consistent policy and rendering the law more a platform for understanding between different role-players and interests, than a strategy of reform. cxv. There is a clear need to improve the way in which land rights can be used to foster development in Mozambique. The CRM noted that the present land tenure system, where land is currently the property of the state and only leased to members of the society, is a major hindrance to social and economic progress. Economically, people cannot use land as collateral to secure a loan. This tends to place constraints on economic activities, especially in agriculture. Socially, the system has constrained housing development. This calls for a careful review of the current land tenure system in the country in the light of the existing economic situation. 4.5 High Levels of Illiteracy cxvi. At just slightly above 40 per cent, Mozambique has one of the highest illiteracy rates in the world. Despite some improvements in recent years, the gender disparities in adult literacy are still very pronounced. Just over 30 per cent of women aged 15 years and older are literate, compared with over 60 per cent of all men aged 15 years and older. cxvii. The government has made notable progress in providing access to schooling. Access to primary education increased from 2 million in 2001 to almost 4 million in 2006, the period covered by PARPA I. Nonetheless, significant challenges remain. For example, the primary school completion rate is still below 50 per cent. The enrolment of girls, especially at post-primary education levels, lags significantly behind that of boys. Mozambique thus runs the risk of not being able to achieve the MDG for universal primary education and gender equity in education. Progress in improving access to post-primary education has also been slow. Only 500 000 students are enrolled in secondary education programmes, and 30 000 in tertiary programmes. Significant disparities remain between rural and urban locations, and are exacerbated by the demand for secondary, technical and tertiary education, which is higher in wealthier urban areas. This makes it increasingly difficult for government education policies to be effectively pro-poor. cxviii. The quality and relevance of education continue to be a cause for concern. Of the 7 million people active in the labour market, more than 90 per cent have completed only five years or less of primary education. There is a significant shortage of skills at the technical and higher levels, especially in mathematics and science. Of the 30 000 students enrolled in the 16 higher education institutions, less than one-third major in the natural sciences, agriculture, engineering and health sciences, and even fewer eventually graduate. Nationwide, less than 300 graduates have doctorates. 24 A P R M COU N T RY R EV IEW R EP ORT NO. 11