Mid-term review of Norwegian support to Escola de professores do futuro, Bie province in Angola

The Project

The Norwegian Ministry of Foreign Affairs and Ajuda de Desenvolvimento de Povo para Povo em Angola (ADPP) signed a contract in 2005 regarding establishment and implementation of the School for the Teachers of the Future (Escola de Professores do futuro, EPF) in Bié province. ADPP has been working as an NGO in Angola for many years, running the teacher pre-service education (EPF) project that Norway now is supporting with a total of NOK 15 mill. for the period 2005-2008. The goal of the project is to "improve the availability of teachers, including female teachers and to heighten the quality of primary school teaching in the province over time". An EPF objective is to educate teachers for rural and semi urban areas. Another objective is to educate teachers who take part in the reconstruction of the country and prepare them for the future.

Interesting Findings

The overall assessment is that the results are promising. EPF/ADPP has achieved or are about to achieve the main objectives and is working hard to succeed. EPF/ADPP is a well functioning, modern organisation with good routines, capacity to deliver, efficiency and openness to the surrounding society. ADPP has an extensive network of partners and donors and work in close collaboration with the education authorities at national, provincial and local level.

The initial baseline study of primary education in Bié has been carried out with great success.

EPF/ADPP is strong in terms of cost-efficiency regarding their regular pre-service training.

There is, however, a weakness in some areas, especially in the area of gender. It is particularly important to pay more attention to how to reach the gender balance among students and the recruitment of more trainers and particularly female trainers.

ADPP needs more experience regarding the best way to organise in-service training and other trainings to external students.

EPF fills an important gap in the education system in Angola. The pre-service teacher education is not only a teacher training of high quality, but it also educates the future teachers as persons. The training combines theory and practice, modern teaching methods including active learning, and train teachers who are able to work and live in rural communities. EPF seems to have great potentials for future developments with respect to the civil society in Angola. There is, however, a need for more in-dept studies to be able to assess the more long-term impacts the EPF teachers have in the schools and communities they are working.

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