Angola Progress Report 2009

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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, 4
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. 5
Page 1 and 2: UNICEF ANGOLA Progress report on su
Page 3: I. EXECUTIVE SUMMARY Overview Eight
Page 7 and 8: IV. RESULTS The achievements during
Page 9 and 10: advocacy to demonstrate how investm
Page 11 and 12: CFS Study: In partnership with MED,
Page 13 and 14: Action In May 2009 MED established
Page 15: ANNEXES LIST OF ACRONYMS Accelerate

Angola Progress Report 2009

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