• Reference: P-AO-IA0-004
• Approval date: 05/12/2001
• Start date: 28/01/2003
• Appraisal Date: 01/08/2001
• Status: On goingOnGo
• Location: "Luanda, Kuanza Sul, Bengu"
• Implementing Agency: --

Background

Angola’s post-independence education system was built on the principles of universality, free access and equality of opportunity. However, many Angolan children currently do not have access to schools and do not have an opportunity to realize their full potential. The long civil war, combined with the inability of social services to fulfil pupil’s basic needs, resulted in the deterioration of the education system. Low enrolment ratios, highly inadequate educational facilities due to a relatively low levels of investment in education, and large population movements into the cities, which put a strain on overcrowded educational facilities, characterize the education system. The shortage and inadequate capacity of schools and the shortage of teachers are the two main reasons for the low enrolment of school going age children. Due to overcrowding, most children do not go to school or do not remain in school long enough to acquire basic literacy and numeracy skills. For example, only 49 per cent of  pupils stay in school past grade 4.

Rationale

During the years of civil conflict in Angola, the demand for classroom places increased dramatically and potential enrolments outnumbered available infrastructure. Policies for increased access to education were not accompanied by infrastructure expansion. Investment in education declined sharply from 1991 to 1997. In addition, educational quality dropped dramatically, primarily on   account of a lack of teachers, most of whom deserted the teaching profession on account of low salaries and a backlog of salary arrears. A lack of motivation on the part of teachers led to poor   teaching and learning, and subsequently, to internal efficiency problems with high repetition rates. This element, combined with the late enrolment of pupils, compounded the problem of overcrowding in classrooms, which in turn contributed to the deterioration of the quality of education. Furthermore, the displacement of large population groups fleeing from the hostilities of the interior to safe havens around Luanda and along the relatively safe western coast also gave rise to problems of access to, and quality of, education.

Objective

The principal project objective is to support human resource development for the education sector, with the view that an increase in the number of teaching staff will allow for greater access to basic and job skills education among the populace in the project areas.

Description

The project was conceived with the belief that greater access to basic education and job skills would contribute to poverty reduction in Angola. The project covers some of the most disadvantaged urban and rural areas which have also given refuge to numerous persons displaced by the civil war in Angola. It comprises four main components:

• Providing greater access to quality basic education
• Improvement in the professional competence of teachers and instructors, particularly with regard to the modernization of  teaching methods, and continuous education for teachers and instructors
• Job skills training of adolescents and youth unable to attain normal school enrollment
• Project management by a team located in the Ministry of Education.

Benefits

Technical Benefits

Job skills training delivered in schools will benefit overage children unable to enroll for normal school attendance. Some 3,000 out-of-school youth will benefit from job skills training provided though adult education centres in Luanda, Benguela and Namibe. Girls and street children will be the primary target groups. Thirty trainers will be trained in teaching new, more practical job skills. Job skills training programs for youth and adolescents, especially girls and street children, will be developed.  The project will support the Ministry of Education in its effort to develop a more relevant and employment oriented program for over school-age pupils. Children of 13,14,15 and 16 who are less likely than their younger counterparts to continue in the education system, will acquire skills to help them find employment.

Socio-economic Benefits

Socio-economic benefits will be derived from targeting the poor. Improvement in access to and the quality of education will reduce dropout rates and repetition. This will support further expansion of access and increase the number of students successfully completing the school cycle. The more schooling members of poverty-stricken social groups receive, the more able they will be to find jobs and generate incomes for their families. Provision of job skills training to youth and adolescents, especially girls and street children, will help them contribute to the wellbeing of their communities. 

MASSISSOU Nadab Hathoura - OSHD2

Finance source	Amount
ADF	UAC 9,630,000
OPEC	UAC 7,450,000
Government	UAC 2,310,000
Total	UAC 19,390,000