Figure 29. Percentage of boys’ (left) and girls’ (right) participation in initiation rites, by province

FIGURE 22. CHILDREN’S COMPLAINTS ABOUT TEACHERS AND OTHER CHILDREN REPORTED BY CAREGIVERS, BY PROVINCE

09.0 11.7 12.6 14.5 16.8 19.0 22.4 24.8 25.0 28.5 29.9

Maputo Province Maputo City

Complaint about other children Complaint about the teacher

Source: ALDE 2018

Further investigation is needed to understand the effects of bullying on the psychosocial well-being of children and how it affects their motivation for attending school.

SUMMARY HIGHLIGHTS

> Quality of teaching: Pupils who attend school frequently are taught by teachers with more years of professional experience than those who do not (an almost two-year difference in teaching experience).

> School management: Regular supervision visits conducted by district authorities are associated with higher levels of regular attendance. Most of the caregivers (58%) reported never having spoken with the child’s teacher, and a sizable proportion (31%) never justified their child’s absence.

> Material resources and WASH in schools: Pupils with better access to school materials (books, pencils, desks) attended school more frequently and were on track than those who did not. The pupils in the sample were twice as likely to attend school when school latrines had a door and walls, indicating that securing the privacy of facilities can be important for securing girls’ attendance. The presence of an improved water source inside the school premises was associated with reduced odds of absenteeism among menstruating girls.

> Inclusive school climate: On average, 17 per cent of pupils complained about other pupils in school, and 7 per cent, about their teachers. Physical violence and abuse were the main reasons for complaints.