Socio-Economic Status and Children’s Schooling Outcomes in Mozambique
Date
2022-07
Authors
Bongai, Munguni
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Abstract
This study investigates the association between socio-economic factors and children’s
schooling outcomes (school access as proxied by ever enrolled, dropping out and
staying in school – current enrolled or still in school) for children in Mozambique
using the probit model. The results show that there is not much difference between
factors that affect access and those that affect dropping out or staying in school
once enrolled. Children from the poorest families, with less educated parents, from
the north region, who live far away from a water source and are not the biological
children of the household head were found to be most disadvantaged in all the three
schooling outcomes compared to their counterparts with educated parents, from
wealthy families and with water at home. The rural–urban divide, availability of
electricity and land or livestock at home had no significant correlation with children
schooling outcomes. This study therefore argues that policymakers must implement
policies that improve the socio-economic backgrounds of children, by dealing with
the demand-side factors particularly enhancing adult literacy programmes, providing
water sources close to households, encouraging pre-primary education centres and
improving the general welfare of households where children live. In a nutshell, results
showed that demand-side factors were strong hindrances to children’s schooling and
have to be prioritized in drafting and implementing of education policies.