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Youth and Adult Learning and Education in Angola

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Youth and Adult Learning and Education in Angola Youth and Adult 06 Learning and Education in Angola Santinho Figueira and Eunice Inácio COPYRIGHT STATEMENT © OSISA, dvv international (2012) The research for this report was conducted in Angola from November 2010 to May 2011 by Santinho Figueira and Eunice Inácio, and summarised and edited by Professor John Aitchison of the University of KwaZulu-Natal. Copyright in this article is vested with the Open Society Initiative for Southern Africa (OSISA) and the Institut für Internationale Zusammenarbeit des Deutschen Volkshochschul-Verbandes (dvv international). No part of this report may be reproduced in whole or in part without the express permission in writing of these two parties. It should be noted that the content and/or any opinions expressed in this report are those of the author and not necessarily of OSISA or dvv international. FOREWORD Our thanks to the Open Society Initiative for Southern Africa (OSISA) for funding the study and making it possible to understand the evolution of youth and adult education Santinho Figueira and Eunice Inácio processes in a number of provinces in Angola. We take this opportunity to recognise all those who contributed towards the realisation of this research, and in particular the following: The Ministry of Education, particularly the Minister of Education, Dr Pinda Simão, and the National and Provincial Directors of the Provinces of Luanda, Bengo, Uíge, Malange, Lunda-Sul, Kuanza Sul, Huambo, Huíla, Cunene and Moxico; • The Ministry of the Family and Promotion of Women; • The Ministry of Public Administration, Employment and Social Security; • The Ministry of Youth and Sports; • Various representatives of church groups and civil society organisations; • UNESCO, UNICEF and European Union representatives; and • All the educators and literacy tutors consulted. 01 CONTENTS 03 Introduction 05 The Angolan context 09 Policy frameworks 12 Governance and administration ANGOLA 14 Financial frameworks 16 The nature of adult education 19 Qualifications and quality assurance 02 21 Teachers and professional development 22 Conclusions 23 Recommendations 26 References 1. INTRODUCTION “Its purpose was to gain a deeper understanding of the current delivery and funding of education and training for out-of-school youth and adults” In 2011, the Open Society Initiative for Southern Africa This report on Angola is part of that regional study. conducted a research study in five of the countries in the Its purpose was to gain a deeper understanding of the region – Angola, Lesotho, Mozambique, Namibia and current delivery and funding of education and training for Swaziland – to draw an up-to-date map of the current state out-of-school youth and adults, and to identify the most of youth and adult education in these countries. The study effective institutions, governance principles, educational involved investigation of the policies, the institutional practices, collaboration with non-governmental agencies frameworks, the governance, the funding, the teachers and and networking that are currently available. The quantity, the stakeholders in each of these countries. In addition, quality and accountability of education and training that 03 the researchers looked at the quality and coherence of the is not part of the formal system can be vastly improved current education base as a foundation for future growth by adopting the best practice this research elicited. Using in the form of actions that are congruent with the vision of these pointers as a guide, the government of Angola open societies that respect fundamental human rights. A can do much to ensure that the right of youth and adults prerequisite of such a society is that every citizen has access to education and training is recognised, and that the to free education, as an essential aid to full participation in capacity necessary for its realisation is provided. In this the political and economic life of the country. study, the researchers placed particular emphasis on the priorities and strategies outlined in the recommendations and commitments made at various UNESCO What do we mean by youth and conferences on education between 2006– adult education? 2010 (at Maputo, Bamako, Nairobi, Belém and Ouagadougou), which set African and This report uses a broad definition of adult focuses on reading, writing and calculation, and international benchmarks (UNESCO, 2009a; education as applying to all education and life skills (often in the context of development). 2009b; UNESCO Institute for Lifelong learning, training that is not part of the conventional It is a much narrower definition than those for 2007; 2008; 2010). schooling, business, technical and training adult education given internationally. college and higher education system that There is increasing international consensus children enter about the age of 6 or 7 and Literacy is defined as ‘the ability to interpret and that basic education for young people and older exit at any age between the mid-teens to criticise the surrounding reality, including written adults, which includes life skills, is an essential early twenties. codes that are a part thereof.’ tool for enhancing participation in democracy and contributing to the fight against poverty. Both This definition of adult education includes Formal education takes place in an organised of these outcomes are of particular relevance to provision not only for those recognised as fully system over a fixed period in appropriate poor and marginalised members of the societies adult, but also for youth who are not part of school establishments. of Southern Africa. The objective of such basic the formal education system. This is in accord adult education is to build the capacity of with the UNESCO usage, which considers Non-formal or Informal Education is defined communities so that they may exercise the rights anyone aged 15+ an adult. Youth and adult as a series of organised educational activities and duties of citizenship, participate in community education includes programmes intended for conducted outside the ambit of the ordinary development, enjoy and promote both local and out-of-school youth as well as much so-called education system. These aim to serve specific national culture, and take part in the various informal education, which replicates formal sectors or groups, generally adults and manifestations of national socio-political life. schooling (although usually without recognised young people, with the purpose of building certification on completion). the capacity of participants to resolve the Clear policy, financing and good governance problems they encounter daily in a non- are needed to ensure that young people and In Angola, the Ministry of Education uses the conventional manner, using innovative and 04 adults alike receive access to education – as is definitions below. flexible forms of education. Informal education their right. This research study has sought to can occur within a defined and organised understand the extent of the challenges, identify Adult Education refers to the process of system and lead to certification, although this their root causes, and seek solutions. We hope acquiring the basic reading, writing and is not the primary objective. This definition that the research findings will provide both mathematical (calculation) skills that enable corresponds closely to the use of the term state and non-state actors with policy and other people to participate in social, political and non-formal education in many African recommendations that will lead to purposeful economic activities, and prepare them for further countries (and is particularly confusing in this interventions that result in better governance education. This definition is close to that given in context, as both its objectives and teaching and co-ordination of the sector. Angola for Functional Literacy Education, which modes are often thoroughly formal). 2. THE ANGOLAN CONTEXT “Many young people who have no education also become involved in crime as a means of making a livelihood.” Angola attained independence on 11 November 1975 and The country is divided into 18 provinces (Bengo, adopted a socialist single-party political ideology and a Benguela, Bié, Cabinda, Cuando Cubango, Cuanza Norte, centralized economic system. The subsequent civil war, Cuanza Sul, Cunene, Huambo, Huila, Luanda, Lunda which lasted for nearly 30 years, was accompanied by Norte, Lunda Sul, Malanje, Moxico, Namibe, Uíge, and the destruction of education and other infrastructure on Zaire), which contain 163 municipalities. The country a massive scale, particularly in rural areas. This caused is administered by a multiparty political system under an exodus of teachers, which left the communities in the a president, who appoints the provincial governors. As country deprived of both the physical structures and trained head of government, the president also controls most of staff necessary for normal schooling to continue. the other organs of state. 05 Angola is a vast country, covering a surface area of Since the cease-fire in 2002 and the signing of the Luena 1,246,700 km2. It has a population of about 18,000,000 Memorandum of Understanding in April 2004, Angola has people, and the population density is approximately 9.6 been able to set about the reconstruction of the country. per km2. The growth rate is about 2.7 percent per annum. Elections have been held on a regular basis, and the Currently, life expectancy is 45 years for men and 48 for democratic process has been developing side by side with women, but it is gradually rising after a decade of peace. national reconciliation and progress towards restoration of The population is a young one, with 43 percent of Angolans the country’s socio-economic and cultural life. aged 14 or younger. A high percentage of the population live in Shortages of schools (many of which were 3 children tested could not read a word from a circumstances of extreme poverty. Angolan destroyed during the civil war) and teachers, simple text in Portuguese (Save the Children, girls who are illiterate often live in exceptionally particularly in rural areas, persist. Although 2009, p.
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