ONE STEP CLOSER - BUT HOW FAR? - Norwegian Refugee Council

COMPLETE REPORTEVALUATIONREPORTNORWEGIAN REFUGEE COUNCILONE STEP CLOSER - BUT HOW FAR?A STUDY OF FORMER TEP STUDENTS IN ANGOLA AND BURUNDIBY EVA MARION JOHANNESSEN, EDUCAREDECEMBER 2005

1Table of ContentsPreface……………………………………………………… 2Executive Summary……………………………………….. 31 Introduction……………………………………………… 52 Methods, focus and limitations…………………………. 73 In search of former TEP students in Angola…………...3.1 Background………………………………………………………. 83.2 Education…………………………………………………………. 83.3 TEP revisited……………………………………………………… 123.4 The transition from TEP to regular school……………………... 133.5 The TEP tracer study…………………………………………….. 143.6 Focus province: Benguela………………………………………... 144 In search of former TEP students in Burundi………….4.1 Background……………………………………………………….. 244.2 Primary Education……………………………………………….. 244.3 TEP revisited ……………………………………………………... 274.4 The transition from TEP to regular school……………………... 274.5 How many TEP students transfer to primary school, for howlong do they stay and how many complete?.................................... 284.6 Nine TEP students in secondary school…………………………. 314.7 Drop out and retention…………………………………………… 344.8 TEP students’ performance in primary school…………………. 374.9 A quick glance at gender in some municipalities……………….. 385 Concluding remarks……………………………………… 406 Recommendations………………………………………… 43Annexes……………………………………………………… 49Educare Eva M. Johannessen

2PREFACEThanks to all good helpers in Angola and Burundi who have assisted us during the fieldwork.Ellen Cathrine Kiøsterud has been a valuable partner in Angola and has helped me to finalizethe report.A special thanks goes to the Beatriz, Adalia, Ermelinda, Fernando,Mariano, Agosto, Hossi,Bésélac, Elias, Ramadhan, Saada, and to all the other former TEP students we have met. Butmost of all to Gérard and Audace in Busoni and their seven colleagues in Vumbi who are nowin secondary. They have shared their harsh daily experiences with me in a straightforwardand unsentimental manner. Their strong will to continue schooling in a deeply unjust schoolsystem and an unjust society represents a hope for a better future.Eva Marion JohannessenOslo, December 2005Educare Eva M. Johannessen

3EXECUTIVE SUMMARYThe Teacher Emergency Package (TEP) in Angola started in 1996 and in Burundi in 1999.TEP has been developed from the UNESCO-PEER (Programme for Education inEmergencies and Reconstruction) concept by NRC in co-operation with the Ministry ofEducation and UNICEF in Angola and with the Ministry of Education in Burundi. The targetgroup is overage children who have missed out of school because of the war. Agreementswith the Ministry of Education in both countries allow the children to enter primary schoolafter completion of the TEP year. The programme has been subject to external evaluations inboth countries (in 2000 and 2002). The present study does not present an evaluation of TEP assuch, but concentrates on the TEP students’ transfer to regular school, how many whocontinue and finish primary, and how many who drop out.The findings show that there are no complete records of TEP students in Angola and Burundiregarding how many who started in primary school, for how long they stayed and how manywho have completed. The TEP statistics provide the number who qualified for primary, butnot how many who actually started. Tracing TEP students is difficult since they may spread todifferent schools.The transition from TEP to primary has not been given enough attention and is not mentionedin the Memorandum of Understanding. Once the students start in primary they are regardedas any other student. Anyhow, the TEP students are too few in number compared to regularstudents to make valid statements about statistical differences between the two groups. Data(although incomplete) from one of the provinces visited in Burundi, allow us to trace somestudents in a few municipalities from TEP to the end of primary and even into secondary. Itis reason to believe that TEP students follow the same pattern as regular students regardingretention and attrition once they are integrated in primary.Although Angola and Burundi are different in several respects, many of the weaknesses intheir education systems are similar. In both countries, a large proportion of children in schoolgoing age are not in school. The education system is a pyramid with many students in the firstgrades which gradually drop out over five – six years in primary. According to UNICEF(2001), 45, 6% of the children in Angola who enter grade 1, reach grade 5In both countries 20-30% of the students in primary are repeaters. In grade 6 in Burundi 47%of the female students are repeaters. About half of the students who present themselves for thefinal exam in primary, pass and only about 30% of those who try to compete for entrance insecondary, succeed. Girls are at a disadvantage at all stages: fewer girls than boys start inprimary, they drop out more often particularly in the first grades, very few finish and evenfewer are found in secondary. The gender balance is better in Angola than in Burundi, butthere are great disparities between provinces and municipalities in this regard.There are several reasons for the high attrition rates, but the main reason given in bothcountries is poverty. There are apparently no significant social differences between TEPstudents and regular students: both groups are equally poor. Information from students andparents in Burundi show that even uneducated and poor parents value education and go togreat lengths to keep their children in school. It is a big sacrifice for students and parents tocontinue schooling and those we have met show their determination and stamina to hang on.Educare Eva M. Johannessen

4Across the two countries, the informants maintain that children do not leave school becausethey want to, and they are convinced that they will come back. Many former drop outs havereturned to school this year since the school fees have been abolished in Burundi.In both countries 50-70% passes the TEP year with good results. It is a common opinion thatTEP students are better than regular students, although we have not been able to verify itstatistically. In Burundi we have found several examples of former TEP students who areamong the best in their class in primary, even in higher grades. We have also seen examplesof clever students who drop out.The majority holds the opinion that older TEP students are doing better than the younger, butwe do not have sufficient evidence for such a conclusion.A high proportion of the TEP children are too young, particularly in Angola (42.6% in 2004).Recommendations are given regarding how to improve the TEP statistics and the transition toregular school and how to facilitate the tracing of the students. It is recommended toundertake studies regarding drop outs and how to do tracer studies.Educare Eva M. Johannessen

51 INTRODUCTIONSince NRC started the Teacher Emergency Package Programme (TEP) in Angola in 1996, ithas reached 12 provinces. Currently it is still being implemented in nine of them. 1 TEPAngola was subject to an external evaluation in 2000 2 , where the importance of strengtheningthe statistical information at all levels with respect to the transfer of children to the regularschool system was among the recommendations. Since then, there has been a noticeableimprovement of the TEP statistics in many respects 3 but not in terms of the transition fromTEP to regular school and the follow-up of the former TEP students.In an internal review of the TEP programme in Angola from 2004, the improvement andtreatment of statistical information is reiterated. It is mentioned that drop-out and achievementrates are not satisfactory and that the reasons are “not completely known”. Furthermore theTEP students are not followed up once they have been transferred to regular school. In thereview it was recommended to undertake a study “to identify to what extent children andyouth introduced to education through the TEP programme and who entered into the formalschool continue in school and complete the primary school education” 4 It was suggested toselect some areas for further investigation regarding retention and completion, andfurthermore to do a separate study on the reasons for dropping out from TEP. To ourknowledge such a study has not been carried out.The TEP programme was introduced in Burundi in 1999. It first started in Kirundo provinceand as of 2001 in Muyinga, which are the two provinces we have visited. Later TEP has beenexpanded to Makamba, Rutana, Ruyigi and to Bujumbura town and rural.TEP Burundi was evaluated in December 2002 5 . Various ways of improving the statisticswere mentioned in the recommendations as well as the need to pay more attention to thetransfer of TEP students to the regular school system. Since then, the TEP statistics haveimproved considerably, but not sufficiently in terms of the transition from TEP to regular.It was on this background that NRC decided to undertake the present study. The mainquestions in the Terms of Reference were as follows:- Assess how many of the TEP students that transfer to the formal system after the TEP year- How long do they stay in school?- How many of them complete their basic education and get their certificates?- If they drop out, identify the reasons- Indicate differences between boys and girls- Solicit comments from teachers and pupils regarding the transfer from TEP to the formalsystem- Recommend actions that NRC can undertake in order to improve retention and completion1 NRC and Ibis: TEP Programme Review and Partnership Planning. 2004.2 Johannessen, E.: Evaluation of TEP in Angola, NRC 20003 NRC and Ibis 2004, . p. 134 ibid, p. 215 Johannessen, E. Evaluation of TEP Burundi, 2003Educare Eva M. Johannessen

6- (added later) Record the age groups in the schools visited and statistics that have thisinformation trying to find out whether it is a difference between younger and older studentswith respect to whether they continue schooling/finish school- The target age group was changed (in Angola) after the evaluation in 2000, from 10-13 to12-17. Has this had an impact on their continued schooling?- Is there a difference between girls and boys as they get older, i.e. if more girls than boysdrop out?The fieldwork took place in Angola from October 12 – 21 and in Burundi from Oct. 24 –Nov.3, 2005. Social economist Ellen Cathrine Kiøsterud took part in the field work in Angola.We were assisted by one of the teacher trainer, Helena Dorca, in Benguela and Kwanza Sul,and also by the provincial supervisor Adelino Sessa during our field work in Benguela.In Burundi, the team leader was assisted by Education adviser to TEP, BarthelemySikubwabo, who knows the TEP programme very well, as he has been involved in TEP in allthe provinces and was on the team that initiated TEP in Kirundo.More details on the methodology are found in the next chapter and in annex I.After the executive summary and the introductory chapters, we have treated Angola andBurundi in different sections following the questions in the Terms of Reference. Next followsa chapter called “Concluding remarks” where the main findings are summarised anddiscussed. At last there is a chapter on recommendation including a paper which elaborates onhow to do tracer studies.There are several annexes attached to the report. The first annex elaborates on themethodology and presents a list of the sites visited and the persons contacted. The others giveexamples on how quantitative and qualitative information has been collected and analysed.Educare Eva M. Johannessen

72 METHODS, FOCUS AND LIMITATIONSAs one of the objectives of this evaluation was to find out where former TEP students are inthe regular school system today and how many have finished primary, the best way to do thiswould have been to undertake a tracer study. Such studies require time and reliable statisticswhich unfortunately are lacking in this study. The time in the field was very short. We visitedtwo provinces in each country. More details on the methodology are found in annex 1.As complete data on previous TEP students and where they are in the education system todayare lacking in both countries, particularly in Angola, we have defined one of our major tasksto analyse why this information is lacking and what can be done to improve it.This report has to be read with a view to the type and quality of the information we have hadaccess to. We have not done a study that allows us to follow a cohort of TEP students throughprimary education, but have only got hold of the TEP statistics, some education statistics atnational level, some education statistics at provincial and municipal levels, and bits and piecesof quantitative information in the schools visited. Interviews with different stakeholdersincluding the TEP students themselves have yielded valuable qualitative information.The quality of the TEP statistics is closely linked to the follow up the students when theytransfer to primary school. Even though TEP as such is not the focus of the evaluation, wehave included documentation and an analysis of some of the statistics collected in TEP overthe years. We have also included interviews with some former TEP students who are now insecondary.The main features in the report are:1. The transition from TEP to regular primary schools and from primary to secondary2. National statistics on primary education in Angola and Burundi, allowingcomparisons between TEP and the regular school system3. Statistics at provincial and at municipal level when available4. Quantitative and qualitative information gathered at school and classroom levelserving as examples of attrition and retention rates5. Stories told by teachers, school inspectors, children and parents regarding primaryeducation, school performance, reasons for dropping out and challenges the childrenare facing in terms of continued schooling.In the statistical examples from school visits the figures are to small too draw any definiteconclusions. Besides, the samples are biased in the sense that they only draw upon a few sitesselected at random. On the other hand we have tried to make comparisons with otherinformation to verify our findings.Educare Eva M. Johannessen

83 IN SEARCH OF FORMER TEP STUDENTS IN ANGOLA3.1 BackgroundOn the 4 th of April 2002, following the death of UNITA leader Jonas Savimbi, theGovernment of the Republic of Angola and the National Union for the Independence ofAngola (UNITA) signed a memorandum of understanding that ended over 30 years ofconflict.Over 4, 5 million people were displaced during the war, large areas were cut off fromgovernment services and an estimated 7 million landmines were planted. 6 Since the end ofthe war in 2002, close to four million internally displaced Angolans have gone home. TheUnited Nations and the Angolan government estimate that there are still more than 91,000people who remain displaced as a result of the war 7 . There are also still “new” areas openingup for contact with the rest of society.Angola is organised into 18 provinces. The population is estimated to be around 14 million,51% of which are women and girls. Life expectancy is 46 years according to the Ministry ofEducation 8 and 40, 8 years in 2003 according to the Human Development Index 2005 9 .According to UNICEF MICS data from 2001, half of the male population was under 15 yearsold and half of the female population was under 17. 10Angola is ranked 160 out of 177 countries at the Human Development Index. They rank 126on the Gross Domestic Product per Capita index with a GDP per capita of 2344 PPP US$(2003). 11 45% of population nationally is affected by chronic malnutrition, (almost one out of12 13every two children) and there are more than 250 deaths per 1000 live births.3.2 Education3.2.1 GeneralWhen Angola got its independence from the Portuguese colonial power, illiteracy wasestimated to be between 85 and 90 percent and out of 25 000 school teachers fewer than 2000people were minimally qualified to teach primary school children. There were 600 secondaryschool teachers. At the end of the 1970’s 1, 9 million children were enrolled in schools. The6 Women’s Comission for Refugee Women and Children (2003): Global Survey on Education in Emergencies,Angola Country Report7 NRC/Global IDP Project (2005): Angola: IDP rehabilitation held back by devastated infrastructure8 Ministry of Education (2004): Consulta Pública sobre o Plano de Accão Nacional de Educacão para Todos9 Human Development Index 2005 Angola Factsheet10 Unicef MICS data from 2001: Angolatables11 HDI 2005 Angola Factsheet12 Unicef and NIS MICS (2003), quoted in NRC/Ibis (2004): NRC and Ibis Report: Teacher Emergency Package –TEP Programme Review and Partnership Planning (2004):13 Watchlist 2002 operates with an infant mortality rate of 172/1000, placing Angola second highest in the world,according to Women’s Commission for Refugee Women and Children (2003).Educare Eva M. Johannessen

9numbers fell again during the 1980’s and even more in the 1990’s. By 2001 it had increasedto approximately 1, 6 million. 14 Of this, approximately 1, 5 million are in basiceducation. 15 In Benguela (one of the provinces visited), which has been rather peaceful,relatively well organized and accessible, the number of enrolled students in elementary schoolhas increased by 50% between 2001 and 2004. 16Angola is a signatory to the Dakar declaration of Education for All by 2015. The governmentassumes the major responsibility for the provision of ‘an integrated, lay, democratic, free,education - compulsory at primary level’. The 2003 net primary school attendance rate atthe first level (classes 1-4), according to government statistics, was 56%. In ruralcommunities, however, more than 65 per cent of children were outside the school system.An estimated 58% of the adult population is illiterate, out of which 70% are women. 17According to UNICEF in 2001, 45, 6% of the children who enter grade 1, reach grade 5.For the poorest group the number is 36, 7%. The gender difference is 48, 4% for boys and 42,6 for girls. 18 The Women’s Commission for Refugee Women and Children quotes theUNICEF MICS data from 1996, showing that only 27% of the population above 19 years hadattended grade five or higher. The same study showed that only 57% of women had everattended school, compared to 82% for men and in rural areas 85% of the population did notpass beyond fourth grade, compared to 53% in the urban areas. 19According to official Ministry of Education statistics, educational spending as a percentageof national budgets, which was 4.7% before the end of the war in 2001 and 5.0% in 2002,increased to 10% in 2003 and a projected 11% in 2004. This can be compared to the SADCaverage of 16.7%. 20Access to education in Angola has changed fast over the last years. The government ofAngola has made a brave effort in recruiting 29.000 more teachers at national level. Somehave grade 10, 11 and 12 but others have lower qualifications. They get a two weeks' training.The remuneration of teachers, which was low and used to arrive late, is not considered aproblem any more.The 2004 plan for Education for All (Consulta Pública sobre o Plano de Accão Nacional deEducacão para Todos) builds on statistics from 2001. In that year only 19, 4% of theestimated 454 000 six year olds in Angola enrolled in schools.Because of the large movement of students, the rather rapid increase in enrolment andstudents leaving and re-entering school at different levels at different times, it is difficult to14 Women’s Comission for Refugee Women and Children (2003): Global Survey on Education in Emergencies,Angola Country Report15 Ministério da Educação/Unesco (2004): Consulta Pública sober o Plano de Acção Nacional de Educação paraTodos16 Numbers from the 2004 EFA strategy and from the 2004 report on statistics received at Gabinete do Director17 Ministério da Educação/Unesco (2004): Consulta Pública sober o Plano de Acção Nacional de Educação paraTodos18 angolatables19 Women’s Commission for Refugee Women and Children (2003): Global Survey on Education in Emergencies:Angola Country Report20 NRC/Ibis (2004): NRC and Ibis Report: Teacher Emergency Package –TEP Programme Review andPartnership PlanningEducare Eva M. Johannessen

10compare a graduated class from one year to the next levels entrants in the following year. Wehave not been able to find recent aggregated statistics about the education situation for Angolaas a whole. The ministry themselves still base their documents on statistics from 2001.3.2.2 Primary EducationEducation in Angola has since 1978 followed a system of• Pre-school (under 6 years)• Basic education, divided intoo Level I: 1 st to 4 th grade, minimum age to enter is six yearso Level II: 5 th and 6 th gradeo Level III: 7 th and 8 th gradeThis is the system in which the TEP students are placed and only in grades 1-4.The Angolan plan for Education for All from 2004 describes the introduction of a neweducation system. From 2004 the system is changing to six years of primary school, followedby three plus three/four years of secondary school. The new plan has an implementationperiod lasting from 2004 to 2012. 21Main features of the Education Reform are:• Change in the structure of education system• Introduction of a new curriculum• Introduction of new, learner-centred methodologies 22Access to educational opportunities varies greatly between and within Angola’s provinces.The government estimates that the coastal provinces, which were reasonably secure for themajority of the war period, have the highest enrolment rates; all above 60 percent. Theprovinces that have been hit the hardest by the war (Huambo, Bié, Uige, Bengo, CuandoCubango, Malange and Moxico) have gross enrolment rates of less than 40 percent. 23From what we know of students in normal school, the dropout rate is high. We do not havethe actual drop-out rates for Angola as a whole. The ministry uses statistics from 2001 in theirEFA report from 2004, which has the following data:21 Ministério da Educação/Unesco (2004): Consulta Pública sober o Plano de Acção Nacional de Educação paraTodos22 Direct quote from NRC/Ibis (2004): NRC and Ibis Report: Teacher Emergency Package –TEP ProgrammeReview and Partnership Planning23 GRA 2002 quoted in Lexow and Kløve (2005): Ajuda de Desenvolvimente de Povo para Povo em Angola(ADPP), report prepared for NoradEducare Eva M. Johannessen

11Diagram 1Angola 2001Number of students in grades 1-66thgrade5thgrade4thgrade3rdgrade2ndgrade1stgradeFemaleMaleTotalFemaleMaleTotalFemaleMaleTotalFemaleMaleTotalFemaleMaleTotalFemaleMaleTotal0 100000 200000 300000 400000 500000The sharp decrease in students from grades 1 to 6 indicates a high number of drop-outs. Ifthis had been time series data, only 44% of the students that started grade 1 would bereaching grade 4. Since this is not time series data, and because of the high number ofstudents repeating classes, we can unfortunately not work out the actual drop out rate fromthese numbers.From the graph below we can see that more than half of the students are in grade 1 and 2, andLevel II is populated by only 15% of the students in grades 5-6.Diagram 2A n g o la 2 001Percentage of students in grades 1-65th grade9 %4th grade13 %6th grade6 %1st grade28 %3rd grade20 %2nd grade24 %Source: Gabinete do Director, Benguela (2004): Estatistíca 1The repetition of classes is a problem on several levels. The children are spending too manyyears in school without learning the basics. In the assessment of education in Angola from1999 24 , it was found that the typical student finished school four years too late and spends24 Johannessen, Eva M. (1999): They are our children, A study on basic education in Angola, Report prepared forNoradEducare Eva M. Johannessen

12three years repeating grades. The teachers we talked to said that poverty and absenteeism arethe main reason for failing and having to repeat a class.The team was told that attendance was better in the TEP classes than in regular school as thequality of the education was better. We did however not investigate this.3.3 TEP revisitedSeveral changes have taken place in TEP as a result of the evaluation done in 2000 and due toother factors. NRC is now preparing the phase out in 2007. They have an agreement with theDanish NGO IBIS who is now responsible for the continuation of TEP in Kwanza Sul. In theother provinces, NRC is preparing their partners at provincial and municipality level for thetake over TEP. It is not an easy task, as the financial means available are scarce and so is thecapacity to supervise the TEP. UNICEF has reduced its activities in many provinces and inBenguela the former UNICEF office has been closed down. As a result, we have observedthat there are several problems with the provision of TEP material and other educationmaterial to schools, which UNICEF used to provide as part of the Memorandum ofUnderstanding.The tripartite MoU was signed in November 2000 between NRC, UNICEF and the MEC. Itwas a very cumbersome process to get the final MoU ready as particularly the MEC's juridicaldepartment wanted to make changes. As a result the MoU has become very general.Since 2000 TEP has been officially recognized by the government and MEC has issuedimportant circulars with guidelines as to the transfer from TEP to regular school.The upgraded co-operation with the MEC has as a result that TEP and regular school are bothunder the responsibility of the provincial education office (DEP). It is the province educationoffice which makes decisions regarding the municipalities that should be reached by TEP.MEC/DEP’s policy is that TEP should mainly serve remote areas with few school facilities.Another important change was that Government accepted to take responsibility for an agreednumber of TEP teachers. This solves the huge problem found in the evaluation in 2000 ofrecruited teachers whom the regular school system could not pay the salary for.In the evaluation in 2000 it was found that many children were too young for TEP. InBenguela about 20% of the TEP students were below the official school age (6). 55% wasbetween 5-9 years old. Therefore UNICEF and NRC made a decision in 2002 to change thetarget age group from 10-14 to 12-17. This was done to avoid that children who were tooyoung and could be catered for in the regular system, were accepted in TEP. There are stillmany under-aged children in the program (42, 6% in 2004 25 ), but they are now mainly in thegroup of 10-11 years. Over the last years there has been a policy to allow students aged 10-11to enter TEP classes if there are not enough students in the target group or if there are no otherschools in the area25 TEP statistics: Mapa de Matriculados por Idade 2004, data were not available from the provinces Huambo andMalangeEducare Eva M. Johannessen

13The TEP classes have been increased from 25 to 30 students. The TEP curriculum has beenupgraded to allow TEP students to qualify for entrance in grade 4.Already in 2000 there was a tight co-operation between TEP and the regular school system.This is even more so the case to day allowing flexibility between the two, like flexible use ofTEP teachers and TEP schools. TEP is moved from places where the needs are reduced toother more needy places. TEP teachers trained may be transferred to regular school whenthere is a need for it and former TEP classes may be turned into regular classes.There are no separate TEP schools in Benguela. They are either located in the regular schoolsin separate classrooms or in the close vicinity.3.4 The transition from TEP to regular school3.4.1 Formal procedureIn the Memorandum of Understanding (MoU) between MEC, NRC and UNICEF it has notbeen clearly stated who is responsible for the transfer of the TEP children to regular school. Infact the transition from TEP to regular school is not mentioned at all. It is said under MEC'sresponsibility (p. 10) that they, in collaboration with UNICEF, evaluate the TEP studentsduring and at the end of the TEP year.Two circulars No. 01 and 010/2001 from the National office for regular education give moredetails regarding the procedure.1. As a general rule TEP has no final exam. The MEC has approved that the TEP teachers’regular evaluations of the TEP students during the year are sufficient to determine their finalresults.2. Based on this, the normal way is to transfer them to grade one or two3. All students who get a general value equal or superior to 10 points in Mathematics andPortuguese during the TEP year will automatically be transferred to grade two.4. Students who get less than 10 points in the same subjects are transferred to grade 15. Students that are considered able to reach further than grade 2 may present themselves fora test (uma prova) in the two subjects upon which it is decided whether they can betransferred to grade 3 (if they get 10 points or more).The tests are elaborated by the provincial education office (DEP).In practice there are also cases of children who have been transferred to grade 4.Circular No. 09 gives guidelines on how to harmonize the TEP curriculum with the regularschool's by adding subjects.Furthermore the TEP year and the regular school year have been harmonized. This is done toease the transition from TEP to regular school.Educare Eva M. Johannessen

143.4.2 Transfer in practiceThere are two ways the transfer to regular school is handled. Either the child gets a student’sintegration sheet (ficha de integracao do aluno), a paper indicating the child’s personalbackground and that it has studied and finished TEP and which grade it is qualified to enter,or by handing over the list (pauta) to regular school of how many points the TEP studentshave obtained.Although MEC is very positive to TEP, they are sceptical to giving former TEP studentsprivileges or special attention in regular school. Once they have been transferred, they shouldbe looked upon as any other student. Therefore they have not paid any special attention totracing the TEP students. This attitude is also related to the political situation in Angola afterthe war, where unity and reconciliation are core components. In other words it is NRC that ismost interested in tracing the TEP students.3.5 The TEP tracer studyA tracer study has been an issue for NRC for quite a while, but to find a good way of doing itseems to be difficult. The provincial director in Benguela said they would be interested inknowing what happens to the TEP-students, but that they were not tracing this.TEP Angola has in 2005 done a small pilot study to see how many of the TEP students whostay in schools. The study was planned through a seminar with NRC and the TEP trainers(formadores), and the trainers did the field work. 26The study took the list of TEP graduates from 2004 and counted how many of them who werestill in school in September 2005. Schools were picked from areas in the provinces Huamboand Benguela where the students have not moved so much. The students were counted in theclassrooms, but absent students who according to the teachers come regularly to classes, werealso supposed to be included. There are a few more schools in the study than the 14mentioned, but their results were not in by the time we visited.Even though there are several methodological weaknesses in this study 27 it reveals differencesbetween the schools with respect to retention and attrition rates, and differences between boysand girls in this respect which deserve to be further investigated.It would be interesting do to a follow up of some of the schools with no or little drop out andcompare them with those at the opposite end.3.6 Focus province: BenguelaOur main field visits were in Benguela Province. Benguela is located on the coast about eighthours drive south of Luanda. The province is among the best in terms of accessibility andservice delivery, and has been relatively less affected by the war compared to other provinces.Benguela was picked because it has had TEP for a long time and is one of the best organisedin terms of statistics. The provincial director could provide the numbers of enrolled students26 See annex I27 During our visit to one of the schools included in the study, Rei Mandume, we observed a different retentionrate than the one reported in the study (25%), but it seems to be far lower in the other groups of TEP studentswho have been integrated in previous years.Educare Eva M. Johannessen

15in regular schools in 2004, which grades they were in, gender and age and how many whowere repeating classes, as well as information on the teachers and some on infrastructure.Available statistics allow us to make a comparison between 2001 and 2004.Statistics regarding primary education in BenguelaDistribution of students in primary school inBenguela 2001 and 20046thgrade5thgrade4thgrade3rdgrade2ndgrade1stgradeFemaleMaleTotalFemaleMaleTotalFemaleMaleTotalFemaleMaleTotalFemaleMaleTotalFemaleMaleTotal0 10000 20000 30000 40000 50000 60000 70000 80000Benguela 2001 Benguela 2004The numbers from 2001 in the above table comes from the 2004 EFA strategy (same as thenational numbers in the graph showed earlier in this report). The 2004 numbers are from theprovincial government and were given to the team when we visited them. From the graph wecan see that there are more students in grade 3 than in the national average, but then comes arather dramatic drop. The amount of students in grade 4 is less than half of the students ingrade 1. The gender balance is slightly better than on national level, jumping up and downbetween 51% and 58% boys. 28In another setting, it could make sense to take the number of students in grade 1 2001 and thenumber in grade 4 2004 and compare. Due to the general increase in access to education inAngola the last years, combined with the large number of students repeating classes, this willprobably give us quite wrong answers, so we have left that idea. In Benguela we also receivedstatistics on drop-outs, students who failed and students who passed.28 There is a deviating result in grade 4 in 2001 with near 60% girls which is either not correct or has some specialbackground we don’t know of.Educare Eva M. Johannessen

16Diagram 3 Achievement per level and subsystem in primary education, Benguela 2003% ofEnrolled Approved Failures Drop-outs enrolledLevel (Matriculados)(Aprovados)(Reprovados)(Abandono)that pass% of those whowrote examswho passPreschoolclass 49 622 36 262 13 360 73,00 100,00I Level 186 824 92 610 60 123 34 091 49,57 60,63II Level 31 478 18 251 9 494 3 533 58,61 66,02III Level 11 373 6 887 3 390 1 096 60,55 67,01Total 279 297 154 210 73 007 52 080 55,21 67,86Source: Gabinete do Director, Benguela (2004): Estatistíca 155% of those enrolled passed (67% of those who wrote the exam), 18, 6% dropped out and26% failed.The following year, 2004, the situation was that 39 689 students repeated Level I, 7121students repeated Level II and 1662 students repeated Level III. If we say that these are thestudents who did not pass in 2003 (which is likely to be the fact for many of them), there arestill 63 255 students who dropped out or did not pass (pre-school excluded) who are notrepeating classes. What happened to them is not registeredThe gender balance in schools in Benguela is slightly better even than country average. Itcould indicate that better access to education results in better gender equality, but thedifference is too small to generalize. In grade 6 the distribution is 52, 8%m/47, 2%f in 2001and 53, 6%m/46, 4%f in 2004, whereas national average is 55, 3%, /44, 7%f.According to the TEP provincial supervisor, there are not so high drop-out rates in first levelof primary in Benguela, but it is high when they come to grade 5, especially among girls.There were 385 562 students enrolled in school at all levels in 2004, which was an 11.03%increase from 2003. Of these, 50, 8% are regular students in level I (grades 1-4), 8% are inlevel II (5 th and 6 th grade) and 3, 4% are in level III (7 th and 8 th grade). 17, 4% are adults (18years +) in levels I-III, 16, 5% are in pre-school and only 3, 8% are in different kinds of highschoollevel schools.According to the Provincial Director for Education, there is an estimated 40 000 children outof school, located mainly in the rural areas.3.6.1 How many TEP students qualified for regular school in Benguela?In the school years 2000 to 2004 (the Angolan school year follow the calendar year), 95 232students enrolled in TEP classes in all the provinces and 66 488 of them finished the schoolyear. This is a drop out rate of 30%. 29 We shall first take a look at the TEP statistics forBenguela province and particularly Lobito and Baia Farta which were visited.29 TEP statistics: Sintese de Aproveitamento de 2000 até 2004Educare Eva M. Johannessen

17The two following tables reflect the TEP activities for 2003 and 2004 in Benguela (we do nothave the 2005 statistics for the province.) Benguela has for the last 5 years been one of theprovinces with the most TEP classes.Diagram 4 TEP students /BENGUELA/ 2004MunicipalitySchoolsClasses Superv.Students enrolledStudentsevaluatedQualified for formal educationGrade1 Grade2 Grade3MF F MF F MF F MF F MF FDropout% achievements%%Grade2Grade1/3Lobito 5 3 150 70 117 55 35 18 31 13 51 24 22 % 23 % 55 %Benguela Sede 12 3 360 168 264 134 58 29 119 65 87 40 27 % 16 % 57 %Baia Farta 20 5 398 171 219 108 93 52 58 31 68 25 45 % 23 % 32 %Cubal 50 18 1505 649 989 460 294 162 302 152 393 146 34 % 20 % 46 %Ganda 39 11 1094 527 904 456 310 171 395 184 199 101 17 % 28 % 54 %Caimbambo 31 0 1019 402 1017 462 443 216 340 162 234 84 0 % 43 % 56 %Balombo 10 3 362 120 316 120 110 60 113 36 93 24 13 % 30 % 57 %Bocoio 14 0 505 226 379 179 149 71 134 67 96 41 25 % 30 % 46 %Total 0 181 43 5393 2333 4205 1974 1492 779 1492 710 1221 485 23 % 27 % 50 %Source: The Norwegian Refugee Council50% qualified to enter grade 2 and 3 in 2004 and 43% in 2003. The drop out rate was 23% in2004 and 21% in 2003. In 2003 as many as 41% qualified for grade 3.In Lobito 55% qualified for grade 2 and 3 in 2004. 47% of the students evaluated were girls,and 45% of those who qualified for grade 2 and 3 were girls. 51% of those who qualified forgrade 1 were girls. The drop out was 22% (no indication of the % of girls).In Baia Farta only 32% qualified for grade 2 and 3 in 2004 and among them 44% were girls.49% of the students evaluated were girls. 55% of those who qualified for grade 1 were girls.The drop out was 45%. (no indication of the % of girls).Diagram 5Age distribution TEP Benguela 2004Above 17 years10 %15-17 years13 %Under 10 years0 %10-12 years47 %13-14 years30 %Educare Eva M. Johannessen

18As seen from the table above, almost half of the students in TEP Benguela are under the targetage of 12-17. The forms on which the TEP teachers report the age of the students do not havea column for students younger than 10 years old, which might explain why there are none inthis category. Our experiences from the field (the age of the students who had been in TEPlast year) indicated that even younger children were TEP-students.3.6.2 How many children started in regular school and what are the reasons fordropping out? Examples from Lobito and Baia FartaAs we have seen above NRC has good statistics of the TEP students during the TEP year, butno complete information on how many of those who qualify who actually start in regularschool. Neither do we find this statistics at provincial and municipal levels.In the following we shall give some examples from our field visits in Lobito and Baia Fartawhich give quantitative and qualitative data at school level.The first place visited was Lobito. Lobito is a town on the coast, but according to the teachers,most people around the area live of farming.We visited the two schools that host the five TEP classes in Lobito:School 27 th of March and School Rei Mandume in Santa Cruz.Example 1.The school 27th of Marco, LobitoAn estimated number of 605 TEP students have gone through TEP in the school 27th ofMarch from 2000 to 2005. The exact drop out rate is not know, but we estimate a drop out ofabout 22% (cf. the drop out rate for TEP in Lobito 2004) (cf. below); there is an estimate of472 students who passed TEP over the years.As it was not possible to retrieve more specified data regarding the students in the previousyears, we will take a closer look at the group of TEP students who finished in 2004 and whowere integrated in regular classes in February-March this year (2005).The supervisor says he handed over a complete list of the students who were eligible fortransfer to regular classes to the school director. Unfortunately this list got lost as the formerschool director died and the deputy director was transferred. Thus the exact number of TEPchildren who actually started in this school in 2005 is not known.Diagram 6 Regular students (incl. former TEP students)at the School 27th of March2005-2006Students Total Grade 1 Grade 2 Grade 3 Grade 4MF M F MF MF MF MF2911 1406 1505 696 799 405 572Repeaters 1480 832 648 423 368 114 232The school has information on girls/boys in each grade. This information was copiedmanually from a larger dataset.Educare Eva M. Johannessen

19Diagram 7 Students in TEP and their results in 2004 in the school 27th of MarchClassNo. of studentsin each TEP classDropped out(desistencias)during TEPStudents who gotmore than 10points in MathStudents who gotmore than 10points inPortugueseA 25 8 f/7 m 5 f/4mB 29 4 f/11 m 2 f/11 mC 17 12 f/4m 11 f/4 mTotal 71 19 (26%) 46mf(24f/22 m) 37mf(18f/19 m)Students who52were evaluatedThe data were given by two TEP teachers and copied manually.52 students presented themselves for the exam. 46 of them (88%) got very good results inMaths and 37 (71%) got the same good results in Portuguese. 30 . It is particularly interesting tonote the high scores of the female students. The three classes were divided by age. Grade Ahad students from 10-12, class B from 12-14 and class C from 14 and above. Although thefigures are small, they indicate a clear difference between the achievements in grade A and C,which may support the general opinion that older TEP student, are doing better than theyounger.The number of TEP students who dropped out of the program is fairly high (26%), and higherthan the average for Lobito (22%), but the figures are too small to draw definite conclusionsat this point.The vice school director says that they received only 24 of the 52 students who wereevaluated, in regular school this year.Diagram 8 Transfer of TEP students to regular classes in 2005, the school 27 th of MarchStudents Grade 1 Grade 2 Grade 3 Grade 4 Drop outsenrolled24 0 0 10 14 7 (in grade 4)Percentage - - 41% 58% 29%The seven pupils who abandoned were all in grade 4. Only about half of the students whoqualified for grade 3 and 4 actually started. This indicates that it is not necessarily thestudents' level of achievement which is decisive for continuation. The fact that the seven whoabandoned were all in grade four fits into this pattern. 31If we compare the 17 TEP students in grade 3 and 4 with the total number of students in thesetwo grades (977), the TEP students are too few to make valid comparisons between them andregular students.30 The figures are not complete as they do not add up to 52. Those who got less than 10 points and qualified forgrade 1 are not reported. The school director says that no TEP students started in grade 1 this year.31 We do not know whether there were more girls than boys who abandonedEducare Eva M. Johannessen

20Of the 71 children who started TEP in 2004, only 17 (23%) are still in regular classes in theschool March 27th, seven in grade four and 10 in grade 3 by October 2005. Some of thosewho qualified but did not start may have transferred to other schools and areas. But takinginto account that the TEP teachers were only approached by two parents who wanted astudent’s integration sheet (ficha do aluno), it is reason to believe that few of those who lefthad planned to continue.A conversation with all of the 10 TEP children in grade 3 confirmed that some of theircolleagues had left and gone to another school in Lobito 32 . They did not know how many.Apart from this information the former TEP students did not know where their other formercolleagues were. Only two of the 10 students were girls. None of the children we talked towere in the right age group (above 12) when they were in TEP.We also had a conversation with five previous TEP children who were now in grade 5 and 6in the neighbouring school to 27th of March, Jose Samuel, who caters for children in level II.They had no information on the whereabouts of their previous TEP colleagues. According tothem, the reason they had abandoned is not because they have moved to their places of origin.They are convinced that most of them want to continue school.Apparently very few continue beyond grade 6. During the conversation with the TEPsupervisor, teachers, school director and deputy school director, one of them said he knew aformer TEP student who was now in grade 7. The students I talked to did not know anyonewho had continued.Example 2Baía-Farta lies right on the beach and the people there live from fishing and working in fishfactories.Many children drop out of school in Baia Farta because they have to help theirfamilies with catching and selling fish.Baia Farta has had TEP since 1998.Diagram 9 TEP statistics from 1998 – 2003 Baia Farta 33 : 34TEP. stud.enrolledDrop outs Evaluated. Qualifiedto entergrade 1Qual. toentergrade 24167/2145f 1871/971f 2296/1158fQual. toentergrade 3Total1139/654f 739/336f 418/168f 2296/1158f51.4%f 51.8% f 50.4%f 57.4%f 45.4%f 40%f 50.4%fThe drop out is 44.9% (51.8% females), following the same tendency as in the statistics for2004 (45% drop out). 49.6% of the pupils who were evaluated, qualified to enter grade 1(57.4% of them were girls) (55% in 2004). This indicates that the results for nearly half of theTEP students in Baia Farta were rather weak. Only 18.2% qualified to enter grade 3 (40% of32 They also said that there were some former TEP students in grade 1 but this information was not confirmed bythe teachers and the supervisor33 Some of the figures from 2004 are nearly unreadable and there might therefore be slight mistakes.34 Source: Baia Farta Muncipality.Educare Eva M. Johannessen

21them were girls). By comparison 23% of the TEP students evaluated in 2004 qualified forgrade 1 (see above).The gender balance is encouraging, as slightly more girls than boys were enrolled. About 50%of those who were evaluated at the end of the year were girls. When we look at theirperformance, we observe that the girls’ results are not as good as the boys’, as there are moregirls than boys qualified to enter grade 1 and less who qualified for grade 3.The figures from 2000-2001 allow us to study the details.Diagram 10 TEP Baia Farta municipality 2000-2001Enrolled Drop out Evaluated Resultsbelow 10Results10-13ResultsAbove 14770/425f 392/224f 378/201f 186/101f 136/72f 56/28f55%f 57%f 53%f 54%f 52% 50%The figures confirm the general statistics from 1998-2003. In 2000-2002 more girls than boysenrolled and it was a 50.9% drop out. More girls than boys dropped out. Slightly more girlswere evaluated and more girls got weaker results. 49% got results below 10, 35% got from10-13 and 14.8% above 14.174 (46%) of the children evaluated were ready to be transferred to grade 1, 141 (37%) tograde 2 and 59 (15%) to grade 3. These figures are also in accordance with the generaltendency, but it has improved in 2004.The figures from Dombe Grande (not visited, located in the interior and thus different fromBaia Farta) from the same TEP year are as follows:Diagram 11 TEP statistics Dombe Grande 2000-2001Enrolled Drop out Evaluated Final resultsbelow |10Final results10-13325/172f 117/65f 208/107f 100/57f 75/38f 35/12f52%f 55%f 51%f 57%f 50.6%f 34%fFinal resultsabove 14The drop out is 36% which is about 20% less than in Baia Farta. 64% of the students wereevaluated at the end of the TEP year, which is only slightly lower than the figure from BaiaFarta. 48% of the pupils evaluated got results below 10, 36% got from 10-13 and 16% above14 which are slightly better than the results in Baia Farta. 57% of those with the lowest scores(below 10) were girls.45 (21%) of the children evaluated was from 6-9 years old, while 15 (7.2%) was from 14-17).Even in 2003 in the municipality, 43% of the children were below 12, and in December 200473% of the TEP students in Baia Farta were between 10-12 years old. In 2005 62% were from10-12.Visit to the school 1st of August (level I, grade 1-4).They have totally 711 regular students (374 f). The number gradually drops from grade 1which has 204 students (99 f) to grade four which has only 42 students (18 f)Educare Eva M. Johannessen

22Here the TEP students get a student’s integration card and they decide for themselves whichschool they want to go to.The school director has provided a list of all the TEP students but he does not know in whichyear they entered regular and in which grade. In 2003, 273 pupils went through the TEP.In 2004 the figure was 115. In 2005 all the students who were transferred (23) started in grade2, and totally 15 are today in grade 3. .We did not get the figure for grade 4 (probably few, ifany, since there are only 42 students totally in this grade).The problem here is that they do not know how many on the list who actually presentedthemselves for the regular school as there are several schools they may transfer to.They do not know the drop out. The general opinion is that few of those who start drop out.We decided to visit all the grade 2 classes which were present at the time of our visits (in theafternoon) to check the number of former TEP students who were integrated (for the results,see annex II).1 st of August (level II and III)Teachers and head teacher say that generally about half of the students – TEP and regular –are repeaters. They have no statistics on the number of repeaters. They do not know exactlywho are former TEP students and who are not. No one has ever asked for that.A conversation with seven of the former TEP students who are now in grade 5, reveal thatthey have some information on former TEP colleagues and their whereabouts. Some arerepeating grade 3, one boy is in grade 8 in another school, and one girl is in grade 4, one ingrade 5 and another in grade 6. They confirm that many leave school because of the costsinvolved (identification card)3.6.3 Reasons for dropping outThe students we talked to maintain that many students - TEP or non-TEP – leave schoolpermanently or temporarily because of the costs involved. One major cost is the identificationcard (cedula) needed to enter regular, which cost between 1.500 Kwanzas and even morewhen they transfer from the first level of primary to the second. One girl, who is now in grade5, says she was out of school for a year because her parents could not afford to keep morethan one child in school at a time.Conversations with the two TEP teachers at the school March 27th confirm that they do nothave any information on where the other TEP students are, but believe that many withdrewdue to the costs involved in paying the identification card. They said that only two studentscame to them and asked for the student’s integration paper.It is a steady drop out of TEP students which starts during the TEP year (19%). The nextmajor drop out in this school comes during the transition from TEP to regular, whereapproximately 50% never starts. Paying the identification card (cedula) and other costsinvolved in school (uniforms, books, material) are heavy burdens on poor families who haveseveral children in school going age.The pupils in this school receive a meal from JAM (Joint Aid Management) every day.Everyone claimed that this was a strong motivation to come to school. “They always come!”Educare Eva M. Johannessen

23According to the conversations with children and teachers, it seems as if the TEP students dono drop out at a higher rate in regular school than other children. They meet the sameobstacles to schooling as most of the other children.According to the supervisors more than half of the TEP students have left since 1998 andsince 2000 the number has increased to much more than 50%. Most of the TEP students leaveduring the first trimester.Furthermore, the drop out continues when the TEP students transfer to regular school.However, they do not know exactly how many as the statistics lack a category showing howmany students who actually show their face on the first day of school.The municipal supervisor thinks it would be better if the TEP students get support until theyhave finished the first cycle of primary. The main reasons why they leave is because theparents do not give them enough support, little interest for schooling among children andparents, they are more interested in fishing. Poverty is an important reason. The drop out isalso heavy among other children in regular in Baia Farta.Educare Eva M. Johannessen

244 IN SEARCH OF FORMER TEP STUDENTS IN BURUNDI4.1 BackgroundBurundi is one of the poorest and most densely populated countries in the world. The totalpopulation (2005) is 7, 2 million occupying 27.834 km2. The country is divided into 17provinces (administrative divisions). The GNP per capita was estimated at 145 US dollar in1998. The main agricultural products are coffee, cotton, tea, corn and sorghum and the mainindustrial products are blankets, shoes, soap, cloth and sugar. Life expectancy at birth was40.3 years (in 2003), the fertility rate 6, 16 children per woman. The under five mortality rateis about 190 per1000 live births. The illiteracy rate was 49, 2% in 2003. 35Burundi got is independence in 1962. Since 1965 there have been repeated cycles of violence,often along ethnic lines. There have been several attempts of cease fire but a durable peacehas not yet been reached. The recently elected president, Pierre Nkurunziza, announced inOctober this year that firm actions would be taken by the new government to stop theviolence, thus instilling new hope of reaching a lasting peace accord.Analysts hold the opinion that the deeper structural causes of the conflicts must be solved,first of all the unequal distribution of, and access to resources, including the distribution ofland. The most vulnerable (refugees and IDPs) and the poor make up a large part of thepopulation and their needs must be addressed. 364.2 Primary education (EP)4.2.1 GeneralAccess to regular school has been denied to many of the poorest and the people from thelowest cast, Batwa (an estimated 1% of the population). As noted in the evaluation from 2000,the Catholic Church via Caritas has made efforts to establish literacy classes for some of thechildren out of school. The program offers basic education and some religious teaching. Mostof the teachers are unqualified and lack education material. Those who have attended thenon-formal classes cannot switch to the formal school system. 37 Many of the parents wetalked to confirmed that they had benefited from some education through these classes whenthey were younger.It is also a parallel system at secondary level, called communal colleges, that has allowedmany more students to continue their education, but which is of lower quality because ofemployment of unqualified teachers. The far better “lycees” are few and costly.In September 2005 the new president declared free education for all in primary. The schoolfees have been abolished, but primary education is not compulsory. Pupils still have to pay foruniforms and material.35 OCHA country profile36 Jooma, M.B.” We can’t eat the constitution”, 2005.37 Johannessen: Evaluation of TEP Burundi, 2003Educare Eva M. Johannessen

25Primary education comprises six years (grade 1 – 6). Children/adolescents up to 15 years’ oldare accepted in primary as of this school year.During our visit we have been able to observe the effects of this historic decision. Schooldirectors and inspectors supporting the reform, meet new challenges with the heavy influx ofchildren as the infrastructures are not prepared to cater for such a high number. Not only doesthe reform attract new students, but also those who had dropped out. Many classrooms areovercrowded, and the weaknesses in the system before the declaration have become moreobvious. Although the school fees have been abolished, there are still other expenses to becovered. The schools are desperately looking for additional funding.The number of pupils in primary has nearly doubled this year, compared to 2004-2005. Thereis a need of 5.280 new classrooms, 3000 new teachers, as well as textbooks and didacticmaterial 38 . The MINEC (Ministry of National Education and Culture) is well aware of thesituation, and apart from free access to EP, they give priority to the extension of access tosecondary school, education for girls, decentralisation of the education system, reduction ofinequalities, production of manuals, rehabilitation of infrastructures and construction of newclassrooms, training of teachers and the development of private education 39 .4.2.2 National education statisticsTotally 95.2979 pupils were in primary education in 2003-2004 according the Nationaleducation statistics. 45% are girls. According to UNICEF 40 around 550.000 children in schoolgoing age (7-12) are out of school in 2005.A serious problem is that nearly 30% (29.3%) of the pupils are repeating classes, thusoccupying around a third of the available places in EP.Diagram 12 Promotion and repetition rates in EP 2003-2004 at national level 41Grade1 Grade2 Grade3 Grade4 Grade5 Grade6 TotalPromotion% FMF+M60.962.461,865.266,365,666.267,867,167.069,268,456.059,858,263.265,164,2Repeating%FMF+M28,328,228,127,527,127,426,525,826,126,125,425,536.333,935,247.642,844,832.130,531,2The promotion rate is at its highest in grade 4 and meets an abrupt decline in grade 5. Thenumber of repeaters is nearly 10% higher in grade 5 than in grade 3 and 4. The highestnumber of repeaters however, is found in grade 6, where nearly half of the female students arerepeating. It is formally a limit of three times to repeating grade 6, but in practice manystudents exceed this limit as they may move to another school to try again. It may be moredifficult for the girls to repeat many times as they are approaching adolescence and adulthood.Very few children continue higher up in the education system. The competition for places insecondary school is stiff. In 2003-2004 52% (45342) of the students who presentedEducare Eva M. Johannessen

26themselves for the final exam in primary, succeeded. 42% of those who succeeded were girls.Only 34% of the candidates, who participated in the national entrance test to secondary, wereaccepted (les lauréats). 40% of them were female.Diagram 13 Drop outs in primary education (2003-2004)Grade1 Grade2 Grade3 Grade4 Grade5 Grade6 Totalf 10379 5107 3758 2801 2643 2134 26822m 11997 6595 5481 4116 4084 3262 35535f+m 22376 11702 9239 6917 6727 5396 62357f 46,4 % 43,6 % 40,7 % 40,5 % 39,3 % 39,5 % 43,0 %m 53,6 % 56,4 % 59,3 % 59,5 % 60,7 % 60,5 % 57,0 %f+m 100,0 % 100,0 % 100,0 % 100,0 % 100,0 % 100,0 % 100,0 %% drop out of total according to gradef 38,7 % 19,0 % 14,0 % 10,4 % 9,9 % 8,0 % 100,0 %m 33,8 % 18,6 % 15,4 % 11,6 % 11,5 % 9,2 % 100,0 %f+m 35,9 % 18,8 % 14,8 % 11,1 % 10,8 % 8,7 % 100,0 %The average drop out rate at national level is 6, 5%. 42 The drop out rate is at its highest ingrade 1, and is gradually diminishing over the six grades. It is lower in grade four than ingrade 2 and 3 and is at its lowest in grade 6. The girls´drop out rate of the total is higher thanthe boys´ in grade 1 and 2, but not in the other grades.Diagram 14 Average age of students according to grade 43Sex Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6FMF+M7,87,87,89,39,49,310,610,810,711,711,911,812,913,113,014,114,314,2The average age from grade 2 onwards must be understood in relation to the high repetitionrates.In grade 1, 2 and 3 there are children who are between 9 and 14. 14, 5% of the children ingrade 1 were 9 years old in 2003-2004. 4454% of the teachers in EP are female.86.2% of the teachers in Kirundo and 82.8% in Muyinga are qualified.On average, the teacher: student ratio was 74:1 in 2003-2004. In Kirundo it was 77:1 and inMuyinga 66:1. 4538 UNICEF: Retour des Enfants a l´Ecole. Gratuité de l’enseignement primaire39 MINEC: Options et priorites en matiere de politique d’education et de formation (undated paper).40 Ibid.41 Source: National School statistics 2003-2004. March 2005, page 6542 According to the national statistics 2003-200443 Cf. table 2.9.1, national statistics 2003-200444 cf. table 2.8, national statistics45 It is higher in 2005-2006 with the influx of new childrenEducare Eva M. Johannessen

274.3 TEP revisitedIn Kirundo and Myuinga the location of TEP schools/classes are either at a certain distancefrom the nearest regular school, or some are located within or adjacent to the school. Theabolition of the school fees has affected TEP as it is now more difficult to recruit enoughchildren to some of the TEP classes. NRC plans to downsize considerably in Muyinga for thenext school year.TEP teachers claim they work more and get less paid than their colleagues in regular.According to the pedagogical advisers (encadreurs), many have left for better paid jobs, andthose who stay on are looking for better opportunities. The problem is that the majority of theTEP teachers are not formally qualified and not on the government payroll. The educationadvisors seriously doubt whether the Government will ever take them on. The reason is thatthere are a number of qualified teachers who are jobless who will be accepted first. This ismainly a problem in Muyinga and Kirundo. Most of the teachers in Makamba are qualified.Even though many TEP teachers consider leaving the programme, the pedagogical advisersagree that the situation is not very different from what it was like in 2002. By and large theTEP students are doing better than their colleagues in regular schools. We shall return to morespecifics about this aspect later.Today the pedagogical advisers are the main responsible for the selection of the children.The number of TEP students in a class has been increased to 35 as of this year.For a short period, the pedagogical advisers in Muyinga spent the weekdays in the fieldmonitoring and supervising the TEP schools, and returned to the field office on Fridays. Nowthey are back to the old system of going and coming every day. This seriously affects theirefficiency, as they are only able to leave the office at 9 in the morning due to securityregulations. It means that the remote schools do not get as frequent follow-up as those whoare more centrally located.In some areas NRC has handed over former TEP schools to the regular school system.4.4 Transition from TEP to regular school4.4.1 Memorandum of Understanding (MoU)Demers reports that it has been a recurrent problem to get a MoU regarding TEP signed atnational level. The MoU for TEP in Kirundo was specifically drawn up for that year’s projectactivities. As only Kirundo was mentioned as the area of implementation of the agreement,the automatic extension of the programme to other provinces was blocked. 46 A similaragreement was agreed upon with the provincial authorities in Muyinga. Integration of46 Demers, E.: TEP Burundi History and Analysis. 2004.Educare Eva M. Johannessen

28children and teachers into the formal system, the handover of responsibility and the municipaland provincial inspectors´ role, were among the areas that were not defined.A letter from the Ministry of Education in 2001 47 is a very limited MoU which gives a fewguidelines regarding the integration of the TEP students into EP. It states that the TEPstudents who have succeeded with 50% at the national exam are allowed to be integrated ingrade 3. Also the students who have passed the provincial test with 50%, organized by theProvincial inspector in KIRUNDO (emphasized), are accepted in grade 3. All other studentswill be transferred to grade 2 in the nearest school.The MoU does not give any specifics regarding the nature and collaboration between theparties.4.4.2 Transfer of TEP students to primary school (EP)According to the TEP coordinator in Muyinga, the following procedure is practiced fortransfer of TEP students to regular school- By the end of the year, the child gets a temporary integration sheet (fiche d'integrationprovisoire)- The pupils have three options regarding which regular school they want to transfer to- The majority get their first choice fulfilled. It depends on whether there are enough places.The school inspector makes the decision.- Depending on the results at the final test, it is decided which grade the child is entitled toenter (grade 2 or 3). Those who succeed with 50% or above, are integrated in grade 3 andthose who score below this limit are allowed entrance in grade 2 (in accordance with the MoUabove).- The TEP pedagogical adviser (encadreur) gives a copy of the children's result to theinspector. He makes the final decision regarding integration and gives a copy of the children’sresults to NRC.- The inspector and the TEP pedagogical adviser do a follow up in the classroom to seewhether the children are actually there when the school year starts.According to our observations in the field (schools) the inspectors do have a record of howmany of the eligible TEP students who actually start in primary.4.5 How many TEP students transfer to primary school, for how long dothey stay and how many complete?In order to find out how many TEP students who transfer to the formal system, we needreliable statistics on how many who “graduate” from TEP. As previously mentioned it seemsas if the TEP statistics have improved considerably since the evaluation in 2002, and theintroduction of computerized data. We were able to verify this during our visit in Muyinga.However, we also discovered mistakes and shortcomings in the statistical informationprovided. Another observation, which we find serious, is that the relatively good andmeticulous work done at provincial and local level (Muyinga) regarding the TEP statistics isnot properly reflected in the yearly reports. There are examples of inconsistencies and47 Reference No. 610/2196/2001Educare Eva M. Johannessen

29inaccuracies, which should have been corrected. Lack of quality control of the reports wasalso observed during the evaluation in 2000 and an improvement was recommended.Another flaw is that the statistical information regarding Kirundo, particularly during the firstyears of TEP is incomplete. It does not seem as if a standard format of writing reports existed,as they are all different. In those that exist, we find the same tendency of inconsistencies andinaccuracies as figures regarding enrolment and drop out do not always correspond within thesame report and/or from one report to another, or the information is not exact 48 .When we started looking more closely at the TEP statistics in Muyinga, we discovered thatthe categories used were not unambiguous. For instance, one category was “studentsintegrated in regular school”, which at first sight seems to indicate those who actually started,but it turned out that it meant “those who very ready to be integrated” (i.e. those whoqualified). It was therefore agreed upon to separate “ready to be integrated” (a integrer) from“have been integrated” (ayant integres). During this process we discovered another type ofdrop out from TEP that was hidden in the statistics. One is the steady drop out during the TEPyear, another is drop out that takes place right before the exam or under the exam. The lastcategory is called “not classified” (non classés) in the statistics. It covers two types ofstudents: those who do not complete the exam, which lasts three days, and those who do notshow up. We shall take a closer look at drop later. 49Here follows the TEP statistics regarding Muyinga and Kirundo that have been provided bythe NRC office in Muyinga4.5.1 How many finish TEP?Diagram 15 TEP statistics from Muyinga and Kirundo 2000-2005 50Year Province Enrolled Tested Abandoned Not classified2000-2001 Kirundo 2880 2173 7072001-2002 Kirundo 4431 3225 1206Muyinga 1410 1068 278 642002-2003 51 Kirundo 2689 2364 460 156Muyinga 4336 1293 902003-2004 Muyinga 3620(1510f) 1154(459f) 48(30f)2004-2005 Muyinga 5318(2289f) 3107(1332f) 1181(511f) 1030(472f)Kirundo 880(402f) 432 339 109Total 25855 17740 6618 1497The number of girls has been added when available.48 An example is when the drop out is referred to as ”very high” without specifying actual numbers. Anotherexample is that the boy: girl ratio is not always recorded.49 We have later also discovered a third category, called ”not possible to integrate” (les non integréables) whichseems to indicate those whose scores are so low that they are not recommended for integration. This category ishowever only found in some places in Kirundo.50 The statistics were provided by the TEP coordinator in Muyinga. Some of the figures do not correspond with thecomparable figures in other reports.51 The numbers from this year in Kirundo are slightly different in another version, and the category “not possible tointegrate” is added, i.e. those who got less than 20% on the examEducare Eva M. Johannessen

30Totally 68% of the TEP students have qualified to enter primary school in Kirundo andMuyinga. The difference between “enrolled” and “tested” shows the total drop out(abandons and non classés) which is 8.115 (31%). 81% of the total drop out takes placeduring the TEP year, while 18% are drop outs or failures during the exam.The next step is to find out how many of those qualified to enter grade 2 or 3 who actuallystarted. To do this, we need the statistics at provincial level. Luckily this information waspossible to retrieve in Muyinga. There we were able to get hold of statistics both at provinciallevel and from the seven municipalities in the province. In Kirundo, we cannot do the sameoperation as the provincial statistics regarding former TEP students are lacking.9.546 TEP students were ready to be integrated in Muyinga in the period 2002-2005.The following table handed over by the provincial inspector, shows how many of the eligibleTEP students who actually started in primary school in the same period.4.5.2 How many start in primary school (Muyinga)?Diagram 16 TEP students who started in primary school in Muyinga 2002-2005Year Girls Boys Total2001-02 25 60 752002-03 301 444 7452003-04 556 789 13452004-05 943 1226 21692005-06 960 1524 2484Total 2685(39,9%) 4043(60,1%) 6728 (mf)6728 (70.4%) of the TEP students who were eligible (9546) started in primary school inMuyinga between 2002 and 2005. 29,5% (2818) did not show up in the school they hadchosen or that was indicated for them.60% of the TEP students who started in primary school were boys, and around 39,9% weregirls.The school inspectors in Muyinga have conscientiously noted down the number of studentswho have shown up in school, but they do not know how many who dropped out or who havebeen completed.4.5.3 How many complete primary school?As mentioned above, we do not have statistics at provincial level for Kirundo and therefore donot know the total number of those who were transferred and for how long they continued inregular. We have, however, the drop out in EP from one municipality, and the number of TEPstudents who have finished primary from three municipalities in the province. As the numbersfrom the three municipalities do not cover the same categories, they are unfortunately notcomparable.Educare Eva M. Johannessen

314.5.4 Examples on TEP students in primary school from municipalities in Kirundo 52In Vumbi municipality 17 (4.4%) of the TEP children (from 1998-2004) who started inregular (379) completed primary education, and among them only 5 girls.In Busoni municipality 84.3% of the students who started in primary over the threeyear’s period of TEP, continued, and 15.6% dropped out (21.6% of the girls and 13.3% ofthe boys). The drop out is mainly registered in 2004-2005 and is due to the famine in thecommunity.By comparison, the drop out in regular school at provincial level in Muyinga and Kirundo isreported to be 10-15% for the same period. 53 .Of the 583 students who remained, 21 (3,6%) finished primary, 1 girl and 20 boys.They are reported to be in grade 7 (secondary school) today. The majority of those whodid not manage the national test are repeating grade 6.In Bugabira municipality totally four (1,5%) of the TEP students who started inprimary since 1998 (264), finished, 2 boys and 2 girls.There are no figures from this municipality showing the number of children who started andfinished TEP.In another of the municipalities visited in Kirundo, Ntega, the inspector also had a fairly goodoverview of the situation. The estimate is that 67% of the TEP students initially enrolled inTEP passed the final exam at the end of the TEP year. Around 27% (less than a third are girls)of them were still in the education system in 2005 .He has also registered eight former TEPstudents who managed to pass the national test for entrance in secondary education this year,which is about 1.8% of the total amount of the TEP students who are in primary the sameyear. 54 All are boys.Comment: The numbers of TEP students are few compared to regular students and therefore itis difficult to compare the two. The tendency is that attrition and retention rates follow thesame pattern as for regular school children.4.6 Nine TEP students in secondary schoolWe had two conversations with former TEP students who have succeeded in passing thenational competition for entrance in secondary education this year. They are now in gradeseven. Seven of them are studying at the Municipal College 55 in Vumbi. The conversation willbe quoted in detail as it gives us an idea of who these children are who have passed a verystiff competition, and how their life is today.52 cf. Burundi, annex II53 According to the NRC office in Muyinga54 As it is not possible to follow a cohort, we have to make an estimate55 There are two types of secondary schools in Burundi, the Municipal colleges and the Lycées. The latter aremore expensive and have better qualified teachers.Educare Eva M. Johannessen

32Seven boys in grade 7 in secondary school in VumbiThey were in TEP in 2000-2001, and are now between 14 and 18 years old. Two of them haverepeated grade 6, the five others have never repeated. Most of them came from the same TEP schoolin Vumbi. One came from Kabuye. The TEP school was 3-5 km. away from where they live.Some of their former TEP colleagues are still in grade 6 and some are in grade 5. Some have left.They do not know how many. All of them transferred to grade 3 in EP. At that time there were totally10 students who were integrated.In EP they were among the best in their class. Four of them held the four first places.They have to pay 11.500 FBU 56 in school fees for one year, 5.500 FBU per trimester. Most of themexplain that their father has paid the fees. The one who has been the first in his class says hisgrandmother pays for him. He is an orphan. The one who is 18 says he had to pay for it himself, as heis also an orphan. He has sold bananas to manage. He grows bananas and beans. He gets 500 BFUfor 6 bananas, and it takes a year to earn 11.500 FBU. He sells bananas on Saturdays and Sundays.He lives with his brother who is 25. The brother is married and he helps him He has three brothersand one sister, two of the brothers are in primary schools (grade 6 and grade 3).The one who says his grandmother pays for him has two brothers and one sister. The girl is in grade 5and one of the boys in grade 4. His grandmother grows beans and manioc. The children help her.Another says it is his mother who pays by growing beans and manioc. Two others confirm that theirparents are also peasants. One has four brother and four sisters and all in school going age are inschool. In another family there are five children who also are or have been to school.There is a third orphan among the seven who has one sister and three brothers. The oldest brother is24. He was in grade 7 but had to leave because his father died. The next brother is 21 and has been inschool until grade 5; another is 15 and is in grade 5. His father went to school until grade 6, but hedoes not know whether his mother has been.They all confirm that they would not have been in school if it had not been for the TEP.They find the transition to secondary very difficult. They have new subjects like biology andgeography, but there are no textbooks. Only the teacher has one. There is a textbook in French, butthey do not have one. One says that only 15 out of the 63 students in his class have a textbook. Twoothers say that there are 63 and 64 students in their respective classes. Another has 84 in his class. Insome subjects three children have to share a book. Only two of the seven have a book in Math. Theycannot study in the afternoon at home (they also arrive late). They do not have enough notebooks andthey only have one ballpoint pen each (given by UNICEF). They have to borrow ballpoint pens fromother colleagues. They need 11 notebooks, but they do not have as many as needed. One notebookcosts 600 FBU.Another problem in secondary is that all the teaching takes place in French except in Kirundi. In EPthe teaching was in Kirundi. It is obvious that the children have great difficulties in expressingthemselves in French.56 100 USD = 105000FBu (October 2005)Educare Eva M. Johannessen

33They do not eat before they go to school in the morning; they only eat once a day, two say that they eattwice. They eat at 7 pm. Six of them have to walk 10 km. x 2 each day. The seventh covers 11 km x 2each day. They start at 5 in the morning.It has been confirmed later by the pedagogical advisers that the children actually do not eat becausethere is nothing to eat. They maintain that the teachers in secondary often teach subjects they are notqualified in. They are often away from school because they are looking for other income. When wearrived, the school director had already left. The children in secondary are subject to numerouspenalties for petty things like arriving late, not having proper clothes, not being clean, strangehaircuts or wearing mini-jupes. The penalties are distributed by lowering their marks.The other conversation took place in Busoni, Kirundo, in the municipal college Rusarasi.There are only two male TEP students in grade 7 in this school. We talked to both: AudaceNdagipimana, 17 years old and Gerard Basomingera, 16 years old. They were in TEP in2000-2001.Two boys in grade 7 in the municipal college Rusarasi in BusoniThe TEP school they attended is at a distance of 5 km. from the secondary school.Audace says that six former TEP students were due to enter to the same EP as him. But the otherstransferred to another school. He is the only one who passed the national test and the others are stillrepeating grade 6. He has never repeated. He was number one in his class from grade 3 to 5. Ingrade 6 he was number two. He did not find the test difficult. He obtained 92 (on 200).Gérard says there were more than 85 students in his class in EP. The others from TEP went to otherschools. Many have left and many have problems in the family, i.e. they cannot afford to pay schoolfees.His father paid the fees. He has four sisters who are older than him and two brothers, one who is olderand one is younger. His elder brother is now 25. He left school in 1993 during the war when he was ingrade 4. He is now married. The girls are also married and no one of them has been to school. Hisyounger brother is 12 and has never been to school. His father cannot afford the school fees and theother costs involved. Gérard confirms that he is the only one who is in school. His father has not beenand neither his mother.Both of them say they would never have been in school if TEP had not come to Kirundo.Gérard found the test difficult. He used to be second best in his class, and has never repeated. Ingrade 6 he was No. 11 (on 49) in the first trimester. His results on the final national test were 77 (on200). He thinks he will manage to follow the teaching in secondary although he finds it difficult. Thereare 54 students in his class.The school fees amount to 5000 FBU for the first trimester, plus another 2.000 FBU. His father sellsbananas to pay the fees. When I say that his father is very brave, he answers: “He is not brave(courageux), he is old”. I understand that it is his elder brother (25) who himself had to leave school,who has paid Gérard´s school fees. In the second trimester the school fees are 3.000FBU. He thinks itwill be difficult for him to find the means. His brother cannot help him. He says he will try to sellbananas.Neither Audace thinks he will manage to pay the fees. He has three brothers and four sisters.One of the brothers is in EP, the two others are at home (they are 23 and 20).Two of his sisters whoare in school going age, are in EP, one in grade four and the other in grade 5. Both his mother andfather have both been to school, in grade 4. He says he cannot sell any products because it is finished.Educare Eva M. Johannessen

34They confirm that most of the students in their class are also having serious problems with paying theschool fees.They have to walk 4-5km. x 2 every day to come to school. They do not eat at school and start walkingwithout having eaten. Gérard says he has compulsory subjects in the afternoon until 3 o'clock. Thisgoes for all the students in his grade. .The school director tells me afterwards that there is very little drop out in secondary. Since they havesucceeded in a difficult competition, they try to hold on. Somehow even the poorest find a solution.According to the inspector in Ntega, Kirundo, there are still former TEP students in thesecond, third and fourth grades in secondary schools in his districts.Comments: The interviews show that very poor parents are willing to make sacrifices to keeptheir children in school, and most probably the majority of these children would not have beenin secondary if it were not for TEP. Some of the families value schooling to such a degree thatthey manage to keep 5-7 children in school. Three of the nine students are orphans anddependent on their grandmothers or elder brothers. Most of the girls in the families have nothad the opportunity to go to school. It is a tendency that parents who have some years ofeducation insist on keeping their children in school, but there are also cases whichdemonstrate that uneducated parents strive to keep at least one child, a boy, in school. In twocases, the elder brothers have paid the school fees for their younger brothers, and both of themhave been to primary school themselves. Perhaps they want to fulfil their own dreams offinishing primary through their younger brothers.4.7 Drop-out and retentionWe have discussed the reasons for dropping out with the inspectors, students, parents and thepedagogical advisers (encadreurs).4.7.1 Drop out in TEPThe drop out rate for Kirundo was nearly 40% for the first two groups. It varied from onemunicipality to another; the lowest (Busoni) had less than 30% while others had up to 46%.The main reasons given are famine and poverty, lack of food distribution (stopped rightbefore the final exam), and lack of correspondence between the TEP year and regular schoolyear.In 2002-2003 the drop out was around 37% (including those who abandoned during the examor who failed the exam). The high attrition rates were gradually reduced in Kirundo.The inspector in Ntega’s 57 estimate of the drop out rate during the TEP year is 5%. He saysthat most of those who leave do it during the year and not right before the final exam.Due to the famine, the drop out may vary according to whether the children benefit from fooddistribution or not. When they get food, their schooling is presumably more regular. However,57 This inspector visits schools several times a weekEducare Eva M. Johannessen

35the food distribution from WFP has been irregular and therefore it is not possible to trace theeffect of this factor with respect to retention.We have discussed the drop out before and during the final TEP exam with the pedagogicaladvisers in Muyinga. When we looked at the specific figures from the different TEP schoolsin the province, we found that the number of drop outs varies from one place to another.Some schools have none or very little, while in other cases as many as half or two thirds dropout right before the exam or during the exam. The pedagogical advisers gave the followingcomments as to how this could be explained:1. These are children who have had many absences during the TEP year, and who end up bydropping out completely. It is not necessarily the children who are the weakestacademically who do not present themselves for the exam.2. Some drop out because they are afraid of the exam. The exam is organised by theinspectors.3. Some children participate in a food for work program (AAA) together with their parents,and others are held back because they are needed in agricultural or domestic (girls) work4. Ignorance. Some parents do not see the importance of children taking the final exam if itcoincides with harvesting or other work, as they do not have any hopes for their children'scontinued schooling due to the fees involved. Although the school fees have been abolished,there are still other costs to cover.5. The students are in a difficult social situation due to poverty and famine. The problem isthat they do not get food from WFP now. The drop out would have been lower if they had aschool canteen.There are municipalities that are similar with respect to social conditions but different withrespect to the drop out rate. In these cases, the drop out is influenced by:1. The teacher. A lot depends on the teachers and whether he/she is regular and dedicated.When a teacher comes every day, the children are also more regular and there are fewer dropouts. The problem is that many TEP teachers are not very dedicated these days2. The parents are the second most important factor. If the parents are supportive andunderstand the importance of education, the drop out is lower.3. The administration. If the administration is supportive, it also helps.4.7.2 Drop out in primary schoolA follow-up study in Kirundo regarding the students who transferred to regular school in2001, showed that the drop out was very low. Of those who transferred to grade 3, only 0, 9%abandoned. Of those who transferred to grade 2, the abandon was 17.5% 58 .The inspectors in Kirundo estimate that TEP students do not have a higher drop out thanregular students. As they are few in number compared to the regular, it is hard to judge it on aquantitative basis. Their estimate is that there is between 20-30% drop out during the years inprimary school (EP).A problem with respect to the statistics is that the pupils come from different TEP schools andthat pupils from the same TEP class may transfer to different schools58 cf. Johannessen, E. : Evaluation of TEP Burundi, 2003Educare Eva M. Johannessen

36The reasons for dropping out are the same as in TEP:- Poverty- Famine- Lack of sensitisation of the parents- IgnoranceAlthough the drop out may seem high if we look at the number who started in TEP and thosewho finally enter primary school (EP), the inspector in Ntega says it is not right to call it“drop-out” as many have not necessarily abandoned but moved to other places and schools.We actually do not know whether they still are in school, but he is convinced they have notleft school for good. This has been confirmed by students, teachers and parents. Some of thestudents in the classrooms visited, have left for a while and come back again. However, theyare apparently not in great number. It is not known how many who have transferred to otherschools and whether they are still there and how many who have crossed to border to Rwandaor Tanzania, compared to how many who are at home helping their parents, and if they intendto come back. School inspectors and school directors confirm that many former drop outs(TEP and non TEP) have returned to school this year.The parents in Gasorwe, Muyinga, give details which shed further light on drop out andcontinued schooling from poor parents’ perspective. Although most of the parents in themeeting had not been to regular school themselves 59 (about a third, but only around 10% ofthe women), they value schooling and are among those who have managed to keep theirchildren in school in spite of the costs involved. In order to pay the fees involved in schoolingsome take part in a parents’ cooperative bank, others borrow from neighbours. Some work forland owners. If they work from 6 in the morning until midday (12) they earn 400 FBU. perday. Although the school fees are now abolished, the costs in keeping a child in schoolamount to 11.000 FBU. per year. They have around five to six children each. Poverty andfamine are the main reasons for dropping out.One of the women says that she did not transfer her daughter to regular at first, because theschool was too far away. When grade 3 was introduced in the nearest school, she returned.But she had lost one year of schooling, the mother adds.A closer look at the national statistics for 2003-2004 broken down by province, gives thefollowing results for Kirundo and Muyinga in terms of the general drop out rate in primary.59 Many had been to religious schools (école catéchiste)Educare Eva M. Johannessen

37Diagram 17 Official drop out rates in primary education in each municipality in Kirundoand Muyinga (2003-2004) Grade 1-6Kirundo f f m f+m% oftotal f m f+mBugabira 145 41,8 % 202 347 4,8 % 2868 39,8 % 4332 7200Busoni 427 40,9 % 618 1045 7,1 % 5605 38,3 % 9016 14621Buwambarangwe 213 50,7 % 207 420 5,2 % 3129 38,9 % 4909 8038Gitobe 151 48,9 % 158 309 4,6 % 2520 37,1 % 4265 6785Kirundo 318 36,4 % 556 874 9,3 % 3867 41,2 % 5525 9392Ntega 296 38,8 % 466 762 9,4 % 2808 34,6 % 5300 8108Vumbi 398 47,0 % 449 847 9,3 % 3607 39,5 % 5532 9139Total 1948 42,3 % 2656 4604 7,3 % 24404 38,6 % 38879 63283MuyingaBuhinyuza 181 37,9 % 296 477 12,5 % 1552 40,5 % 2279 3831Butihinda 367 39,2 % 569 936 13,9 % 2740 40,8 % 3982 6722Gashoho 118 38,8 % 186 304 5,4 % 2434 43,6 % 3144 5578Gasorwe 164 41,5 % 231 395 6,6 % 2271 38,0 % 3702 5973Giteranyi 443 39,7 % 672 1115 13,1 % 3196 37,7 % 5285 8481Muyinga 266 44,8 % 328 594 4,9 % 5299 43,5 % 6876 12175Mwakiro 149 41,9 % 207 356 7,9 % 1765 39,0 % 2766 4531Total 1688 40,4 % 2489 4177 8,8 % 19257 40,7 % 28034 47291As we see, the drop out rate is 7.3% in Kirundo province. It is actually much higher inKirundo, Vumbi and Ntega (three of the municipalities we have visited) than in the othermunicipalities. The drop out rate is higher in Muyinga province (8.8%). It varies between13.9% and 4, 9%. In Gasorwe (which we have visited) it is 6.6%.Comments: The variance in drop out rate may be considerable within a province, andapparently it may also vary from one year to another. It is not known whether TEP studentsdrop out more often in primary than regular students, but according to the information wehave gathered, it is reason to believe that they follow the same pattern as the others.4.8 TEP students’ performance in primary schoolInspectors, students and parents maintain that the TEP students are among the best in theirclass.The final TEP test is prepared by the inspectors who also evaluate the results. We have thecomplete figures regarding those who have qualified in Muyinga from 2002-2005, whichshow that 76% of the students qualified for grade 3 and 24% for grade 2.To our knowledge, there has been little follow up of the TEP students once they have startedin primary. A former TEP coordinator in Kirundo (Terje Hope) did a follow up of the studentswho were in primary in 2001-2002. Of those who were transferred to grade 2, 79% succeededwith 50% or more while 10, 4% succeeded with less than 50%. 82.1% of the students wereEducare Eva M. Johannessen

38promoted and 12.2% had to repeat. These were very promising results, as we noted during theevaluation in 2002.The inspector in Vumbi noted that the seven first places in primary school were occupied byformer TEP students in 2002. Generally he thinks that the eldest students are among the best. .In another area, Gikomere, there were many students from the lowest cast, Bathwe (pygmies).They are likely to leave school early and stay irregularly, so the fact that two from this areahave finished EP is by all means a success.The inspector in the municipality of Kirundo confirms that some of the TEP students areamong the best in their class. Many are at par with those in grade 4. According to his opinion;the close follow-up of the TEP schools explains the good results, and also the fact that theTEP teachers are more regular and reliable than regular teachers. He thinks the childrenbetween 10-12 are better then the older students.Teachers in primary we talked to, say that the TEP students are found in the middle range orabove.The national test is very difficult. In Gasorwe, Muyinga, the inspector tells us that last year641 candidates tried the national test and about 150 (23%) were accepted.The majority of the students we talked to in primary and secondary, picked at random,confirmed that they were among the 10 best in their classes, and few had repeated.Some have reported problems with those who are transferred to grade two with low scores(below 20%). In one school they sent them back to TEP, in other schools they are transferredto grade 1. In the statistics they are sometimes called, “those who are not possible tointegrate”. The logical thing would be transfer them to grade 1. TEP is not meant to berepeated, but we have found such cases both in Burundi and in Angola.4.9 A quick glance at gender in some municipalitiesThe TEP statistics from Kirundo and Muyinga provinces are not complete regarding the boygirlratio, but the available figures show that it is about 40:60.Although the numbers are small and incomplete, the following has been noted in some of themunicipalities visited:- 44% of those who started in EP in Vumbi were girls, while only 2, 9% of them completedEP (compared to 8% of the boys).- 27% of the TEP students who started in Busoni were girls. Only 0.5% of them finished EP(compared to 10.5% of the boys). 21.6% of the girls who started EP in Busoni, dropped out(compared to 13.3% of the boys).- In Bugabira, 2.1% of the girls who started in primary, finished (compared to 1.1% of theboys).- 39.9% of the students who started in primary in Muyinga province from 2002-2005 weregirls.Educare Eva M. Johannessen

39Statistics in primary regarding the girls from three municipalities in Kirundo (2004-2006)show that although the percentage of girls in the various grades varies, around 30-40% isgirls. There are differences between the municipalities, but it is a heavier drop out among girlscompared to boys in the upper grades. In Ntega it starts in grade four. It Gitobe it dropssteadily from grade four to 6, and in Gasorwe the drop out starts in grade four in 2004-05, andalso in 2005-06. Very few continue to grade 6.Educare Eva M. Johannessen

405 CONCLUDING REMARKSOur search of former TEP students in Angola and Burundi has revealed that completestatistics from the provinces regarding their whereabouts are non-existent.The reasons why the statistics needed are not available are several. Firstly, the TEP studentsare regarded as any other student once they are integrated in regular schools. They should notbe given any special attention is the attitude in both countries. Secondly, tracing the TEPstudents is mainly in NRC’s interest, while the education authorities do not pay attention tothem to the same extent. Even so, the Ministry of Education in Burundi had planned to makea comparative study between TEP and non TEP students, and the provincial director inBenguela has also expressed his interest in tracing the TEP students.Thirdly, the transition from TEP to regular school has not been planned well enough by NRCand neither by the education authorities at national and provincial level. The Memorandum ofUnderstanding in Angola is not specific in this regard. The Ministry of Education hasrecognized the TEP programme and is very positive to some of its aspects, but has not putmuch effort into the transition and follow-up of the students. In Burundi the co-operation withthe Ministry of Education has not been smooth and the MoU is brief and incomplete. Thedivision of responsibility between the co-operating parties is not explicit in neither of thecountries regarding the transfer and follow-up..A fourth reason is the way the transition is organised. The students may choose which schoolthey want to go to and this is positive for the individual family and student, but it becomes farmore difficult to trace them.To trace the TEP students career in the regular school system systematically, the followinginformation is needed: a. number of students who presented themselves for the final TEPexam (applicable in Burundi)/or who finished the TEP year (applicable in Angola). b. theirachievements according to the guidelines from the Ministry of Education and which gradethey qualified for c. which regular school they were recommended to enter and in whichschool they actually were integrated d. the year they entered and in which grade, e. theirretention and attrition rates in primary and f. how many complete primary.In Angola the TEP statistics are excellent, but there has been no complete registration of theTEP students in primary school. In Burundi the TEP statistics are good for Muyinga, butincomplete for Kirundo which was the first TEP province. In both countries it is a gapbetween the number of students who qualified for entrance in regular school and the numberwho actually started. The first category is known, but complete records of the second aremissing in Angola and in Kirundo. It is better, but not completely satisfactory in Muyinga.Our field visits indicate that some of the missing information exists in some places and maybe possible to retrieve at school level and through the supervisors (Angola)/inspectors(Burundi). The TEP students and parents may give valuable qualitative information in thisregard.A complete statistics should also include the boy: girl ratio, which is unfortunately not alwaysthe case. The inspectors in the municipalities in Kirundo and Muyinga however, have beenvery meticulous in this respect.Educare Eva M. Johannessen

41The school inspectors in Muyinga (and some in Kirundo) have a fairly reliable statistics of thetotal amount of eligible TEP students who are in regular school. The figures are not brokendown by the year they entered and the drop out is not recorded. Neither is the information onthe children’s age.We have had access to national school statistics in Angola from 2001, and in Burundi from2003-2004, allowing us to make comparisons between smaller samples and larger aggregateddata.Some examples from Kirundo make it possible to take a closer look at former TEP students’career in primary school. Once they are integrated, they seem to follow the same pattern asregular students regarding attrition, achievements and drop out. The following pattern is moreor less the same in both countries. Between 20-40% and more of the TEP students whoqualify for primary do not turn up. Of the students in primary about 45% are girls in Burundiand the gender balance is slightly better in Angola. The drop out rate in regular is at itshighest in grade 1 and gradually decreases. More girls than boys drop out in grade 1 and 2 (inBurundi). Although the girls’ drop out rate is not alarming compared to the boys in the nextgrades, their number is reduced in higher grades due to their disadvantage from the beginning.About one third of the students in regular are repeaters and in grade 6 in Burundi nearly halfof the female students are repeaters. Only about 50% of the students in Burundi pass grade 6,and it is common to repeat. Fewer girls than boys move to higher levels. In Burundi 34% ofthose who try pass the national test which allows them to continue to secondary. 40% of themare girls.Regarding the TEP students’ achievements in primary, it is a general opinion in bothcountries that they are doing better than regular students. School visits in Burundi confirmthis as some TEP students are found among the 10 best in their classes. It is also a generalopinion that older TEP students learn better than younger, but we do not know exactly whichage they are referring to, as we have noted that quite a few are too young.According to inspectors, parents, teachers and students, the main reason for dropping out inboth countries is poverty. It is not possible to establish whether the TEP students are poorer ormore disadvantaged than other children in regular school. To do such a study one has todefine what “poorer” and “more disadvantaged” means. Our tentative conclusion at this pointis that in a poor country or in poor areas in a country, the differences between TEP childrenand other children in regular are not significant.In some NRC reports in Angola it is maintained that the major reasons for the drop out arerelated to the fact that families are returning to their places of origin. We have not been able toconfirm to what extent this is a main reason behind the high drop out rates found in someplaces. Moving back home may be the reason for some, but we contest this generalization, atleast in the provinces and municipalities we have visited. From our visits in both countries,we believe that the following pattern is common: Poor families choose TEP because it is freeof charge and no other costs are involved. When the TEP year comes to an end, many knowthat they cannot meet the costs involved in continued schooling. Therefore they do not payenough attention to concluding the TEP year properly. They are more concerned about how tofeed their family. They withdraw their children from school although some of them are doingwell and are qualified to transfer to grade 3 (in Burundi/grade 2 in Angola). As there are noother options, they may decide to go back home or to move elsewhereEducare Eva M. Johannessen

42It is maintained by several of our informants in Angola as well as in Burundi, that when thereis food distribution, the drop out is lower.Some maintain that a reason for drop out is that the parents are ignorant and do not valueeducation. This may be true in some cases, but we also contest this generalisation. It shouldrather be pointed out as amazing to what extent even poor and uneducated parents valueeducation in both countries. Parents and students stamina and determination to continueschooling despite extreme poverty is an asset and represent a hope for the future. Children andparents make considerable daily sacrifices to come to school. High drop out in some areas andyears hits TEP and regular schools alike and are due to draught and famine in Burundi. Undersuch circumstances, poor parents may withdraw their children from school because they needtheir helping hands or simply because they cannot afford to cover the costs for clothes,notebooks and pens for five – six children. It is interesting to note, though, that our informantshold the opinion that dropping out is not a permanent but a temporary solution. Theywithdraw for social reasons not because they do not want to come to school. The drop outswant to return and will return to school. We have found examples of children who have beenout of school for a year and returned. In Burundi after the declaration of free access toprimary, many of the former drop outs have returned.Even though this is not an evaluation of TEP as such, we have made some observationsregarding TEP which deserve a follow-up. The drop out from TEP is very high in some of theplaces visited. We have not investigated the reasons more closely. Another finding regardingthe attrition rate in TEP is that there are some who drop out around the exam. Although thenumber is not very high compared to the steady drop out during the TEP year, it isrecommended to look into this type of drop out and find means to reduce it. More attentionshould be paid to how to help the children to finish the TEP year.Although it is tempting to consider an accelerated programme which allows TEP students tofinish primary school, we are in doubt as to such a solution because we are not sure that allthe TEP children are more disadvantaged than other children in regular. The fact that so manychildren are found to be too young for the programme also leaves us in doubt as to where theolder children are and why they do not come to school. The statistics confirm the highincidence of underage children. One may also speculate whether some families have beenfavoured regarding access to TEP. Another curious observation is that TEP in some places inboth countries is regarded as appropriate for weaker children/children who have failed(because of smaller classes and better teaching?) as we have found examples of children whoare repeating TEP and even of those who have failed in regular and are now in TEP. With theannouncement of free primary education in Burundi the Ministry will allow all children up to15 years to enter regular and one may then question the need for TEP in its present form.Educare Eva M. Johannessen

436 RECOMMENDATIONSThe recommendations follow the reflections presented in the previous chapter (concludingremarks). They do not only refer to the situation in Angola and Burundi, but to actions whichshould be considered in all other countries where NRC has similar education programmes.Lessons learned in Angola and Burundi can help improving the planning of the transitionfrom TEP to regular school and the collection of data regarding TEP students at an earlierstage in other countries.Some of the actions that need to be taken are urgent if NRC wants to document how the TEPstudents are faring in the regular school system in Burundi and Angola before phasing out.We shall also present some options regarding studies to be undertaken which may be carriedout by NRC or other institutions. We believe it is time for NRC to encourage more thoroughstudies allowing a better documentation of quantitative and qualitative achievements in TEPand similar education programmes.Immediate actions to ensure better registration and retention of TEP students1. NRC has to ensure that the TEP statistics (and the statistics in similarprogrammes) are accurate with respect to enrolment, drop out during the yearand during the final exam (separate categories), how many who presentthemselves for the exam (or who finish the TEP year), how many who pass andwith what results and which grades the students qualify for. The evaluation has tobe done in accordance with the guidelines given in the Memorandum ofunderstanding. The boy: girl ratio must always be indicated. The age of the child at thetime of enrolment should also be indicated. The main reasons for dropping out mustbe accounted for. It is the TEP coordinators’ responsibility to check that the aboveinformation is in place and that it is accurate. The results should be collected, copiedand handed out to all TEP supervisors and to provincial and localinspectors/supervisors and be available in a NRC file which can be consulted whennecessary.2. NRC needs to prepare the children and the parents better for the termination ofTEP , the final exam and the transition to regular school, encouraging them tofinish the TEP year properly, attend the exams and continue in regular. This is ameasure to reduce the drop out around the termination of TEP and during thetransition to regular. Sensitisation of the parents and supporting the children beforeand during the exam are some alternatives. It should be encouraged to develop a TEPstudent book for each child, indicating personal background, which TEP school h/shehas attended in which year, which grade h/she has qualified for and what school h/sheis transferred to. 60 The book follows the child and can be used in regular school. Thiswould make it easier to trace the children at a later stage. One may also considerintroduction of incentives for those who complete the TEP year.3. It is necessary to develop a more specific procedure regarding the transfer fromTEP to regular school in close co-operation with the provincial and districteducation authorities to ensure that the number of students who arrive in regular60 This is being tried out by Save the Children Norway, Angola, in the provinces they have activitiesEducare Eva M. Johannessen

44schools is registered correctly. We recommend that the same registration format isused in all the municipalities. The registration must specify the year, which grade thechildren enter, the child’s age and sex. The procedure has to describe what should bedone and by whom. As long as there is a letter of understanding between NRC and theMinistry of Education regarding TEP, it is the Ministry’s responsibility to register thenumber of students who arrive in regular schools and see to it that they are integratedin the grades they have qualified for. When it comes to the follow up of the studentsbeyond this, it has to be done by NRC since it is in their interest to document theattrition and retention rates. As the TEP students may spread to different regularschools, it may be an impossible task to trace all of them, but ways of improving theregistration of their whereabouts need to be foundRecommendations regarding studies tracing TEP students and reasons for dropping out4. Before any tracer studies are initiated, it is recommended to do a thoroughinvestigation of which type of information that already exists regarding thenumber of TEP students who are now in primary school and how many of themwho have finished primary and continued to secondary. It is reason to believe thatat least some information can be found in many places, like we have seen in Muyinga,Burundi. The provincial and local supervisors are key persons in this investigation andwe believe it should not be very difficult to provide these data in Burundi. The startingpoint should be the lists which the school inspectors/supervisors have or should haveon TEP students integrated in regular. If they do not have them, the information maybe retrieved. The list can be checked through classroom visits and by talking tochildren and teachers. It is encouraging that the Ministry of Education in Burundi hasexpressed interest in comparing TEP students and regular students, and collectingexisting information may be a first step in this direction. We also recommend the sameprocedure in Angola, as we believe that provincial and local supervisors may have orare able to retrieve information regarding the TEP students’ whereabouts.5. We strongly recommend to undertake a thorough study regarding the drop outin TEP and regular school by comparing schools/places with little and high dropout rates and study how it varies with the family’s social conditions, the qualityof the school and the teaching, and with whether it is a boy or a girl. This type ofstudy should be done before any other substantial actions are introduced to reducedrop out of primary (like for instance TEP I and II).6. We also recommend that pilot tracer studies are continued and furtherdeveloped, like the one NRC Angola has initiated. Although such studies requiretime, competence and resources, one should start at a small scale and extend itaccording to experience gained. It is important that TEP supervisors and may be alsolocal school supervisors/inspectors take part in the studies to learn more about how itis done. In the following pages Ellen Cathrine Kiøsterud presents options and aspectsto consider regarding tracer studies based on her field visit to Angola, but the same isapplicable in Burundi and in other countries NRC is engaged in. Even though it maynot be possible to carry out a “perfect” tracer study we recommend that NRC startspreparing for such studies by collecting information along the lines suggested below.Educare Eva M. Johannessen

45To trace the TEP studentsNRC has talked of tracing the TEP students in Angola for several years. This is undoubtedly adifficult, though not impossible, task. Especially in the earlier years of TEP, while peoplewere more mobile, tracing what happens to the students would be an extremely timeconsumingtask.Firstly, tracing all TEP students to get an aggregated data is close to impossible. It wouldprobably require a complete register of all Angolans in the right age group, where informationon schooling history is part of what is recorded. Angola does not have a national register oftheir population.Tracing all students as they move on to regular school could be done, but would require aconsiderable burden of administration for the schools on a matter that does not seem to be apriority. And it would still leave out what happens to all the drop-outs.What is probably the only viable option is using carefully selected focus groups, building onthe initiatives already taken by NRC. This will to a large extent reveal the trends thatNRC/Unicef/DEO/Ibis are interested in, without being unrealistically time consuming andcostly. A study like this will, if carried out accurately, give remarkably much informationeven though one only looks at a handful of classes or schools.It is paramount that a lot of consideration is put into the selection of groups, both tochoose good and representative targets, and to reveal as many as possible of the elements thatare special about the focus group. Of elements that would be of importance are direct andindirect cost of schooling, access to free identification documents, work opportunities in thearea, rural/urban setting, coastline/inland, nomadic lifestyle, if TEP is integrated in the schoolor separate, small/large schools, whether or not the children get a meal at school, etc.The people most important to consult in analysing who should be focus groups are the TEPsupervisors, but other organisations in the areas, local education officers and especially otherorganisations collecting data in Angola, educational and socio-economical, are important toconsult to get a good picture of the environment around the students.Further, and incredibly important for success, considerable efforts need to be put into trainingthe people who collect the data. Whoever NRC chooses to do so also needs to be able to trainand control the teachers/schools in how they do their data collection. The pilot tracer studythat NRC/TEP has undertaken illustrates this by being unclear on how the data have beencollected and the use of the terms (for instance the interpretation of “ausentes”).Another lesson learned from the pilot study is that whoever does the research has to spendmore time on it. It does not work to only have time for a brief visit in the afternoon to countstudents. For qualitative data and tracing of students, there must be time for investigation anddiscussions.Giving the task of tracing the students to the trainers/supervisors will provide capacitybuilding within the programme. The study will probably reveal new sides of the programme,as well as creating deeper knowledge of the different stakeholders’ concerns. Anothersuggestion that has been aired is to cooperate with students from the University in Luanda.Educare Eva M. Johannessen

46Focus on TEP-classes – to trace all studentsThe primary question for this evaluation has been “What happens to the TEP students?” Tofind out about this, one has to look at all the TEP graduates, not only those who are registeredin regular school. Choosing a number of TEP classes and trace their students over time,starting from the day they enter TEP, could do this.As there are little relevant data available now, this is difficult to do in retrospect. The TEPteachers should be informed at the beginning of the year that they are part of the study andinstructed in keeping record of the movement of their students.The schools should likewise be informed in advance, to ensure that they keep track of theTEP students they receive.Important questions can be drawn from this evaluation, like- Why do they drop out of TEP?- Who drops out and when?- What is the direct and indirect cost of schooling?- Has the TEP teacher or the supervisor personally visited the schools in which thestudents should enrol?- Trace the transfer process step-by-step- Has the TEP student’s integration document (ficha de integracao) given to studentswho move) been used?Important informants will be:- The students themselves- The TEP teacher- Parents- Neighbours- Schools- Classmates- Officials in charge of repatriationIt will be important to choose TEP-classes in different areas, with different characteristics, asmentioned above. It should also be TEP classes under different teachers in the same area, toavoid individual ability to influence too strongly on the result. It will probably help to look atTEP-classes where the TEP supervisors/teachers have been with the program for a while. InKwanza Sul we experienced that the supervisors who both supervise TEP and normal schoolhad seemingly much more information about where the students go.It will probably happen that this focus on transfer, combined with contacting teachers knownto have good overview, will bias the study towards more positive results. NRC should weighthis against a random study, which will probably be more effort requiring. Such a study willhave to depend more on evaluators from outside (like other Angolans, but not the local TEPsupervisor) spending time in the field.Focus on schools – to see how far they goOur visit showed us that it is possible to trace what happens to the students who do enrol inregular school. It is possible to see how far the students reach in the system and how well theyperform.Educare Eva M. Johannessen

47On transfer from TEP to regular school, the TEP teachers/supervisors take a list of studentswith their results to the school and together with the school they agree upon which studentswho are to be enrolled. The lists will hold the name and level qualified for each TEP-student.These lists should be possible to trace either with the TEP teachers/supervisors or at theschools. Through a combination of using schools records, talking to teachers and visits toclassrooms, it is possible to find how long they stayed at the school and how they performed.Through teachers and classmates it should also be possible to trace why they eventually leftschool. The data could easily be broken down into age and gender. Using more time,background issues like whether the student is an orphan, economic and educational status ofthe family, etc could also be traced.It will be important to compare the results with a group of ordinary students in the sameschool to be able to see what can be traced back to TEP and what is “normal”. In terms ofresults, this comes naturally, but reasons for drop-out should also be taken into account.It is also relevant to measure drop-outs several times during the year, as it is at present nosuch data available at provincial/municipal level. (We do not know if the schools know whenthe students drop out.)It would also be of great help if the schools agreed to record attendance in class every day, aswe were told that the main reason for failing a school year is absenteeism, more than muchlack of skills amongst the students or bad quality of education.From our experiences, it could be good to:- pick schools that have grades 1-8, or at least the level II and III schools close to themand maybe only one alternative school to move on to- pick schools that have had the same contact person for transfer of TEP students forseveral years- If possible, pick schools where the TEP supervisor also supervises normal school.It will also make it easier to focus on an area where the TEP students to a low extent has beenrelocated after TEP, reducing the reasons for drop-out, but this makes focus group lessrepresentative.Tracing students who movedThe students we know least about are probably the ones who move after TEP. The TEP/NRCstaff and our visits to the schools have given us some indications on what happens to thestudents after TEP and after entering regular school in areas where the mobility has been lowthe last years.The situation is probably different for the students who do move compared to those whodon’t. Every case of moving is probably also different. The school situation in the area theymove back to is probably most important, together with the family’s economical situation.Issues of whether the student move with or without parents, what kind of work opportunitiesthat exist in the new area and social issues like how welcome they feel or how ready they areto start school again might also create grounds for differences.This could be investigated by going to an area where refugees have returned, preferably agroup that came from an area with TEP, and do an investigation of educational background ofthe children and adolescents in the area. It is maybe an idea to link an investigation like this toEducare Eva M. Johannessen

48studies on education and other social factors that are already being implemented among thereturnees.ECKEducare Eva M. Johannessen

49ANNEXESAnnex 1MethodologyWe spent two days in the field in Benguela and half a day in Kwanza Sul on our way back toLuanda. The choice of Benguela was recommended by the TEP Education Advisors and theTEP assistant in Luanda. We wanted to visit a province where the programme had beenrunning for some time, which had hosted many TEP students and which did not involve toomuch travelling.As our time was short, we had to make a choice which gave us some opportunity to seedifferent areas without having to spend many hours on the road to reach them. We choseLobito, which is an urban area, and Baia Farta, which is more rural. Both are however locatedon the coast. It would therefore have been even better to visit the interior, but time preventedus from that.We visited the two schools in Lobito that hosted the five TEP classes in that area. As we weretold 61 that the distance from the TEP school to regular school in Benguela generally was notlong, we took it that this was not a major hindrance for the TEP students to continue inregular 62 .Our first visits in the provinces were at the provincial directors’ office (DEP). There we alsomet the provincial supervisors who guided us in the field. This enabled us to get an overviewof the status of primary education in relation to TEP at provincial level. Luckily Benguela hadrecent statistics from the province which we got a copy of.At the schools we started by meeting the head teacher and the TEP supervisors, TEP teachers,and regular teachers. We had one conversation with a parent active in the Parents’ Committee,one conversation with students in TEP, one with former TEP students who are now in grade 5and 6, and one with former TEP students who are in grade 3 and 4 today. At school level weinquired about the transfer from TEP to regular and asked for general statistics as well asstatistics regarding the TEP students. Our observation is that the information which existsregarding the former TEP students who are now integrated in regular school, varies from oneschool to another. The school directors know more or less who they are but they rarely havespecifics as to when they entered and how they have passed through the system. As the visitswere mostly unannounced 63 , they did not have time to prepare for the statistics, but in mostcases, it was possible to retrieve at least the recently integrated TEP students. We madesporadic visits to the classrooms to confirm that the list of the students corresponded with the61 By the teacher trainer, Helene Dorca62 Apparently, the distance is a problem in some areas, but we do not know how common it is. In a report fromBaia Farta municipality it is mentioned that TEP children in one schoolare repeating TEP in stead of walking to the nearest regular school, which is 6 km. away and considered too far.It is known from other studies that distance is a major factor involved in dropping out or never starting school,particularly for girls. The shorter the distance, the more likely it is that children come to school.63 We made decisions regarding the school visits on the spot, depending on the previous visitEducare Eva M. Johannessen

50reality. This also allowed us to talk with the regular teachers about the TEP students, and theycould identify them.In Baia Farta we met the education authorities at municipal level as well as the municipalsupervisor and TEP supervisors. We paid a visit to a school (level I: grade 1-4) which alsohosted TEP classes. Secondly we visited a school which holds level II and III (from grade 5upwards) where we talked with the head teacher, supervisors and former TEP children whoare now in grade 5.It was generally difficult to get hold of statistics locally and get copies of them as there wereoften no copying facilities and the power was down.On our way back to Luanda, we passed by another province, Kwanza Sul where the Danishorganisation IBIS has taken over the TEP. Apart from IBIS we talked with the provincialdirector, education manager and provincial supervisor. We also had conversations with othersupervisors and made a brief visit to a TEP class.In Burundi it was decided to visit two provinces: Kirundo and Muyinga. 64 TEP first started inKirundo and was then moved to Muyinga. We spent two days in Kirundo and one inMuyinga, as it was expected to find more former TEP students in regular school in Kirundo...During our visit in Kirundo, the provincial director and provincial supervisor were notpresent. Therefore we did not get an overview at provincial level. It also proved very difficultto find statistical data on TEP in this province as the reports that existed were incomplete. Wevisited the following municipalities: Vumbi, Kirundo, Ntege and Busoni where we met themunicipal supervisors and most of them had registered the former TEP students’ transfer toprimary education. They had mostly global data which showed how many had beentransferred to TEP over the years, but rarely had they recorded in which year they entered andinto which classes. Brief visits to schools to check the statistics provided showed that theywere more or less correct, but there were also cases were the figures did not correspond withthe reality. We visited three primary schools and two secondary schools. We talked with fourgroups of children, one group in grade four, and two different groups who were in their firstyear in secondary.In Muyinga we visited five schools, two of which had level 1 and II. . We made classroomvisits, talked to the children in the classrooms and had one separate conversation withchildren in grade 6. We also had a conversation with a large group of (TEP) parents whosechildren were now in regular school. We met the provincial director (DPE) and also gotvaluable information from the provincial inspector.The issues we discussed with education authorities, supervisors, teachers, parents and childrenfollow the Terms of Reference.Schools and grades visitedAngolaSchool 27th of March, Lobito, level ISchool Rei Mandume, Santa Cruz, Lobito (level I, II and III)School 1 st of August, level I and II Baia Farta64 The same provinces were also visited during the evaluation of TEP in Burundi in December 2002.Educare Eva M. Johannessen

51TEP class, Porto Amboio, Kwanza SulBurundiKanyina primary school, Kirundo, visit to grade 5 (2 classes) and grade 6 (1 class)Murama primary school, grade 4 (2cl), grade 5 (3 cl)Ntega primary school, grade 3 (2 cl), grade 4 (2 cl)Gasorwe I, primary school grade 6, grade 5, grade 4, grade 3, grade 2Kaguhu primary school, Gasorwe (only talked with a group of 30 parents)Kiremba III primary school, Gasorwe, grade 3, grade 5, grade 6People metName Position PlaceMaud Johansson TEP Project Manager, NRC LuandaLars Andersson NRC Country director, NRC LuandaJoao Roque TEP coordinator, NRC LuandaAdelino SessaProvincial Supervisor Benguela BenguelaHelena DorcaTEP trainerJosé Sessa Dias Provincial Director, Ministry of BenguelaEducationLuisa Maria Grilo Head of Primary Education, LuandaMinistry of EducationSamuel Bilo TEP assistant NRC LuandaFernando Culembe Pedagogical Vice Director School 27 th of March, Lobito,BenguelaCredo Muatenda Administrative Vice Director SameTeodoro Chimo Supervisor SameAvelino Ventura Satende School DirectorSchool Rei Mandume. Lobito,BenguelaJosefa Kassinde TEP teacher and supervisor School Rei Mandume. Lobito,BenguelaIgnacio Gabriel Parents’ Commission School Rei Mandume. Lobito,BenguelaBasilio JesséHead of the education section, Baia F, BenguelaBaia FartaJoao CarlosMunicipal SupervisorEstevão Baptista Supervisor TEP Baia F, BenguelaGabriela Chimuco Supervisor TEP Baia F, BenguelaLuis Bota Felisberto School Director School 4 th of April Baia F,BenguelaIsabel Jose Cordeiro School Director School 1 st of August,Baia F,BenguelaIrene Fredriksson TEP Manager, Ibis Kwanza SulPedro José Sabino Provincal Director, Education Kwanza SulVerissimi(DPE)Estevão Loungala Provincial Kwanza SulJoaquim Moises Jimbi Head of the Education Division Kwanza SulEducare Eva M. Johannessen

52Mariana de FátimaBarrandas Lopes deBarrosat provincial levelSupervisor TEP and regularschoolsKwanza SulManuel Lourenco Supervisor TEP Kwanza SulAntónio de Carvalho Supervisor TEP Kwanza SulJoao Romeo Education Adviser, SCF LuandaAnette Rasmussen og Education Manager, Save the LuandaOrla Mikkelsen Children NorwayBarthelemy Sikubwabo Education Adviser, NRC Bujumbura, BurundiCaroline Joanisse Education Manager, NRC SameFred Arild Pettersen Trainee, NRC Burundi SameInnocent Nsengiyumva TEP Coordinator Muyinga, BurundiFreddy Manirutingabo TEP adviser SameDenise Mukahigiro TEP adviser SameAnge Nelly Ruceke TEP adviser SameRadjabu Ntakirutimana TEP advisor SameSylvérien Mzeyimana Municip. Educ. Inspector Vumbi, KirundoPasteur Ryahama Municip.Educ. Inspector Kirundo, KirundoMrs. Rose School Director School Kaninya, KirundoJoel Simbatohana Municip.Educ. Inspector Ntega, KirundoPierre-Claver Karemera School Director Ntega primary SchoolCyrille Mbonaguca Municip.Educ.Inspector BusoniSuzanne Rwasa Provincial Director, Educ. MuyingaCharles Berahino Provincal Inspector, EP SameFrancoise Ndakoraniwe Municip.Educ.Inspector SameMadeleine Nitunga School Director Gasorwe I, MuyingaLeonard Muryango School Director Kiremba III, MuyingaConversation with former TEP students AngolaTen students in grade 3 in the School 27 th of March, EP, LobitoFive students (four girls) in grade 5 and 6 from Jose Samuel, LobitoFour students who are in TEP in School Rei Mandume, LobitoSeven (eight) former TEP students in grade 5, School first of AugustTotal 26Conversations with former TEP students BurundiFour students in Murama primary school, grade 4Two students in Municipal College in BusoniSeven students in Municipal College, VumbiFour students in grade 6 in Kiremba IIITotal 17Educare Eva M. Johannessen

53Annex IIAngola1. The TEP tracer study“Recebidos” in the table below are the students on the list that the school received at thebeginning of the year. “Presentes” are those who are still attending school, “ausentes” thenbeing those who are not. Since the “presentes” include both present and absent students whostill regularly attend school, the word “ausentes” (absent) can be a bit confusing. 65 %frequência is the percentage of the enrolled students who are still in school, or as itunfortunately turned out to be in some of the schools, were present on the day the school wasvisited.Number of TEP-students still attending school in September 2005, selected schools inHuambo and Benguela 66Provincia/Municipio/EscolaAlunosrecebidos 67Alunospresentes Alunos ausentes % FrequênciaMF F MF F MF FHuambo/Ekunha/Chitue 45 17 9 3 36 14 20 % (a)Huambo/Ekunha/Limundo 30 15 11 5 19 10 37 % (b)Huambo/Ekunha/Fátima 26 10 26 10 0 0 100 % (c)Huambo/Bailundo/Calueio 23 8 22 8 1 0 96 %Huambo/Bailundo/N° 2 sede (d) 28 15Benguela/Baía-Farta/4 de Fever. 6 3 1 1 5 2 17 %(b)Benguela/Baía-Farta/10 de Dez. 24 8 2 0 22 8 8 %(b)Benguela/Ganda/Rei Mandume 48 35 9 3 39 32 19 % (b)Benguela/Ganda/Pisi/Pisi 39 21 4 0 35 0 10 % (b)Benguela/Ganda/244 43 13 8 4 35 9 19 % (b)Benguela/Ganda/Chicandula 10 4 9 4 1 0 90 %Benguela/Cubal/Bula 27 17 17 6 10 11 63 % (b)Benguela/Cubal/Yakanekava 21 10 21 10 0 0 100 %Benguela/Cubal/Panda 24 13 24 13 0 0 100 %Source: NRC/TEP 2005The footnote b) in the table says that “The numbers only relates to classes visited, not thosewho were not visited. The schools were mainly visited in the afternoons and many classes had65 “Presente” and “ausente” are commonly used to define pupils who are present and absent on a certain day andare noted as such in the attendance list66 TEP (2005): Investigação sobre alunos do TEP que evoluem no ensino geral67 During our field visit we found that there is a difference between students enrolled in school and the studentswho actually show up at the beginning of the year. The TEP study does not say which of the two that is thestarting point of these numbers.Educare Eva M. Johannessen

54finished for the day”. The consequence of this is that the numbers do not tell us much abouthow many of the initial students who are still in school.2. Statistics BenguelaRates of pass, not pass and drop-out in Benguela 2003100 %80 %60 %40 %20 %Drop outsFailuresPassed0 %Iniciacão I Level II Level III Level TotalLevels3. Comments on gender in BenguelaAt provincial level, there are more boys than girls on all grade levels (see figure furtherdown), and also here we see that the older the students, the fewer the girls. In the age group 7-10 year 68 olds in 4 th grade 50% are girls, in the 13+ age group 44% are girls. In 5 th and 6 thgrade girls are 50,5% of the students under 12 years, but 45% of the ones age 15 and older.Since there are not large differences in who is repeating classes, and therefore no reason tothink the girls move faster through the system, this could indicate that girls starting school at ayounger (right) age are more likely to continue schooling. (Or to turn it around; the boys aremore committed to/have better opportunity to stay in school, even when they are older.)68 Being in grade 4 at the age of seven means starting school at a very young age or skipping a year or two. Itmight also be that the age is wrong. The team was several places told that the age of the children is sometimeswrong, as the parents or guardian (uncle, friend, etc) do not know exactly when the child was born when theyenrol him or her in school. This is anyway a small group.Educare Eva M. Johannessen

55Distribution of students by gender, Benguela 200440000350003000025000200001500010000500001st grade2nd grade3rd grade4th grade5th grade6th grade7th grade8th gradeBoysGirlsDistribution by gender in Lobito, Benguela 200410000800060004000200001stgrade2ndgrade3rdgrade4thgradeBoysGirls4. Age distribution Baia FartaThe majority of the students at the School 27 th of March were over age. (Given that if theyhad started school when they were 6, they should now be from 6 to 10 years old). Thistendency is the same at provincial level. There was a slight tendency of older studentsrepeating classes less frequent than the younger ones in Lobito, which is also possible to findat provincial level. Whether this means that the older students have better progress throughthe system or that they drop out if they don’t qualify for the next level is difficult to decidefrom the existing data. Around 20% of the students in all four grades are repeaters.Educare Eva M. Johannessen

56Age distribution Level I, Benguela 2004100 %80 %60 %3+ yrs over age1-2 yrs over ageRight ageUnder age40 %20 %0 %1stgrade(6)2ndgrade(7)3rdgrade(8)4thgrade(9)TotalLevel I5. Visit to the School Rei Mandume in Santa CruzThe school has the first, second and third level of primary school and 5.258 pupils totallydivided between grades 1 to 8. In addition they have two TEP classes and nine classes foradults (from 19 years oldThere is not enough space for all although they have three shifts.Some TEP classes take place in churches and chapels. More than 50 classes are located inpremises outside of the school area and 11 take place in open air.The children at this school get food in the morning (papa). The school director says they getthe identification card (cedula) for free here, but still many parents did not enrol their childrenin school. He confirms that there were more TEP children in 2002 and 2003 than today.They have had TEP since 2000, but do not have the figures from 2000 and 2001. Thedistribution of TEP students from 2002 - 2005 shows that totally 378 students havetransferred to regular and 12,6% dropped out. The majority transferred to grade 2 and 3 and agood number also to grade 4. The general drop out rate is low. The drop out this year is 25%(compared to 19% in the previous school).As the difference between the total number of TEP students who qualified for entrance inregular school and those who actually started is not known, we have data on how many whodropped out at this stage. The limited statistics do not allow verifying and analysing the TEPstudents attendance and dropping out in the different grades and neither how many who havefinished primary.Conversations with teachers, supervisors and head teacher confirm that all the TEP studentswant to go on studying. No one stops because they do not want to continue, but for socialreasons, i.e. lack of money. The main reason for dropping out is poverty. Also the parent wetalked to confirms this.Educare Eva M. Johannessen

572002Total number of TEP students who transferred to regular: 73 (incl. drop outs) 18 of these weretransferred to grade 1, 21 to grade 2 and 20 grade 3. 14 dropped out (19%). Seven of thechildren are today in grade 7.2003Total number of TEP students who transferred: 153 (incl. drop outs)25 went to grade 149 to grade 233 to grade 334 to grade 412 abandoned. Very low drop out rate (7.8%)2004Total number of TEP students who transferred: 92 (incl. drop outs)12 of these went to grade 127 to grade 230 to grade 316 to grade 47 dropped out in the middle of the year (7.6% drop out)2005Total No. transferred 6015 drop outs (incomplete data)6. Verifying the number of former TEP students in the School 1 st of August, Baia FartaWe decided to visit all the grade 2 classes which were present at the time of our visits, tocheck the number of former TEP students (should be 23 according to the list)..1. Class No. 1, a grade 2 class in a chapel. Had 6 (5?) TEP students who started in grade 1 lastyear and who now are in grade 2. It is not possible to establish for sure whether these studentswere in TEP last year. No repeaters and no drop outs. But 2 girls have been moved to anotherclass and two have been transferred to another province (Lunda sul). One pupil repeats grade2 (came to TEP in 2003). No new TEP students came this year. Of the five former TEPstudents present, two are girls. Their age is as follows: one is 6 years, one is 5 (a teacher saysthis one was taken out of TEP because of his age), one is 8, one is 9 and one is 10. In additionthere are three more who only come now and then: totally 9 (8?). There are 41 regularstudents in this class. Confirmed that one of the younger students - the one who is five - wastaken out of TEP. Totals 5 (6?) four others have been transferred to other schools)2. Visit to another class (grade 2). 5 pupils rise when we ask about who are the former TEPstudents, 2 girls. Three former TEP students are not present today.Of those who are present,one is 8 years, one is 6, two are 9, one is 10 and one is 14.Totally 37 pupils in this class More specifics about the students.Educare Eva M. Johannessen

581. Christina is 10 years, she was in TEP last year2. the next is 9 years and was in TEP in the chapel last year3. 8 years, a boy, lives far away. Has to leave at 8 o clock in themorning to reach school intime.4. the next is a girl who is 14. She goes fishing from time to time together with her parents.She is away a lot.5. A boy who is 9. Lives 5 km. away from regular school. The TEP school was closer to hishome than regular. No more TEP in the area he lives. The teacher says some of those who arenot present are frequently absent for social reasons.Totals: 83. Class No. 3. Grade 2.had the following TEP students.1. Marta, 12 years, was in TEP last year. Tep last year, repeating this year?????.2. Severina 11 years, started in grade 1.3. Maria, 10 years, was in grade 1 last year4. Adiano, 9 years, entered in grade 1.There are 3 more who are not present today, totals 7.4. Class No. 4.Grade 2. The next class has totally 6 former TEP students (5 girls).- Laurindo, 9 years, was in TEP last year (thus entered grade 2)- Maria Rosa, 10 years, was in TEP last year (entered grade 2)- Emaculada, 14, in TEP last year (entered grade 2)- Joana, 11, was in TEP last year (entered grade 2)- Emilia, 12, in TEP last year- Adelina, 10, in TEP last year Totals: 65. Class No. 5 Grade 2.Joame Fatima Sebastian, 15 years (girl) TEP last yearJossi Marad, 10 yearsJustino, 11 years - both in TEP last yearTotals: 3I get 30 totally. Most of the children have entered TEP far younger than 12 year. There seemsto be more than 23 former TEP students in the second grade classes we visited, as I do notknow for sure whether there were four or five grade 2 classes at this school.Conversation with seven (eight) students in grade 5 in Baia Farta7. Brief visit to Kwanza SulMeeting with the DEP in Kwanza Sul and the provincial supervisor.An estimate is that 140.000 children are still out of school. The number has been considerablyreduced as they have trained more teachers. With the new teachers, the figure has beenreduced to 72.000 children between 5 and 14 who are still out of school. They send the newteachers to places where there are few schools and teachers. They do not know the exactnumber of TEP students who get lost during the transition to regular school, but they wouldlike to know.Educare Eva M. Johannessen

59They do not practice student’s integration paper. They do not think it is necessary since it isnot difficult here to be transferred to a school.The general reasons for dropping out of school are:1. social reasons (poverty2. parents who do not value schooling3. girls who have to help at home4. lack of rain5. traditional customs, more of them in the interiorNo fees for identification card (cedula), but this is being corrected by the information Ellenhas got, saying that many who live far from where the registration takes place cannot affordthe travel costs involved.Statistics Kwanza SulDistribution by gender, Kwanza Sul 20044500040000350003000025000200001500010000500001st grade2nd grade3rd grade4th grade5th grade6th gradefmGenderComment: The graph show great difference between boys and girls. It also indicates adramatic drop out rate. How bad the drop out rate is, is impossible to say without knowing thenumber of the repeaters and tracing individuals over time. But from the data shown and theknowledge from Benguela that the percentage of repeaters in each grade stays at relativelystable level (1 st grade having the least in 2004), it is quite clear that the data reflect a largeproblem. For every child that has made it to 6 th grade there are 15 hopeful ones in first grade.(The reason why the repetition rate is important is that if half of first grade were repeaters,while none repeated the next year, then the statistics would indicate a 50% drop out rate,while 100% of the children stayed in school.)Another very important issue is that access has improved, and quite impressively so inKwanza Sul (see graph further down). The new students have to begin in grade one, so lowlevels of students in the higher grades also do reflect that there were fewer students in thelower grades that should now qualify for the higher ones. The gender imbalance is larger inKwanza Sul than in Benguela.Educare Eva M. Johannessen

60Burundi1. Visit to primary school: Kanyinya, Kirundo.School director Rose has already made a list of the number of former TEP children who are ingrade 3: 7 (5 girls). They were transferred this year from the school for street children,Korzise. She says they have not had TEP students before, they only came this year. But theyhave not identified the TEP students.We decide to enter the classrooms to look for ourselves.- 1. Grade 5. No TEP children. 45 pupils in the class (16 girls) Only 11 books to share- 2. Grade 5. No TEP students, 46 pupils/47 inscrits (23 filles). 20 textbooks- 3. Grade 6. 33 pupils present. 3 TEP children (two girls and a boy). One comes from anotherschool - she transferred last year. She has been the first and second in her class. Her name isChristine Mukamihigo and she is 15. Was 11 when she started in TEP. The boy is MuhozaJeandedieux, 15 years. He started in TEP when he was 11. He started here in grade 3. Wasthird in his class.- Grade 5. 44 students present (25 girls). No former TEP studentsWhen we leave, we manage to discover the following TEP children who are in grade 4:1. Leonard Riyazimana, number|10 in his class, 13 years old2. Gerard Manirakiza, 14. Both of them entered in grade 3. fifth best in his class3. Gerard Niyokindi, 13. He also came in grade 3. Third best in his class4. Nyshole Murana - no further data on him.Conclusion: Most likely there are more than seven TEP children in this school (as the directortold us that all were in grade 3), as we found an additional 3 in grade 6 and four in grade 4.Visit to new school Murama in the Kirundo municipality.Dir. was not there.Classroom visits1. Grade 4. 49 eleves present. 9 TEP pupils present (4 girls). They all arrived in grade 3 (lastyear or earlier if they are repeaters)Female teacher2. Grade 4. 46 pupils present. 3 boys from Tep, one is absent (totally four boys). All were inthe same TEP class. Where are the others? They are in different schools. The teacher saysthey have 13 textbooks in French3. Grade 4. 43 students present. 9 former TEP students ( 3 girls), one is absent.Nadie, 9 years, came here in grade 3. she came from the school for street children. Koriciza4. grade 5. 50 students enrolled, 45 present in class (23 girls). 3 former TEP students, 2 girlsand one boy, all came in grade 3. One was No. four in her/his class last year: LiberteMukanyonga. They say that one boy and one girl have left since last year.The boy was an orphan, the girl had to do domestic work at home, she also was an orphan.5. grade 5. 53 enrolled children, 51 presents. 2 TEP children (boys) both came in grade 3 theyare 13 and 15. Another Tep pupil left , a boy, an orphan, he could not find a place to stay. Hewas 16. Another boy has also left, he is now in “business” . 15 år.6. Grade 5. 50 pupils present. 5 former TEP, dont 2 filles. One boy has dropped out in grade4. (one is saying that they were totally 19 students in grade 3 (may be the whole class onlyhad 19?).3 are repeaters - one girl has not repeated. Ages: 13, 12, 15Educare Eva M. Johannessen

61Totally 32 TEP students/11 girls .Grade 4: 22 (7 girls) Grade 5: 9 (4 girls) = 32Abandoned (as they remember): Grade 4: two (girl and boy) Grade 5: 3 (all boys) = 5Since we did not get any statistics from the Inspector, we are not able to compare our findingswith his list.The school has tripled its number of children in a short time. They come from various TEPclasses. Do not know how many TEP children who originally were in grade 3.2. Examples of TEP students in primary from some municipalities in Kirundo.1. TEP students (1998-2003) in Vumbi municipality (Kirundo) who have finishedprimary schoolNo. of TEP students who finished TEP No. who finished primary school (1-6)379 (169f/44%) 17 (5f)2. TEP students in Busoni municipality (Kirundo) in primary schoolStarted in Dropped out Retainedprimary691(189f/27%)108(41f/37%))583(148f/25%)15.6% 84.3%There is no specification of which year they entered and when the drop out took place.3. TEP students in Bugabira municipality in Kirundo in primary school since 1998Started in primaryFinished primary264 (92f) 4 (2f)Educare Eva M. Johannessen