and promoting action-oriented research.
  2. Strengthening local governance and school-based management by:
    • Increasing the involvement and role of school councils
    • Improving monitoring and supervision at the district level, including reviewing the roles and responsibilities of the district supervisors and designing a manual to systematize and support their work at the local level.
  3. Supporting community-based early childhood development (ECD) by:
    • Providing community-based ECD services in rural areas of selected provinces and districts through the delivery of ECD basic service packages
    • Building technical and institutional capacity
    • Knowledge building.

The GPE grant supports the first two components.

In Mozambique, the local education group is led by the ministry of education (MINED) and includes development partners and civil society. The current coordinating agencies are the ministry of education and Finland.

Source: World Bank Project Appraisal Document. July 2015


Mozambique has made significant progress in the education sector. GPE funds have helped achieve the following results:

  • The net enrollment rate of 6-year old children in Grade 1 increased from 70% in 2011 to 84% in 2016
  • There are 29,094 additional teachers in primary schools.
  • 89.2% of students havePortuguese and math textbooks.
  • 517 primary school directors have received management training.
  • 97% of primary schools will now have funds from school grants available to them before the 28th of February of each year.
  • A system for learning assessment at the primary level has been established.

Source: World Bank Implementation Status & Results Report – July 2016

Last updated December 27, 2016