Republic of Angola – Ministry of Education

Diagnosis of the system of collection, processing, analysis and distribution of educational information

UNESCO Institute for Statistics (UIS)

Luanda, November 2005

Angola Diagnosis, November 2005

Table of Contents

TABLE OF CONTENTS ...... 2

GENERAL INFORMATION ...... 4 RESULTS AND GENERAL RECOMMENDATIONS ...... 6 Collection of Data ...... 6 Data processing ...... 7 Information Use and Distribution...... 8 CONCLUSION ...... 9 ACRONYMS ...... 13 DIAGNOSIS OF ANGOLAN EDUCATIONAL STATISTICS ...... 14 1. INTRODUCTION ...... 14

2. ORGANIZATION OF THE ANGOLAN EDUCATIONAL SYSTEM ...... 15

2.1 MINISTRIES IN CHARGE OF EDUCATION ...... 15 2.1.1 MINARS–Ministry of Social Assistance and Reinsertion ...... 15 2.1.2 MED–Ministry of Education...... 16 2.1.3. Other institutions involved in producing data relating to education...... 18 2.2 PERSPECTIVES ON THE EVOLUTION OF EDUCATION IN ANGOLA ...... 19 3. DIAGNOSIS OF INSTITUTIONAL INFRASTRUCTURE AND SUPPORT ...... 20

3.1. ORGANIZATION AND RESPONSIBILITIES OF STATISTICAL ACTIVITIES ...... 20 3.1.1 Organization...... 20 3.1.2 Responsibilities for statistical activities ...... 23 3.2 HUMAN RESOURCES ...... 24 3.3 TECHNICAL INFRASTRUCTURE ...... 27 3.4 SYSTEM FINANCING AND EXTERNAL SUPPORT ...... 28 3.5 GENERAL RECOMMENDATION ...... 28 4. DIAGNOSIS OF THE STATISTICS PRODUCTION CHAIN ...... 29

4.1 DESCRIPTION AND ANALYSIS OF THE STATISTICAL DATA COLLECTION PROCESS ...... 29 4.1.1 Primary and secondary education ...... 29 4.1.2 Preschool education ...... 31 4.1.3 Adult education ...... 31 4.1.4 Superior Education ...... 31 4.1.5 Summary ...... 32 4.2 RECOMMENDATIONS ...... 33 5. PRODUCTION AND USE OF EDUCATIONAL INDICATORS ...... 33

5.1 AVAILABILITY OF PRIMARY AND SECONDARY INDICATORS ...... 35 5.2.1 Distribution of statistics ...... 36 5.2.2 Use of statistics ...... 37 5.2.3. General recommendations ...... 37 6. DIAGNOSIS AND ANALYSIS OF DATA QUALITY ...... 37

6.1 QUALITY PREREQUISITES ...... 39

2 Angola Diagnosis November 2005

6.2 INTEGRITY ...... 40 6.7 SUMMARY OF THE ANALYSIS OF DATA QUALITY ...... 44 7. INFORMATION SYSTEM ...... 46

7.1 COMPUTERIZED PROVINCIAL INFORMATION SYSTEM PROPOSAL ...... 46 7.1.1 Context ...... 46 7.1.2 Proposed Computerized Provincial Information System ...... 46 7.2 EDUCATIONAL INDICATORS ...... 48 7.2.1 Basic Indicators for Primary Education ...... 48 7.2.2 Educational Indicators and ODG and EFA Monitoring ...... 49 7.3 SCHOOL REGISTER ...... 52 7.4 COLLECTION TOOL ...... 53 8. GENERAL SUMMARY OF THE DIAGNOSIS, PROPOSALS AND RECOMMENDATIONS ...... 55

8.1 GENERAL SUMMARY ...... 55 8.2 PROPOSALS AND RECOMMENDATIONS ...... 56 8.2.1 Organization and institutionality ...... 57 8.2.2 Financial and Human Resources ...... 58 8.2.3 Methodological Aspects ...... 58 8.2.4 Distribution of information ...... 59 FINAL COMMENTS ...... 60

APPENDIXES ...... 61

APPENDIX 1–REPORT ON BODIES VISITED ...... 61 APPENDIX 2 – ACTION PLAN FOR IMPROVEMENT OF THE EDUCATIONAL INFORMATION SYSTEM FOR 2006–2009 64 APPENDIX 3–PROPOSED PROVINCIAL LEVEL COMPUTERIZED SYSTEM ...... 69 APPENDIX 4–PROPOSED SCHOOL REGISTER ...... 73 APPENDIX 5 – BASIC IEU (*) AND ODM AND EFA INDICATORS ...... 75 APPENDIX 6– INFORMATION COLLECTION FORMS ...... 76

3 Angola Diagnosis November 2005

PRESENTATION

General Information

1. After the conflict that devastated Angola for almost thirty years, the education sector faces many challenges. More specifically, there is a need to expand the educational network to reach those children excluded from the school system in areas previously inaccessible as well as in all other areas of the country. This difficult task is part of the experimental context of educational reform, administrative decentralization in which the management of primary and secondary education has been assigned to provincial governments, rapid population growth (3% a year) and return of displaced populations to their original areas following the war.

2. The Ministry of Education, aware that an adequate process of educational planning in this situation requires a reliable information system has indicated through its Studies, Planning and Statistics Office, the need to review the tools, methodologies and channels of information production, communication and processing to improve the quality of decisions made and the transparency of its actions.

3. With the goal to develop a process and generate results which include the experiences of other countries and with high-level technical assistance, the Ministry of Education has requested the cooperation of its partners for the creation of its information system.

4. Together with its main partners --French Cooperation through PROFORGE, the European Commission, UNICEF, UNESCO/UIS (UNESCO Institute for Statistics), UNESCO’s regional offices in Windhoek (regional cluster) and Dakar and several NGOs working for the improvement of school management and quality of educational information-- the Ministry of Education has prepared a plan for the creation and implementation of an educational information system, starting with primary education.

5. Three initial steps have been identified in this long path: 1) The implementation of a diagnosis of the information system to provide a broad view of the existing capacities, tools and problems in the production and processing of educational information (with special emphasis on primary education); 2) A quick survey on educational infra-structures and basic data (MED-UNICEF); 3) A seminar to reach a consensus on a preliminary form and information system for primary education (MED with support from French Cooperation, European Commission, UNICEF and UNESCO).

6. As part of UNESCO/UIS’ Public Sector Capacity Building in Statistics (PSCB), with the support of the European Union and PROFORGE, this diagnosis was made with the objective of analysing the existing tools, indicators, capacities and difficulties for the production, processing and management of information for decision making in education. In addition, a proposal was made for a basic set of educational indicators and a computerized information system based in the initial provinces with focus on primary education.

7. To carry out this work, we visited the main examples that some way participate in or have an impact on the process of production, processing, analysis and distribution of educational information at the central, provincial, municipal and school levels. The following six provinces were visited: Cunene, Huambo, Huíla, Luanda, Moxico and Uíge. The list of organizations visited is attached.

8. This diagnosis led to the creation of an action plan for 2006–2009, for the organization, furnishing, training and restructuring of statistical activities and the system of educational information to contribute to improving the quality of information necessary to the monitoring of world programs such as “Education for All - EFA” and “Millennium Development Goals” – MDG, as well as to be used as a tool for the policy planning and follow-up 4 Angola Diagnosis November 2005

of Angola’s educational system, with a focus on primary education, as set out in the legislation dealing with the educational system (Law No. 13/01 of December 31; basic education, Decree No. 40/80).

9. The quality of the chain of production, analysis and distribution was analysed using standard methodology created in partnership with the World Bank and adopted by the UIS for this work, which includes the following analytical dimensions: 1) pre-requisites of quality; 2) integrity; 3) methodological adequacy; 4) accuracy and reliability; 5) functionality; 6) accessibility, carried out by educational level; in the case of Angola: pre-school education, primary – level I, secondary 1st and 2nd cycles - levels II and III and middle level.

10. Article 10th of the legislation dealing with the educational system defines the education system in Angola as a unified system made up of six sub-systems: a) pre-school education sub-system; b) general education sub- system; c) technical-professional education sub-system; d) teaching training sub-system; e) adult education sub-system; and, f) university education sub-system.

11. According to Article 47th of the same legislation, special education is defined by its own legislation because it is considered separate from both the general education system and adult education system.

12. This systemic view of the law is not reflected in the statistics because pre-school, adult, and special and superior education statistics are not integrated in the flow of production of statistics from general and middle education (but includes technical-professional education and teaching training), even though there is communication and some standardization of forms. However, the results are presented in specific reports that are not standardized. In the end, this creates difficulties for the consolidation and verification of information, often making it possible only generic analyses without the necessary in-depth analysis of the system itself. For example, the analysis of the evolution of enrolments according to age, sex and grade is not possible at the overall level, including all levels of education and provinces. In reality, for some provinces, some reports were identified with their own data structures, even for the general education level. If we want to have a detailed portrait of the educational system, these data must be suitable for a unified process of processing for the three levels (primary, secondary and superior) and the six sub-systems. In this sense, the creation of an integrated system of educational information involving all levels, sub-systems and types of education is necessary and imperative if we want to produce pertinent indicators for educational policies and, more generally, for society.

13. In general, the lack of specific policy, even at the central level, for the financing of statistical systems often results in delays and lack of data for some provinces, and the impossibility of keeping a policy of on-going capacity building and improvement of collection and communication tools between the different points of the chain of educational statistics. Something simple like the printing of forms for schools, because of the lack of financial resources, often can create delays in the return of forms or even make it impossible to collect them. The data, for example, for some provinces for 2004, even today, are incomplete. Student enrolment data in four provinces and teachers’ data for eight provinces are incomplete.

14. We did not find the systematic existence of reliable data for informal education and to a much lesser extent identification of the level of coverage, analysis and publication of results. What we found is the existence of isolated statistical reports, often only the results of some specific request by some sector.

5 Angola Diagnosis November 2005

Results and General Recommendations

Collection of Data

15. The primary and secondary education sub-system has a system of collection of annual data relatively consolidated involving all levels of government --central, provincial, municipal and school-- despite the difficulties of communication and systematic processing of statistical data, consistent with the organization of the school calendar. At this level, tools are somehow standardization, even though we have identified some problems in the criteria adopted for the completion of forms, related to data collection, student’s age and level where he must be included, definitions of repetition of school year, school abandonment, among other criteria.

16. Even though there is communication, guidelines and discussions with the provinces, there is no systematic approach for training in the collection, processing and analysis of completed forms, and much less, of the indicators produced. Some provinces, for example, report to GEPE --the Office for Studies, Planning and Statistics-- without following the template provided. It should be pointed out that, at the municipal level, there is no systematic training for personnel working in statistics since 1998, considering that the majority of municipal statistical employees have at most 10 years of education (in Uíge, for example, 70% of them), offering training for these workers is fundamental so they can correctly carry out their tasks, at least at the basic level of collection and verification of the data produced.

17. In order to ensure harmonization among the different levels and types of education, it is necessary to implement a single approach to data modelling, instead of mere uniformization for each individual level or type. This way, it is possible to analyse questions relating to the transition between levels, total number of teachers, etc. In the case of Angola, it seems more difficult to harmonize pre-school education statistics with those from initiation classes, and especially of secondary education with superior education. In both cases there is a need create a partnership with the directorates responsible for their respective sub-systems. Given the limited conditions of infra-structure and personnel at the municipal and school levels, it would not be possible to implement a computerized system of collection, but it is possible to consider the creation of a computerized system at the provincial level for data processing and analysis.

18. New collection tools are being developed for superior education as well as the modelling of a computerized system to be adopted by the National Directorate for Superior Education, in cooperation with superior education institutions, which should not exclude the need to harmonize its criteria and variables with the secondary education level, to make it possible a global analysis of the system.

19. Communication problems between the intra-government and inter-government levels often lead to delays and lack of information for some schools, municipalities or provinces. The lack of definition, at least from the viewpoint of the lower level, that is, the employee responsible for receiving the completed forms (this problem was detected only from the municipal to the provincial levels, and from the provincial to the central level), leads to problems in the flow of information. Forms may be sent to the Provincial Government Office for Planning but not to the respective statistical sector; primary education data from the province may be sent to the National Directorate for General Education, etc. For this reason, the incompleteness of statistical data for 20041 and the non-completion of the 2005 survey alone cannot be blamed for the delay in the return of forms by schools. Generally speaking, we did not find non-completed forms in schools, only delays in relation to the deadlines set for return, number of DPEs and how many were late.

1 Eight provinces, for example, did not present complete teachers’ data. Angola Diagnosis, November 2005

Data processing

20. General education data – primary and secondary – are consolidated in the different chains of production of information, from schools to municipalities and from municipalities to the provinces. This way, depending on the level of aggregation attained, some information is lost in the process. It is difficult to recover data for individual schools. It should be pointed out that, in principle, it is possible to rework the data at level school, because forms are completed by hand and the school’s principal is responsible for this task and, in the case of primary education, the forms are sent to the municipality; the data for secondary school, in the majority of cases, are sent to the province. The existing chain of production, entirely manual, together with the limited number of employees working in this process (in Uíge, for example, the majority of municipalities only have two employees; the same thing happens at the provincial level), forces somehow the aggregation in order to make it possible its implementation within the deadline set (in principle, the data should be produced in a maximum of two months).

21. Considering that it is important to keep up to date the educational information to evaluate the Angolan educational system and to be used as an adequate tool to support the process of creation of government policies, it is necessary, at least at the central level, to develop a computerized system capable of handling this volume of data, in addition to the fact that data aggregation at the municipal level makes it difficult the implementation of a procedure of verification of quality of information and increases the possibility of statistical errors. Given the present conditions of infra-structure at the municipal and country levels, it seems reasonable to draw up a mixed system where part of the process will continue to be carried out manually, at least for the municipal and school levels. At the provincial level, it is possible, to progressively implement a computerized system, starting with the provinces which present the minimum human resources conditions and infrastructure for its implementation.

22. Before a computerized system is implemented (something that can provide significant gains), special attention must be given to the primary aspects of the chain of statistical data, in relation to its institutionalization and organicity, employee training and professionalization and financing, because a computerized system by itself is not enough to ensure the quality of information, even though it can minimize the occurrence of errors in the process (but is not enough to avoid them). Some problems can make it more difficult to implement it globally, especially the lack of computer literacy, lack of generators, lack of a systematic mechanism for equipment maintenance in case of technical problems or questions about the use of computers, etc. For this reason, it is suggested to implement the system progressively, starting with some provinces where it may be possible to test its strengths and weaknesses.

23. For the other levels and types, the possibility of harmonization is very limited by the fact that GEPE does not directly participate in the chain of production, being a simple user. It contributes only at the level of cooperation in terms of creation of forms to complete, which does not guarantee the return of the forms in the original format. It should be pointed out that the production and analysis of pre-school education data are done by MINARS – Ministry of Social Assistance and Reinsertion— which is the agency responsible for this sub-educational system.

24. A complete system of educational statistics should, in the case of Angola, include the six sub-systems with their respective levels of education and types. For this reason, its institutionalization and harmonization would be fundamental. It should be pointed out that it is not fundamental that GEPE be the example directly responsible for the sub-systems; they can have an independent existence to meet their specific needs or to be

7 Angola Diagnosis November 2005

more efficient, but there must be one single system. Only then, it will be possible to think in terms of national statistics which can be used to evaluate the country’s educational system. Without harmonization, it is impossible to answer such questions as the level of coverage of the educational system for a certain age group (which must include all levels and types of education). It is a fact that, once basic conditions are met (institutional, professional and financial) a computerized system will help its implementation, and all sub- systems should be created in a way so they can be integrated.

25. All the schools we visited had an organized system for the keeping of student records that allowed us to obtain, at least, basic information such as name, data and place of birth, name of parents, address and, whenever possible, the student’s school history. Present conditions require that schools seek alternative ways to keep those records (using a record book, notebooks, individual records, etc). As for teachers, although the schools state that it is possible to identify data for teachers, there is no system of records for them or for support personnel. Therefore, it is necessary to define a strategy for the implementation of a standardized system of records for students, teachers, support personnel and school infra-structure easier to monitor and to verify for consistency, in addition to making it easier the completion of forms. In reality, simple gestures such as to provide a solar-powered electronic calculator and a system of records with criteria for completion defined beforehand can help reduce considerably the occurrence of errors in the provision of information.

Information Use and Distribution

26. General educational statistics are, in most cases, kept at the central level by municipality, in spite of the problems described above. The delays and lack of information, in addition to the non-existence of a publication policy defined institutionally result in an irregular type of information distribution. This is possible if the information flow problems are solved. These are problems of organization and institutionalization which can be lessened if managed adequately and timely together with a policy for the distribution and provision of resources for their functioning.

27. The statistics and indicators distributed are not sent back to the principal actors in the chain of production who are at the municipal and school levels. In the provinces visited, we were not able to find any employees aware of the results of the statistics produced. The understanding of the meaning of the educational indicators and how they can be used for municipal or school management is very limited. The flow from school to municipality and municipality to province happens as a routine but little is known about its use. It should be pointed out that the understanding of how statistics are used and their return to their primary producers, besides its intrinsic social value, must be understood as a strategy to guarantee the production of quality statistics. It is difficult to explain the need for timely information if those who produce it do not fully understand its importance. In addition, it is possible to develop a culture of information use only when people can have access to information and understand that it can be used as a tool for government and school management and as a way to guarantee the transparency of government actions. A process of administrative decentralization can be efficacious only if, at the decentralized level, managers have access to adequate management tools.

28. The effective availability, with a delay of over a year and sometimes two years (presently, only the data for 2003 is completely available and consolidated) can render obsolete the results and make those persons responsible for making decisions on the establishment of educational policies lose their interest to use them.

8 Angola Diagnosis November 2005

29. Generally, the culture of statistics is not integrated into the decision-making process in the different ministries. Normally, it is used only whenever there is a need to respond to specific demands. The production of cross- sectional and analytical studies is not very common in Angola. The development of a strategy for the definition of a policy of distribution and publication in different formats to meet the needs of different users and educational programs is non-existent. A culture of information can be developed only through distribution and the promotion of its use.

30. The use of consolidated reports from other producers of educational statistics on the pre-school and university sub-systems as well as those dealing with adult and special education restricts the possibility of analysis, because their format does not match, in most cases, the needs of the sector. For this reason, a policy of distribution must involve all educational sub-systems to encourage a better use of the educational information produced.

31. The non-existence of an up-to-date demographic census and house and family surveys make it difficult the production of basic educational indicators of socio-economic context, access and participation needed to monitor the educational system. In any case, demographic data is fundamental for analysis in the production of indicators of social and educational context. According to INE –the National Statistics Institute— a proposal has already been made for the uniformization and harmonization of educational statistics. However, we must go farther and seek a cooperation mechanism which includes training GEPE personnel on how to use demographic data and population projection techniques2. Primary indicators such as gross and net schooling rates are strongly impacted by the criterion adopted to decide the age of individuals. Population data is fundamental for the analysis of the demand for education services.

32. There is limited understanding of demographic data, in particular of models related to projections during periods between censuses. In the case of Angola, this situation is particularly critical because the demographic census data available dates from 1970.

Conclusion

33. In general, the evaluation of the quality of the statistical chain is not positive because of some basic aspects which compromise the process and its quality. Basic activities such as collection and processing present problems, especially of methodology, logistics and human resources.

34. The accessibility of statistical data is very limited, something that may compromise the process of decentralization of management of the educational system in progress, because of the lack of reliable and up- to-date data restricts the possibility of their use. The data for students and teachers are reasonably represented. However, the information relating to school infra-structure, financing and educational expenses and demographic data are insufficient. In the case Angola, this is of special concern, because after a long civil war, it is urgent to develop strategies for the reconstruction of the educational system, which is something whose implementation and maintenance require a good knowledge of infra-structure, community (social demand for education) and financing mechanisms.

35. The functionality of the chain of production of general education statistics is relatively defined in the relation school–municipality–province–central government. However, there are problems of flow of information, not only due to the lack of human and financial resources, but also due to the lack of communication – a

2 Demographic Bulletin No. 09. INE. 1991. 9 Angola Diagnosis November 2005

consequence mainly of the lack of adequate material and human resources and lack of institutionalization of the procedures of collection and return of data – between the different points of collection of data, mainly, between municipality and province and province and GEPE. To be efficacious and be able to fulfill its institutional mission, a system of statistics has to have its own functionality. Each institutional obstacle can lead to loss of information or loss of its quality. Furthermore, the practices of revision of data are not clearly defined, either from the operational or from the methodological viewpoint. All that exists is a practice of routine of internal consistency of data. We found in schools, incomplete forms and with internal inconsistency which reinforces the need for institutional support to school principals on questions related with the production of educational statistics.

36. There are long delays in publication which often lead national and provincial directorates of education to seek information through their own means thus creating another set of data on the same topic and duplicating efforts.

37. The coordination of statistics at the different levels of the chain of production, school–municipality– province– GEPE, agency responsible for collection, processing and analysis of data at its level of the educational system. Only the creation of a systemic chain of production can ensure an efficacious result and a smaller probability of errors, losses and delays, in addition to allow grater control of the process. The best alternative would be the institutionalization of this chain of production. This way, the sending of data to another area, section or directorate would be prevented. The responsibilities of each one, as well as their role must be well defined, better by means of institutionalization of the process. This may require from the involved actors a better understanding of the system and training of personnel. The type of training must depend on the level of involvement in the chain of statistics.

38. As for the institutional pre-requisites for the production of quality data, in our opinion, the legal conditions have been established. The legislation defining the National System of Statistics and corresponding provisions and responsibilities are defined in Law nº 15/96, although the resources for its implementation are not established in a systematic way depending in most cases on the availability and willingness of the higher decision-making levels. Both at the provincial as well as municipal level, the education sector does not have financial or functional autonomy. Whenever the GEPE identifies the lack of information in some municipality and instructs the person in charge of statistics to check the situation, its effective implementation will be possible only if the provincial or municipal administration provides the necessary resources. This type of obstacle creates delays and sometimes even makes it impossible to check the situation. It is important to mention that, in addition to the lack of sufficient resources, the inadequacy of the personnel for the implementation of the required activities is one of the difficulties we met, but it can be overcome by means of an adequate program of training and capacity building. This means that we also have to develop basic skills in the area of statistics and use of information.

39. The tools and models of information system to be adopted for the production of statistics must be solid, possible of being developed and reliable. To attain these objectives, it is necessary to do a work of data modelling, with the participation of the different types of producers and users. If this personnel is not able to understand the structure of the data they will not be able (or will not shown the necessary interest) to manage adequately the information produced, from the completion of forms to their use. We cannot demand that a school principal or the person in charge of statistics at the municipal level check correctly the quality of collection. The complete understanding of the tools needed and its standardization prior to the production of statistics must be assured to all those who manage them in some moment of the chain so the objective of the implementation of the system be attained. 10 Angola Diagnosis November 2005

40. The result of this diagnosis should be the creation of an action plan which can meet the recommendations above, focused on the modelling of a system of information, on the definition of tools for the creation of school records and collection of data, of definition of a systematic means of financing of the statistics, as well as of a broad program of capacity building for personnel. A summary of the result of the diagnosis on the quality of the statistical process in Angola is presented below using the criteria previously defined (item 9, above) and developed in Chapter 6. The points attributed to each item (right column) represent the “weight” given to each dimension of the quality of the system, out of a total of 1003.

3 Methodology developed by the World Bank and UNESCO/UIS and presented in Chapter 6. 11 Angola Diagnosis November 2005

Highest Primary Levels II and Middle Pre-school Number of DETAILED EVALUATION OF DATA QUALITY Level I III Education Points 0. Quality Pre-requisites 4,8 5,6 5,1 6,5 18 0.1 Legal and institutional framework 3,0 3,4 3,0 3,5 05

0.2 Resources 0,7 1,0 1,0 1,3 08

0.3 Awareness of quality (quality of data is crucial for statistical work) 1,1 1,3 1,1 1,7 05

1. Integrity 9,1 9,1 9,1 9,4 16

1.1 Professionalism 5,1 5,1 5,1 5,4 09

1.2 Transparency 2,3 2,3 2,3 2,3 05 1.3 Ethics 1,7 1,7 1,7 1,7 02 Methodological Adequacy 2. (the methodological basis for statistics follows international standards) 5,8 8,0 7,4 10,3 17

2.1 The concepts and definitions used match the standard statistical framework 1,2 1,8 1,2 3,6 06

2.2 Scope (the scope matches the standards, instructions and practices internationally recognized) 3,9 3,9 3,9 3,9 06

2.3 Classification / sectorization 0,6 0,8 0,8 1,0 02 Bases for the records (data is recorded according to the international standards, instructions 2.4 0,1 1,7 1,5 1,8 03 and practices) Accuracy and reliability (the basic data and statistical techniques are valid, and statistical 3. products offer a sufficient representation of reality) 5,5 6,5 6,5 6,9 17

3.1 Sources of data (the sources of data available for compilation are adequate) 2,0 2,1 2,1 2,5 05

3.2 Statistical techniques 1,3 1,3 1,3 1,3 04 3.3 Evaluation and validation of basic data 0,6 0,9 0,9 0,9 03

3.4 Evaluation and validation of intermediate data and products 0,8 1,0 1,0 1,0 03

3.5 Revisions 0,8 1,2 1,2 1,2 02

4. Functionality: Capacity of use 7,5 7,5 7,5 7,5 18

4.1 Pertinence: the statistics cover relevant areas 2,4 2,4 2,4 2,4 04

4.2 Opportunity and periodicity follow international standards for distribution 0,6 0,6 0,6 0,6 03

4.3 Consistency 3,1 3,1 3,1 3,1 07

Revision policies and practices: the revision of data is periodic and follows a process that is 4.4 1,4 1,4 1,4 1,4 04 regular and transparent

Accessibility: users have access to the data and metadata, 5. e receive adequate assistance 5,0 5,2 5,2 5,2 14

Statistics are presented in a clear and understandable way, the methods of distribution are 5.1 2,8 3,0 3,0 3,0 06 adequate and statistics are distributed in impartial manner

5.2 Access to metadata 1,0 1,0 1,0 1,0 05

5.3 Assistance to users 1,2 1.2 1.2 1.2 03 Total Points 37,7 41,9 40,8 45,8 100

12 Angola Diagnosis November 2005

Acronyms

- CE: European Commission - EFA: Education for All - EPT: Educação para Todos - DQAF: Data Quality Analytical Framework – Estrutura de Análise da Qualidade dos Dados - DNEG : National Directorate for General Education - DNES: National Directorate for Superior Education - DNRH: National Directorate for Human Resources - GEPE: Office for Studies, Planning and Statistics - INE: National Statistics Institute - INEE: National Institute for Special Education - INEFOP – National Institute for Employment and Professional Training - INIDE: National Institute for Education Research and Development - MAPESS; Ministry of Public Administration and Social Insurance - MED: Ministry of Education - MDG – Millennium Development Goals - ODM – Objectivos de Desenvolvimento do Milênio - MINARS: Ministry of Social Assistance and Reinsertion - NGO: Non-Government Organization - PROFORGE: School Administration Support Program (French Cooperation) - SEPE: Studies, Planning and Statistics Section - UNESCO/UIS – UNESCO Institute for Statistics - UNESCO/IEU –Instituto de Estatística da UNESCO - UNICEF: United Nations Children's Fund

13 Angola Diagnosis November 2005

DIAGNOSIS OF ANGOLAN EDUCATIONAL STATISTICS

1. INTRODUCTION

1. The evaluation of UNESCO’s EFA (Education for All) program carried out in Dakar, Senegal, in 2000 demonstrated that sub-Saharan Africa and south and west Asia are the regions that present the greatest challenges for meeting the goals of Universalization of Primary Education and Literacy. This report demonstrated that four out of five school-age children were not in school in 1998 and that illiteracy rates were around 57% among the population 15 and over. Angola, in particular, presents similar challenges, with the added difficulties of needing to reconstruct the whole school infrastructure totally or partially destroyed by the war that lasted at least 27 years and that ended in 2002, and facing population growth.

2. The low productivity of educational statistics results not only from the absence of an appropriate form of financing, but also from the limited information management capacity at the various levels in the statistics chain. The lack of data, delays in collections, the absence of a systematic data revision strategy reveal the need to take action to reorganize the system and invest in training staff to properly deal with the information, in addition to developing standardized recording and collection tools. To monitor the educational system and the goals established for EFA will require the development of a systematic and regular capacity for quality information relevant to its compliance that will make it possible to prepare reliable projections.

3. French Cooperation, through PROFORGE, the European Commission, and UIS– UNESCO Institute for Statistics in partnership with the Angolan Ministry of Education, faces great challenges in reorganizing its educational system, mainly through universalization of primary education, and meeting its government goals and international commitments, and the Millennium goals (namely numbers 2 and 3) and EFA– UNESCO’s Education for All program, which include development action to make access and completion of quality primary education universal by the year 2015. To reach this objective, reliable information is needed to allow its monitoring, which will require the improvement of educational administration, and which will serve as a tool for planning appropriate policies for its attainment. It was within this context that this diagnosis of the educational information collection, processing, analysis and distribution system took place. These goals have indicators to subsequently indicate what information needs to be monitored and to plan to attain these objectives.

4. In order to accomplish this task, the mission, made up of representatives of the Ministry of Education and consultants from UIS and PROFORGE and UIS, visited various central, provincial, municipal and school government bodies that in some way take part in the educational statistics chain, as producers or users of statistics, with the intention of carrying out an in loco diagnosis of the present situation, traveling through six provinces (Cunene, Huambo, Huíla, Luanda, Moxico and Uíge) and at least two municipios* in each of them, in addition to the provincial capital.

5. The report presents in the first part an introduction to the themes dealt with, in the second, the structure of the educational system and the institutional environment, and in the third part, it deals with the infrastructure and institutional support. Then, in the fourth part, a diagnosis is made of the production chain and the fifth part discusses use of the indicators. In the sixth part, data quality is analysed according to the methodology developed by UIS– UNESCO Institute for Statistics in partnership with the World Bank, which considers six dimensions: quality prerequisites, integrity, methodological adequacy, accuracy and reliability, functionality and accessibility. The seventh part deals specifically with the information system, the school register and data collection tools. Finally, recommendations and proposals are made for consideration in preparing the action

* [Municipios are administrative units approximating cities of 70,000-100,000 persons. - http://web.worldbank.org/WBSITE/EXTERNAL/COUNTRIES/AFRICAEXT/ANGOLAEXTN/0,,contentMDK:20014454~men uPK:322510~pagePK:141137~piPK:141127~theSitePK:322490,00.html] 14 plan to improve the statistics system for the period 2006–2009, with a focus on primary education. The report ends with the final comments, a summary of the main subjects dealt with in the text.

2. ORGANIZATION OF THE ANGOLAN EDUCATIONAL SYSTEM

6. According to the Basic Education System Law, article 10 - Law No. 13/01, the Angola Educational System is a unified system made up of the following education subsystems:

- Preschool education subsystem; - General education subsystem; - Technical-professional training subsystem; - Teacher training subsystem; - Adult education subsystem; - Superior education Subsystem.

7. The structure of the education system includes:

- Preschool education (made up of day care and kindergarten);4 - General education, made up of initiation classes (for five year-old children who have not attended kindergarten), primary and secondary education (subdivided into 1st and 2nd cycle); - Technical-professional education (subdivided into basic5 professional and middle-technical training); - Normal middle training for teacher training; - Superior education structured as under-graduate (baccalaureate and degree) and graduate (academic and professional);

In addition to the Ministry of Education, the Ministry of Social Assistance and Reinsertion, Ministry of Public Administration and Social Service and the Ministry of Finance are producers of basic information related to education. The Ministry of Planning, through INE–National Statistics Institute, is responsible for social statistics and the central executive agency of the National Statistics System. INE delegates to MED responsibility for statistics regarding the education system.

2.1 Ministries in Charge of Education

2.1.1 MINARS–Ministry of Social Assistance and Reinsertion

8. Preschool education is structured as day care (children 0 to 3 years old) and kindergarten (children 4 and five years old). The objective of this education level is to promote the child's integral development and to prepare him/her to enter the general subsystem.

9. MINARS’s National Directorate of the Child and the Adolescent is responsible for preschool education programs, through the Early Childhood Service Department, whose attributions include:

4 MINARS –Ministry of Social Assistance and Reinsertion is responsible for this subsystem. 5 INEFOP –National Institute for Employment and Professional Training of MAPESS – Ministry of Public Administration, Employment and Social Safety is responsible for these programs – Law 21A/92, of varied duration and focussing on developing learning for the exercise of a profession. 15 Angola Diagnosis. November 2005

“Updating statistical data and information referring to early childhood and study mechanisms for the expansion of basic education in the communities, within a broadened vision of Education for All.”6 In this way, statistics on preschool education are produced by this department and their collection is the responsibility of GEPE – MINARS Office of Studies, Planning and Statistics, following the statistical chain “MINARS – Provincial MINARS Directorate – Social Services Section of the municipios (outside the provincial capital) – school. Data are collected annually on the basis of a standardized enrolment model. Not all provinces provide data in accordance with the collection schedule. There are information flow problems so that GEPE does not always receive data by province, often sent directly to the Department or to the Directorate itself.

2.1.2 MED–Ministry of Education.

10. The Ministry of Education, according to the new organization defined in the Basic Law on the Education System (being progressively implemented since 2004) is responsible for the general education, adult education, teacher training, technical-professional education and superior education subsystems, with the following characteristics:

- The Angolan Education System includes three education levels: primary, secondary and superior. Preschool education, which is to serve as preparation for entry into primary education, has its own organization and is the responsibility of MINARS (in other words, strictly speaking, this education level is not part of the MED Statistics System. This is not necessarily a problem, but it requires an appropriate articulation strategy so that answers can be given to questions relating to the educational system); - Primary education includes six years of schooling, which coincides with compulsory education, beginning at six years of age. For five year-old children who did not attend kindergarten, enrolment in the initiation class is compulsory; in this sense, it may be said that, from a broadened view of the system in Angola, compulsory schooling in fact begins at five years of age and lasts seven years. The goals at this level are comprehensive and harmonious training, acquisition of knowledge and capacities for effective know-how, and promoting in students a sense of citizenship and hard work; - Secondary education includes two cycles of three levels each: the 1st and 2nd cycles. The 1st cycle seeks to consolidate and strengthen what was learned at the primary level and prepare for the 2nd cycle. The 2nd cycle seeks to develop abstract thinking and a capacity for scientific analysis and to prepare for the job market and/or superior education; - Adult education is considered a subsystem in itself, to assist young people and adults at least 15 years old who for any reason have not attended the educational system or have not completed primary education, and is subdivided into the following programs: primary level literacy and post- literacy and secondary 1st and 2nd cycles, in the manner provided for general education; - Teacher training consists of programs to train educators for preschool education and general education (regular, adults and special education), called middle normal training, organized for those completing the secondary 1st cycle, lasting two to four years, depending on specialty. Pedagogic superior education is destined for secondary education and, possibly, for preschool and special education, and takes place at institutes and superior schools of education science; - Technical-professional education includes basic professional and middle technical. The first seeks to develop technical knowledge, attitudes and practices for the exercise of a profession. The second seeks to provide technical and general knowledge for joining the labour market and for access to superior education; - Superior education is structured as under-graduate, which includes baccalaureate and degree programs, and post-graduate, which includes academic and professional post-graduate programs.

6 Executive Decree no. 60/02. 16 Angola Diagnosis. November 2005

This education level seeks to train senior-level executives for the various branches of economic and social activity in the country, based on scientific, technical, cultural and human preparation.

11. Special education is considered an area of education that bisects general and adult education, designed for individuals with special needs and governed by its own diploma and under the responsibility of INEE–National Institute for Special Education, entrusted with coordinating, promoting, executing and developing educational action for people with special needs provided in regular or adult institutions or in specific institutions from other sectors of national life.

12. The State is responsible for preparation of school mapping and for the orientation and control of school construction. Budgets and other revenues for the Ministry of Education are to be distributed according to the strategic priorities for the development of the education system. In addition, it is the responsibility of the central administration agencies to coordinate, control and evaluate the education system, taking into account educational, psychological, sociological, organizational, economic and financial aspects, in addition to being responsible for the planning and normative and methodological direction of pedagogic research activities.

13. Full implementation of this legal mandate includes the development of a national statistics production policy to support planning and follow-up in the educational system. In accordance with this law, the Ministry of Education has powers to monitor the organizational and pedagogic evolution of both preschool education and technical-professional education, which involves developing a strategy of integration with other bodies producing educational information. This does not necessarily imply that MED must be the primary manager of other systems for which it has no responsibility for administrative management.

14. The Education System described above, in the process of being progressively implemented since 2004, presents some essential differences that may be reflected in the statistics to the extend that the new system replaces the old. The present terminology is better adapted to the CINE 97 international normalized classification, as can be seen in the figure below, in which Levels I and II must be combined to make up primary education, CINE 1. The basic compulsory nature corresponded to the four years of Level I basic education. Grades five and six were not compulsory. In the present figure, entry to superior education is possible after 11 years of education, while in the new system, at least 12 years are required. From the point of view of structure, the present system has three subsystems: general, technical-professional and superior education. Thus, the new system seeks to promote a higher level of schooling among the public and a structure more consistent with the educational objectives, establishing a clear difference in the purposes of each subsystem from the organizational point of view.

Classification CINE 0 CINE 1 CINE 2 CINE 3 CINE97 New System Kindergarten Primary Education 1st Cycle Sec Education 2nd Cycle Sec Education Initiation Class 1st Cycle Prof. Form. Basic Prof Form. Normal/Technical Middle Present System Kindergarten Levels I and II Basic Education Level III Basic Education Pre-Univ Education Initiation Class 1st Cycle Prof. Education. 2nd Cycle Prof. Form. Normal/Technical Middle

CINE 0 = Preschool education. (In the international classification, it includes only kindergarten + initiation class). CINE 1 = Primary. It includes the first six years of basic schooling. CINE 2 = Secondary 1st cycle. It coincides with the criterion adopted for the new system. CINE 3 = Secondary 2nd cycle. It coincides with the criterion adopted for the new system.

A complete detailed chart of the structure of the Angolan education system is presented below:

17 Angola Diagnosis. November 2005

2.1.3. Other institutions involved in producing data relating to education.

15. INE7– The National Statistics Institute of the Ministry of Planning is the central executive agency of the National Statistics System, responsible for the production and distribution of the country’s official statistical information. DEDS–the Department of Demographic and Social Statistics of this institute is responsible for producing demographic, between-census and population projection indicators, in addition to preparing education, research and development, culture, recreational activities, sports, health, social security, workplace accidents and justice statistics. As delegated by this institute, MED produces statistics on the Angolan educational system. In general, the census is the primary source for data on population and school-age population in particular, in addition to socioeconomic information and information on population literacy levels. In this way, the criteria previously established for information collection directly influence the calculation of the basic indicators of coverage, access and completion in the school population. A closer and more cooperative effort to harmonize criteria and concepts is vital so that a reliable picture of students and their environment can be obtained. If INE and MED use different criteria for the age variable, this may result in the production of indicators that do not reflect the reality of the educational system. MED needs to incorporate certain disaggregations, such as for geographical location, to take into account this system analysis variable, particularly when the conditions of rural and periurban populations do not resemble those of urban populations for whom the basic conditions for learning and access are much more favourable. To identify those gaps in the

7 Law no. 30 of July 28, 2000 establishing INE’s organic statute. 18 Angola Diagnosis. November 2005 availability and quality of education, it is essential to have the proper tools to support government decisions on how to act in accordance with these differences.

16. Very outdated population statistics lead to significant differences in population projections, influencing schooling rates, which depend on population data by age group. Very wide discrepancies in population data end up generating discrepancies in the criteria adopted, and the models for estimating these populations become very questionable.

2.2 Perspectives on the evolution of education in Angola

17. The end of the war has provided Angola with an opportunity to rebuild its educational system and increase school attendance. With the support of UNESCO Windhoek's Regional Office (Regional Cluster), in April 2004, the Ministry of Education established the following priorities through a National Consultation with the goal of meeting the commitments of EFA–Education for All, based on the recommendations made by Consultation, including:

- To expand access to primary education by reconstructing and equipping primary schools; - To strengthen teacher training institutes to enable them to adopt and implement various capacity building and training programs for teacher and school administration; - To improve mechanisms for collecting, processing and analysing statistical information.

18. Through these actions and others proposed,8 the government has undertaken to develop mechanisms for the implementation of the goals established in the EFA Action Plan relating to universal access to primary education, with the enlargement and improvement of school infrastructure and education quality, with improvements in the tools and strategies used in teachers' capacity building and improvements in the process of producing educational statistics in order to more adequately support the various government levels in developing a policy of effective decentralized administration of the educational system.

19. These challenges can be summarized in the following numbers:9

- It is estimated that 58% of the adult population are illiterate; - Some 50% of the population of Angola are less than 12 years old; - Approximately two million young people do not have access to the formal education system; - Excess class sizes are common in primary education. It is common to find classes with 60 students or more; - Very little teaching material is available in the schools; - Only 27% of children who begin primary grade one complete grade four.

20. The Ministry of Education, the European Commission, UNESCO, UNICEF and other international organisms, in addition to NGOs acting in various municipios in the interior of the country, have established a program to rebuild the school infrastructure, teacher training and capacity building, keeping in mind teachers' own low educational levels and the implementation of the current Educational Reform, in addition to an effort to bring children back to school with support from communities and local leadership.

8 Sensitisation and Needs Assessment Training Workshop for Education Planners, Statisticians and Teacher Educators and National Consultation on the Draft Education for All National Plan of Action. 19-24 April 2004. Luanda, Angola 9 Op. Cit. 2004. 19 Angola Diagnosis. November 2005

21. To better monitor progress in meeting the goals of coverage, access and completion by children, it has become necessary to construct a basic set of educational indicators to measure change with a view to meeting the goals established by the Ministry of Education together with its national and international partners.

3. DIAGNOSIS OF INSTITUTIONAL INFRASTRUCTURE AND SUPPORT

3.1. Organization and responsibilities of statistical activities

3.1.1 Organization

22. In Angola, several sectors are responsible for producing educational statistics. The responsibility for maintaining a system of indicators and statistics at the central level falls on the Department of Statistics and Planning of GEPE– Office for Studies, Planning and Statistics of the General Secretariat of the Ministry of Education, which has principal responsibility for:

- Collecting, processing and analysing data; - Proposing policies for the development of statistics on the education system; - Publishing the results of the surveys and analysing them;

23. To carry out these activities, the department has four senior-level experts and a mid-level administrator. It should be pointed out that the shortage of managers and the fact that the provinces send in the forms completed by hand, thus overloading the work of the department. For this reason, it is essential to find institutional mechanisms that will make it possible to increase the performance skills of statistics staff. The intensive use of information technology is one way to reduce the overload and increase the response capacity that a high-quality statistics system requires, but it is important to call attention to the fact that the system’s management capacity, financing mechanisms and permanent communication and training programs are also essential for meeting the goals that a system of this type in intended to meet. No computer system can correct poor quality data or avoid the delay or even lack of information.

24. To understand the process of producing national statistics, the organizational structure of the Ministry of Education must be understood, from the perspective of the most direct way of intervening in the routine of statistical activities, which we classify by predominant type of influence (policy, operations, cooperation and production), keeping in mind that any categorization is in some way a choice, but that it has the didactic purpose of helping to understand the production chain and does not have an absolute character, but one of predominance in the relationship with GEPE in terms of statistics, recognizing that there are situations in which one of the examples can act in another way:

- Minister - MIN - Council: Advisory–CC; Directorate–CD; Rectors–CR; - Vice-minister: Educational Reform–VM RE; Superior Education–VM ES; Social Action–VM AS - General Secretariat - SG - Office: for Studies, Planning and Statistics - GEPE; National Inspection - GIN; Legal – GJ; - National Directorate: for Human Resources - DNRH; General Education - DNEG; Technical-professional Instruction- DNETP; Superior Education - DNES; - National Institute: for Educational Research and Development - INIDE; Training of Executives–INFQ; Special Education - INEE;

20 Angola Diagnosis. November 2005

Simplified MED Organization Chart MIN Councils Vice-Ministers CC VM ES CD VM RM CR VM AS General Secretariat National National SG Directorates Institutes Offices DNRH INIDE GEPE DNEG INFQ GJ DNETP INEE GIN DNES

Political Operational Cooperative Production

25. In Angola, education subsystems tend to establish their own rules for collecting and processing their statistics, within a reasonable consensus with GEPE with respect to the structure of a common basic form and with some pre-established criteria. But, the absence of a culture of documentation and metadata10 preparation hinders the ability to verify the quality of information or the consistency of the numbers produced in comparison with the other subsystems. In this sense, it is in the chain of statistics that the National Directorates for General Education, Technical-Professional Instruction and Superior Education, and the National Institute for Special Education intervene directly in the production of statistics. The DNEG directly collects statistics on adult education through the Adult Education Department, which correlates the information and then delivers it to GEPE. A similar situation arises with DNES, which collects statistics on superior education. The same happens with INEE, which collects information on special education. With respect to DNETP, its intervention occurs in secondary fashion by its being a mediator in the collection process. Information from the provinces may be sent to either DNETP or GEPE.

26. It seems to us essential to develop a methodological documentation and system management practice that will make it possible to monitor the whole data production and analysis process. This limitation was also present at the provincial levels. But, it is important to reaffirm that, to make this possible, it is becoming necessary to have a minimum number of staff with the ability to develop this type to activity. An appropriate training program with technological support can facilitate the flow of data and reduce possible bottlenecks in the system.

27. INIDE, INFQ, GIN and DNRH, each within the limits of its legal responsibilities, cooperate with the statistics system by supplying additional information that can help their own systems improve the quality of data produced by identifying gaps in the statistical process. For example, the activities of the National Education Inspectorship and National Directorate for Human Resources, which have their own monitoring systems (the National Inspectorship has records of visits to public and private establishments, with information on the characteristics of schools, students, human resources, school and pedagogic activities. The Resources Directorate has a computerized human resources management system), can contribute to generating new opportunities for collection, analysis and methodological development, and training of staff. The National Directorates also play an important role on GEPE in these aspects of educational statistics.

28. The statistical data collection, processing and distribution chain is also influenced, not necessarily in the same way and intensity, by the various levels of administration of the educational system: central, provincial, municipal and school (in areas where there are very remote communities, the communal level must also be

10 Metadata are information about the data produced, for example: definitions, criteria, dimensions, etc. 21 Angola Diagnosis. November 2005 considered, as it may possibly intervene in the chain, as for example, by simply consolidating data in the commune before giving the data to the municipio. But to simplify the picture and considering that the nature of the possible intervention is similar to that at the municipal level, we have disregarded this level in the chart). A policy for the constitution of a quality national statistics system - SNIEE should consider the needs of each management level, from top to bottom, and define their respective responsibilities and attributions, as summarized in the diagram below:11

Policy USO

Down Upwar ward d MED– SNIEE • Planning • Monitoring and • Abilty to • Level of assessment carry out work Meeting • Studies and investigation Determin Users’Needs • Training of Trainers USO • U ation • Eliminate Capacity of burocratic • Implementation practices by MED Provinces – • Planning

• Monitoring and • assessment • Studies and Ability to: investigation USO • Training of Trainers • Manage, Common • Pay attention to Questions: P Municípios– Data Collection lower levels Data Processing • A ct • Monitoring and assessment Data Analisis • Competence • Training Publication • Vontade • Training of Trainers USO Distribution • Eliminate • burocratic Distribution practices Return School – • sS • Monitoring and assessment Management • Training •

•

29. In general, it is expected that the decentralization of statistical activities will contribute to improved coverage of the collection and better monitoring of the information flow, due to the closer proximity of these agents to the schools. In Angola’s particular case, it is found that the proximity of the agents, the municipio and commune statistics staff, to the schools in fact facilitates the collection and processing process, but the quality and timeliness of the data are undermined by the lack of adequate logistics and specific financing for carrying out the activities. In addition, the absence of a recruitment and permanent initial training policy for those responsible for statistics at the various management levels in the system can compromise the quality of the data collected. A need to better coordinate the data flow was also seen mainly in the municipio–province and province–central government relationship. The institutionalization of this chain appears essential with a clear definition of focal points at each management level and improvement in information management procedures.

11 Adapted from EMIS - Education Management Information System. NESIS/UNESCO, 2003.

22 Angola Diagnosis. November 2005

3.1.2 Responsibilities for statistical activities

30. For general education (In the case of adult education, at the provincial level, the provincial adult education department is responsible for the statistics.) and middle and preschool education, responsibilities for statistics at the various management levels are presented in the following table:

Position of Statistical Activities

Ministry Central Level Provincial Level Municipal Level School

MINARS MINARS GEPE GEPE of Provincial Social Services Section School Directorate MINARS Directorate

MED MED GEPE GEPE of Provincial Social Services Section School Directorate Education Directorate

31. The main statistical activities carried out by each system management level can be summarized in the process of collecting, processing and preserving statistical data. In Angola’s case, primary responsibility for producing data falls on the school administration, which must, on the basis of their school registers, fill out the forms from the national GEPE. Methodological dependence on MED, and organizational, administrative and functional dependence on the provincial governments leads to certain constraints of an operational nature. The following table shows these statistical activities by management level.

Statistical Activities Management Level Central Provincial Municipal School Completion X Verification X X X Processing X Control X X X Analysis X Information Use X X Distribution X

32. General education schools have no mechanism for financing these activities. Situations such as the reproduction of a form or the purchase of a notebook or book to organize a register can become tasks requiring negotiations with senior management levels, which in turn also suffer constraints of the same type, which can lead to significant delays in completing the form. It is worth pointing out that, even so, at no management level, was any formal procedure noted that created constraints in the production chain. Furthermore, it is important to call attention to the fact that records required for completing the forms were found in one way or another in all schools visited, even with all the possible limitations,. The table above shows these regular activities. In terms of distribution, there is nothing organized and systematized. Existing initiatives originate with the central government and are isolated. Municipal and school management levels have little information on what is done with the statistics produced. It is obviously impossible to simply blame the central government for this institutional vacuum. The lack of a culture of information in all levels contributes significantly to making this happen. However, it is possible to stimulate this culture by defining a national distribution policy, with products differentiated for different users. 23 Angola Diagnosis. November 2005

33. The absence of analyses of the statistics produced is also of concern. National Education Inspection, generally and within the limitations of its resources and training, carries out the work of collecting a great deal of information relating to educational structures with their pedagogic activities. Even if most of the time these are not of a statistical nature, there is a plenty of information on what happens in the classroom. Its principal attributes are:

- To carry out pedagogic and methodological inspections in public and private educational institutions; - To verify the students' level of supplies; - To monitor and inspect the educational and educational process in the schools covered by the Educational Reform, as well as special education.

34. A partnership could be formed between the areas of statistics and Educational Inspection in order to statistically take advantage of what is collected by the inspection and, as appropriate, advantage could be taken of them to carry out certain in loco verifications of statistical activities. This can be done at relatively low cost, because it can take advantage of training activities that the inspectorship itself promotes to introduce the theme. The most important thing is to make it common practice to act as partners. The absence of analyses of the statistics produced is also a concern. National Education Inspection, in general, is at the limit of its resources and training. National Inspection suffers from the same institutional problem as the education area, with the methodological dependency of MED and the administrative and functional dependency of the provincial governments. For this reason, in general, inspection is reduced to provincial capitals and municipios near the capitals, because the means to move to the more distant municipios are not available. On the other hand, it has a control approach and is understood to do so. This should be taken better advantage of by the statistics system.

3.2 Human resources

35. At the central level, in the Statistics and Planning Department in particular, there are four senior level specialists working on processing and analysing statistical data. At the provincial level, it is difficult to find more than four. In Uíge, for example, there are only two people doing all the statistics work. But, it is at the municipal level, where the most intense efforts to consolidate data from the schools are being made, that the number is most restricted. In Uíge, more than 50% of the municipios have at most two people working in the area of statistics. Staff training at this management level does not in most cases exceed the grade 10 level, especially because most municipios offer education only up to this level. The 2nd cycle of secondary is offered almost exclusively in provincial capitals. In this way, those responsible for statistics are mostly managers of primary teachers. Thus, improving statistical activities must involve a permanent training program for this staff. This staff require training in basic statistical procedures, in methodological updating, in subjects relating to the information reliability, basic graphic analysis, techniques for dealing with deficiencies or errors in information, and, in particular, the calculation and interpretation of the main educational indicators and their use. A strategy to prepare explanatory manuals of a methodological nature is essential for these agents to be able to carry out their activities with a minimum of quality. This requires training and resources set aside for this purpose in some cases and the recruitment of staff to deal specifically with statistics in other cases.

36. The motivation and awareness of staff is stimulated both by the resources necessary for carrying out the activities, and by their understanding of the scope of their work and how the information produced can be used. A person who understands the result of a statistic becomes able to criticize it and improve its quality.

37. In the case of Angola, a training program should be developed in stages, to reduce the risk of never covering the whole country or even the risk of creating a program that cannot be sustained through time. All agents should be included, from central government staff to the school level. It is clear that the program must be compatible with the activity that each one is supposed to carry out. Regression analysis only makes sense at the central and perhaps at the provincial level. Staff in the municipios and the schools (represented, by their 24 Angola Diagnosis. November 2005 principal or vice-principal) require training so that they can handle microdata and carry out a preliminary verification of information produced and even properly prepare it. Without an appropriate methodology and instruction manual, it is very difficult to know whether two schools have adopted similar criteria in completing a form, which also relates to the definition of a standardized register system, since this is the primary source of data. Below we show the competence minimum that each body needs to demonstrate:

Management Level Objective Basic Content Central To analyse the educational 1) Educational system analysis models. Conceptual framework system 2) Indicators associated with each analysis dimension 3) Study of international experience in producing indicators (Argentina, Brazil, UNESCO, etc) 4) Use of other information sources to analyse the educational system (population census data, family surveys. CEPAL UNESCO uses this type of information.) 5) Estimate of financing indicators and public expenditures on education using budget data To develop distribution 1) Components of a distribution policy strategies 2) Distribution strategies 3) Profiles and needs of users of educational statistics 4) Publication models: experience from various countries: Denmark, France, United States, Canada, Mexico, Brazil, etc 5) Development of publication models for Angola 6) Return of information to the schools To acquire skills in using a 1) What is an information system. Its components computerized information system 2) Components of an information system 3) Basic model of computerized system: Access (or other model available with easy access): database system; abstraction, data model, SGBD, tables, primary keys, vision types 4) Use of a database: creation of a basic model starting from a model school register

Management Level Objective Basic Content Province To analyse the educational 1) Educational system analysis models. Conceptual framework system 2) Indicators associated with each analysis dimension 3) Study of international experience in producing indicators (Argentina, Brazil, UNESCO, etc) 4) Use of other information sources to analyse educational system (census population data, family surveys. CEPAL UNESCO uses this type of information.) 5) Estimate of financing indicators and public expenditures on education using budget data To understand components of 1) Descriptive statistics statistics 2) Notions of probabilities 3) Sampling 4) Estimates 5) Hypothesis testing 6) Variance analysis 7) Covariance and regression 8) CEP– Statistical control of process/quality To acquire skills in using a 1) What is an information system? Its components computerized information system 2) Components of an information system 3) Basic model of computerized system: Access (or other model available

25 Angola Diagnosis. November 2005

with easy access): database system; abstraction, data model, SGBD, tables, primary keys, vision types 4) Use of a database: creation of a basic model starting from a model school register

Management Level Objective Basic Content Municipio To analyse basic indicators of 1) Analysis models of the educational system. Conceptual framework the educational system 2) Indicators associated with each analysis dimension 3) Study of international experience in producing indicators (Argentina, Brazil, UNESCO, etc.) To carry out a basic control of 1) Establishing criteria for information control, using educational indicators statistical data 2) Analysis of historical series 3) Strategies for dealing with lack of information To acquire basic notions of 1) Descriptive statistics statistics 2) Notions of probability 3) CEP–Statistical control of the process

Management Level Objective Basic Content School To analyse basic indicators of 1) Analysis models of the educational system. Conceptual framework the educational system 2) Notions of educational indicators for the school 3) Study of international experience in producing indicators (Argentina, Brazil, UNESCO, etc) 4) Construction of a basic set of indicators for the school To acquire basic notions of 1) Descriptive statistics statistics 2) Notions of probability 3) CEP – Statistical control of the process/quality

38. Training strategies should be differentiated, depending on the management level involved and the availability of resources. For these cases, in particular, for the training of municipio and school staff, a partnership between the Angolan government and the international agencies active in this country may be considered, at least with respect to the preparation of program material and of instructors. Because of limitations in staff, material or even technological resources, the possibility of gradual implementation of this type of training must be considered. At any rate, a training strategy could follow the following logic:

Program Indicators Distribution Information System Statistics Condition Instructor Participant Instructor Participant Instructor Participant Instructor Participant MED External X X X X Central X X X X X Provincial X X X X X X Municipal X X X X School X X

39. The training chain follows the system’s administrative hierarchy: Central–Provincial–Municipal–School. It should be noted that a single training program can be carried out with a consultant from outside MED. If carefully chosen, the same consultant may conduct training for both the indicators and distribution programs, since they complement each other, making it possible for both programs to be organized in a single week. The use of national specialists for the Information and Statistics System training programs presents two advantages: a) it facilitates the organization of programs in stages, with different dates that suit the central government and

26 Angola Diagnosis. November 2005 the provinces; b) it makes it possible to adopt an alternative strategy, which would be to send them to the provinces and/or municipios to organize a progressive training plan for statistics training, where possible, something difficult to institute if external consultants are used. It might even be possible to make an agreement with the Agostinho Neto University to have them take responsibility for this training, taking the weight off the provinces and municipalities.

40. School principals regularly travel to meet with municipal social services sections and carry out other routine activities. If it were appropriately organized, some two hours to carry out this training could be included within the guidelines. (This can be done in progressive fashion, that is, by dividing the program into subunits.) Of course, this would have to take about six months, but it has the advantage of not depending on more specific financing. In fact, advantage could be taken of this travel to discuss register models, differences in criteria and methodologies adopted, as part of the training application, or even a separate discussion if this is considered more advantageous. The regularity of those activities, at least once a year, depends mainly on the length of each program and its level of complexity. (This should be provided for when organizing programs, when a more accurate view of time and material requirement would be possible.)

3.3 Technical infrastructure

41. The organization of statistical data presents difficulties at all levels of educational information management. Only the superior level, even in the form of a proposal, would be able in the short term to organize its own, especially because of the small number of superior education institutions and their location in particular in the Luanda region and provincial capitals.

42. In the provinces visited, there was some processing capacity available, as in Uíge and Huambo, but with difficulty, for statistics staff who do not have the means or training to deal with such information technologies. In the municipios, except in provincial capitals and the middle institutes, the support equipment available is only furniture and consumables. In other words, it appears that a more aggressive reconstruction policy should be proposed in this connection, although we understand that the government has been trying to define an on-going school recovery strategy, with support even from international partners and national and international NGOs. One way of guaranteeing a gradual increase in investment in the area of infrastructure in a way that would be compatible with their financial resources would be to define an overall global strategy, for example for the period 2006–2009, that involved at least two actions:

- Defining annual goals for growth in infrastructure investment on the basis of GDP growth or other macroeconomic indicator, and that this be a commitment assumed by all political agents, if possible, by the Council of Ministers and by the National Assembly; - Creating a commission at the MED in partnership with the Ministry of Finance to discuss specific education financing sources independent of budget contingencies and, then, proposing to the Council of Ministers and later to the National Assembly that means be established to monitor and control the instructional and educational process in schools included in the Educational Reform. A permanent source of education resources is essential for guaranteeing the sustainability of the educational system and access to quality education for all children of school age and those who had no opportunity for studies either because of a lack of availability or because of adverse socioeconomic conditions.

43. Because of its incompleteness or form of consolidation, with the possibility of loss of information always existing when the data move from one manager to another, the available bases do not cover several years, hindering the technical analysis of changes in the systems and statistical inference with very high levels or error, in addition to not allowing more detailed bisecting analysis of data and studies closer to municipal and school realities. In the long run, this can have a perverse disincentive effect on local agents in the use of this

27 Angola Diagnosis. November 2005 type of information because they consider it inadequate, and supporting the production of statistics as just one more obligation in their work routine.

3.4 System financing and external support

44. The lack of sufficient financing of activities in the schools and in the information management agencies, together with the fact that the statistical units are not budgeted units, often makes them dependent on the availability of resources or the action of managements close to senior agencies to make routine expenditures, so that their activities often suffer time, staffing and material constraints. In the visits to schools, situations were found where the completion of the forms depended on the municipio to obtain resources to make copies of them. At other times, staff in the area of municipal statistics could not make their visits to remote schools because they would have to go on foot, because there were no resources allocated for travel. Of course, this is the result of a lack of both resources and a specific budget set aside for this type of activity. Even if this item was signed, the resources are nevertheless not released because the unit to which the statistics are subject depends on the funds being released by the budget unit to which it is subject. It should be pointed out that, in the provinces, only the provincial government is a budget unit.

45. Dependence on national and international partners such as UNICEF, NGOs, UNESCO, European Commission, French Commission, etc, may in future generate sustainability problems. This only takes place through the progressive incorporation of the projects into the government agenda and the national budget. The statistics sector, in particular, suffers a great deal because of this type of dependence, because its activities need to be carried out within a certain period, so that they can perform their role of providing timely information about the situation in the education system and under certain conditions so that they have a minimum level of quality, reliability and consistency. A lot of bad information is worse than a little quality information. Without a specific budget forecast, there is no way of guaranteeing these basic conditions. Thus, in the short term, the partners’ contribution to the development of the information system is positive for the launching of the process, but this needs to be gradually appropriated by the Angolan government and incorporated into the General State Budget in order guarantee its sustainability.

3.5 General recommendation

46. As was seen above, the functioning of the statistics system depends strongly on senior offices not directly involved in the process of collecting, processing and analysing data. The provincial education directorates are not budget units, but are dependent on the provincial government to obtain the resources to carry out their activities. It would be important that, at least in the medium term, action be taken to guarantee financing of those activities. Since information is a priority, because it is through information that the government can monitor changes in its educational system, it is imperative that institutional mechanisms be found for the maintenance and development of a permanent high-quality and up-to-date statistics system involving all education subsystems and taking into account the data collection chain.

47. Since the Ministry of Education is partly responsible for the production of information relating to education, it is also imperative to maintain permanent dialogue with the other partners. Better coordination of these activities facilitates the flow of information and improves the quality of results, as well as creating an atmosphere favourable to cooperation and the exchange of experiences, in addition to avoiding the establishment of parallel data production and analysis systems. In these activities, MED’s natural partners are MINARS and INE, directly in the production of educational statistics, and MINPLAN, MINFIN and MAPESS with additional information, but other partners can also contribute and should be considered, always with the objective of building an integrated and harmonized educational information system that also generates better efficiency and reduces costs in carrying out their activities. 28 Angola Diagnosis. November 2005

4. DIAGNOSIS OF THE STATISTICS PRODUCTION CHAIN

48. Angola’s statistics production process may be subdivided according to the education subsystem involved. Collection responsibilities vary according to the subsystem in question. A summary of responsibilities for their collection, processing and analysis is shown below:

Subsystem Body Responsible Preschool MINARS Initiation and primary GEPE Adults Education Adult Ed Sec Secondary GEPE Superior DNES Special Ed INEE

Except for the basic professional learning programs, whose data are collected, processed and published only by INEFOP of MAPESS, and special education, published by INEE, the other systems provide data for GEPE, which maintains their statistics. It should be pointed out that in some way, GEPE communicates with these other bodies and cooperates in methodological development, but this is not based on a vision of an integrated system. At present, it is not possible to integrate these statistics into the GEPE system.

4.1 Description and Analysis of the Statistical Data Collection Process

4.1.1 Primary and Secondary Education

49. Statistics on general and middle education are collected twice during the year: at the beginning, in February and at the end of the year, in December, when data are obtained on student progress and final enrolment. For each period, there are standardized models developed by the Ministry of Education GEPE, discussed with provincial GEPEs and delivered to the provinces for reproduction. These in turn send them to the education areas in the municipios, more precisely to the social services section responsible for education in the municipio. These reproduce the same forms, which are then given to school principals for completion. The return of the completed forms should not normally take more than 45 days, but because of financial, transportation and administrative constraints, this pre-established deadline is often not met. The greatest problem in the flow after the forms are sent out by the Ministry of Education is that at each stage in their distribution, there are no specific resources assigned to carrying out these activities, which, as we have already seen, depend basically on the decisions of the provincial administration. The same occurs when the forms arrive at the municipios. It should be pointed out that this is not always a financial problem; it is sometimes a problem of process management. A detailed collection plan should be prepared in advance and made known to all. Possible alternatives to deal with this type of situation, shown below, are of an institutional, financial or administrative nature:

Constraint Alternatives Institutional 1) Definition in each node in the statistics chain of a single focal point responsible for the process. 2) Define the tasks that this specialist should carry out. Financial 1) Establish in advance, each year, specific financing for these activities. 2) Endow each statistics sector with a specific budget to carry out these activities Management 1) Define a schedule of activities, decided in agreement with the provinces and known during the previous year by all managers in the statistics chain 2) Establish a systematic monitoring plan for each of the activities carried out or to be carried out by managers immediately below the production chain. To do this, it is 29 Angola Diagnosis. November 2005

necessary to set up a monitoring framework including: data, present situation, justification for the constraint, proposed solution for the constraint, expected delay, etc.

50. Keeping in mind the system’s present financial and management conditions, it seems reasonable to establish a single collection plan in which information on school movement (data on repeaters, passes, failures, transfers, etc) and final enrolments would be collected with respect to the previous year. From the point of view of statistics, this is not a problem, and, actually, can even be taken advantage of to generate greater quality in the collection of data for various reasons, some of them mentioned below:

- The possibility of collecting all information only once, which reduces the work load on the principal; - The preparation of a single set of forms, to which only the information required to assess school movement would be added, reducing costs, and also a greater harmonization of procedures, which usually reduces the risk of errors during completion; - Verification of the quality of information becomes much simpler from the logistical, staffing and even procedural points of view; - This economy may be used to improve the management process at the school level, because the principal must have a plan to complete the information, which could very well be standardized from the previous year.

51. The absence of a culture of distribution, which implies the lack of a corresponding policy, in the end influenced even the Statistical Yearbook, which, complete or not, does not have a plan with established deadlines, here understood as being known by all through their disclosure. It is important to point out that a deliberate policy not to publish the statistics was not identified. What has been causing this delay, in addition to the limited available resources, are the established procedures that lower the quality of communication and the arrival of data at GEPE at different times, when they do arrive. For this reason, it is urgent that an information distribution plan be developed, together with clearly defined financial support for it. This plan should meet some basic requirements, not exhaustive, listed below:

Requirement Description of Action Management Preparation of a permanent distribution plan with schedule of activities Criteria Determination of user types, frequency, publication profile Transparency Inform everyone about the distribution plan Participation Work out distribution plan with principal information users and producers Training Define a training program with GEPE technicians, who will act as multipliers Financing Define in advance financing sources and external partners who can co-operate in implementing these activities

52. The return of the forms takes place in the inverse direction, but irregularly, often being sent to administrative sectors of the respective government levels without necessarily arriving at the sector responsible for statistics. Several problems can result from this type of procedure, and this can create losses of time or data. Some of them are introduced below:

Loss Problems Time 1) Bureaucratic flows delay the receipt of forms by the statistics sector 2) The administrative sector may have to wait for someone from statistics to come and get the data. 3) The receiving agency may create constraints in the statistics sector because of misunderstanding of the procedures methodology Data 1) Delays in the flow and the need for the statistics sector to meet the agreed deadlines may lead 30 Angola Diagnosis. November 2005

to loss of data, because this sector may have to be aggregated with the available data. 2) Some information may get lost within the bureaucratic procedures, because this sector does not usually have a complete understanding of the collection tools.

53. At any rate, the collection of data depends on these agents and is carried out in decentralized fashion, where each senior body consolidates data and sends them on to the following body as is. Obviously, this generates a great loss of information that was initially produced (data per school, for example), in addition to preventing control of statistics quality. It is important to point out that this chain is reasonably well organized. There were no difficulties in identifying collection tools and staff in any municipio or province. Even in the schools, with all the infrastructure limitations, all found some way to produce this information despite these constraints, which can easily be resolved by defining some basic information management procedures.

54. What differentiates collection at the secondary education level from the primary education level is the reduction of one level in the statistical process, in addition to the resources available. In other words, for secondary, the information is delivered by the principals directly to the provincial capital, especially because most of these schools are located in the capital. In some cases, in Huambo for example, a secondary school is found outside the capital. In this case, the municipio just picks up the forms and sends them on to the province. The flow problems are exactly the same.

4.1.2 Preschool Education

55. Data are collected annually, at the beginning of the academic year, and are forwarded in a manner similar to that of information at secondary, for the same reason, in other words, most preschools are located in the provincial capital. The agencies responsible for collection are the provincial and municipal representatives of MINARS. GEPE does not participate in this process, but is only a user of the reports produced, which may limit analysis of the results, because it has its own report structure, not always coinciding with the structure produced by MED GEPE. The construction of a database system should force agents from both ministries to change their procedures in order to make integration feasible.

4.1.3 Adult Education

56. As in the case of MINARS, they carry out their own collection, including literacy and post-literacy programs, and it is forwarded in a manner similar to that of general education, from principals to municipios, to provinces, as far as the Adult Education Department of the National Directorate for General Education. They prepare their own forms, in consultation with MED GEPE, and consolidate the results, in the end giving MED only the results consolidated by province, in its own format. Here the comment made above still applies when referring to the creation of a computerized database system. Data are collected annually and attempt to cover all parts of the country. The Adult Education Department has not produced consolidated national statistics since 2001 because of constraints similar to those of the other general education subsystems. Very little information is collected, without the necessary program disaggregation or identification of data by age and gender. More thorough work, both methodological and coordinational, on this education subsystem’s data compilation system would be essential here.

4.1.4 Superior Education

57. The collection system here is direct, from the education institutions to the National Directorate for Superior Education. The limited number of institutions and locations favours maintaining this type of direct relationship, in addition to the fact that institutions of superior education have a minimum physical and technological and personnel infrastructure that makes it possible to be organized in this way. At this level, GEPE participation is practically non-existent, and it is only a user of the final report produced. A proposed computerized system 31 Angola Diagnosis. November 2005 integrating them with the superior education institutions is now under way at DNES. Consideration should be given to how this system may in future be integrated with GEPE’s system, if a computerized system were implemented, since in the end, students entering superior education are those completing middle education, and therefore it should be possible for information to move from one system to the other to produce information regarding this transition process. In addition, other questions of a pedagogic nature certainly link superior education institutions with the basic education levels.

4.1.5 Summary

58. The chart below summarizes the flow of collection of statistical data, again revealing that, in remote locations, intermediate government levels assume the tasks of receiving and collecting the forms, but do not take part in processing the information. It should also be remembered that losses of time or data may result at each point in the information flow, as has already been explained above. Primary is the level at which the flow moves through all government bodies. The likely problem with this procedure is related to the fact that, at each of these collection points, the information is consolidated and often forwarded in summarized form to the senior bodies. This actually hinders the verification and analysis of data quality at the senior management levels in the system. To reduce this loss, it would be convenient to have the data by school maintained in this way, in addition to the advantage of permitting greater analysis capacity in the system, because disaggregation by school can provide important information on the organization and geographical distribution of the educational system. It is perfectly understandable that a non-automated process limits the possibility of processing and maintaining the data in this way. Since in general the provinces receive data by school, if they do not receive them, it is nevertheless possible that a proposal to collect data by school could involve a computerization plan at this government level.

FLOW OF STATISTICAL INFORMATION FROM ITS PREPARATION, COLLECTION AND RETURN

GOVERNMENT PRESCHOOL PRIMARY SECONDARY SUPERIOR LEVEL

CENTRAL MINARS GEPE MED GEPE MED GEPE DNES

PROVINCIAL PROV GEPE

SOC SERV SECTION MUNICIPAL

REPRESENTATIVE COMMUNE

SECONDARY DAY CARE PRIMARY SCHOOL LEVEL II & III IES KINDERGARTEN LEVEL I MIDDLE EDUCATION

Legend Form delivery flow

Flow of completed forms

32 Angola Diagnosis. November 2005

4.2 Recommendations

59. From the point of view of a statistics system, there is a great waste of human resources at the provincial level, because this government level, when properly qualified, should have the competence to carry out statistical processing and analysis of the data produced, instead of having to use the present technical conditions and human resources to carry out the same work as a municipal statistics specialist, the consolidation of the data produced. An automated system at this government level would make it possible for statistics staff to invest more in processing, analysing and distributing the information. In this way, we can sum up by saying that we perceive that better institutional advantage could be taken of the system’s management levels, still agreeing as indicated below, on what we consider the main task. For example, it is clear that the school, through its principal, should make use of the information produced, but from the point of view of the system’s operation, its basic function is to complete the forms and verify whether the data were properly filled in, whether the forms are complete, and whether they are consistent:

Management Completion Verification Control Processing Analysis Use and Distribution Central X X X Provincial X X X X Municipal X X X School X X

60. Due to the constraints, mainly of time and lack of information, it is suggested that each point in the statistical production chain (from the national to the school level) have a single reference point for compilation of the forms. This reference point, denominated the focal point of the chain, will define clearly, both for senior and subordinate levels, who is to be contacted when aspects of the statistical process have to be resolved. A survey, which must be constantly updated, should be drawn up of those agents and their potential substitutes (who should also have full knowledge of the statistical process). This can be done through standardized training or institutionalization of the education statistics system, and should be known to all managers at the central, provincial and municipal levels. The most important thing within this context is to develop infrastructure, financial, staff and institutional mechanisms that constantly improve the statistics production process with respect to time, quality and distribution.

5. PRODUCTION AND USE OF EDUCATIONAL INDICATORS

61. The data collection system includes a substantive number of variables that make it possible to calculate the basic indicators of coverage, access, internal efficiency of the system, teachers and completion of an education level. Infrastructure data exist, but are collected in irregular fashion and do not follow a previously defined statistical methodology, especially because this is not their purpose. The provincial inspection office in Huambo, for example, in one of its activity reports for 2004, verified that many level I schools possess outdoor classrooms, that level II and III schools have no furniture. The statistics sector of the same province prepared an additional form to be completed by the schools about the situation of the school infrastructure. This shows that there is a concern among educational agents with respect to the conditions provided by the schools. In this sense, the possibility should be considered of including a module of questions about those basic conditions in order to have a picture of the general situation in the system and to support managers making decisions about the best way to invest in the school infrastructure. But attention should be paid to the fact that prior methodological work on definitions, criteria and model form, etc., is essential for possible consolidation of the information. Without a prior definition, a school considered as having drinking water in one location cannot be understood the same way in another. There are various criteria in one province for defining the meaning of “outdoor classroom”, for example.

33 Angola Diagnosis. November 2005

62. Building a system of educational indicators that make it possible to adequately monitor changes in the Angolan system should be considered a priority, mainly, considering the need for physical reconstruction and human resources to meet the population’s growing demand for educational services after peace was concluded in 2002. For this, system managers from the school level to the central level need to develop the technical capacity to build a system, taking into account the specific characteristics of the functions exercised by those in the education sector. Indicators calculated nationally cannot be the same as those calculated at the school level. School coverage rates and net and gross schooling rates, by their very nature, do not make sense when calculated at the school level. A training program on building indicators should be put forward for all those responsible for statistics. Before seeking to collect data, we should ask what information we need to best understand the education system, and how it can be improved so that it fulfils its social function and justifies government investment in the sector. When we calculate a coverage rate for children in an age range, in reality we are trying to answer the question: are children in this age range being served by the system?

63. We will not discuss here which indicators are relevant or pertinent, because we believe that it is those who manage the system, the government and the society through its demands, among other actors, who should look for answers. At any rate, in order to know what is the scope and response capacity of the statistics system, it is necessary to analyse, on the basis of the data collected, what types of indicators can be calculated, and what are their coverage and limitations. In practice, if we want to have at least a basic number of indicators to monitor changes in the system, it is better to have a minimum number that will make it possible to give basic answers, but which can be calculated periodically and gradually collect new indicators in accordance with needs and possibilities. It is important to take into account that long-term planning is necessary to follow certain stages, as presented below:

- Ask those questions that a system should be expected to answer; - Build an analysis model of the system; - Build a group of indicators to monitor the system, at this stage. Without concern about the viability of calculating them, we only concentrate on what we think must be done; - Discover, on the basis of the information available, which of those indicators are immediately obtainable; which can be calculated in the medium term, and which in the long term; - What we should do to build new indicators, which can include: need for qualified staff, collection, financial or even institutional methodology (as is the case with financing data that require a partnership with the Ministry of Finance);

64. It should be pointed out that all indicators requiring population data should be analysed carefully, because they are currently based on population projections referring to the 1970s. It is not surprising that the estimates produced by INE and by the United Nations Population Division headquartered in New York present contradictory data, such as for example, the United Nations estimate the total Angolan population for 2005 at 14.5 million people, while INE estimates it at 15.6 million and the 2005 vaccination campaign at around 17 million. But it should also be taken into account that not using them does not solve the problem either. The important thing is to have a clear image of their limitations, and their use should be explained and work to improve the estimates should continue. For Angola, with all the changes that have occurred through internal and external population movements, as well as from the results of the peace process, it is urgent to carry out a population census to establish a more realistic parameter of the social, economic and demographic aspects of the population profile. Even with recent population data, however, problems may arise with the calculation of those indicators if, for example, the criteria for collecting data on the age of the population contrast with the criteria adopted for MED. Harmonization work may very well resolve these differences if a partnership is established. Below, we evaluate the availability of information for calculating a basic set of indicators, beginning with what it is collected at present and taking into account the limitations on the use of population projection data.

34 Angola Diagnosis. November 2005

65. collected at present and taking into account the limitations on the use of population projection data.

5.1 Availability of primary and secondary indicators

INDICATORS DISAGGREGATION LEVEL Indicators Category of EDUCATION LEVEL EDUCATION LEVEL

Indicator Type Province Municipio Gender Geographical Location

Gross schooling rate + + - - - Net schooling rate + + - - - Coverage rates + + - - -

Coverage Apparent rate of entry to primary + + - - -

Net rates of entry to primary + + - - - % of repeaters + + + + - % promoted + + + + - Rate continuing to Grade five + + - - - Efficiency Rate completing + + - - -

% of teachers with required qualifications + + + + - % of teachers with pedagogic training - - - - - + + + + - Services

Quality of % of teachers who have completed middle level

Primary and Secondary Education Education and Secondary Primary Ratio of number of students per class + + + - - Public expenditure on primary education as % total of - - - - - public expenditure on education Public expenditure on education as % of GDP or GNP - - - - - Public expenditure per primary/secondary student - - - - - Public expenditure per student as % of per capita GDP - - - - - Resources and Expenditures Legend: + = The data collected make it possible to calculate the indicators. – = The data collected do not make it possible to calculate the indicators. Note: The fact that MED does not collect data by municipio or by school is a system management problem and not a data collection problem. What is assessed here was the possibility of calculation on the basis of the data collected in the schools.

66. As can be seen above, at the aggregate and provincial level, the educational system indicators can be calculated on the basis of the data collected. They are not collected by type of geographical location. Appropriate methodological innovation would be needed to do this (the best would be to classify each school as urban, rural or periurban in accordance with the criteria adopted by INE. This would, in future, facilitate comparisons of the population profile according to geographical location and education.). In Angola’s case, this variable should be considered in the light of the reality of the country in that the conditions of schools, with respect to physical and human resources and access are quite different when these aspects are considered. At

35 Angola Diagnosis. November 2005 least, in the schools visited, a significant difference was noticed in the quality of service. Another difficulty would be to identify the geographical location without having data per school.

67. For expenditure indicators, the most serious problem is that financial data on teachers are classified by teacher's education level, which is not sufficient for calculation of education by education level, which requires the educational level at which the teacher is teaching. Investments made directly by the central government cannot allow regionalization for education levels. In order to estimate this expenditure, it will be necessary to carry out a study of the structure of the national budget and its level of disaggregation, combining this with data collected from teachers by teaching level. Another problem is to obtain public investment by education level and by province, municipio or school. This would also require a methodological input to estimate. At any rate, since the source of expenditures is centralized, it seems reasonable to suppose that a partnership is feasible with the Ministry of Finance to obtain a database on expenditures organized in a way that meets statistical needs. The training of MED technicians to produce statistics on financing and expenditures on education seems essential; thus may require some technical assistance (in methodological development, for example).

5.2 Use and distribution of statistical data

68. The data collected are consolidated at the central level where a statistical synopsis is prepared with the following characteristics:

- It does not appear regularly; as we saw above, several factors interfere with its development; - There is no expectation of return of results to the sub-national levels; - It does not have its own financing for publication; - There is no statistics publication plan with a pre-established deadline for all producers in the Angola education system, including MINARS; Adult Department, IEE and DNES. Each has its own schedule, which is not necessarily a problem, but it would be useful to establish schedules with a deadline date known by all. This is in fact an institutional problem and depends on linkage among these agents. - At the ministerial and provincial level, no group of technicians is answerable for both the statistics and their publication.

5.2.1 Distribution of statistics

69. In the Angolan system, there is no culture of distribution of educational information (this does not mean that people do not consider it important for other agents and society to have access to information). Distribution requires the resources and capacity to serve the various types of public users and an institutionalized policy of popularization. Returning the information to those who produced it and creating access mechanisms for the population generate synergies such as:

- Enhanced understanding of the work to be carried out, which makes it possible to improve collection, beginning with completion of the forms; - Greater commitment to collection work; - Greater motivation to carry out the work; - Improvement of school administration, with the use of additional information, using the indicators at the central, provincial or municipal level as a reference for their work in the school, municipio or province; - Greater transparency and social accountability of government managers.

36 Angola Diagnosis. November 2005

5.2.2 Use of statistics

70. Use of the statistics is quite limited and is restricted almost exclusively to answers to requests from other public agents, mainly from the central government. External use is mostly limited to the national and international organizations that work in partnership with the government or co-operate in some way with educational financing or infrastructure or services. Access by the general public is practically non-existent, and communication channels are limited. Furthermore, the lack of a culture of using indicators and analysis capacity is also responsible for any “lack of interest” that people may demonstrate in this respect.

5.2.3. General recommendations

71. It is important to develop an educational information distribution plan through the implementation of a coherent distribution policy, involving the producers of educational statistics and defining an information publication strategy that takes into consideration the principal users and potential users of statistical data. We cannot speak about use of information if there is no strategy to give users access.

72. The development of new distribution strategies supported by information technology broadens access possibilities and the alternatives for various publication models and formats.

73. It is important to promote use of the information by working at raising agents' awareness and by training them in the interpretation of statistics in analysing educational indicators. Widening access to information can also be accomplished by distributing statistical summaries in various formats, publishing results in the press, creating partnerships with senior institutions, mainly in education science, in addition to financial and institutional support for the provinces and municipios so that they can gain access to statistics. Computerizing the system at the central level can increase the possibilities for producing publications that can be made available on the WEB or in other forms such as CD-ROM, which presents a significantly reduced reproduction cost.

6. DIAGNOSIS AND ANALYSIS OF DATA QUALITY

74. The statistics should be able to produce information regarding the reality of the educational system. School life is organized according to pre-established norms, but presents a dynamic that corresponds to its real capacity to meet the norms. In principle, all teachers need to have appropriate pedagogic training. Through statistics, we can establish how often this actually occurs, and on this basis, provide the government with information on action to take to improve teacher training, and inform society about the real situation in the educational system. In this way, an Educational Statistical Information System–SNIEE,12 if constituted as such, should be able to establish the following relationship in its design:

12 EMIS– Education Management Information System. NESIS/UNESCO, 2003. 37 Angola Diagnosis. November 2005

CiviCivill l National Society Organizations MoEMED society organizations CommunityCommunity MoE MEDPlanning Planning Non-Government Non-governmentorganizations Organizations GovernmentGov’t Ministries Ministries Government SNIEE International EMIS CommunityCommunity Organizations organizations MoEMED DeDepartmentspartments ResearchersInvestigators CommunityCommunity Educators RegionsProvinces • PreprimaryPre-primary • NonEd. -FormalInformal • BasicPrimáry education • TechEd. Tec .Vocational Vocational Secondary ProvincesMunicipalities • General education • Teacher education • HigherSuperior education

DistrictsCommunes CommunityCommunity CommunityCommunity

Schools

MED= Ministry of Education SINEE = Nacional Educational Information System

75. In this way, the annual cycle of an information system should continuously follow very well-defined, assessed and monitored stages so that its strengths and weaknesses can be identified, so as to guarantee that, in the end, educational statistics will have the reliability and quality needed for use in schools, for the improvement of their administration, for the government to formulate and implement policies to improve educational services, etc. For this reason, analysis of an information system should follow those stages so that it can properly carry out its role, which is to inform the government, schools, investigators, and society in general about the real situation in the educational system. Below, we present the phases that a “good” information system should go through in order to guarantee its quality.13

Return • Collecti • incorporationon DistributionDistribution • Reaching the user • rUser Access • • PresentationPresentation • • DisclosureBriefing Data collection Data Collection • Training • Training • Instrument design/review • Design and Revision of Instruments • Pre-testing • Pre-- Testing/Validation • publication Publication • Distribution • Distribution • Putting it together • Recollection Information Management of • Follow up • Formatting • Verification/Monitoring Management • CosCti Information System  ngCost Life cycle • PublCosati Life Cycle  onDistribution • DistributionReassessment Data Processing

• RequiremenRequirementsts analysis analysis (prototyping) • Program design Data analysis Data Analysis • Program testing • Requirements study • Analysis Model • Implementation • Graphing • Definition of Types of Reports • Maintenance • Compilation • Publication • Reporting • Distribution

13 Adapted from EMIS - Education Management Information System. NESIS/UNESCO, 2003.

38 Angola Diagnosis. November 2005

76. The primary purpose of this chapter is to analyse the quality of the education statistics system according to a methodology developed by the World Bank,14 which is based on a flexible statistics analysis structure, using surveys conducted with the principal agents of the national statistics system, from the central, provincial, municipal and school level, through visits in six provinces, Cunene, Huambo, Huíla, Luanda, Moxíco and Uíge. In each of them, two municipios outside the provincial capital were also visited. This was the methodology adapted by the UNESCO Institute for Statistics. The analysis structure is organized along six dimensions, each containing a set of analysis components by which it is scored, and whose point distribution is based on the significance that dimension has on the result, on the quality of the data produced. This is an analysis methodology in which the scoring should be understood using an assessment of the positive impact that each of them has on the quality of the statistical activity. The difference in distribution of weighting among dimensions must be understood through ordering by importance. Quality Prerequisites and their Functionality are the dimensions that determine the production of the statistics and, therefore have greatest weight, followed by the technical aspects of methodological Adequacy and Accuracy and Reliability. Then follow the Integrity of the data and, finally, the Accessibility of the statistics. Below, we present the analysis dimensions and their components, with weights measured in percentage:

ANALYSIS DIMENSIONS COMPONENTS TOTAL WEIGHT 1) Institutional and legal environment; 2) Resources; 18 0. Quality Prerequisites 3) Awareness of quality. 1) Professionalism; 2) Transparency; 16 1. Integrity 3) Ethical standards. 1) Concepts and definitions; 2) Scope; 3) Classification/sectorization. 17 2. Methodological Adequacy 4) Bases of the register. 1) Source of raw data; 2) Statistical techniques; 3) Evaluation and validation of data; 4) Evaluation and validation of intermediate data and result of 17 statistics. 3. Accuracy and Reliability 5) Revision studies of statistics. 1) Relevance; 2) Consistency; 18 4. Functionality 3) Policy revision practices. 1) Accessibility of data; 2) Accessibility of metadata; 14 5. Accessibility 3) Service to users.

6.1 Quality Prerequisites

77. Angola has a basic set of laws that determine the basis for the production of national social statistics, educational statistics in particular, whose control agency is represented by INE–National Statistics Institute, which in turn delegates responsibility for production, processing, analysis and distribution of statistics from the national education system to MED, through GEPE. A set of fundamental laws provide basic legal support for national statistics:

Basic Law on the National Statistical System–Law No. 15/96 Regulations under the Basic Law on the National Statistical System–Decree No. 33/00 Regulations on Statistical Offences–Decree 32/00 Organic Statute of Statistics National Institute–Decree 32/00 Internal Regulations of the National Statistics Council–Resolution 02/01

14 Data Quality Assessment Framework (DQAF) for Education Statistics. World Bank & UNESCO Statistics Institute. Available at http://www.uis.unesco.org/ev_en.php?ID=5738_201&ID2=DO_TOPIC

39 Angola Diagnosis. November 2005

78. From the institutional point of view, there are staff responsible for statistics in each province, municipio and school, in some cases, teachers in a commune carry out these activities on a part-time basis because of lack of staff to take on responsibility for statistics, as happens in Cunene and Huíla. From the administrative point of view, the collection flow presents some institutional constraints, in that the completed forms are not necessarily sent directly in to the immediately senior statistical agency. They go through intermediate levels in municipal and provincial government and even in other MED directorates. The lowest scoring on this dimension for preschool education results from the loose connection between MED GEPE and MINARS with respect to the process of producing statistics from this subsystem. As general lines of action, CNE–National Statistics Council recognizes the importance of this institutional arrangement, affirming as one of its priorities in its national statistics activities plan for 2001–2005, “to strengthen and systematize the coordination of the functional and operational15 relationships between INE and the other agencies producing SEN.” By analogy, the same can be said for the preschool education statistics, which, by legal order, are part of the Angolan Education System. This accounts for the lower scoring for this dimension for preschool education in relation to the other levels. The middle education subsystem presents higher scoring because it has a more direct relationship with the provinces for information flow. The low scoring in general, by up to 6.5 for middle education, is mainly due to the other two components analysed, since the general conditions with resources are quite poor, less for middle education than for the other education levels, in addition to the lack of awareness of the quality of the statistical process, which is partly explained by the lack of training of technical staff. This can be handled perfectly well by developing a permanent training program. The fact that scoring at levels II and III is less than at level I for awareness of quality results from the fact that control of the statistical process is more direct for level I than for levels II and III. Data from level II and III schools, depending on location and the education levels they offer, move along one data flow or the other, depending on the levels offered. If the school offers level I education, the data are made available to the municipality. Otherwise, they are transmitted directly to the province. This generates some time constraints and constraints in the data verification process. Actually, this difference is not significant, which explains the small difference in scoring for this analysed component, since few schools are in this situation.

79. Resources, independently of education subsystem, are the components in this dimension that have the greatest negative impact on information quality. Resources are understood here to be qualified staff, permanent financing structure and appropriate logistics, including the progressive use of technology, although, its adoption by itself cannot guarantee statistics quality The lack of awareness of statistics quality also results from the inadequate training of staff responsible for statistics, mainly at the provincial and municipal levels.

Primary Level Middle Maximum Preschool Levels II and III DETAILED EVALUATION OF DATA QUALITY I Education Points Quality Prerequisites 4.8 5.6 5.1 6.5 18 0.1 Legal and institutional environment 3 3.4 3.0 3.5 5

0.2 Resources 0.7 1.0 1.0 1.3 8

0.3 Awareness of quality (Data quality is crucial for statistical work.) 1.1 1.3 1.1 1.7 5

6.2 Integrity

80. This dimension positively presents the concern that the various data compilation points have with respect to impartiality. There are laws to regulate their behaviour, the national basis being Decree 32/00 mentioned above. At any rate, the professionalism of statistics staff is prejudiced by an absence of institutional organization of statistics careers. In practice, these activities are carried out by career teachers, mostly primary education teachers with no more than Grade 12 education. In the end, this limitation has an impact on other analysis

15 Italics by authors. 40 Angola Diagnosis. November 2005

components since, without basic statistical knowledge, it is difficult to establish statistically consistent criteria for verification and analysis. This is the reason for the scoring of professionalism. Secondary education presents the best results in this aspect for the reasons already presented above. The lack of verified transparency occurs independently of education level, mainly because of an absence of a periodic publication of a public nature, and the users' knowledge of the statistical results. At the municipal and school level, there is practically no knowledge of the indicators produced. Basically, in this case it would be advisable to elaborate and implement a statistics return policy. The component most favourable to the quality of the statistics of this dimension is the ethical standard that was verified in all bodies, calling attention only to the need to better adapt the regulations for the production of statistics under the present conditions of the statistics system, always taking into account for improvement the flow of communication among the various collection, processing and analysis bodies.

Primary Level Middle Maximum Preschool Levels II and III DETAILED EVALUATION OF DATA QUALITY I Education Points Integrity 9.1 9.1 9.1 9.4 16 1.1 Professionalism 5.1 5.1 5.1 5.4 9

1.2 Transparency 2.3 2.3 2.3 2.3 5 1.3 Ethics 1.7 1.7 1.7 1.7 2

6.3 Methodological Adequacy

81. In general, there is a certain standardization in the form of collection, despite the fact that the basic conceptual questions and definitions are not treated institutionally, that is, there is no adequate documentation. Greater problems appear when different subsystems define their own statistical processes. In this sense, the preschool education subsystem is the most compromised. For this reason, it is the education levels with the lowest scores. Middle education usually presents fewer problems in this aspect. At any rate, there is a general problem in the statistics system, the absence of systematic documentation. Basic instructions on how to fill out student data by age do not present any guiding documentation. It is believed that with a training policy and the development of methodological manuals available to all management levels, better data compilation results could be obtained. The lack of documentation hinders enrolment and at times the identification of the child's exact age.

82. The non-standardization of school registers also negatively influences the work of establishing a methodological basis that gives consistency to the process and increases the quality of data collected. There is a minimum criterion, common in the preparation of general education registers, but not a conceptual and methodological harmonization. Preschool registers follow their own plan, and therefore have the lowest scoring in this analysis component. It should be noted here that the analysis refers to the Angolan education statistics system, which by legal order is the responsibility of MED GEPE.

41 Angola Diagnosis. November 2005

General View of the Quality of Data Collected

Students Number of School Age Infrastructure Expenditures Teachers Population Data By Class By Age

+ ++ + - - - Preschool Education

++ ++ ++ - - - Primary Education

++ ++ ++ - - - Secondary Education

+++ ++ + -

Very Good Good Fair Unsatisfactory

83. There are no population data. There are population projections based on very old data that do not reflect the new demographic reality since the beginning of the peace process in 2002. Infrastructure data are collected unsystematically (some provinces – Huambo, for example – conduct some surveys) without proper statistically valid conceptualization, using their own forms developed for this purpose. National Inspection, through its provincial representatives, also conducts some surveys, but they do not have a statistical character either.

84. Student data are of reasonable quality, except for the coverage problem – 2004 data are still incomplete. At any rate (It is middle education that best presents registers systematically), basic data on student enrolments by class, by sex and by age (here, allowing for the lack of a definition for this variable, which is common understanding) and on teachers by level and sex are of good quality. Expenditure data are also quite unsatisfactory. There is no defined methodology for estimating them. The one that exists is calculation of the central government's expenditure budget, which is quite imprecise from the point of view of what the statistical system needs to obtain. It should be pointed out that the form of accounting organized by programs is useful for government accounts, but is of limited usefulness for statistics. For example, for the calculation of average expenditure per student in the primary education.

Primary Level Middle Maximum Preschool Levels II and III DETAILED EVALUATION OF DATA QUALITY I Education Points Methodological Adequacy (The methodological basis for statistics follows international standards) 5.8 8.0 7.4 10.3 17.0

Concepts and definitions used correspond to the standard statistical 2.1 1.2 1.8 1.2 3.6 6.0 framework Scope 2.2 (the scope corresponds to internationally recognized norms. instructions and 3.9 3.9 3.9 3.9 6.0 practice) 2.3 Classification / sectorization 0.6 0.8 0.8 1.0 2.0 Bases for register 2.4 (the data are registered according to international norms. directives and 0.1 1.7 1.5 1.8 3.0 practice)

6.4 Accuracy and reliability

85. This dimension, with respect to methodological questions, data validation and information revision processes, presents greater weaknesses at the preschool level than the others, because the data produced are not revised or analysed by MED GEPE for possible validation. As was already commented above, this is due to 42 Angola Diagnosis. November 2005

a problem of coordination in the collection process, which should not be limited to the preparation of a common form, but include more systemic coordination of all statistical processes. At present, this problem also arises with the adult education subsystem.

86. A general problem with the system in relation to this analysis dimension is the absence of sampling techniques used to carry out certain statistical activities. For example, a joint activity with National Inspection could be developed, preparing a statistical sample of school visits, which would serve both for inspection and MED GEPE work for the verification and validation of data collected. The practice of using other sources, such as those produced by Inspection, to validate statistical data does not exist.

Primary Level Middle Maximum Preschool Levels II and III DETAILED EVALUATION OF DATA QUALITY I Education Points

Accuracy and reliability (the basic data and statistical techniques are valid, and the statistical products provide a sufficient representation of reality) 5.5 6.5 6.5 6.9 17

3.1 Data sources (Sources of data available for compilation are adequate) 2 2.1 2.1 2.5 5

3.2 Statistical techniques 1.3 1.3 1.3 1.3 4 3.3 Evaluation and validation of basic data 0.6 0.9 0.9 0.9 3

3.4 Evaluation and validation of intermediate data and products 0.8 1.0 1.0 1.0 3

3.5 Revisions 0.8 1.2 1.2 1.2 2

6.5 Functionality

87. Functionality concerns the capacity of statistics to cover the various areas considered important by the government and by society, the timeliness of the data and its frequency, from the points of view of both methodology and its capacity for use by the various stakeholders in the educational sector. Opportunity and frequency, as has already been discussed above, have been two of the critical factors for statistics in Angola. Lack of data, delays in collection, lack of staff with the qualifications and experience required to carry out processing and analysis, and their own financing structure for their basic activities, as seen in the result of the analysis of this dimension, are problems with the education system as a whole and not of a specific subsystem.

88. Consistency in the production of statistics through time is perhaps the greatest challenge here. Without an institutionalization of the whole statistics system, it will be difficult to guarantee that this happens, especially, in a situation where resources – humans and financial – are scarce and the system management presents constraints on its flow. Another problem that should be analysed carefully is the absence of a statistics revision policy, that is, a policy with regular transparent procedures. Here, the existence of adequate documentation of the statistical processes used and made public should be considered.

Primary Level Middle Maximum Preschool Levels II and III DETAILED EVALUATION OF DATA QUALITY I Education Points

Functionality: Use Capacity 7.5 7.5 7.5 7.5 18

4.1 Relevance: Statistics cover the important areas 2.4 2.4 2.4 2.4 4

4.2 Opportunity and periodicity: Follow international standards for distribution 0.6 0.6 0.6 0.6 3

4.3 Consistency 2.8 3.1 3.1 3.1 7

Revision policies and practices: Revision of data is periodic and follows a 4.4 1.4 1.4 1.4 1.4 4 regular and transparent process

43 Angola Diagnosis. November 2005

6.6 Accessibility

89. Accessibility concerns the ways by which the various users become familiar with the results of the statistics and what type of access they have to the data and publications issued. Accessibility also concerns what policies exist to provide or improve access by users and the general public to the results produced by the statistics system. This is perhaps the weakest part of the system. In general, from the formal point of view, the statistics are accessible to all users and to the general public, but there are no strategies for making this access possible to most of the people. In practice, access ends up being limited exclusively to Angolan education system managers. To have practical distribution, in addition to good will and institutional tools, knowledge of the various distribution practices is required, which requires specific training.

90. The practice of metadata preparation is essential so that the user can understand the results obtained. The lack of this type of information also effectively limits its use by most of the people. This is even more critical, because the managers themselves will have difficulties properly using the information produced. A good practice of constructing metadata, information on the data, and making it available, in addition to making the information more useful, reduces the load on those responsible for the statistics. The results of analysis, as in the previous dimension, are a problem of the system as a whole, not focusing specifically on any education subsystem.

Middle Maximum Preschool Primary Levels II and III DETAILED EVALUATION OF DATA QUALITY Education Points

Accessibility: users have access to data and metadata, 5. and receive adequate assistance 5.0 5.2 5.2 5.2 14

Statistics are presented in a clear and comprehensible manner. distribution 5.1 2.8 3.0 3.0 3.0 6 methods are adequate and the statistics are distributed impartially

5.2 Access to metadata 1.0 1.0 1.0 1.0 5

5.3 Assistance for users 1.2 1.2 1.2 1.2 3

6.7 Summary of the analysis of data quality

91. Assessment of all dimensions provides a general view of the quality of data that the education system produces. This analysis is not precise, as in the exact sciences. The scoring produced is used to facilitate the analysis and interpretation of the system as to its capacity to provide quality data, and not to establish arbitrary distinctions and rankings. Its purpose is to show the strengths and weaknesses of the information system and point out the components that most contribute to making this happen and, therefore, its result should be seen as a tool to support improvement in what was found to be necessary.

92. This methodology, applied to the Angolan education sector and centred on basic education, produced the results summarized in its six analysis dimensions, for each of the education levels: preschool education, primary education–level I, secondary education–levels II and III, and middle level. The results are presented below:

44 Angola Diagnosis. November 2005

Summary of Statistics Quality Assessment

Primary Secondary Preschool Middle Education Education TOTAL Education Education Level I Levels II and III

4.8 5.6 5.1 6.5 18 0. Quality Prerequisites 9.1 9.1 9.1 9.4 16 1. Integrity 5.8 8.0 7.4 10.3 17 2. Methodological Adequacy 5.5 6.5 6.5 6.9 17 3. Accuracy and Reliability 7.5 7.5 7.5 7.5 18 4. Functionality 5.0 5.2 5.2 5.2 14 5. Accessibility RESULT 37.7 41.9 40.8 45.8 100

93. In general, the quality of statistics in Angola differs very little among education subsystems, with middle education, because of its own characteristics already commented on above, showing somewhat better results, and preschool education somewhat worse in general, due to issues related to the lack of appropriate articulation in the process of collecting, processing and analysing the statistics.

94. Quality prerequisites, mainly, because of the problem of the lack of resources and institutionalization needed to be able to give appropriate answers to the present requirements of the Angolan education system, present the lowest result, after accessibility, because the channel for communication with users, in general, suffers from the consequences of the system’s structural weaknesses. The integrity of the system is the dimension that presents the best results, mainly due to the impartiality, professionalism and ethics seen in those who are agents in the statistics chain, even without, in most cases, having the required qualifications, which can be acquired through an appropriate permanent training program. This is an area that should be strengthened and upgraded.

95. Methodological adequacy, functionality and accuracy and reliability of data present (in percentage terms, except for preschool education, for the reasons mentioned above) intermediate results, which demonstrates the recognition of important strengths (the relevance of the data collected) that should be reinforced and weaknesses that need to be improved (for example, reduction in time taken to collect and distribute data).

45 Angola Diagnosis. November 2005

7. INFORMATION SYSTEM

7.1 Computerized Provincial Information System Proposal

7.1.1 Context 96. The present state of the information system does not allow reliable information to be returned in a timely manner to the bodies that manage the educational system. The reasons for such a situation, described in the diagnosis, are essentially: a) grossly inadequate communications conditions, and b) the compilation technique that the information system generates. It must be remembered that if one item is missing in the compilation (for example, a school or a zone), the total value loses its significance and represents nothing. On the other hand, the manual compilation method (usually without using a calculator) creates situations with errors that cannot be subsequently verified.

97. Under these conditions, recourse must be had to two concurrent actions: a) testing and generalization, where possible, of a computerized information system, and b) improvement of the present flow and processing conditions of information from the schools, falling back upon on-going training of zone and commune statisticians or coordinators in data compilation verification methods and other necessary conditions, such as supplying calculators. Ideally, a simple data processing system would be introduced in each province.

7.1.2 Proposed Computerized Provincial Information System

98. The basic principles of the system follow:

. Use of a simple data processing application, with recourse to a database manager system (such as MS- Access® or FileMaker Pro®). Resource to a complex application requiring computer programming is unnecessary: the management of data from the schools through such a system is within the reach of the average level computer user. Ideally, the application will be designed and maintained internally within MED. . There should be one application with uniform use wherever used. . Use of the application in appropriate environments: availability of an office, access to electricity, trained managers: due to the present conditions in the field, this condition forces us to choose provincial education capitals exclusively for the test phase. . In future, use of the application may be extended to municipios on the basis of voluntary action and following training in the provincial education administration with the provincial statistical unit: in this case, the municipios chosen would be responsible for entering their own data, editing their own management indicators and documents, and transmitting the resulting database to the province. This extension has two main advantages: a) accelerating the data entry and processing process, and b) increasing the autonomy and efficiency of sector management by the municipios involved. This process may be monitored by education partners who work in this field at the municipal level. . The data flow described seeks to transmit the information from the schools to the provinces for compilation and processing, and then from the provinces to MED GEPE for consolidation at the central level, and the processing results (in the form of indicators) from the province to the municipios and communes.

99. A detailed description of the information flow relating to this proposal is given in Appendix 2 - Proposed Provincial Level Computerized System. Some observations on the system described in the appendix follow:

. The information flow and processing proposal describes the longest information transmission chain from the schools to the provincial data processing centre. This chain may be shorter in the case of level II and III schools in the present structure.

46 Angola Diagnosis. November 2005

. The staged transmission of the completed maps from the schools to the provincial statistical unit takes place in three steps: a) compilation of most maps (points 3 to 6); b) collection and compilation of missing maps (points 9 to 12 and 20 to 23); c) final collection and compilation from schools still missing. The first two stages should usually ensure the transmission of almost all the completed maps. . The proposed operating schedule is based on the precautionary principle, taking into account the present difficulties in communication flows. Once it becomes routine, the process should tend to speed up, which will allow faster return of micro-planning and schools administration indicators (See points 15 and 16)

100. Schedule

Points Stage Jan Feb Mar Apr May Jun Jul Aug Sept Oct Nov Dec Completion of maps by schools and transmission 1-6 to provincial department 1st phase of entry of student data 7 Collection of the missing maps 8-11, 19-22 Complementary entry of student data 12, 23 Transmission of databases to MED GEPE 15, 25 Production of indicators by department and 13-14,16-18, transmission to municipios and communes 24-28, 32-34 Entry of other data from maps 29 Management and transmission of map of schools 35-37 Transmission of school survey forms to schools 36-38

Proposed test phase

101. In 2006, initial test in chosen provinces (number of provinces still to be determined):

. Determination of a team responsible for planning, development and maintenance of a simple application adapted to data from the school survey maps, with the additional task of training users. This team will include statisticians from the test application provinces, statistician(s) from municipios that the extension of the computerized application may include, education database management specialists (preferably education officials, from superior education, for example), and at least one official from the departments of education of the provinces included in the test. . Uniform development of the computer application for all provinces. . Application in provinces involved in the information flow described above. . Training of team in its use, based on using the province’s real data. . At the end of the first year, assessment of the process and proposed corrective actions and experience extension plan (to other provinces and certain municipios). . Decision on extension of the application in 2007.

102. In 2007, extension of the application:

. Movement of team to application development and maintenance functions, and training of managers from structures adopting the computer process. . Extension of experience to new provinces and some municipios. . Creation of a training network: instead of creating their own training structure, we suggest using the know- how of the team already constituted to receive new members in the provinces where the test has already been carried out, and to receive informal training by taking part in the data collection and processing process. . At year’s end, assessment of the process and proposed extension of the experience. . Decision on the extension of the plan in 2008 and 2009.

47 Angola Diagnosis. November 2005

103. In 2008 and 2009, ideally, extension of the system to all (or almost all) provinces and to a number of municipios, to be defined.

7.2 Educational Indicators

104. The following proposed list of indicators is not exhaustive but constitutes a minimum emergency basis for management of the system, production of statistics and communication with national and international partners in education. This proposal is inspired by the priority attributed to the primary education administration.

7.2.1 Basic Indicators for Primary Education

105. Entry and Schooling

Entry and schooling indicators require knowledge of schoolable populations that is still lacking. We therefore suggest using them with due caution until a reliable estimate of the schoolable population is available. The next census is planned for 2007. Until data from the next census becomes available, we believe that calculating indicators related to schoolable populations is a risky exercise and for the time being it is important within the framework of studies not to produce statistics for wide diffusion. The function of these indicators is to monitor school process for all. The main ones are:  Coverage rates by age and gender group.  Gross and net entry rates by level and gender.  Gross and net schooling rates by level and gender.

106. Indicators at provincial, municipal and communal level

The list of proposed provincial, municipal and communal level indicators seeks, in addition to the usual observation of the educational system, to facilitate emergency measures relating principally to the lack of teaching staff and classrooms in good conditions:  The students per class ratio seeks to identify schools with acute lack of space;  the ratio of proprietary classrooms as a percentage of classrooms used, and ratio of classes per room and per shift seeks to identify the emergency character of the need for construction of new classrooms by school;  The classes per teacher ratio seeks to identify the shortage in teaching staff per school. Another important ratio for management of the sector at the municipal and communal level is the percentage of students outside the normal age range per class; it seeks to identify schools open to the public under particular conditions (for example, the case of the reintegration of refugees) and to help to take the appropriate management measures. Within the scope of a computerization of data at the provincial level, this set of indicators relating to the provincial, municipal and communal levels includes a report differentiating by school, published by the provincial department of education and forwarded to municipios and communes.

48 Angola Diagnosis. November 2005

107. Basic Proposal of Indicators by Administration Level

The shaded cells show that the indicator is required for the level indicated. This map differs from that found in Title 5.1 page 34 in the sense that it constitutes a proposal for provincial, municipal and communal level management. Levels Domain Indicator By National Provincial Municipal Communal Enrolments Enrolments Percentage of students outside normal age range Class x gender Promotion rates16 Students Repetition rates Effectiveness interns Cessation rates Completion rates Level x gender Transition rates Space Students / class ratio Class x gender Teachers Subject x level x Staff Teachers by level of initial training gender Student/teacher ratio Class; level Class/teacher ratio Number of schools Statute x level Proprietary classrooms Infrastruct Total of classrooms used ures Statute x level Proprietary / used classrooms ratio Groups / room and shift ratio Average expenditures per student Level Average expenditures Financing Average non-salary expenditures per student Level Capital expenditures Level

7.2.2 Educational Indicators and ODG and EFA Monitoring

108. The basic group of indicators that IEU– UNESCO Institute for Statistics has produced and published over the years present as their main goals establishing international parameters of comparability between the educational indicators and appropriate calculation methodologies, as well as jointly allowing the supranational monitoring projects and programs, like ODM– Millennium Development Objectives and EFA–Education for All in Appendix 5.

109. The ODM’s goals 2 and 3 concern education. The objectives for the Millennium, namely by 2015, are:

 To attain universalization of primary education;  To guarantee that all children complete primary education;  To promote gender equity, eliminating disparity, both in primary and secondary education.

16 At present, promotion rates are calculated on the basis of an estimate: total number of students less repeating students, divided by the number of students in the year being followed. This calculation method does not take into account the presence, among non-repeating students, of students in other situations such as returns to school after a period of absence. Those students are not counted as repeating, and also are not promoted. We suggest studying this problem and deciding whether it is practical to adapt the school investigation to obtain a reliable measure of the students actually promoted.

49 Angola Diagnosis. November 2005

110. The goals for EFA17 are more ambitious and include a guarantee of education quality and a gradual broadening of the early childhood education programs offered. There were six goals established in Dakar in 2000, namely:

1. To expand and improve the full protection and education of early childhood, especially for the most vulnerable and disadvantaged children; 2. To guarantee that by 2015 all children will have access to free compulsory high-quality primary education, and complete this level of education, in particular girls, children in difficult situations and those belonging to minority ethnic groups; 3. To guarantee that the learning needs of all young people and adults are met through equal access to appropriate learning programs and programs of preparation for daily life; 4. To increase adult literacy levels by 50% by 2015, for women in particular, and facilitate equal access to basic education and continuing education for all adults; 5. To improve all qualitative aspects of education, guaranteeing the highest parameters for learning, in order to attain learning results that are recognized by all and measurable, especially those relating to reading, writing, arithmetic and practices essential for daily life; 6. To eliminate disparities among genders in primary and secondary education by 2015, and attain gender equality in education by 2015, in particular, guaranteeing full equal and high-quality access for girls, with the same opportunities to obtain good learning results.

111. Information needs and the adjustments to data compilation tools needed in order to account for international commitments assumed by the Angolan State, mainly those relating to ODM and EFA are analysed below.

112. Primary and Secondary Education Enrolment data are usually collected by age and gender for the theoretical age groups corresponding to the respective education levels, which would make it possible, in principle, to calculate entry, enrolment and completion rates. The compilation must thus involve the particular institutions. Here the difficulty resides in two basic factors:

113. Absence of reliable population data, by age and gender;

Lack of coverage of data from all provinces, municipios and schools – which are incomplete.

114. The compilation of teacher data suffers from the same difficulties as that for student information. To be able to have data on teachers qualified to act at a given education level, it would be necessary to add to the forms a complete teachers’ pedagogic training variable. Here it would be important to define a record in the school that monitored the teacher’s classroom performance, as well as his/her initial and ongoing pedagogic training, in addition to basic data on his/her professional career (length of service, age, etc.)

115. With respect to preschool education, it would be necessary to work with MINARS to harmonize form design and structure so as to make it possible to calculate schooling rates for this education level. Furthermore, in order to have information on the preschool background of a student who enters primary grade one (or level I), entry of an identification request on when he/she has kindergarten and day care experience must be added to the student's school.

For the school flow indicators: repeating, promotion, truancy and completion of a certain class, in addition to the coverage problems of the data collected, problems of a methodological nature arise which will demand a training program and preparation of appropriate instructions for principals and those responsible for statistics in the municipios. The data compilation problem usually occurs in the 1st grade of an education level in which the student's progress depends to a certain extent on his/her statement or that of his/her

17 Educación para todos en América Latina: un objectivo a nuestro alcance [Education for All in Larin America: A goal within reach]. Informe Regional de Monitoreo del EPT 2003. UNESCO/OREALC, 2004. In www.unesco.cl 50 Angola Diagnosis. November 2005

guardian. Problems that may arise are, among other things: a student will study at another school and not identify himself/herself as a repeater, a student leaves the school system for a period and is therefore considered a withdrawal, but decides to return to his studies. A simple solution would be to adopt a country- wide standardized school register system that monitors the student's progress and a training effort mainly for principals.

116. Educational expenditures data, at least for the public sector (for primary education, private education is very limited), usually come from MINFIN–Ministry of Finance. The greatest difficulties in producing this type of indicator is clearly the availability of data, related to the following aspects:

117. The separation between budgeting and operations, and the flow of funds to carry them out, for Angola, mainly from the central to the provincial level;

The disaggregation of information by education level, because salary data on teachers and other support personnel appear by qualification level and possibly by school, both in the budget, and in operations. The teacher's qualification and school as reference alone is not sufficient to know the level the teacher is teaching, not even for primary schools where a teacher may teach at levels I, II and initiation (which is preschool education); Investments made in the schools may appear in aggregate fashion and this may hinder disaggregation in relation to accounting done by municipio and by province. An overall supply program may not make it possible, in financial terms, to identify the province, municipio or school.

118. The solution to get beyond these difficulties would be to establish a joint effort of the Ministry of Education, Ministry of Finance and Ministry of Planning. The necessary activities would be: analysis of the budget and its implementation, identifying programs relating to the educational sector; development of an appropriate methodology to produce these indicators (financial data must be combined with teacher performance data collected in schools); the development of a partnership among those three ministries (and MINARS, for preschool education, day care, and kindergartens) and a training program for statistics staff, at least at the central and provincial levels). There is no strategy for the compilation of expenditures in the private sector, which is not a problem peculiar to Angola, but seen in many countries.

119. Economic and social data depend on population censuses and family surveys carried out by INE– Angola‘s National Statistics Institute. In this connection, MED should support INE both in methodological aspects and with statistics personnel, so that results from these information sources can be made compatible with statistics from the Angolan educational system. This will be possible in Angola only after a population census is carried out or some statistically valid fast count is made of the population.

120. To deal with equity problems, it is necessary, from the perspective of the education statistics system, to elaborate an activity that makes it possible to disaggregate the data by type of geographical location (definition compatible with those used by INE). This can be made at the level of the commune or municipio in that the school is identified on the form using this characterization. Its identification could be made through a partnership with INE, so that INE sends a list to the provinces (INE’s Provincial Directorates are very well able to do this work) of the localities characterized as urban, periurban and rural (or simply urban and rural).

121. Adult education data require reformulation both in their manner of compilation, and in gender and age aspects. The various adult programs should be considered and identified in the data collection. For this, GEPE should work both with the adult education department of the National Directorate for General Education and with INEFOP for training learning programs, in a common data compilation and processing strategy.

122. In summary, the production of international indicators will require, in addition to the production of population information, an effort to guarantee coverage of educational system data, including the six subsystems, staff training and allocation of human and physical resources (one of the reasons why coverage

51 Angola Diagnosis. November 2005 is not complete arises from the fact that the municipios do not have their own resources to make copy of forms or means to send them to remote communes – some more than 100 km from the municipal capital).

7.3 School Register

123. The school register is one of the bases of school administration and one of the essential conditions for the quality of data collected in the schools. In general, school registers revealed more than adequate quality in the schools visited, considering the general conditions for production, maintenance and accessibility to them. A list of problems identified follows:

 Precarious conditions in the schools: . Schools do not have adequate books and notebooks to maintain a school register. Frequently, register items are kept in notebooks without appropriate format, usually acquired at their own expense or received from various sources. Observation shows that those conditions may generate: o Lack of certain items in the school register; o Non compliance of certain items in the school register with the usual standards imposed and/or; for example, enrolment register (or book) made up of a number of sheets of paper; or restarted annually; or simply, nonexistent; several items in the register created and maintained in the same notebook, which may also be used for other school needs, such as lesson plans. . Almost no schools have the minimum conditions for storing register items (closet, shelf, closed room); thefts of materials were reported, so principals frequently keep most of the register in their own homes. This situation makes it impossible to verify the quality of the register; or again the non- availability of the register when needed.  Lack of transmission in case of change of school principal: in certain cases permanent items from the school register were found to be missing (such as the enrolment register or staff register) because of a change in school principal, in addition to institutional memory problems (disease, death, etc)  Heterogeneity of register formats: this problem has already been mentioned in the points above. In the absence of models, principals and teachers may guess about the formats to create. This may generate various types of communication problems. Examples of this situation follow: . The case already mentioned of the enrolment register, permanent or annual as the case may be, with varying formats; . Lists of student marks in alphabetical order or not, separated by sex or not, etc.

Proposal for Adaptation of School Register

124. A list of conditions to facilitate and normalize the school register follows:

 Retain as much as possible of the present system, because of the existing culture of producing and maintaining the register.  Create a support document for school principals with instructions on the creation, completion and safekeeping of the school register, explaining its purposes and use. This document may be forwarded to principals on the following occasions: a) when a new school principal takes over; b) on the occasion of inspection visits; c) on request from school principals addressed to commune or zone education headquarters.  Define and create conditions for distribution of this document (together with inspections, communal coordination).

125. Appendix 2 presents a proposal for a school register for primary education, according to the following subsystems: students, staff, and infrastructures and materials.

52 Angola Diagnosis. November 2005

126. In the case of small schools (usually in rural areas), the need for the last two subsystems may not a priori appear obvious; however, if the conditions in the school for safekeeping of the school register appear reasonable, documents in these subsystems may be useful for information relating to the school’s history (necessary for example in the case of a change in principal and staff).

7.4 Collection Tool

127. The tool for collecting information from the schools, presented in Appendix 6, is generally satisfactory in its latest published form, but requires some adaptations. This form has the advantage of being known to those responsible for compiling and verifying data, and used by school principals, and therefore reduces risks of errors and delay. We therefore believe it premature to significantly modify the form.

128. There are problems in understanding the concepts used in this form, for example:

 The concept of class is not well understood by school principals and teaching staff; and mistakes were frequently found in the class counts.  The concept of classroom is also the cause of repeated errors: several level I and to II school principals consider outdoor classes to be classrooms.

Other problems in understanding include the confusion in figures 6 and 7,18 in which a teacher's educational level variables are combined with the education level that the teacher teaches. It is important to explain these concepts on the back of the forms, and to draw school principals’ attention to the correct interpretation of those concepts.

129. Forms 1 to 4:19 the present structure of figures 1 to 4 refers to the existing structure of basic education. While the transformation of the system into primary and secondary is not complete, it is possible to adapt those figures by harmonizing level I and II structures, which become primary education, and levels III and middle education, which become secondary education, with the current educational reform. To permit methodological and historical harmonization of data, a single structure should be established based on age, which would make it possible to combine level I and II data, which are equivalent to primary (in this way, an overall view could be obtained of the situation in primary, seen either as the total of levels I and II, or in this new formation). Similarly, a single data compilation structure by age should be obtained for levels III and middle to make it possible to harmonize with the secondary data.

130. Forms 1 to 4: Student Ages: It is important to have a single reference to determine students' ages. When the school year began in September, this date was set at the end of the calendar year (the student's age on December 31 of the current year). With the school year now beginning in February, it is important to set a new reference date for measuring student ages. A possible date would be July 1, which offers the advantage of measuring ages in the middle of the school year. It is important to explain this measurement on the back of the forms, and include this reference in the content of the training (informal or formal) of school principals and those in charge of statistics (such as communal coordinators). It is also recommended that, when referring to five year old grade one students for example, to rewrite five years and under, even if the number is insignificant or nonexistent. In theory, it is possible (and not unlikely) that there may be a student under five in this grade (this can happen when there is no preschool and initiation education in the community and the person in charge wants to keep the child in school). The same may be said for the beginning ages of the other levels. This is to have statistical (and not normative) consistency in the data. We must always remember that the purpose of the statistics is to obtain information about the real situation in the system or, at least, as close to reality as possible. This failure to meet the standard must be resolved through identification of the problem and a proposed solution.

18 See forms in Appendix 6. 19 See forms in Appendix 6. 53 Angola Diagnosis. November 2005

131. It would be advisable to separate the compilation of enrolment data from repeater data, which should be part of a specific form on school changes, (as happens in figure 1 on grades one to four enrolment) or any data on student movement, because they are part of both forms, thus avoiding possible confusion in verification (does enrolment include repeaters or not?).

132. The Other Part of Figure 6: Table “3 – Establishments” contains a crucial piece of information - the number of rooms. However, we have mentioned the problem with interpreting the concept of room, which invalidates the quality of information collected. The other information in this table is all about assets (moveable: blackboards, desks; and immoveable: laboratories). We advise:

 Detailing information on classrooms and accessories in a new table, distinguishing the following categories: a) proprietary classrooms; b) rented classrooms (by institutions or other); c) classes per shift teaching outdoors;  Transferring this table to the present forms 1 to 4, with the information on number of classes;  Excluding the systematic yearly collection of information on other asset items, for the simple reason that the State’s resources are limited and do not allow the high level of investment that would justify a yearly collection of such information;  Information on school assets could be collected when required or every two years, for example, using an additional record on the basic form.

133. Frequency of Returns of Information from Schools: At present, schools forward information to the administrative bodies four times a year: the enrolment forms at the beginning of the year, plus three surveys of student progress.20 Due to present conditions for the communication, transmission and processing of data, we strongly advise moving to a single annual survey of data from schools, through the school survey. This survey would include progress at the end of the previous year. This is the case in various countries that are not facing the communication problems found in Angola. The advantage of this type of procedure is that if the compilation of school movement (repeaters, approved, transferred, etc) data occurs, for example in 2006, the information on these students is already complete and consolidated for 2005.

134. Statistics on adult education21 (maps 14 and 15) should include basic student information by age group, by program type and teacher, like those for general or basic education, care being taken to identify how many teachers are active in both subsystems in order to avoid duplication when consolidating the system as a whole. It should be observed that, while adult education is considered as something separate, from the point of view of statistics, it will be difficult to know the results as a whole.

135. Statistics on preschool education (kindergarten and initiation classes) need to be considered as a whole. To do this, it is necessary to work with MINARS in a single compilation system, including at least student age and gender structures and common teachers. Otherwise, an overall view of this important stage of learning, either in the initiation class or in kindergarten, will be impossible.

136. To properly understand what the professional training programs (map 13) represent, work must be carried out on a classification of professional activities, which, in principle, should be made compatible with the standards adopted by INEFOP and, possibly, INE, in order to know the reality of this important subsystem. It would be advisable, because of its characteristics, to have information on the student age profile, which could be by age group (for example, under 15, 15 to 19, 20 to 24, etc,), and teacher qualifications. In addition, as these programs continue for various lengths of time, it would be interesting to have data on course duration (perhaps also presented in course duration ranges, measured for example in total hours).

20 Of these three surveys, only the last returns to the provincial distribution. 21 See Appendix 6. 54 Angola Diagnosis. November 2005

137. Special education (map 12) should, as in the above cases, present data by age groups and, if possible, in combination with type of special need (Three age groups: 11 and under, 12 to 19, and 20 or over, would be sufficient), in addition to information on teachers and their specific training for work with these students.

8. GENERAL SUMMARY OF THE DIAGNOSIS, PROPOSALS AND RECOMMENDATIONS

8.1 General Summary

138. The diagnosis revealed that the performance of the different educational sub-systems as seen in the results of the system of educational statistics present structural problems that have a negative impact on the quality of the data produced. Despite some variations due to the specificities of pre-school education and middle education, the important components of analysis point to a poor evaluation due, mainly, to conjunctural factors such as the following:

- Institutional problems; - Lack of adequate and sufficient human resources; - Lack of awareness and culture of use of information; - Infra-structure incompatible with the needs of the system; - Lack of practice of planning and management in statistical activities; - Non-existence of a specific policy for the financing of activities, from the central level all the way to school level; - Non-existence of a clear policy for distribution and access to the information produced.

139. A summary of the chain of production of statistics, according to its level of quality is presented below:

55 Angola Diagnosis. November 2005

General Situation of the Chain of Production of Statistics

Collection Processing Analysis Distribution Completion Presentation Verification Correction at Collection Analytical Analytical Means of Organization of Forms of the Level of of Results Organization Tools Tools Capabilities Distribution Coherence Completion

Pre- school + - + - + - - - - -

Primary Level I + - + - + - - + - -

Secondary Levels II + + + - + - - + - - and III

Middle School + + + - + - - + - -

+++ ++ + -

Very Good Good Fair Dissatisfactory

8.2 Proposals and recommendations

140. In general, the development of the system of statistical information is part of the process of reconstruction of the country and as such has many logistical, financial and personnel restrictions. Information technology can support the system but this depends on the fulfilment of some basic conditions such as the availability of adequate and skilled personnel to carry out statistical activities having the necessary computer knowledge to be able to work with the computerized system (knowledge of data structure, relations between variables, handle and fill tables in databases, produce computer analysis and process collected data, in addition to a policy for the ongoing maintenance of the system. It should be pointed out that investing in a computerized system must be accompanied of some improvement in the process of data production and processing. A basic knowledge of the educational system, the indicators to monitor the system, and an adequate practice of planning and management are fundamental. A basic knowledge of the process of production of statistics must follow the evolution of the system, otherwise it will no longer be able to meet the need for quality, pertinent and timely information. Institutional restrictions hinder the normal flow of production of data as shown in the following table:

Situation of Statistics at the Institutional Level 56 Angola Diagnosis. November 2005

Collection of Data Data Collection and Data Collection Management Use of data Distribution

Institutional Level

vailability of school records A Maintenance of school records school of Maintenance forms of Completion of use in theCultural institutions Skills of personnel Organization Financial resources Pre-school + + - - - - - Primary Level I + - + - - - -

Secondary, Levels II and III + + + - - - -

Middle School + + + - - - -

141. The recommendations for the improvement of statistics must be understood as a point of departure for the discussion of alternative models, procedures and management. Our goal is not simply to point out what is right or wrong but offer components for discussion. In general, there are different ways to address the basic questions. There is no all-encompassing formula that can solve everything. Often, reality presents its own demands and we must, in this context, find viable solutions. The most important component is to have a strategy for the improvement of the system of statistics. Regardless of the solutions sought, there are some conditions that can help improve the process. It is in this context that the following proposals and recommendations must be understood. For better specification and understanding, they have been divided in different dimensions. However, all of them are related and can impact the efficacy of the others.

8.2.1 Organization and institutionality 142. The system of collection of data has a basic organic nature that must be reinforced and improved through the clear identification of focal points at the central, provincial and municipal levels. The system needs to know how to recognize those who manage it, with possible replacements who also must know and participate of the statistical process in order to assure the continuity of the activities. For this, it is necessary to carry out a project of sensitization of the General Secretariat and the provincial governments to the need for the process of collection to have a single and direct reference in the provinces, as well as to discuss with the National Directorates the importance for the flow of information to follow this course and the possible obstacles of another routine (time, losses, methodological issues, etc). The institutionalization of focal points and their publication help the statistical process by reducing the cost of communications and its consequences.

143. To have an institutionalized structure, it is necessary to consider organizational alternatives that can answer the need for educational information. The systematic approach to information gathering and processing has its own course and must not depend on educational policies being created or implemented. The information gathered, on the other hand, must serve as a basis for them. For this reason, the institutionalization of a National System for Educational Information must count on the participation of those who produce information about the educational system. It must be pointed out that MED’s role is not to produce the statistics related to education in general, but those relating to the educational system as set forth in the legislation (Lei de Bases da Education).

57 Angola Diagnosis. November 2005

144. An institutionalized model presupposes financial and administrative independence and the existence of skilled personnel to carry out statistical activities. In the case of Angola, it is possible to create an institutional model such as the one adopted for INE, with representation in the provinces. This would reduce considerably the flow of information and the lack of management and financial definition that have caused delays and losses of information. However, if a System of Educational Information is created, this must be done progressively and must not exclude the technicians that are currently carrying out these activities, because of their experience with the statistical process. This does not mean that intermediate alternatives should not be considered.

145. Regardless of the institutional model chosen, it seems clear that the role of provincial technicians should be more focused on processing and analysis of national statistics and less on routine activities of collection and consolidation of data because the municipalities already carry out this type of work. This way, the skills of provincial technicians should be focused on analytical capacities to support provincial policies in the area of education. This can be done through training to carry out these activities or by hiring personnel with these skills. Operational skills at the municipal level should be strengthened and improved to avoid redoing this process at the provincial level. For this, municipal statistical workers should be trained to be able to adequately carry out data verification and control.

8.2.2 Financial and Human Resources

146. Data collection and processing activities have their own course and time. The functional and financial dependence on other governmental examples for routine activities creates problems for the flow of data. The mere lack of forms can cause the entire collection process to come to a halt. The provision of calculators to school principals could reduce considerably problems of internal inconsistency of forms. In order to find mechanisms adequate to finance statistical activities, which is not simply a question of money but also of management of financial resources, we propose the creation of a working group coordinated by MED’s General Secretariat with the participation of the Ministry of Finance and provincial governments to carry out two basic activities: defining how to secure, in the short term, the financing of statistical activities in terms of logistics and financial resources for routine activities; and the drawing up of a policy for sustainable financing that could eventually be the object of a new institutionalization of the system of statistics.

147. For the most part, the human resources allocated to the carrying out of statistical activities at the provincial, municipal and school levels, are teachers assigned to carry out this work. Generally, they do not have adequate training to carry out the work. A possible solution would be the creation of an adequate training program in each level of management of the system, according to the level of involvement in the statistical process. At the municipal and school levels, the skills necessary are more focused on basic statistical and methodological issues such as definitions, basic indicators, data needed, organization of records, and data verification and control. At the provincial and central levels, the skills are more focused on developing the capacity of processing and analysis of the statistics and their results. We propose the carrying out of training sessions specific for each management profile so managers can acquire the necessary skills to carry out their activities.

8.2.3 Methodological Aspects

148. The personal data in the records from pre-school to university must be standardized, at least in regards to educational questions and age to make easier the collection process but especially to improve data verification. The creation of conceptual manuals, glossaries and written instructions for their completion must be encouraged and be a step for better information. The simpler and more standardized tools and procedures are the lesser is the probability of statistical errors. Simple things such as student age, for example, need to be adequately defined and, if possible, harmonized with the definitions adopted by INE.

58 Angola Diagnosis. November 2005

149. The dealing with statistics from the educational system must be extensive, with calendars, procedures and concepts agreed upon with all educational sub-systems. This may require the creation of a commission to discuss and solve these questions. Of course, MINARS and INE must participate in this group. A calendar of activities agreed upon would be an important step for system integration. For this, clearly, this calendar that can offer at the end of the year at least the global results for the six education sub-systems must be harmonized with the dynamics of government planning.

150. The creation of a computerized system based on the provinces must be considered as an important complementary strategy to be adopted because it would suitable for the creation of a database at school level and increase the control and ability to identify problems that may require differential processing. A system aggregated by province as the present one is not suitable for this type of analysis.

151. Given the financial and logistical restrictions, it is imperative to rationalize the collection process. For example, the year-end collection could be eliminated and integrated into the process of collection carried out in the beginning of the year which could include the collection of information on the previous year. It is more important to have records suitable to the collection of data than carrying out two yearly collections. In this sense, it would be better to invest in school records, including adequate information to identify the late student enrolments, school transfers, including transfer data, in-school transfers (from class to class, for example) and inter-school transfers. A good record makes it easier to carry out data verification and reduces the cost of data processing and control. In fact, this would reduce costs and increase efficiency.

152. The inclusion of more accurate historical information on the student can help improve the quality of indicators, especially in the case of school transfers. In particular, a single question as to whether the student attended pre-school (in the case Angola, it is necessary to distinguish whether the student attended kindergarten or pre-school) can reveal to public management personnel the importance of pre-school for the student’s education. One objective of the EFA program is the progressive broadening of access to pre-school education using an indicator to calculate the percentage of students who entered primary school and attended pre-school.

153. We should take advantage of the periodic meetings of school principals with municipal social service sectors to organize ongoing training activities in the area of statistics, especially those relating to procedures and criteria to be adopted. Networking among school principals should be encouraged. Of course for this to be possible, the provinces would have to keep an ongoing training program for municipal technicians so they can act as multipliers.

8.2.4 Distribution of information

154. In Angola, information is distributed in non-systematic fashion with no defined periodicity and is not accessible to the majority of people. As mentioned previously, the non-existence of a culture of statistics, the financial and logistical restrictions, in addition to the shortage of skilled workers makes it difficult to have consistent practices. However, some actions can help strengthen this often forgotten activity:

- The establishment of an annual calendar (based on the school and planning/budgeting calendars) for the publication of data, not necessarily in the same year (but this should be a long-term goal). It is evident that perhaps it will not be possible to publish data with indicators per province. Nevertheless, the simple publication of “preliminary data”, that is, data not yet finalized, can reveal to the other education managers that the work is being carried out and is yielding results. The non-publication or the non-accessibility of data when they are needed leads to mistrust in the work and “forces” users to obtain otherwise the information they need. - Developing a practice of producing additional publications, besides “yearly reports” or specific requests from MED which normally have specific scope.

59 Angola Diagnosis. November 2005

- Developing a medium-term strategy for the return of information to the sub-national levels, mainly municipalities and schools. Each one with a format that must be developed and adapted to their needs. Schools and municipalities need microdata to carry out their activities; the provinces and central government need data to elaborate educational policies. - It would be very helpful if, at least at the level central, there were a specific training program to carry out these tasks. The international experience can be used as an excellent reference to explore models of publication, for users with different objectives or profiles, taking advantage of the experiences of other countries.

Final Comments

155. In general, we identified an organic character suitable for the carrying out of the minimal tasks of collection, verification and control of educational statistics. In most cases, the difficulties found are systemic. The evaluation results point to a system still under construction and with all the restrictions resulting from the shortage of personnel and financial resources. In any case, we must point out the need to implement simple measures such as record harmonization, specific training for technicians, and institutionalization of the activities that can reduce the flow of data and help improve the results without necessarily causing a significant impact on the costs. The double reporting, methodological to the MED and functional to provincial governments, creates delays in the process and, sometimes leads to loss of information.

156. The non-existence of a policy for methodological documentation, even if is influenced by the lack of resources, reduces the capacity of verification and control of statistical data. Conceptual manuals and written completion instructions, documented procedure guidelines and a network for information producers can help considerably create a better understanding of the statistical work and its implementation.

157. Times for publication of data are irregular. There are no plans or calendars of publication. Outdated data can become irrelevant for managers and they may have to carry out their own collections or turn to other information providers to obtain the information they need.

158. The coordination of the collection system must be broad and involve the entire system. Methods of collection, concepts and definitions need to be harmonized. A computerized system can enhance standardization and reduce the flow of information.

159. The production of statistics on education financing and expenditure will require a partnership with the Ministry of Finance in order to obtain the necessary information and develop a methodology to estimate expenditure per levels of education.

160. Distribution and access must be encouraged and can be resolved through the definition of a specific policy with the creation and availability of information through several means and formats. Metadata are important to improve user access to information because they help understand what is being produced.

161. A policy for an information system cannot ignore superior education; however, as this is an autonomous system with specificities and ramifications, it requires the implementation of a diagnosis of its own information system.

162. This diagnosis must be accompanied of a plan of action which takes into consideration the recommendations made and the identification of problems in the flow of statistics from collection and distribution.

163. The success of the diagnosis depends to a great extent on the involvement of the system representatives, the government and Angola’s financial partners in the improvement of access and quality of education. 60 Angola Diagnosis. November 2005

Appendixes

Appendix 1–Report on Bodies Visited For the diagnosis, bodies at different administrative levels in the statistics system of the central level, the provincial and municipal levels and, also, preschool education, primary education, secondary education and middle education–technical/professional and teacher training schools were visited. Below follows a list of the government bodies visited: Vice-minister of Educational Reform GEPE– MED Office for Studies, Planning and Statistics National Directorate for Superior Education National Directorate for General Education DNEG– Adult Education Department National Directorate for the Executive Training Institute National Directorate for the Social Action School MED’s National Directorate for Human Resources MED General Secretariat INIDE–National Institute for Education Research and Development INEE–National Institute for Special Education INE–National Statistics Institute General Education Inspectorship MINARS–National Directorate for the Child and the Adolescent– Early Childhood Services Department Ministry of Finance–Department of Productive and Social Agencies

PROVINCE OF UÍGE Provincial Education Directorate of Uíge Department of Education of Provincial Directorate of Uíge Save the Children–Uíge Office of Planning and Statistics of the Province of Uíge Municipal Area of Education of the Municipio of Songo–Uíge Area of Education of the Section of Social Services of the Municipio of Quitexe Continuing Teacher Training Centre of Uíge Technical Area of Accounting and Finance of Uíge Area of Education of the Municipality of Uíge 61 Angola Diagnosis. November 2005

PROVINCE OF HUAMBO Provincial Education Directorate of Huambo SEPE–Studies, Planning and Statistics Section of Huambo Administrative Section of Huambo Provincial Office of Education Inspection General Education Section of Huambo Adult Education Section of Huambo Area of Education of the Social Services Section of the Municipio of Huambo Municipal Administration of Bailundo Education Area of the Social Services Section of Bailundo Social Services Section of Caála

PROVINCE OF MOXÍCO Government of the Province of Moxíco Provincial Education Directorate of Moxíco Education Department of the Provincial Directorate of Moxíco Planning and Statistics Office of the Province of Moxíco Education Area of the Social Services Section of the Municipio of Moxíco Education Area of the Social Services Section of the Municipio of Camanongue Muacandala Zone Coordination (Municipio of Camanongue) Education Area of the Social Services Section of the Municipio of Chiena Education Area of the Social Services Section of the Municipio of Luau

PROVINCE OF HUÍLA Government of the Province of Huíla Provincial Education Directorate of Huíla Education Department of the Provincial Directorate of Huíla Planning and Statistics Office of the Province of Huíla ISCED of Lubango Education Area of the Social Services Section of the Municipio of Chibia Lufinda Commune Coordination 62 Angola Diagnosis. November 2005

Education Area of the Social Services Section of the Municipio of Matala Micosse Commune Coordination

PROVINCE OF CUNENE Government of the Province of Cunene Provincial Education Directorate of Cunene Education Area of the Social Services Section of the Municipio of Cahama Otchinjau Commune Coordination Education Area of the Social Services Section of the Municipio of Xangongo Ombala Yo Mungo Communal Coordination

63 Angola Diagnosis. November 2005

Appendix 2 – Action plan for improvement of the educational information system for 2006–2009

Nº TARGET ACTION EXPECTED RESULT 2006 2007 2008 2009 Q1 Q2 Q3 Q1 Q2 Q3 Q1 Q2 Q3 Q1 Q2 Q3 1 Organization/ Definition of focal points for the Improvement of the flow of data collection Institution different levels of management 2 Organization/ Definition of a structure for the To have in place a system of educational statistics Institution system of educational statistics 3 Organization/ Definition of a structure for the To have established a mechanism for the financing of Institution financing of the system the system of statistics 4 Organization/ Implementation of a To have in place a computerized system of statistics Institution computerized educational system based in some provinces 5 Professionalism Program of capacity building in Technicians able to make an analysis of the educational educational indicators system using a set of basic indicators

6 Professionalism Program of capacity building in Technicians able to use statistics for collection, basic statistics and collection verification and processing of educational data tools 7 Professionalism Program of capacity building in Technicians able to use and maintain a computerized the use of a computerized system system, based on ACCESS or other technology available and easy to use 8 Methodological Creation of a basic system of To have defined a basic set of viable indicators based on Adequacy indicators to monitor government the data gathered in the completed forms. actions 9 Methodological Establishment of a system of To have a basic model of school records to be adopted Adequacy school records by schools, mainly, primary schools. 10 Methodological Creation and distribution of Manuals of concepts and definitions and instructions for Adequacy manuals of definitions and the completion of forms. concepts and instructions for completion of forms 11 Distribution Program of capacity building in Technicians able to produce publications for different information distribution types of users 12 Distribution Creation of a strategy for the To have provided school principals and municipal return of information to schools technicians with basic information for comparison of interest to schools and their management. 13 Distribution Creation of a policy for To have in place a policy of information distribution information distribution institutionalized and accessible to society.

64 Angola Diagnosis. November 2005

Details of the 2006-2009 Plan of Action

Action 1: Definition of focal points

1) Sensitization of the General Secretariat and provincial governments to the need for the process of collection to have a single and direct reference in the provinces (1Q 2006); 2) Preparation of a communiqué to the provinces asking them to indicate focal points, with deadlines for replying and explaining their responsibilities (2Q 2006); 3) Sending to the provinces a request to appoint a focal point, detailing their responsibilities (2Q 2006); 4) Organization of a list of focal points and distribution of a memo to all MED’s and provincial departments and directorates containing the list and explaining the importance of these provincial references (3Q 2006).

Action 2: Definition of a structure for the system of educational statistics

1) Preparation of a study of a model for a system of educational statistics (2Q 2006), including its form of institutionalization and functional organization; 2) Discussion between GEPE and the provinces of the proposed model and possibilities and conditions for its implementation (3Q 2006); 3) Create a commission of the General Secretariat and the Ministry of Finance to discuss forms of financing and draw up a proposal (if an independent organization similar to the INE is chosen, it should be proposed that the structure, based in the provinces and/or municipalities, be an autonomous financial unit) (2Q 2006 - 1Q 2007); 4) Prepare a definitive proposal to be presented with a bill to be sent to the Minister of Education for the Council of Ministers to discuss the viability of this initiative (2Q and 1Q 2008 – including decision on the adoption of the model by the government); 5) Implementation of the system of educational statistics (in logistical, personnel and institutional terms) (2Q 2008 - 3Q 2009). The cost of this implementation shall not include the cost of personnel hiring and furnishing; this will depend on the model considered adequate by the MED. A transitional model could also be chosen using the existing structures. Thus, the highest cost would be institutionalization as it involves negotiation with provincial governments).

Action 3: Definition of a structure for the financing of the system of statistics

1) Creation of a commission made up by GEPE, MED’s General Secretariat and the Ministry of Finance to discuss budget and extra-budget financing mechanisms (1Q 2006); 2) Preparation by the General Secretariat together with GEPE and the provincial directorates of a study of the basic financial needs for the sustainability of the system of statistics (1Q to 2Q 2006); 3) Analysis of the study conducted by the General Secretariat by the commission created for this end and proposal of mechanisms for the sustainable financing of the system (3Q 2006 to 1Q 2007); 4) Delivery to the General Secretariat of the report of the analysis from the Commission and revision of the proposal based on the results of the analysis made by the Commission (2Q 2007); 5) Writing and sending to the Minister of a summary of the project for the creation of a decree with provisions on the mechanism of financing to be presented to the Council of Ministers (3Q 2007); 6) Preparation of a budget proposal based on the results of the resolution by the Council of Ministers (2Q 2008); 7) Presentation of a provisional proposal by GEPE/General Secretariat with the support of the provincial governments for the establishment of institutional mechanisms to secure the financing of statistics for 2006 – 2009 (1Q 2006).

65 Angola Diagnosis. November 2005

Action 4: Implementation of a computerized educational system at the provincial level

Year 2006: 1) Setting up a team for the planning, development and maintenance of a light application adapted to school survey map data with the additional responsibility of user training. This team shall include the statisticians of a given number of provinces chosen for the implementation of the trial, municipal statistician(s) which can include the extension of the computerized system, specialists in educational database management (preferably education personnel, from universities, for example), and at least a person from the provincial education agencies including the trial. 2) Development of a computerized application. 3) Implementation in the interested provinces of the information flow described above. 4) Training the team to use this application, based on the use of actual data from the provincial level. 5) At the end of the first year, evaluation of the process and proposal of corrective actions and a plan for the extension of the experience (to other provinces and some municipalities). 6) Decision on the extension in 2007.

Year 2007: Extension of the experience 7) Evolution of the team’s functions to include application development and maintenance, and training of personnel from the structures entering the computerized process. 8) Extension of the experience to additional provinces and municipalities (cost: depending on the number of provinces and municipalities involved). 9) Setting up of a training network: instead of creating its own training structure, we recommend the use of the know-how of the team already in place to integrate the new members in the provinces where the trial has already been completed, to receive informal training through participation in the process of data collection and processing. 10) At the end of the year, evaluation of the process and proposal for the extension of the experience. 11) Decision on the extension of the experience in 2008 and 2009.

In 2008 and 2009, extension of the experience to a number of provinces and municipalities to be decided.

Action 5: Program of capacity building in educational indicators

Creation of a program (two full days for each group of technicians – 8h/day) for production and analysis of educational indicators and training, using international experiences as reference. This training program must have different levels of capacity building and indicators as follows: technicians from the central and provincial levels; municipal level technicians; school principals (2Q and 3Q 2006).

Action 6: Program of capacity building in basic statistics and collection tools

Creation of a program (4 full days for each group of technicians – 8h/day) of data collection, organization, creation of statistics, verification of data and analysis of educational indicators and training, using international experiences as reference. This training program must have different levels of capacity building and indicators as follows: municipal level technicians and school technicians (1Q and 2Q 2007).

Action 7: Program of capacity building in the use of a computerized system (See Action 4: implementation of a computerized educational system at the provincial level)

1) Development of a simple computer application for the entering and management of school data and production of indicators; 2) Equipment of the provinces participating in the trial phase; 3) Training of the team to use the application based on the use of actual data from the provincial level; 4) Equipment and training of the provinces and municipalities participating in the extension.

66 Angola Diagnosis. November 2005

Action 8: Creation of a basic system of indicators to monitor the work of the government

1) Create an internal working group in the MED with the participation of MED GEPE and provincial agencies of education and of some representatives from the municipal level; 2) Analyse the existing proposals for systems of indicators taking into account: a) capacity of production of those indicators, b) urgent situations of the educational system, and c) the needs of school management at local level; 3) Draw up a proposal resulting from the basic system of indicators in connection with the transformation of the chain of data collection and processing; 4) Draw up a strategy of training for the production and use of the system of indicators; 5) Preparation of a written proposal and circulation in the provinces for feedback; 6) Finalization and distribution of the document (2Q 2007).

Action 9: Establishment of a system of school records

7) Creation of an internal working group in the MED with the participation of GEPE/MED and provincial agencies of education and some representatives from the lower levels (municipalities, communes and school principals); 8) Collect and analyse official texts dealing with the creation, completion and use of school records; 9) Draw up a proposal for the updating of these texts and a proposal for a new definition of school record adapted to the needs of school management; 10) Draw up a strategy for the long-term training of school principals, financing and distribution of school record support mechanisms; 11) Preparation and distribution of a written proposal in the provinces for feedback; 12) Finalization and distribution of the document (1Q 2007).

Action 10: Creation and distribution of manuals with definitions, concepts and instructions for completion

1) Creation of a working group with the participation of GEPE/MED, national directorates, MINARS and INE, and drawing up of a proposal of basic statistical concepts and production of a technical glossary to be adopted in 2008 (1Q 2006 - 2Q 2007); 2) Distribution of the proposal in the provinces for feedback and improvement of the manual. (3Q 2007); 3) Finalization and distribution of the document (1Q 2008).

Action 11: Program of capacity building in information distribution

Creation of a program (two full days – 8h/day) of distribution and production of publications for users with different profiles and objectives, and training, using international experiences as reference. In principle, this training is intended for central level technicians (if there is interest on the part of some provinces, they should be encouraged to participate in the training) (1Q 2008);

Action 12: Creation of a strategy for the return of information to schools

1) Creation of a group of discussion with MED’s national directorates and MINARS, and creation of a basic form template containing a basic set of indicators – one sheet is sufficient – pertinent for the schools (comparing provinces and eventually municipalities, to serve as a reference tool for the schools) (3Q 2006 and 1Q 2007); 2) Distribution of the proposal in the provinces, municipalities and schools for feedback. This must be done in stages: from the central to the provincial level; from the provincial to the municipal level; from the municipal to school level; (2Q 2007 - 3Q 2008). It may be possible to do this using a sample of municipalities and schools, with focus on primary schools;

67 Angola Diagnosis. November 2005

3) Preparation by the working group of a final proposal for a model for the return of information to schools, as well as its institutionalization and financial implementation. (1Q and 2Q 2009); 4) Implementation (depending on financial availability; better done progressively) of the program of return to schools (3Q 2009).

Action 13: Creation of a policy for information distribution

1) Sensitization of the General Secretariat and the central and provincial governments to the need of developing a policy for distribution (3Q 2007); 2) Creation of a working group involving the national directorates, under the coordination of MED’s General Secretariat, for the discussion and preparation of a proposal for a policy for distribution (1Q and 2Q 2008); 3) Sending the proposal to the provinces for feedback (3Q 2008); 4) Finalization of the proposal to be sent by the working group to the Minister; (1Q 2009).

General Comments:

1) It is possible to create a single working group involving the national directorates, MINARS and INE, to implement the actions defined in the plan. This would reduce creation and communications costs for this type of activity; 2) To reduce costs and time, it is possible to consult the sub-national examples using sampling, provided that the samples used involve provinces and municipalities with different social, demographic and educational profiles.

68 Angola Diagnosis. November 2005

Appendix 3–Proposed Provincial Level Computerized System Information flow and processing

This appendix describes in detail the flow, processing and distribution of information collected from the schools. The principle of the computerized system is described in Chapter 7, Title 7.1.2; a synthetic schedule is presented in Title 7.1.2.

Explanatory Notes . The following information flow and processing proposal describes the longest information transmission chain for information from schools to the provincial data processing centre. The chain may be shorter in the case of level II and III schools in the present structure. . The stage-by-stage transmission of the completed maps from schools to provincial statistics unit takes place in three steps: a) compilation of most maps (points 3 to 6); b) collection and compilation of missing maps (points 9 to 12 and 20 to 23); c) final collection and compilation from schools still not reporting. The first two steps should normally ensure transmission of almost all completed maps. . The projected operations schedule is based on the precautionary principle, taking into account present difficulties in communication flows. As it becomes routine, the process should tend to accelerate, which will allow faster return of school micro-planning and administration indicators (See points 15 and 16). . Point 14, estimating the data from non-responding schools: when a substantial part of the data is lacking, the most reliable picture of the real values covered by the school survey can be obtained only using an estimate of data from schools that have still not replied. The estimate method still needs to be defined; a good estimate consists in using data from the same school for the previous year and applying to these data the average growth measured in the corresponding commune. Applying such estimates makes it possible to publish and use data (such as management indicators) before the whole database is constituted.

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Proposed Information Flow and Processing in a Provincial Level Computerized System N° Period Action By – or – From To Comment 1 March 122° Completion of maps by school principals School Principals - The completed situation should relate to March 1 - Students' ages: See Title 7.4, Point 109. 2 March 7 to Transmission of completed maps School Principals Commune - On the day wages are received 20 coordinator23 OR in the commune or municipio municipio statistician - Transmission is accompanied in charge by verification of information coherence and format by the coordinator or statistician responsible 3 March 7 to Verification of list of schools. Control of Commune coordinator According to place of 20 responding and non responding schools OR statistician in transmission charge of municipio 4 12 to March Control; transmission of maps and two Commune coordinator Municipio statistician - If transmission is made 30 copies of control list of schools in charge through commune coordinator - The coordinator keeps a copy of the control list 5 March 12 to Control; transmission of maps and one Municipio statistician Provincial statistician The commune statistician in April 7 copy of control list of schools in charge in charge charge keeps a copy of the control lists. 6 Beginning Verification, correction and updating of list Provincial statistician In case of correct maintenance of of April of schools in charge the file of schools from the Head of provincial opening and closing of schools, education department this step will not be necessary. 7 Beginning Entry of student data24 (maps 1 to 4 and Provincial statistical Entry of data for maps already of April to 18) unit25 received; estimate of time end of May required for this operation is less than two months 8 April 7 to Collection of maps from missing schools Commune coordinator School principals Coordinators have two months to May 20 remind school principals who have not delivered the maps. The collection mechanism can monitor the delivery of wages 9 April 7 to Control of responding and non- Commune coordinator May 20 responding schools 10 April 12 to Transmission of maps and two copies of Commune coordinator Municipio statistician May 30 control list of schools in charge 11 April 12 to Control; transmission of maps and one Municipio statistician Provincial statistician The commune statistician in June 7 copy of control lists of schools in charge in charge charge keeps copy of control lists. 12 June 1° to 2nd stage in entry of student data (maps Provincial statistical 15 1 to 4 and 18) unit 13 June 16 to Estimate of data from non-responding Provincial statistical The purpose of the estimate 30 schools unit technique is to produce a preliminary estimate of enrolments.

22 Contrary to what was observed, it is important that maps be completied on the same date for all schools, with the intention of obtaining information measured under the same conditions. The ideal time for completing the maps is approximately one month after classes begin, when the school population is stabilized. 23 The term “commune coordinator” in fact indicates the commune or zone coordinator (as the case may be). 24 Also includes data relating to the numbers of classes, rooms and shifts (for production of management indicators) 25 Provincial and team statistician in charge 70 Angola Diagnosis. November 2005

N° Period Action By – or – From To Comment 14 1st week in Production of school report with Provincial statistical The purpose of this report is July indicators, distinguished by municipio and unit micro -planning and management commune, in three copies of the system by municipios and communes. 15 1st week in Transmission of temporary database on Provincial statistical MED GEPE Ideally routinely by Internet. July students to MED GEPE unit Temporary database because of the existence of estimates. 16 2nd week Consolidation, production and distribution MED GEPE to end to of results July 17 2nd week in Control and annotation of school reports; Head of provincial Heads of municipio July transmission to municipios in two copies education department education departments 18 2nd Control and annotation of school reports; Heads of municipio Heads of commune fortnight in transmission to communes in one copy education education sections July departments 19 June 7 to Last collection of maps missing from Commune coordinator School Principals Coordinators have two months July 20 schools for last collection from school principals who have not delivered the maps. The collection mechanism may monitor the delivery of wages 20 June 7 to Final verification of responding schools Commune coordinator July 20 21 June 12 to Transmission of maps and two copies of Commune coordinator Municipio statistician July 31 control list of schools in charge 22 June 12 to Control; transmission of maps and one Municipio statistician Provincial statistician The commune statistician in August 7 copy of schools control lists in charge in charge charge keeps copy the control lists 23 June 16 to End of entry of data relating to students Provincial statistical In substitution of estimates done August 15 (maps 1 to 4 and 18) unit for non-responding schools which finally transmitted the maps. 24 August 15 Production of final report from schools Provincial statistical to 21 with indicators, distinguished by municipio unit and commune, in three copies 25 August 21 Transmission of final students database Provincial statistical MED GEPE Ideally by a routine process by to MED GEPE unit Internet. Final database in reference to temporary base previously transmitted. 26 2nd Consolidation, production and distribution MED GEPE This is the final version of the fortnight in of results database. August 27 Last week Control and annotation of reports from Head of provincial Heads of municipio in August schools; transmission to municipios in two education department education copies departments 28 1st fortnight Control and annotation of reports from Heads of municipio Heads of commune in schools; transmission to municipios in education education sections September one copy departments 29 July to Entry of data from other tables of maps Provincial statistical August unit 30 1st fortnight Production of final report for municipios Provincial statistical in and communes, distinguished by unit September municipio and commune, in three copies 31 1st fortnight Transmission of final database to MED Provincial statistical MED GEPE Ideally routinely by Internet. The in GEPE unit final database refers to the whole September set of map data. 32 2nd Consolidation, production and distribution MED GEPE This is the final version of the fortnight in of results database. August

71 Angola Diagnosis. November 2005

N° Period Action By – or – From To Comment 33 3rd week in Control and annotation of final reports; Head of provincial Heads of municipio September transmission to municipios in two copies education department education departments 34 End of Control and annotation of reports from Heads of municipio Heads of commune September schools; transmission to communes in education education section –1st one copy departments fortnight in October 35 January Audit map from schools according to Head of provincial Control of list from schools by school openings and closings. education department comparison with map of teaching Edition of map distinguished by Provincial statistical staff municipios and communes in three unit copies. 36 End of Transmission of maps from schools to Head of provincial Heads of municipio January municipios (two copies) education department education Transmission of school survey map forms departments for distribution to schools 37 Beginning Transmission of maps from schools to Heads of municipio Heads of commune of February communes (two copies) education education sections Transmission of school survey map forms departments for distribution to schools 38 February Transmission of school survey map forms Communes School principals Assumes printing and for distribution to schools (possibly with transmission of forms to instructions) communes

72 Angola Diagnosis. November 2005

Appendix 4–Proposed School Register Example of a Primary or Level I School

1. Student Subsystem

1.1 Enrolment Register

 The enrolment register is a permanent register, attached to the school from beginning to end.  It records the enrolled students in an individual and permanent manner.  Each student receives an enrolment number when admitted to the school. This number is personal and permanent while the student remains at the school, and is not reattributed.  Enrolment numbers are created in the sequence of the enrolment register (beginning at 1), with, if a book changes, the first number in the new book immediately following the last number in the completed book.  There exists a standard model for enrolment registers (the provincial directorate of Huíla distributed enrolment register books from the schools, which must be in compliance with this model); which should be publicized. This format includes or should include the following items: . Student's name; . Enrolment number (which must comply with the above observations); . Date of birth; . Father's name; . Mother's name; . Place of birth; . Date of admission to school; . School of origin in case of admission after transfer; . Destination school and date in case of transfer (if known); . To the right of this information, columns for following the student's progress from year to year, completed manually, with codes indicating the result, in a format similar to the following: . Historical Record Full name:...... Enrolment No...... 2005 2006 2007 ... Date of birth:... /... /... P Father's name:...... P: Promoted ... R: Repeater ... A: Abandonment ......

1.2 Students' attendance record Ideally, the list of students in the attendance record separates boys from girls, one column shows date of birth and another the age on July 126 in order to facilitate the count in preparation for completing the enrolments map in the annual survey.

1.3 Map of student progress The map of student progress should allow completion of students' results for each of the three quarters.

26 This represents the age in the middle of the school year; subject to this being the date set as statistical reference for ages

73 Angola Diagnosis. November 2005

2. Staff Subsystem

2.1 Teachers' attendance record

2.2 Permanent staff register The permanent staff register contains data on teaching staff and service: full name and identity number, at least, as identifying data, date of entry into the school and date of leaving the school. This register is permanent.

3. Infra-structures and Materials Subsystem The information is essentially collected through periodic surveys. The school keeps a copy of this information, which can be used as reference. It is therefore not necessary to prepare separate information as a report on the state of infrastructures.

3.1 Materials entry / exit record book This book records entries and exits of movable equipment and school material such as:  Teaching materials;  Desks;  Blackboards  Tables, chairs  Others

Material Number Entry Date Exit date Origin Reason Desks 30 5/3/2006 D.P.E. Math texts 4th year 90 16/3/2006 Black board 1 18/3/2006 Commune Math texts 4th year 8 11/2006 Poor condition

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Appendix 5 – Basic IEU (*) and ODM and EFA Indicators

ODM Illiteracy rates by gender and age group x Adult illiteracy x Apparent entrance rates Expected schooling for a child of a certain age Primary education completion rates x Transition rates Gross schooling rates Net schooling rates x Registration rates for specific age Repetition rates Survival rates to a certain grade (or teaching level) x Percentage of repeaters Public expenditures on education as percentage of GDP (or PNB) by teaching level Public expenditures on education as percentage of total public expenditures Percentile distribution of expenditures on education by teaching level Expenditures on education per student as percentage of per capita GDP Student/teacher ratio Percentage of female teachers Percentile distribution of superior education students by program type IPG/Percentage of female students by teaching level x Percentage of superior education students registered in particular institutions Percentage of teachers in private teaching institutions Registration in secondary education by education type Total expenditures on teachers as percentage of average expenditures on education Level of education of adult population (25 and over) by age and gender groups

Notes: IPG = Gender parity index (*) Educational indicators - Technical Guides. UNESCO/UIS Publication, available in English or French at www.uis.unesco.org

75 Angola Diagnosis. November 2005

Appendix 6– Information Collection Forms

Maps: 1. Students enrolled in level I of regular basic education 2. Students enrolled in level II of regular basic education 3. Students enrolled in level III of regular basic education 4. Students enrolled in middle education 5. Students enrolled in superior education 6. Teachers and establishments serving regular basic and middle education 7. Basic and middle education teachers by discipline 8. Teachers and establishments serving superior education 9. Superior education teachers by discipline they teach 10. Students enrolled and progress in regular basic and middle education 11. Students enrolled and progress in superior education 12. Control map of special education 13. Students enrolled in professional training centres 14. Students enrolled in literacy 15. Students enrolled in adult education 16. Control of students with scholarships outside the country 17. Expenditures on fees and other 18. Control map of preschool education 19. Students transferred from regular basic and middle education

76 Angola Diagnosis. November 2005

DEPARTMENT OF STATISTICS MINISTRY OF EDUCATION AND CULTURE

SCHOOL:______|____|____|____|____|____| NUMBER OF CLASSES COMMUNE:______|____|____|____|____|____| MUNICÍPIO:______|____|____|____|____|____| 1st GRADE 2nd GRADE 3rd GRADE 4th GRADE PROVINCE:______|____|____|____|____|____|

SCHOOL YEAR _____/____

1. STUDENTS ENROLLED IN LEVEL I OF REGULAR BASIC EDUCATION COD: /__/__/__/__/

1. AREA OF EDUCATION: 1.1 - PUBLIC ___/__/__/__/__/ 1.2 - PRIVATE ____/__/__/__/__/ 2. TOTAL NUMBER OF STUDENTS ENROLLED AGES RECORD TOTAL 1st GRADE 2nd GRADE 3rd GRADE 4th GRADE CODE MF F MF F MF F MF F MF F 5 YEARS 6 YEARS 7 YEARS 8 YEARS 9 YEARS 10 YEARS 11 YEARS 12 YEARS 13 YEARS 14 YEARS OVER 15 YEARS TOTAL 3. TOTAL NUMBER OF REPEATERS AGES RECORD TOTAL 1st GRADE 2nd GRADE 3th GRADE 4th GRADE CODE MF F MF F MF F MF F MF F 6 YEARS 7 YEARS 8 YEARS 9 YEARS 10 YEARS 11 YEARS 12 YEARS 13 YEARS

77 Angola Diagnosis. November 2005

DEPARTMENT OF STATISTICS MINISTRY OF EDUCATION AND CULTURE

SCHOOL:______|____|____|____|____|____| NUMBER OF CLASSES COMMUNE:______|____|____|____|____|____| MUNICÍPIO:______|____|____|____|____|____| 5th GRADE 6th GRADE PROVINCE:______|____|____|____|____|____|

SCHOOL YEAR _____/____ COD: /__/__/__/__/

2. STUDENTS ENROLLED IN LEVEL II OF REGULAR BASIC EDUCATION

1. AREA OF EDUCATION: 1.1 - PUBLIC ___/__/__/__/__/ 1.2 - PRIVATE ____/__/__/__/__/ 2. STUDENTS ENROLLED IN LEVEL II ENROLLED REPEATERS AGES RECORD TOTAL 5th GRADE 6th GRADE 5th GRADE 6th GRADE CODE MFFMFFMFFMFFMFF

8 YEARS

9 YEARS

10 YEARS

11 YEARS

12 YEARS

13 YEARS

14 YEARS

15 YEARS

16 YEARS

OVER 16 YEARS

TOTAL

NUMBER OF SHIFTS PERSON RESPONSIBLE FOR THE INFORMATION

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DEPARTMENT OF STATISTICS MINISTRY OF EDUCATION AND CULTURE

SCHOOL:______|____|____|____|____|____| NUMBER OF CLASSES COMMUNE:______|____|____|____|____|____| MUNICÍPIO:______|____|____|____|____|____| 7th GRADE 8th GRADE PROVINCE:______|____|____|____|____|____|

SCHOOL YEAR _____/____ COD: /__/__/__/__/

3. STUDENTS ENROLLED IN LEVEL III OF REGULAR BASIC EDUCATION

1. AREA OF EDUCATION: 1.1 - PUBLIC ___/__/__/__/__/ 1.2 - PRIVATE ____/__/__/__/__/ 2. STUDENTS ENROLLED IN LEVEL III ENROLLED REPEATERS AGES RECORD TOTAL 7th GRADE 8th GRADE 7th GRADE 8th GRADE CODE MFF MFFMFFMFFMFF 9 YEARS 10 YEARS 11 YEARS 12 YEARS 13 YEARS 14 YEARS 15 YEARS 16 YEARS 17 YEARS 18 YEARS OVER 18 YEARS TOTAL

NUMBER OF SHIFTS PERSON RESPONSIBLE FOR THE INFORMATION

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DEPARTMENT OF STATISTICS MINISTRY OF EDUCATION AND CULTURE

SCHOOL:______|____|____|____|____|____| NUMBER OF CLASSES COMMUNE:______|____|____|____|____|____|

MUNICÍPIO:______|____|____|____|____|____| 9th GRADE 10th GRADE 11th GRADE 12th GRADE 13th GRADE PROVINCE:______|____|____|____|____|____|

SCHOOL YEAR _____/____ COD: /__/__/__/__/

4. STUDENTS ENROLLED IN MIDDLE EDUCATION:______

1. AREA OF EDUCATION: 1.1 - PUBLIC ___/__/__/__/__/ 1.2 - PRIVATE ____/__/__/__/__/ 2. STUDENTS ENROLLED AGES RECORD TOTAL 9th GRADE 10th GRADE 11th GRADE 12th GRADE 13th GRADE CODE MFFMFFMFFMFFMFFMFF 12 YEARS 13 YEARS 14 YEARS 15 YEARS 16 YEARS 17 YEARS 18 YEARS 19 YEARS 20 YEARS

OVER 20 YEARS TOTAL 3. REPEATERS AGES RECORD TOTAL 9th GRADE 10th GRADE 11th GRADE 12th GRADE 13th GRADE CODE MFFMFFMFFMFFMFFMFF 13 YEARS 14 YEARS 15 YEARS 16 YEARS 17 YEARS 18 YEARS 19 YEARS 20 YEARS

OVER 20 YEARS

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DEPARTMENT OF STATISTICS MINISTRY OF EDUCATION AND CULTURE

SCHOOL:______|____|____|____|____|____| NUMBER OF CLASSES COMMUNE:______|____|____|____|____|____| MUNICÍPIO:______|____|____|____|____|____| 1st GRAD2nd GRAD3rd GRAD4th GRAD5th GRAD6th GRADE PROVINCE:______|____|____|____|____|____|

SCHOOL YEAR _____/____

5. STUDENTS ENROLLED IN SUPERIOR EDUCATION COD: /__/__/__/__/

1. AREA OF EDUCATION: 1.1 - PUBLIC ___/__/__/__/__/ 1.2 - PRIVATE ____/__/__/__/__/ 2. STUDENTS ENROLLED

FACULTIES RECORD 1st GRADE 2nd GRAD 3rd GRADE 4th GRADE 5th GRADE 6th GRADE TOTAL

AND INSTITUTES CODE MFFMFFMFFMFFMFFMFF MFF

SCIENCES

RICULTURALSCIENCES

LAW

ECONOMICS

ENGINEERING

ISCED

I. NURSING

MEDICINE

TOTAL 3. REPEATERS FACULTIES RECORD 1st GRADE 2nd GRAD 3rd GRADE 4th GRADE 5th GRADE 6th GRADE TOTAL AND INSTITUTES CODE MF F MF F MF F MF F MF F MF F MF F SCIENCES ICULTURALSCIENCES

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DEPARTMENT OF STATISTICS MINISTRY OF EDUCATION AND CULTURE

SCHOOL:______|____|____|____|____|____| COMMUNE:______|____|____|____|____|____| MUNICÍPIO:______|____|____|____|____|____| PROVINCE:______|____|____|____|____|____|

SCHOOL YEAR _____/____ COD: /__/__/__/__/

6. TEACHERS AND ESTABLISHMENTS SERVING BASIC AND MIDDLE EDUCATION

1. AREA OF EDUCATION: 1.1 - PUBLIC ___/__/__/__/__/ 1.2 - PRIVATE ____/__/__/__/__/ 2. TEACHERS NATIONAL EDUCATION LEVEL N TOTAL LEVEL I GENDER LEVEL II FOREIGN LEVEL III GRAND TOTAL GRAND RECORD CODE LEVEL TAUGHT LEVEL BACCALAUREATE MIDDLE EDUCATION MIDDLE SUPERIOR EDUCATIO

IMF

LEVEL F

II MF

LEVEL F

III MF

LEVEL F

LEVEL MF

MEDIUM F

MF

TOTAL F

3. ESTABLISHMENTS

CODE NUMBER NUMBER NUMBER NUMBER OF NUMBER OF

ESTABLISHMENTS OF OF OF OF LABORATORIES DESKS

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DEPARTMENT OF STATISTICS MINISTRY OF EDUCATION AND CULTURE

SCHOOL:______|____|____|____|____|____| COMMUNE:______|____|____|____|____|____| MUNICÍPIO:______|____|____|____|____|____| SCHOOL YEAR _____/____ PROVINCE:______|____|____|____|____|____|

7. BASIC AND MIDDLE EDUCATION TEACHERS PER DISCIPLINE COD: /__/__/__/__/

1. AREA OF EDUCATION: 1.1 - PUBLIC ___/__/__/__/__/ 1.2 - PRIVATE ____/__/__/__/__/ 2. TEACHERS DISCIPLINE NATIONAL THEY RECORD EDUCATION LEVEL FOREIGN TOTAL TEACH CODE GENDER EDUCATION BACCA- SUPERIOR GENERAL LEVEL II LEVEL III MEDIUM LAUREATEEDUCATION TOTAL MF F MF F MF F MF F MF F MF F MF F MF F MF F MF F MF F MF F

83 Angola Diagnosis. November 2005

DEPARTMENT OF STATISTICS MINISTRY OF EDUCATION AND CULTURE

SCHOOL:______|____|____|____|____|____| COMMUNE:______|____|____|____|____|____| MUNICÍPIO:______|____|____|____|____|____| PROVINCE:______|____|____|____|____|____|

SCHOOL YEAR _____/____ COD: /__/__/__/__/

8. TEACHERS AND ESTABLISHMENTS SERVING SUPERIOR EDUCATION

1. AREA OF EDUCATION: 1.1 - PUBLIC ___/__/__/__/__/ 1.2 - PRIVATE ____/__/__/__/__/ 2. TEACHERS NATIONAL FOREIGN FACULTIES RECORD Full-time Part-time Teaching Assistants Full-time Part-time TOTA AND INSTITUTES CODE MF F MF F MF F MF F MF F MF

SCIENCES

RICULTURAL SCIENCES

LAW

ECONOMICS

ENGINEERING

ISCED

I. NURSING

MEDICINE

T O T A L

3. ESTABLISHMENTS

FACULTIES RECORD NUMBER OF NUMBER OF NUMBER OF NUMB AND INSTITUTES CODE NUMBER OF FACULTIES INSTITUTES LABORATORIES CLASSROOMS DESK SCIENCES RICULTURAL SCIENCES LAW ECONOMICS ENGINEERING ISCED

84 Angola Diagnosis. November 2005

DEPARTMENT OF STATISTICS MINISTRY OF EDUCATION AND CULTURE

SCHOOL:______|____|____|____|____|____| COMMUNE:______|____|____|____|____|____| MUNICÍPIO:______|____|____|____|____|____| PROVINCE:______|____|____|____|____|____|

SCHOOL YEAR _____/____ COD: /__/__/__/__/

9. SUPERIOR EDUCATION TEACHERS PER DISCIPLINE THEY TEACH

1. AREA OF EDUCATION: 1.1 - PUBLIC ___/__/__/__/__/ 1.2 - PRIVATE ____/__/__/__/__/ 2. TEACHERS NATIONAL FOREIGN

DISCIPLINES THEY RECORD Full-time Part-time Teaching Assistants Full-time Part-time TOTAL

TEACH CODE MFFMFFMFFMFFMFFMF F

T O T A L

85 Angola Diagnosis. November 2005

DEPARTMENT OF STATISTICS MINISTRY OF EDUCATION AND CULTURE

SCHOOL:______|____|____|____|____|____| COMMUNE:______|____|____|____|____|____| MUNICÍPIO:______|____|____|____|____|____| PROVINCE:______|____|____|____|____|____|

SCHOOL YEAR _____/____ COD: /__/__/__/__/

10. STUDENTS ENROLLED AND PROGRESS IN REGULAR BASIC AND MIDDLE EDUCATION

1. AREA OF EDUCATION: 1.1 - PUBLIC ___/__/__/__/__/ 1.2 - PRIVATE ____/__/__/__/__/ 2. ENROLLED AND PROGRESS

RECORD ENROLLED PASS FAIL ABANDONMENT

LEVELS CODE CLASSES MF F MF F MF F MF F

1st GRADE

2nd GRADE

LEVEL I 3rd GRADE

4th GRADE

SUM

5th GRADE

LEVEL II 6th GRADE

SUM

7th GRADE

LEVEL III 8th GRADE

SUM

9th GRADE

86 Angola Diagnosis. November 2005

DEPARTMENT OF STATISTICS MINISTRY OF EDUCATION AND CULTURE

SCHOOL:______|____|____|____|____|____| COMMUNE:______|____|____|____|____|____| MUNICÍPIO:______|____|____|____|____|____| PROVINCE:______|____|____|____|____|____|

SCHOOL YEAR _____/____ COD: /__/__/__/__/

11. STUDENTS ENROLLED AND PROGRESS IN SUPERIOR EDUCATION

1. AREA OF EDUCATION: 1.1 - PUBLIC ___/__/__/__/__/ 1.2 - PRIVATE ____/__/__/__/__/ 2. ENROLLED AND PROGRESS YEAR RECORD ENROLLED PASS FAIL ABANDONMENT SCHOOL CODE MF F MF F MF F MF F

1st Grade

2nd Grade

3rd Grade

4th Grade

5th Grade

6th GRADE

T O T A L

PERSON RESPONSIBLE FOR THE INFORMAT

______, ______, ______(PLEASE USE STAMP)

87 Angola Diagnosis. November 2005

DEPARTMENT OF STATISTICS MINISTRY OF EDUCATION AND CULTURE

SCHOOL:______|____|____|____|____|____| COMMUNE:______|____|____|____|____|____| MUNICÍPIO:______|____|____|____|____|____| PROVINCE:______|____|____|____|____|____|

SCHOOL YEAR _____/____ COD: /__/__/__/__/

12. CONTROL MAP OF SPECIAL EDUCATION

1. AREA OF EDUCATION: 1.1 - PUBLIC ___/__/__/__/__/ 1.2 - PRIVATE__/__/__/__/__/ 2. ENROLLED AND PROGRESS CATEGORIES RECORD TOTAL FIRST TIME REPEATERS CODE MF F MF F MF F SENSORIAL INITIATION 1st GRADE 2nd GRADE 3th GRADE 4th GRADE 5th GRADE 6th GRADE 7th GRADE 8th GRADE TOTAL 2. ENROLLED AND PROGRESS CATEGORIES RECORD PASS FAIL ABANDONMENT CODE MF F MF F MF F SENSORIAL INITIATION 1st GRADE 2nd GRADE 3rd GRADE 4th GRADE 5th GRADE 6th GRADE 7th GRADE 8th GRADE

88 Angola Diagnosis. November 2005

DEPARTMENT OF STATISTICS MINISTRY OF EDUCATION AND CULTURE

SCHOOL:______|____|____|____|____|____| COMMUNE:______|____|____|____|____|____| MUNICÍPIO:______|____|____|____|____|____| PROVINCE:______|____|____|____|____|____|

SCHOOL YEAR _____/____ COD: /__/__/__/__/

13. STUDENTES ENROLLED IN PROFESSIONAL TRAINING CENTRES

1. AREA OF EDUCATION: 1.1 - PUBLIC ___/__/__/__/__/ 1.2 - PRIVATE ____/__/__/__/__/ 2. STUDENTS ENROLLED SPECIALIZATION RECORD BASIC EDUCATION SUM M F MIDDLE EDUCATION SUM M F T O T A L CODE M F F M

TOTAL

3. PROGRESS OF STUDENTS ENROLLED BASIC EDUCATION MIDDLE EDUCATION SPECIALIZATION RECORD PASS FAIL PASS FAIL CODE MF F MF F MF F MF F

TOTAL

4- STAFF SERVING AND ESTABLISHMENT'S QUALIFICATION STAFF SERVING TEACHING STAFF NON TEACHING STAFF NUMBER OF CLASSROOMS MF M F

89 Angola Diagnosis. November 2005

DEPARTMENT OF STATISTICS MINISTRY OF EDUCATION AND CULTURE

SCHOOL:______|____|____|____|____|____| COMMUNE:______|____|____|____|____|____| MUNICÍPIO:______|____|____|____|____|____| PROVINCE:______|____|____|____|____|____|

SCHOOL YEAR _____/____ COD: /__/__/__/__/

14. STUDENTES ENROLLED IN LITERACY

1. AREA OF EDUCATION: 1.1 - PUBLIC ___/__/__/__/__/ 1.2 - PRIVATE ____/__/__/__/__/ 2. STUDENTS ENROLLED SEMESTERS RECORD FIRT TIME ENROLMENT REPEATERS SUM T O T A L CODE M F M F M F 1st SEMESTER 2nd SEMESTER 3rd SEMESTER 4th SEMESTER TOTAL 3. PROGRESS OF STUDENTS ENROLLED SEMESTERS RECORD STUDENTS ENROLLED PASS FAIL CESSATION CODE M F M F M F M F 1st SEMESTER 2nd SEMESTER 3rd SEMESTER 4th SEMESTER TOTAL

4- STAFF SERVING AND ESTABLISHMENT'S QUALIFICATION STAFF SERVING TEACHING STAFF NON TEACHING STAFF NUMBER OF CLASSROO MF F MF F

PERSON RESPONSIBLE FOR THE INFORMATIO ______, ______, ______(PLEASE USE STAMP)

90 Angola Diagnosis. November 2005

DEPARTMENT OF STATISTICS MINISTRY OF EDUCATION AND CULTURE

SCHOOL:______|____|____|____|____|____| COMMUNE:______|____|____|____|____|____| MUNICÍPIO:______|____|____|____|____|____| PROVINCE:______|____|____|____|____|____|

SCHOOL YEAR _____/____ COD: /__/__/__/__/

15. STUDENTS ENROLLED IN ADULT EDUCATION

1. AREA OF EDUCATION: 1.1 - PUBLIC ___/__/__/__/__/ 1.2 - PRIVATE ____/__/__/__/__/ 2. STUDENTS ENROLLED SEMESTERS RECORD FIRT TIME ENROLMENT REPEATERS SUM T O T A L CODE MF F MF F MF F 1st GRADE 2nd GRADE 3rd GRADE 4th GRADE SUM 5th GRADE 6th GRADE SUM 7th GRADE 8th GRADE SUM T O T A L

3. PROGRESS OF STUDENTS ENROLLED SEMESTERS RECORD STUDENTS ENROLLED PASSES FAIL ABANDONMENT CODE MF F MF F MF F MF F 1st GRADE 2nd GRADE 3rd GRADE 4th GRADE SUM 5th GRADE 6th GRADE SUM

91 Angola Diagnosis. November 2005

DEPARTMENT OF STATISTICS MINISTRY OF EDUCATION AND CULTURE

SCHOOL:______|____|____|____|____|____| COMMUNE:______|____|____|____|____|____| MUNICÍPIO:______|____|____|____|____|____| PROVINCE:______|____|____|____|____|____|

SCHOOL YEAR _____/____ COD: /__/__/__/__/

16. CONTROL OF STUDENTS WITH SCHOLARSHIPS OUTSIDE THE COUNTRY

1. STUDENTES ENROLLED SPECIALIZATION RECORD BASIC EDUCATIOMIDDLE EDUCAT SUPERIOR EDUCATI GRADUATE SUM T O T A L CODEMFMFM F M F M F

T O T A L

2. STUDENTS WHO COMPLETED EDUCATION SUCCESSFULLY SPECIALIZATION RECORD BASIC EDUCATIOMIDDLE EDUCAT SUPERIOR EDUCATI GRADUATE SUM T O T A L CODEMFMFM F M F M F

92 Angola Diagnosis. November 2005

DEPARTMENT OF STATISTICS MINISTRY OF EDUCATION AND CULTURE

SCHOOL:______|____|____|____|____|____| COMMUNE:______|____|____|____|____|____| MUNICÍPIO:______|____|____|____|____|____| PROVINCE:______|____|____|____|____|____|

SCHOOL YEAR _____/____ COD: /__/__/__/__/

17. EXPENDITURES ON FEES AND OTHER

1. BASIC EDUCATION (LEVEL I) EXPENDITURES EXPENDITURES WITH COVERAEXPENSES WITH CONSTRUCTIONA EXPENDITURES WIT T O T A L BUDGETS RECORD OF SCHOOL YEAR OF ESTABLISHMENTS SALARIES CODE NKZ CURRENCY NKZ CURRENCY NKZ CURRENCY NKZ CURRENCY 1234 56789 OGE DONATIONS SUM

2. BASIC EDUCATION (LEVEL II) EXPENDITURES BUDGETS 1234 56789 OGE DONATIONS SUM

3. BASIC EDUCATION (LEVEL III) EXPENDITURES BUDGETS 1234 56789 OGE DONATIONS SUM

4. MIDDLE EDUCATION EXPENDITURES BUDGETS 1234 56789 OGE DONATIONS SUM

5. SUPERIOR EDUCATION EXPENDITURES BUDGETS 1234 56789 OGE DONATIONS

93 Angola Diagnosis. November 2005

DEPARTMENT OF STATISTICS MINISTRY OF EDUCATION AND CULTURE

SCHOOL:______|____|____|____|____|____| COMMUNE:______|____|____|____|____|____| MUNICÍPIO:______|____|____|____|____|____| PROVINCE:______|____|____|____|____|____|

SCHOOL YEAR _____/____ COD: /__/__/__/__/

18. CONTROL MAP OF PRESCHOOL EDUCATION

1. AREA OF EDUCATION: 1.1 - PUBLIC ___/__/__/__/__/ 1.2 - PRIVATE __/__/__/__/__/ 2. STUDENTS ENROLLED AGES RECORD T O T A L FIRST TIME REPEATERS CODE MF F MF F MF F

3 - STAFF SERVING AND ESTABLISHMENT'S QUALIFICATION STAFF SERVING TEACHING STAFF NON TEACHING STAFF NUMBER OF MF F MF F CLASSROOMS

______, ______, ______PERSON RESPONSIBLE FOR THE INFORMATION

94 Angola Diagnosis. November 2005

DEPARTMENT OF STATISTICS MINISTRY OF EDUCATION AND CULTURE

SCHOOL:______|____|____|____|____|____| COMMUNE:______|____|____|____|____|____| MUNICÍPIO:______|____|____|____|____|____| PROVINCE:______|____|____|____|____|____|

SCHOOL YEAR _____/____

19. STUDENTS TRANSFERRED FROM REGULAR BASIC AND MIDDLE EDUCATION COD: /__/__/__/__/ 1. AREA OF EDUCATION: 1.1 - PUBLIC ___/__/__/__/__/ 1.2 - PRIVATE ____/__/__/__/__/ 2. STUDENTES TRANSFERED AGES RECORD TOTAL th GRADE th GRADE th GRADE th GRAD CODE MF F MF F MF F MF F MF

2.1 REPEATERS AGES RECORD TOTAL th GRADE th GRADE th GRADE th GRAD CODE MF F MF F MF F MF F MF

TOTAL 3. STUDENTES RECEIVED AGES RECORD TOTAL th GRADE th GRADE th GRADE th GRAD CODE MF F MF F MF F MF F MF

95 Angola Diagnosis. November 2005

DEPARTMENT OF STATISTICS MINISTRY OF EDUCATION AND CULTURE

SCHOOL:______|____|____|____|____|____| NUMBER OF CLASSES COMMUNE:______|____|____|____|____|____| MUNICÍPIO:______|____|____|____|____|____| 1st GRADE 2nd GRADE 3rd GRADE 4th GRADE PROVINCE:______|____|____|____|____|____|

SCHOOL YEAR _____/____

1. STUDENTS ENROLLED IN LEVEL I OF REGULAR BASIC EDUCATION COD: /__/__/__/__/

1. AREA OF EDUCATION: 1.1 - PUBLIC ___/__/__/__/__/ 1.2 - PRIVATE ____/__/__/__/__/ 2. TOTAL NUMBER OF STUDENTS ENROLLED AGES RECORD TOTAL 1st GRADE 2nd GRADE 3rd GRADE 4th GRADE CODE MF F MF F MF F MF F MF F 5 YEARS 6 YEARS 7 YEARS 8 YEARS 9 YEARS 10 YEARS 11 YEARS 12 YEARS 13 YEARS 14 YEARS OVER 15 YEARS TOTAL 3. TOTAL NUMBER OF REPEATERS AGES RECORD TOTAL 1st GRADE 2nd GRADE 3rd GRADE 4th GRADE CODE MF F MF F MF F MF F MF F 6 YEARS 7 YEARS 8 YEARS 9 YEARS 10 YEARS 11 YEARS 12 YEARS 13 YEARS 14 YEARS OVER 15 YEARS

96 Angola Diagnosis. November 2005