Angola Progress Report 2009

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exam from being given, so in practice the national exam has been replaced by provincial exams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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