Promoting basic education for women and girls ... - library.unesco-ii...
Promoting basic education for women and girls ... - library.unesco-ii...
Promoting basic education for women and girls ... - library.unesco-ii...
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Mozambique<br />
M46<br />
M<br />
Regular/professional teachers also used.<br />
NGOs very active, especially at the grass-roots<br />
level.<br />
Diplomas are awarded as incentives – EP1 (fifth<br />
grade equivalent), allowing persons who so<br />
desire to rejoin the <strong>for</strong>mal sector.<br />
Literacy is not enough;<br />
it must help to alleviate<br />
poverty.<br />
illiteracy rate <strong>for</strong> the country is 60.5 per<br />
cent, while the illiteracy rate <strong>for</strong> <strong>women</strong> is 74.1 per cent.<br />
lliteracy is being tackled through a network of 1,162<br />
boverall<br />
bThe<br />
bt,<br />
bIberacy<br />
iteracy <strong>and</strong> adult <strong>education</strong> centres. Women seem to be<br />
to the call to acquire literacy <strong>and</strong> life skills,<br />
they <strong>for</strong>m approximately half of registered students in<br />
these centres (Table 3). The figures represent persons duly<br />
egistered <strong>and</strong> attending classes as at June 2001.<br />
3. Mozambique – Enrolment in adult <strong>education</strong><br />
mblbracy<br />
mponding<br />
mresponding<br />
mhey<br />
mas<br />
mse<br />
mrmstered<br />
mble<br />
mTable<br />
<strong>and</strong> literacy classes – 2001<br />
Year<br />
I<br />
II<br />
III<br />
Total<br />
Total enrolment<br />
72 602<br />
49 516<br />
31 024<br />
153 142<br />
Women<br />
40 941<br />
25 313<br />
14 769<br />
81 023<br />
Women (%)<br />
56.39<br />
51.12<br />
47.61<br />
52.91<br />
NGOs <strong>for</strong> practical matters;<br />
government <strong>for</strong> long-term<br />
perspective guidance.<br />
There has been a steady evolution in the approach<br />
the provision of adult literacy <strong>and</strong> non-<strong>for</strong>mal educa-<br />
Until 1978, the emphasis was on reading–writing–<br />
Mhe<br />
Mto<br />
Mn.<br />
Mtion.