References pp. 83-85.

This evaluation encompasses two related investigations. The first is a randomized controlled trial evaluating the impacts of school meals and literacy programs that will launch when Mozambican primary schools reopen from COVID-19 closures; the evaluation will measure the effects of the interventions on early-grade student outcomes, including nutrition, reading, and school attainment. The second analyzes the effects of school closures due to COVID-19 on schooling attainment, well-being, and mental health among young adolescents in the same schools, particularly adolescent girls.

Concern for achieving Millennium Development Goals (MDGs) by 2015 has led to a focus on the role that non-state providers (NSPs) can offer in extending access and improving quality of basic services. While NSPs can help to fill a gap in provision to those excluded from state provision, recent growth in both for-profit and not-for-profit providers in developing countries has sometimes resulted in fragmentation of service delivery. To address this, attention is increasingly given in the education sector to developing ‘partnerships’ between governments and NSPs. Partnerships are further driven by the expectation that the state has the moral, social, and legal responsibility for overall education service delivery and so should play a role in facilitating and regulating NSPs. Even where the ultimate aim of both non-state providers and the state is to provide education of acceptable quality to all children, this book provides evidence from diverse contexts across Africa, South Asia, and Latin America to highlight the challenges in them partnering to achieve this. This book was published as a special issue of Development in Practice.

This report-part of an extensive body of work IFPRI undertook on the state of poverty in Mozambique at the end of a long period of war-zeroes in on the question of what determines living standards and poverty in Mozambique. It aims to identify those public policy interventions that are likely to reduce poverty the most. The authors examine household and community characteristics linked to poverty and develop a microeconometric model to measure the influence of education, employment, demographics, agricultural technology, and infrastructure on consumption. Although the results of this research are directed to policymakers in Mozambique, those concerned with other low-income countries will find the analytical methods and findings useful, especially the message that investment in human development as well as physical capital is essential to reduce poverty.

This book reviews Mozambique's education policy reforms undertaken in 2004. It analyzes the impact of the reforms, who benefitted most, and why. It links these reforms to the skills requirement of the labor market now and in the near future.