Angola: Education and practical skills
Many Angolan children in the countryside still attend open-air schools. Only a small minority of them ever continue their schooling past the age of 11 and sometimes their teachers have no more than a primary school education.
Our projects are therefore devoted mainly to the reinstatement of basic schooling and increasing its quality, by means of teacher monitoring and training and by building the capacities of school management and education authorities.
Education monitoring application
Improving management and pedagogical capacity of education sector
People in Need takes part in the management of the educational sector in two Angolan provinces through the project JOGA (Join the Organizational Goals and Activities of Education). The work builds on the assumption that the quality of teaching provided at the primary schools in Bié and Huambo provinces can be enhanced by improving the quality of education management. Planning, coordination, monitoring and supervision in different levels of the educational management units are crucial measures for the system. PIN hence focuses on supporting directions in the organization of education activities.
The current project also aims at raising awareness about the function of the Pedagogical Zones of Influence (ZIPs, Zonas de Influência Pedagógica) and at enhancing their implementation as an important part of the government educational reform. The ZIPs are clusters of schools that are linked together and cooperate by sharing knowledge and methods in order to improve the quality of education.
In the previous projects, PIN has developed a set of different planning and supervisory tools as well as manuals for ZIPs implementation. The relevant staff of educational management units is trained in using these instruments – the aim is that they can be later used by the staff independently on a regular basis in order to help them in their work.
Regular ZIPs meetings are also an opportunity for teachers’ training on problematic issues, such as student continuous evaluation and teaching methods. Considering that primary schools do not have any specific budget to cover the purchase of didactic materials or other teaching aid, it is of utmost importance to build resilience and “can-do” attitude within teachers. Therefore, can-do clubs are promoted as public spaces where pedagogical students can meet, share ideas on good practices and create teaching aid tools using locally available materials.
In total, about 500 primary schools must be benefited from the improvement of management capacities in provincial and municipal directions, the enhancement of teachers’ abilities and its frequency in classes – as a result of a commitment with can-do clubs activities and inspectors’ monitoring – and also from a better environment in schools – as a consequence of ZIPs implementation.