Angola Progress Report 2009

UNICEF
ANGOLA
Progress report on support for UNICEF’s ‘Education in
emergencies and post-crisis transitions’ programme
(SC/2007/1084)
Period covered: 1 April 2009 – 31 March 2010
Prepared for the Government of the Netherlands by UNICEF ANGOLA

CONTENTS
I. EXECUTIVE SUMMARY ................................................................................... 3
II. PURPOSE ........................................................................................................ 5
III. RESOURCES .................................................................................................. 6
IV. RESULTS ........................................................................................................ 7
V. FUTURE WORK PLAN .................................................................................. 13
VI. FINANCIAL IMPLEMENTATION ................................................................... 14
VII. EXPRESSION OF THANKS ......................................................................... 14
ANNEX ............................................................................................................... 15
LIST OF ACRONYMS ..................................................................................... 15
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I. EXECUTIVE SUMMARY
Overview
Eight years after the end of the war, social indicators for Angola are consistently among the worst
in the world. Angola ranks 143 out of 182 countries on the 2009 UNDP Human Development
Index; life expectancy is one of the lowest in the world; the under-5 child mortality rate represents
one of the highest in Africa; 35 per cent of children suffer chronic malnutrition; and an estimated
68 per cent of Angolans live below the poverty line.
By 2009 only about 40 per cent of the population had access to government health facilities.
National immunization rates are low, and Angola remains one of the few countries in the world
where polio has not been eradicated. Less than 50 per cent of the population has access to clean
water, making cholera endemic, and more than 1 million children (over 35 per cent) do not attend
primary school. Birth registration rates remain low, at an estimated 31 per cent, which has serious
implications for access to basic social services, including enrolment in school. The national
HIV/AIDS prevalence rate is estimated at 2.1 per cent. Although this is significantly lower than in
the rest of sub-Sahara Africa, data indicate that the infection rate is growing exponentially. The
impact on children will be increasingly serious, and more attention and resources will be needed
for care and support in addition to prevention interventions.
Recent years, however, have seen rapid economic growth and greater allocations of the State
budget for the social sector. At the end of 2009 Parliament approved a budget for 2010 that will
increase spending by about 50 per cent over the revised 2009 budget. The new budget allocates
28 per cent to social spending, including health and education. With a tripling of education
funding, from $1 billion in 2005 to more than $3.1 billion in 2009/2010, primary school enrolment
has increased in recent years. Net enrolment rose to 75 per cent in 2009, and gender parity was
achieved in primary school attendance. However, dropout and repetition rates remain high, at 15
per cent and 29 per cent respectively. Primary school completion rates were only 33.2 per cent.
Another positive sign is growing political momentum for improving basic social services and
making children a priority. This was expressed in a series of high-level National Forums for
Children begun in 2004, adoption of 11 Commitments to Angolan Children and creation of an
inter-ministerial National Council for Children (CNAC). The 4th National Forum, held in June, was
a watershed demonstration of nationwide commitment to children followed by concrete
decentralized planning and a biannual national plan of action budgeted for $140 million. This has
wide-ranging implications, especially in terms of advocacy, policy development, budgeting and
monitoring of the situation of children. It also represents a key milestone on the path towards
achieving the Millennium Development Goals and enormous potential to dramatically improve the
situation of Angolan children.
Although lack of recent valid, reliable, disaggregated data constrains analysis, planning and
implementation of development programmes in all sectors, UNICEF is helping to correct the
information deficit. It is supporting the National Institute for Statistics to analyse a joint Multiple
Indicator Cluster Survey on Household Incomes and Expenditure, conducted in 2008, to update
socio-demographic and economic data. UNICEF is also championing the strengthening of routine
data collection systems under the Indicators for Angolan Children, which will assist in monitoring
the 11 Commitments.
Results Achieved
In 2007, UNICEF Angola received funds granted by the Netherlands under the programme to
improve education responses and interventions in emergencies and post-crisis transition
countries. These funds have supported four broad programme objectives:
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Objective 1: Improved quality of education response in emergencies and post-crisis transitions;
Objective 2: Increased resilience of education service delivery (that also reduces the risks of
slippage and promotes turnaround) in chronic crises, arrested development and deteriorating
contexts;
Objective 3: Increased education sector contribution to better prediction, prevention and
preparedness for emergencies due to natural disasters and conflict;
Objective 4: Evidence-based policies, efficient operational strategies and fit-for-purpose financing
instruments for education in emergencies and post crisis situations.
During the reporting period, funds from the Netherlands contributed to achievement of the
following specific results under Objectives 1, 2 and 4:
Objective 1
‣ Enhanced implementation of the Accelerated Learning (AL) programme through partnerships
with IBIS and Save the Children, with significantly increased attention to girl students through
sensitization of communities/parents and mobilization of female teachers as a model for girls.
‣ Better understanding of the importance of girls’ education among key stakeholders
(education officials at central and local level, school directors and teachers) through gender
forums conducted at provincial and municipal level in five provinces (Luanda, Huila, Malange,
Lunda Sul and Kwanza Sul).
Objective 2
‣ Procurement of 176 early childhood development (ECD) emergency kits, with distribution in
process to the five UNICEF focus provinces (Luanda, Cunene, Huila, Bie and Moxico) plus
two others (Huambo and Malanje).
Objective 4
‣ Advancement of evidence-based policy and strategy development in ECD, primary education
(child-friendly schools) and learning achievement assessment:
• A comprehensive, inter-ministerial approach towards ECD was agreed by the Ministry of
Social Assistance (MINARS) and Ministry of Education (MED) to achieve a common
national policy and strategic plan for ECD. The evidence-based development process
was supported through assessment of quality and access, development of an ECD
database and support for training of Ministry staff.
• An integrated, inter-sectoral approach to primary education was advanced in developing
the national child-friendly schools (CFS) framework. A field study conducted in five focus
provinces, complemented by feedback from a workshop, ensured that the process was
based on evidence.
• A systematic monitoring and evaluation mechanism was developed and piloted to
measure children’s learning achievements at primary level. The results are to be reflected
in national policies and strategies.
A strategic shift was made in the education component of the new country programme (2009-
2013), placing more emphasis on UNICEF work at the policy level. The activities supported by
the Netherlands in 2009 were therefore expanded beyond those indicated in the original plan,
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which emphasized implementation of teacher training. Since this was covered by other funding
sources, the Netherlands’ funds were concentrated on the policy work, which directly contributes
to programme objectives 1 (improved quality of education response) and 4 (evidence-based
policies) as well as to the country’s priorities.
II. PURPOSE
The education programme will contribute to the targets of the 11 Commitments for Children;
Millennium Development Goals 2, 3 and 6; and UNDAF outcome 2; and it will support partners in
reaching the following outcomes in at least 16 target municipalities by 2013:
• Thirty per cent of children under age 5 are participating in an ECD programme or initiation
class;
• More than 90 per cent of primary-school-age children are attending certified child-friendly
schools;
• Net enrolment rates have risen to more than 90 per cent, gender disparity has been reduced
by 80 per cent in enrolment and attendance, and retention has improved to more than 90 per
cent;
• All municipalities have budgeted education plans that increase resources for primary
education;
• ‘Second chance’ education has sufficient capacity to fulfil at least 50 per cent of demand;
• HIV sero-prevalence among youth (12-25 years old) has been reduced by 2 per cent.
To achieve these targets, the UNICEF education programme is divided into three
subcomponents:
The Quality Education subcomponent includes advocacy for inclusion of children who are out of
school and for increasing equality in educational opportunities; creation of essential conditions for
learning through technical assistance to improve quality education and increase learning levels,
including setting standards for school construction; improvement of education management at the
school, municipal and provincial levels, within the context of decentralization and increased
budgets; and support for an updated and accurate statistical system for monitoring education
indicators.
The Early Childhood Education subcomponent will increase the number of children accessing
community-based early learning activities and will mobilize communities to implement proven
models for sustainable early childhood education.
The HIV Prevention subcomponent will ensure that 80 per cent of school children aged 13 to 15
and 50 per cent of out-of-school children aged 13 to 18 will be equipped with knowledge and
skills to prevent HIV infection.
The main implementing partners include MED, MINARS, Ministry of Youth and Sports, Ministry of
Health, National Institute to Combat AIDS, National Commission for De-mining and Humanitarian
Assistance and National Civil Protection Service; Provincial Directorates of Education, Health,
Assistance and Social Reintegration; the Angolan Football Federation and Basketball and
Handball Associations; national and international non-governmental organizations (NGOs); and
faith-based and community-based organizations.
The main strategic partners include the European Commission; United Nations agencies (World
Food Programme and World Health Organization, as well as partial links with International
Organization for Migration, United Nations Development Programme and United Nations
Educational, Scientific and Cultural Organization), plus Angola’s Red Cross.
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III. RESOURCES
In addition to funding from the Government of the Netherlands, funding for 2009 has mainly come
from the European Commission, the Governments of Japan and Norway, and the German
Committee for UNICEF.
All resources (2009) Donor PBA Total
Regular resources UNICEF GC/2008/0030-01 499,378.56
Norway SC/2005/0507-01 571,751.58
Norway SC/2006/0339-01 71,805.75
BASIC EDUCATION AND
GENDER EQUALITY
SC/2006/9901-52 821,774.67
HIV-AIDS AND CHILDREN SC/2006/9903 50,000.00
German Committee for UNICEF SC/2007/0584 642,993.44
United States Fund for UNICEF SC/2007/0994 119,583.47
Netherlands SC/2007/1084 523,744.16
Polish Committee for UNICEF SC/2008/0016 30,961.46
Other resources
Japan SC/2008/0020 771,558.36
Spanish Committee for UNICEF SC/2008/0190 225,999.79
Italian Committee for UNICEF SC/2008/0429 280,070.64
Consolidated Funds, National
Committees
SC/2008/0491 55,602.51
United States Fund for UNICEF SC/2008/0578 12,227.95
European Commission SC/2008/0960 2,963,783.23
Norwegian Committee for UNICEF SC/2009/0061 375,081.39
German Committee for UNICEF SC/2009/0369 95,857.26
Australian Committee for UNICEF SC/2009/0524 49,200.00
Other major
resources
Spain XI/2008/0045-00 115,421.86
Total funding available
from all sources (2009)
$8,276,796.08
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IV. RESULTS
The achievements during 2009-2010 through the various education activities have contributed to
the following three programme objectives specified in the proposal:
Objective 1: Improved quality of education response in emergencies and post-crisis
transitions through supporting: Accelerated Learning Programme
Issue
Children are always the hardest hit individuals in times of war. Due to the prolonged civil war in
Angola, the majority of the population missed several years of schooling or never received any
education at all. Children born in the 1990s, who are now 13 to 18 years old, are suffering the
greatest impact – they are too old to attend primary school, and even if they could, attaining a
basic level of education would generally require six more years of schooling. Many of them would
therefore be in their 20s at graduation.
Action
UNICEF is enhancing its support for reaching out to this population through the MED Accelerated
Learning Programme in selected provinces. The programme aims to provide an accelerated
second-chance opportunity for 25,000 adolescents to acquire literacy, numeracy and life skills
each year through a condensed primary school curriculum, adapted to their needs, that can be
completed in two and a half years – less than half the time needed for the full primary school
cycle. It thus encourages out-of-school adolescents to come back into the school system,
complete primary education and continue on to secondary school.
A specially designed curriculum, training modules and a monitoring system were developed with
UNICEF technical support to facilitate programme implementation. UNICEF has supported
training for supervisors and teachers on teaching methodologies and monitoring tools,
establishment of a database for student registration, provision of student learning kits and support
to implement the programme through partnership with NGOs.
In 2009, with financial support from the Government of the Netherlands, a new partnership was
agreed with two leading international NGOs (IBIS and Save the Children) to implement the AL
programme as a pilot in 12 municipalities in Kwanza Sul province. A total of 6,889 adolescents
were enrolled, and 4,500 stationery kits and 7,000 modules (teaching and learning materials)
were distributed. The General Education Department leads implementation, while activities are
coordinated and developed by the provincial Directorate of Education coordination team. Both
SCiA and IBIS support implementation of trainings, supervision, logistics and local development
at municipal level.
Six trainings for supervisors were conducted
with UNICEF technical support, resulting in
69 trained supervisors in seven provinces
(Malanje, Moxico, Cunene, Huila, Kwanza
Sul, Bie and Luanda). Twelve training
sessions in five provinces (Malanje, Kwanza
Sul, Cunene, Moxico and Luanda) reached
500 teachers. These trained teachers and
supervisors are expected to support other
teachers in their communities to reinforce
the network of literacy trainers under the AL
programme.
AL classroom in Amboim
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Improving educational opportunities for girls received considerable attention in the AL programme
through community involvement and mobilization of parents and female teachers as a model for
girls. The gender study has demonstrated the importance of girls’ education to Ministry officials,
school directorates and teachers. UNICEF supported the Government to disseminate the results
of the gender study in five provinces and conducted community forums on gender disparities in
schools.
Impact
The Accelerated Learning programme has had impressive results by:
• Enrolling nearly 7,000 adolescents and out-of-school youth, providing them with an
invaluable opportunity to ‘catch up’ on their education. In line with the UNICEF emphasis
on gender equality, special attention was paid to ensuring the participation of girls. As a
result, girls make up 38 per cent of the students in the AL programme;
• Promoting post-primary educational opportunities, especially for girls, who have a low
rate of transition to secondary education. Of all the adolescents enrolled in the AL
programme, 81 per cent completed primary education.
Objective 2: Increased resilience of education service delivery in chronic crises, arrested
development and deteriorating contexts through supporting: Provision of Early Childhood
Development Kits
Issue
Many Angolan schools are ill-equipped, lacking relevant, quality teaching and learning materials.
This hampers teachers’ ability to teach effectively, affecting student learning. This situation is
exacerbated in emergencies, when teachers often have no educational materials at all. Basic
learning kits are distributed to makeshift schools for use during emergencies, such as flooding,
when children can’t get to their school.
Action
A total of 176 ECD emergency kits were purchased. Though delays were experienced in
delivering the kits, they will be received for the 2010 academic year. Plans call for distribution of
the kits as follows: Luanda, 27 per cent; Huila, 22 per cent; Moxico, 9 per cent; Bié, 9 per cent;
Cunene, 7 per cent; Huambo, 6 per cent; and Malange, 6 per cent. Fourteen per cent will be set
aside as a contingency for emergencies.
Impact
The provision of these ECD kits will help to upgrade the quality of early childhood teaching,
contributing to learning and development of emotional skills. ECD professionals will also have
additional resources to perform their teaching duties.
Objective 4: Evidence-based policies, efficient operational strategies and fit-for-purpose
financing instruments for education in emergencies and post-crisis situations through
supporting: Diagnosis on the Quality and Access of ECD for National Policy Development,
Situation Analysis on Primary Education for CFS Framework, and Learning Achievement
Assessment
Diagnosis on Quality and Access of ECD for National Policy Development
Issue
Data show that over 90 per cent of Angolan children entering primary school have not received
any early childhood care or preparation for primary school. ECD is a relatively new concept in
Angola, and the country faces limits in both demand for ECD and in supply of high-quality
services. Considerable work is needed in policy development and service delivery, as well as in
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advocacy to demonstrate how investments made at this critical stage benefit children throughout
their lives.
The social assistance and education
ministries (MINARS and MED) plan to
develop a common national policy and
strategic plan on ECD in partnership with
other line ministries and civil society
stakeholders. This will be based in the CNAC
biannual advocacy plan and will follow
recommendations from the second Forum for
Children in 2005. It is a significant first step for
Angola to consolidate the national ECD
system and policies and make them function
within an integrated inter-ministerial
framework. The policy and strategy will
contribute to achieving the Government’s 11
Commitments for Children, particularly Commitment 1, Child Survival (reducing under-5
mortality); Commitment 4, Early Childhood Education and Development (expanded access to
ECD); Commitment 2, Food and Nutritional Security; and Commitment 9, Family Competencies
(emphasizing parents’ understanding of good care practice for children under 5 years old).
Action
To outline the national policy, in 2009 UNICEF supported MINARS and MED to conduct a
‘diagnosis’ of ECD quality and access in Angola. A local consultancy firm undertook the study in
about 20 municipalities in Benguela, Uige, Moxico, Huambo and Luanda. The work started in
early February 2009 with a desk review of education legislation and major policy documents,
followed by interviews with major stakeholders at central level to determine their views and plans.
The field work took place from mid-February to mid-April. The preliminary report is being finalized,
and the results will be used to inform the policy process.
UNICEF supports MINARS and MED in drafting a roadmap on ECD national policy to be agreed
and signed by both ministries, in liaison with the CNAC commission in charge of national policies
on early childhood. Coordination meetings started in January 2010, and the ECD policy process
plans were approved and announced at the CNAC plenary on 15 March.
An inter-sectoral working group consisting of line ministries and NGOs is being set up to develop
the policy. First the working group will outline its terms of reference, discuss working methods and
budget, and exchange views with local authorities. The group also plans to hold an ECD
awareness-raising workshop in September 2010. The first drafts of the national policy and action
plan will be submitted to the CNAC Children’s Forum in June 2011 for finalization, after which
approval from the Council of Ministers will be sought.
Impact
This process has promoted participatory inter-sectoral coordination among all stakeholders
working for the well-being of Angolan children. In the longer term, it will foster collaboration
among line ministries and NGOs in reviewing legislative frameworks, responsibilities, working
methods, strategies and financial and social approaches. This coordination will also increase
awareness and commitments for provision of quality services for early childhood education and
development.
Using the participatory approach in drafting the ECD public policy and action plan will set the
stage for the process of generating other social policies needed in Angola. The results of the ECD
study will further advance efforts to ensure evidence-based policy development.
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ECD Database
Issue
Angola undertook its last official census in 1970, so the country is lacking reliable, up-to-date
statistical data. This obstructs planning and budgeting, evaluation, monitoring and implementation
of public policies and service delivery for early childhood development.
Action
A new ECD database has been finalized and is available at MINARS. Five MINARS staff were
trained to operate the database in December 2009, and an additional five staff members are to be
trained in 2010. The data collection system was simplified to accommodate unreliable access to
electricity and Internet at provincial level. Information was sent to provincial MINARS offices to
enable collection of statistical data in municipalities and then consolidated at the central level.
Impact
The ECD database was created to assist in drafting national policies and plans for early
childhood development. It is meant to assist in the elaboration of ECD policies and service
delivery, planning, budgeting, evaluation, monitoring and implementation.
Child-Friendly Schools
Issue
The Angolan education system was destroyed during the 27-year civil war and, despite
improvements during the 8 years of peace, significant challenges remain, with a net primary
enrolment ratio of only 66% and a primary completion rate of only 35%.
There are many reasons why children do not enrol and remain in school. The major problem is
the lack of adequate school infrastructure and teaching/learning materials, which leads to chronic
overcrowding of classrooms, and poor water and sanitation facilities. In addition, teachers are
often unqualified and thus cannot deliver high-quality education.
The child-friendly schools framework – Escolas Amigas da Crianca – being developed by MED
with UNICEF support aims to tackle the issues of access and quality in a comprehensive and
holistic manner. UNICEF has advocated extensively over the past years to prioritize the
mainstreaming of the integrated CFS approach as part of the country’s education reform.
Improving teaching and learning outcomes is at
the heart of the CFS approach. It focuses on
teachers, striving to make teaching more
relevant, child-centred and effective. This is
coupled with efforts to build the capacity of
school directors, ensure more community
participation and create safe, protective and
healthy schools in which children can reach
their full potential.
Action
To ensure the relevance of the CFS framework,
broad participation has been encouraged during
its development. This has included a study and
two workshops involving key stakeholders at
different levels to define the characteristics of
the Angolan CFS model. Financial support from
the Netherlands assists MED, as the lead CFS
partner, in these activities.
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CFS Study:
In partnership with MED, UNICEF and a Brazilian consultancy firm (Aldeia Global) conducted a
five-month field study in 2009, covering 15 primary schools in 5 provinces (Luanda, Bie, Cunene,
Huila and Moxico). Its purpose was to collect first-hand information on the views of key CFS
stakeholders. The study involved 1,552 people, including children, school directors, teachers,
clerks, local education authorities, parents and communities. They participated in interviews, filled
out questionnaires and held focus group discussions. Supported by the Netherlands’ funds,
UNICEF provided financial and technical assistance throughout the study, including planning
(study design, study tools development), implementation (field research) and report preparation
(data analysis).
The draft study report was submitted to MED and UNICEF for review in November 2009. It
presented valuable quantitative and qualitative data and analysis along with a concrete vision for
the CFS model in Angola. The results were also presented to senior MED officials in the first
workshop on CFS, held in December 2009 (see details below). The results drew their attention,
contributing to further strengthening their awareness of and commitment to CFS.
The final report, incorporating feedback from MED and UNICEF, was to be launched in March
2010. The CFS national framework will then be finalized and the action plan developed.
CFS Workshops
The December 2009 workshop had the participation of key central-level MED officials, including
the Vice Minister and line department directors. It was the first time in Angola that all the line
departments of MED came together to work in a coordinated manner to develop a common CFS
framework. The workshop had two objectives: Raise awareness of CFS by introducing its
principles and identify its key characteristics in the Angolan context. Approximately 40 people
attended, and the lively discussions and valuable contributions in group work testified to its
success.
Participants had opportunities to enhance their understanding of CFS and its significance in
education quality improvement within the education reform framework. Good CFS examples from
Mozambique were also shared, and these were found very effective for sensitizing participants.
Primary school students expressed their ideas about a ‘dream’ school’. Group sessions further
facilitated analysis of each of the key CFS principles and allowed participants to explore how they
could be applied in Angola. The workshop was concluded with an agreement by all the MED
departments on the steps forward.
The results of the workshop, particularly the inputs into the Angolan CFS model, are being further
analysed as input for the draft CFS framework. It was to be presented at a national workshop in
May to be validated by a wide range of participants from throughout the country, including the
Minister and Vice-Ministers of Education as well as directors and key officials from all the MED
line departments, line Ministries, local authorities, school directors, teachers, PTA members,
development partners and civil society representatives.
Funding from the Government of the Netherlands has allowed UNICEF to support these two
workshops, whose significance cannot be overemphasized. The funds enabled a fully
participatory process for developing the framework, which is vital in making the CFS model truly
comprehensive, relevant and responsive to local conditions and needs.
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Impact
The impact of these activities is enormous.
The CFS study, with its emphasis on
education quality, was one of the first of its
kind in the country. The study identified the
specific challenges Angola faces and
supported development of
recommendations for child-friendly
schools, based on qualitative, reliable,
participatory field research. This
information is not otherwise available, and
therefore the study provided unique
insights for defining the CFS model in
Angola.
UNICEF will also use the study results to
continue its evidence-based advocacy with
MED to promote CFS and raise awareness
among stakeholders and donors.
In addition the workshops have been found
significant as an awareness-raising tool.
The process strengthened MED officials’
acknowledgement of the importance of
CFS and their commitment to it as the
priority agenda item in the education
reform process. MED line departments
have started moving to improve
coordination to aid this common goal.
Inputs from the first workshop on the
Angolan model are also serving as a basis for developing the CFS framework. Once finalized, it
will present a comprehensive picture of the way forward for primary education in Angola, directly
contributing to quality improvement in the coming years and supporting achievement of the 11
Commitments for Children, the Millennium Development Goals and Education for All goals.
Learning Achievements
Issue
In 2004 MED started reforming the education system, emphasizing reform of the curriculum and
student assessment. However, the exercise did not address assessment of the quality of the
education system overall.
In 2005 MED issued regulations on student assessment, which include formative and summative
assessments, and defined rules for student transition between curricular cycles (primary
education is divided into three cycles of two years each). All students in grades 2 and 4 take an
exam prepared by the local school board. The law requires all students in grade 6 to take a
national exam. Logistical and communication difficulties in the country have so far prevented this
exam from being given, so in practice the national exam has been replaced by provincial exams
prepared by each province’s Directorate of Education. A similar process is applied to both cycles
of secondary education. Cycle pass rates are determined by a formula encompassing formative
and summative assessment and results from school and provincial exams.
All forms of assessment are regulated by the National Institute for Education Research and
Development, which also has the mandate to develop curricula and assess education quality. The
Institute was to be aided in developing a national learning achievement assessment system.
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Action
In May 2009 MED established a multi-disciplinary technical group to develop a national learning
achievement assessment system. With technical assistance from UNICEF, the technical group
carried out an analysis of primary school curricula and a diagnostic study of past learning
achievement assessments during May and June 2009. It highlighted their strengths and
weaknesses and evaluated the capacity to implement the proposed assessment system in MED.
The MED technical group then conducted an inception workshop with policymakers and other
relevant stakeholders. It was designed to clarify the concept of the learning achievement
assessment system, demonstrate how such a system could be developed and illustrate how it
could be used to improve education quality in Angola. Between July and November 2009 the
technical group prepared an action plan for development of the assessment system, which was
subsequently approved by MED and other relevant stakeholders. During this period, with financial
support from Russia Education Aid for Development, a delegation led by the Vice Minister of
Education for Education Reform participated in the I READ Global Conference on Learning
Achievement Assessment in Moscow. It was jointly organized by the Russian Federation
Government and the World Bank.
Between November 2009 and March 2010, under the supervision of the MED technical group, a
team of national and international Portuguese language specialists finalized the translation and is
undertaking the adaptation of Early Grade Assessment (EGRA) instruments to the Angolan
context. A group of 9 municipalities, 36 schools and 1,080 students from Cunene, Lunda Sul and
Luanda provinces has been selected for the EGRA pilot, which was to take place in April 2010.
Impact
MED decision-makers, managers and other stakeholders are familiar with the concept and
implications of a national learning achievement assessment system, and they support its
development. All 14 members of the MED technical group have a good understanding of the
concept and are committed to it, and to EGRA in particular. Expectations are high among
educators, policy makers and managers regarding the possibilities for the assessment results to
improve education quality throughout the system, including by offering continuous professional
development to teachers.
Lessons learned and constraints
In 2009 UNCEF finally reaped the rewards of previous efforts to advocate for the CFS concept to
be embedded in MED priorities. Progress in developing the framework has been slow, due
primarily to limited availability of key MED officials towards the end of 2009, when most CFS
activities were planned.
Progress in developing a roadmap for creation of the national ECD policy has also been slow due
to lack of leadership from the Government (despite clearly articulated political will) and human
resource constraints in the UNICEF education section. Efforts are being accelerated in 2010.
V. FUTURE WORK PLAN
Item
Amount
Continued support to ECD study, policy and training 200,000
CFS framework and promotion (communication) package 90,000
Development and implementation of pilot CFS integrated package in schools 54,000
Continued support to Accelerated Learning programme 40,000
Project monitoring, supervision and support 60,000
Total $444,000
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VI. FINANCIAL IMPLEMENTATION
The figures below are provisional numbers on financial implementation for the contributions from
the Netherlands Government received from 2007 through March 2010. The amount reflects the
figures available at field office level and should be considered indicative. Actual expenditures are
reflected in the Statement of Accounts prepared by the Division of Financial Management, New
York.
As of the end of 2009, a total of $1,434,254.42 has been spent of the total contribution of
$1,886,800, representing a utilization rate of 76 per cent. Detailed figures for each of the subcomponents
are provided in the table below.
Activities
Amount spent
2008
Accelerated Learning programme 87,705.58
Teacher training 215,406.31
School health promotion 36,762.15
Provision of basic learning kits 89,422.45
Disaster risk reduction programme in schools 19,153.00
Situation analysis on primary education 27,907.00
Advocacy and programme communications 374.13
Project Support 85,723.62
2008 TOTAL 562,454.24
2009
Accelerated Learning programme and gender 121,376.35
Provision of ECD kits 55,700.44
ECD diagnosis study and database 31,327.87
CFS framework (study and workshop) 196,693.61
Learning achievement assessment 137,598.40
Project support 206,379.51
2009 TOTAL 749,076.18
2010 (Jan-March)
Project Support 122,724.00
2010 TOTAL 122,724.00
TOTAL EXPENDITURE 1,434,254.42
TOTAL CONTRIBUTION 1,886,800.00
VII. EXPRESSION OF THANKS
UNICEF would like to take this opportunity to thank the Government of the Netherlands for its
generous support to the education programme in Angola. Working in Angola is challenging and
expensive, and UNICEF recognizes that it needs to work doubly hard to ensure that it extracts
maximum impact from your contribution. This flexible financial assistance has been crucial in
enabling the education sector to advance key reforms and improve the quality of teaching and
learning in individual schools. UNICEF Angola looks forward to continued collaboration on these
fundamental interventions.
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ANNEXES
LIST OF ACRONYMS
Accelerated Learning (AL)
Child-Friendly Schools (CFS)
Early Childhood Development (ECD)
Early Grade Assessment (EGRA)
Ministry of Education (MED)
Ministry of Social Assistance and Re-integration (MINARS)
National Council for Children (CNAC)
Russia Education Aid for Development (READ)
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