Humana People to People ADPP Review/Appraisal of Possible NOrwegian Support

Review 2005-5
Ajuda de Desenvolvimento
de Povo para Povo em Angola
(ADDP)
Review/appraisal of possible Norwegian support
Norad
Janne Lexow, LINS/DECO/NCG
Eva Kløve, Norad
June 2, 2005

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Review of ADPP Angola 2005
EXECUTIVE SUMMARY ..........................................................................................................4
1 INTRODUCTION ...................................................................................................................8
1.1 Background..................................................................................................................8
1.2 Methodology and scope...............................................................................................8
2. THE ANGOLAN CONTEXT..................................................................................................9
2.1 The teacher situation ...................................................................................................9
2.2 Provincial differences...................................................................................................9
2.3 The education reform.................................................................................................10
2.4 Current pre-service teacher training programmes .....................................................11
3. BRIEF OVERVIEW OF ADPP...........................................................................................13
4. CURRENT STATUS OF EPF TRAINING...........................................................................14
4.1 Enrolment and graduation..........................................................................................14
4.2 Recruitment procedures of students..........................................................................15
4.3 Gender aspects .........................................................................................................16
4.4 Location of graduated teachers .................................................................................16
4.5 Pedagogical Workshops ............................................................................................17
5. ORGANISATION AND NETWORKING .............................................................................18
5. 1 ADPP Angola and Networks.....................................................................................18
5.2 ADPP’s organisational structure ................................................................................20
5.3 ADPP staff .................................................................................................................21
6. FINANCIAL ASPECTS.......................................................................................................23
6.1 Income to ADPP since 2001......................................................................................23
6.2 Income to EPF Schools .............................................................................................24
6.3 Expenditure................................................................................................................27
6.4 Efficiency and effectiveness.......................................................................................30
7. PEDAGOGICAL APPROACHES.......................................................................................32
8. CONCLUSIONS .................................................................................................................33
8.1 Relevance..................................................................................................................33
8.2 Sustainability..............................................................................................................33
8.3 Efficiency and effectiveness.......................................................................................34
9. RECOMMENDATIONS ......................................................................................................35
APPENDIX 1 LIST OF PEOPLE MET.................................................................................38
APPENDIX 2 TERMS OF REFERENCE .............................................................................40

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APPENDIX 3 WORK PROGRAMME ..................................................................................43
APPENDIX 4 LIST OF MEMBERS OF THE HUMANA FEDERATION...............................44
APPENDIX 5 HISTORY OF ADPP ANGOLA......................................................................45

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Executive Summary
Background
The Norwegian Embassy requested a review of ADPP in Angola with the
purpose of assessing possibilities for future support to the organisation’s
teacher training programme. The review was carried out from 19-30 April 2005.
Methodology
The review team visited three of the six teacher training colleges, Escola de
Professores do Futoro (EPF) and conducted several interviews with ADPP staff,
students, teachers, project leaders, community leaders and other stakeholders
within the education sector in Angola such as MEC, Unicef and EU. Due to
unfortunate illness in the team, the NGO community could not be addressed to
the extent desirable.
Angolan context
Angola is currently implementing an educational reform that includes
restructuring of the primary school level from being separated into two levels,
Grade 1-4 and 5-6, to a full 1-6 primary cycle. The reform has implications for
the country’s teacher training programmes. Until recently pre-service teacher
training was given through IMNE (Instituto Medios Normal de Ensino). However,
only 5 % of IMNE graduates have taken up the teacher profession and this
education has therefore only produced negligible results in terms of teacher
production. This system is therefore in the process of being totally redefined and
restructured. Other programmes that addressed only the first level of the old
primary cycle are being discontinued. The EPF schools have since the very start
been based on the most essential reform issues such as producing teachers for
all subjects and for the whole 1-6 primary cycle. EPF and Magisteiro Primario
are currently the only schools to educate teachers for the new primary school
system Grade 1-6.
Brief overview of ADPP
ADPP’s involvement in Angola has its roots in UFF Denmark and the Humana
People to People movement. ADPP in Angola became a legal NGO entity in
1992. ADPP runs 24 different projects in the country ranging from the selling of
second hand clothes, child related activities, HIV/AIDS, vocational training, to
women‘s projects and similar activities. ADPP has a strong rural and community
based focus. ADPP receives contributions from numerous partners, some of
which have been small and ad-hoc and others larger contributions of more than
USD 100,000.
Current status of the EPF schools
The annual teacher training capacity is 360 students. As of January 2005 1,143
teachers have graduated from the six EPF schools after 2.5 years of training.

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Graduated teachers are employed by the Government. No teachers have been
recorded not to have been employed after graduation. On the contrary, EPF
teachers were in high demand and often “headhunted “by the Provincial
governments. Recruitment of students is partly done by the MEC on a
scholarship basis and partly by ADPP through actively promoting EPF
opportunities to eligible candidates with 10th
grade. Not all schools run to their
full capacity. This might be due to recruitment starting too late or not being
active enough to seek candidates from areas beyond immediate vicinity.
Female students have always been underrepresented in EPF schools. This
probably relates more to the general unfavourable gender situation in Angola
than to ADPP itself. Efforts are made to encourage female students, but these
have clearly not been sufficient.
ADPP’s own mapping shows that the majority of teachers are working in rural
primary schools. They are spread across 64 municipalities all over the country. It
is worth noting the rural profile in a country where many municipalities are
completely without qualified teachers. As part of their education, the EPF
students practice nearly a full year as teachers, often being the only teachers in
the school. This is appreciated by the community, but has also caused
additional burdens. The communities have to sustain teachers’ livelihood
because provincial governments delay in fulfilling their agreed responsibility to
support the practicing students with a small allowance. This problem has been
articulated by ADPP students and staff for years. Solutions are said to be in
sight, but in practice this remains to be seen.
As a supplement to the regular teacher training, EPF schools have offered
pedagogical workshops for teachers in service. These workshops may be of
value for the participants, but ADPP has done little to demonstrate their effects
on the teachers’ performances. Practical problems such as who should pay for
transport, per diem and other incentives for participating teachers also need to
be addressed.
Organisation and networking
ADPP has a staff composition of 618 members out of which 104 are employed
in EPF schools. Five out of six project leaders at the EPF schools are
international. This is higher than for other ADPP projects in Angola. The reasons
were said to be a combination of war-related factors and lack of qualified
Angolans. ADPP offers continued training for staff through the Frontline institute
in Zimbabwe and One World University (OWU) in Mozambique, both part of the
Humana Federation. The team found that there are delays in graduation and
too little strategic staff development planning in the project and that a strategy
for “Angolanisation” is compelling.
ADPP has wide network relations. It is firmly embedded in the MEC in the sense
that trainers at EPF schools are all employed by the MEC. It is also firmly
embedded in the Humana Federation through its membership, the supply of
international staff, supply of management systems, material and continuous
education opportunities. ADPP Angola saw only advantages to these
associations.

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Financial aspects
Income to EPF schools in the period 1995-2004 amounts to USD 10,595,429.
Each school has key sponsors through ADPP’s own funds (income from sales of
clothes and shoes), the MEC, the oil companies’ social funds, United Nations
and private companies. Of the total amount, USD 7,328,619 was allocated for
investments in school construction and facilities. 47% of expenditures were
spent on salaries (covered by the government).
It is difficult to compare EPF costs with that of other pre-service teacher training
programmes, because so many variables differ. EPF's rural profile justifies a
boarding system, but this will invariable be more expensive than regular day-
schools. Another critical aspect is that EPF costs are kept down by extremely
devoted and committed staff as well as the students’ own contributions to the
maintenance and even construction of the school. Whether or not EPF is really
cost-effective can only be assessed when the 21,000 newly recruited teachers
have become fully operational. If they are of the same quality as EPF teachers,
each of them is trained at a considerable lower cost. However, concerns were
raised in nearly all interviews that these teachers did not even possess basic
skills and that many of them were not fit for the training profession at all. The
team cannot make any conclusive comments on the matter on the basis of the
available information. Given that graduates from the new Magisteiro Primario
start working as teachers in urban or rural areas, this public pre-service teacher
training will constitute another source for comparison. Until then, ADPP is alone
at providing primary school teachers.
Pedagogical approaches
The pedagogical approaches are based on the individual’s own responsibility for
learning. This is done through self-investigation and own critical analysis of
available information. Students are supposed to access the internet but in some
cases this has not been possible. The written material available appears not to
be of such richness that it can substitute what can be found on the internet and
some of the material seems to be based on less diverse sources and to be less
updated than desirable.
Conclusions and recommendations
The team found that support to the teacher training component of ADPP is a
relevant approach in the Angolan context. The component has a high degree of
government and partner support and sustainability is at least partly ensured by
the fact that all teachers both at the EPF schools and the graduates are on the
government’s payroll. It might seem like quality teachers come at a relatively
high price. However, all stakeholders met during the review felt that ADPP’s key
strength is its ability to deliver enthusiastic quality teachers for the rural areas,
and most were of the opinion that ADPP does indeed deliver in a very efficient
manner. The team did not obtain enough information about the cost of
alternative providers to make a firm conclusion on the matter. There is room for
improvements e.g. in terms of ensuring operation to full capacity by more
stringent recruitment procedures, enrolment of more female students, ensuring
that students get continuous access to state-of the art information, that micro-
projects are sustained by more focus on training communities to take on

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leadership etc. The team furthermore agrees that Norway can best support
ADPP by supporting its expansion of core activities; namely teacher training for
the benefit of rural communities.

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1 Introduction
1.1 Background
Norway has not yet supported ADPP financially, but the Embassy in Luanda
has, since 1999, been in regular contact with ADPP to discuss this possibility. In
2003 ADPP’s project proposal for support was not approved. Representatives
from the Embassy have expressed strongly that ADPP over the years have
gained an outstanding reputation in the country for having delivered long lasting,
sustainable assistance to the education sector by establishing teacher training
institutions in Angola under very difficult circumstances during the war. On the
basis of this, as well as positive recommendations from a recent consultancy
report (Haaland and Dow, 2005) Norad was requested by the Norwegian
Embassy to assist them in assessing possibilities for future support in the
teacher training sector.
The timing was favourable as ADPP and the Ministry of Education and Culture
(MEC) would be reviewing ADPP’s experience from ten years of operation in the
teacher training sector during the same period. This self-evaluation exercise
was planned to be of six weeks duration. The team was initially to play an
observer role in this exercise, but in practice the team participated actively in
gathering information during the little less than two weeks stay in Angola. The
team travelled together with Anneli Barregren from ADPP and David Eclesiastre
from the MEC.
1.2 Methodology and scope
The terms of reference state that in addition to assessing the programme
content, the team should look at various organisational aspects of ADPP as well
as its various networks. Related to this latter, it should be noted that the scope
of this assessment did not allow for any detailed information about the Humana
federation or the relationship with other member organisations.
Prior to the visit to Angola, the team requested specific information with regards
to project results, organisational, administrative and management matters.
The team visited three of ADPP’s in total six teacher training colleges, in Caxito,
Cabinda and Ramiro, and held discussions with college staff, students, and
community leaders and members, ADPP practising students, school directors,
and non-ADPP teachers. Several in-depth discussions were held with key ADPP
staff in Luanda, in particular on topics such as financial matters, organisation,
administration and management, monitoring and evaluation.
Of external partners, the team met with representatives from MEC, and other
donors such as Unicef, EU and the donor groups for coordination in the
education sector. Limited out-of office talks were held with representatives from
the Norwegian Embassy. Due to illness among team members it was not

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possible to follow up the planned meetings with the international NGO
community.
The team would like to express great appreciation of the assistance granted by
ADPP, both in terms of transport, translation as well as provision of necessary
documentation about the project.
2. The Angolan context
2.1 The teacher situation
During the war, the teacher population was greatly depleted. The number of
teachers in 1995/96 represented only two-thirds of the total number of teachers
in 1981 (Unicef 1999 cited in Johannessen 1999). The demand for education
has remained high and shortages are particularly critical in the provinces. In
Huambo, in May 2003, 28,000 children were listed but not able to attend school
because of the lack of classrooms and teachers (Global Survey in Education in
Emergencies: Angola).
Teacher situation primary education 2003
Num ber of
Te achers
72769 (MF) 26784 (F)
Num ber of
students 2.492,274
Av. Teache r :
pupil ratio
1:60
184 pupils
/classroom
The Government has taken major steps to recruit and retrain teachers into the
system. As part of its “Back to School “campaign, Unicef and the Ministry of
Education in 2003 recruited 29,000 teachers to be trained for the primary
school. The Government committed approximately USD 40 million for hiring
these teachers. The training part cost approximately USD 2.5 million (Unicef
contribution). Most of the teachers trained had often little more than basic skills
and many partners, including representatives from the MEC itself, question the
quality of these teachers. Some apparently have so low qualifications that
voices have been raised that the children would have been better without them!
It is feared that as many as 70-75% would not have the necessary skills
required for teaching in Angolan schools. This, however, remains to be seen.
The next phase in this program is to recruit another batch of 21,000 teachers to
the primary schools.
2.2 Provincial differences
As one would expect, access to educational opportunities varies greatly
between and within Angola’s provinces. The government estimates that the
coastal provinces, which were reasonably secure for the majority of the war
period, have the highest enrolment rates – all above 60 percent. The provinces
that have been hit the hardest by the war (Huambo, Bié, Uige, Bengo, Cuando
Cubango, Malange and Moxico) have gross enrolment rates of less than 40

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percent (GRA 2002)1
. The dropout rates are often high, as the following
example from Cabinda Province illustrates. In 2004 pupils in the province were
distributed as follows: Grade 1: 25,000, Grade2: 18,000, Grade 3: 13,000,
Grade 4: 9,000, Grade 5-6: 11,000, and Grade 7-8: 5,000. In one school
visited (II and III Nivel Luis Sambo) in the same province, the high drop out-rate
was clearly manifested in the classes 5th to 8th with 50 pupils (38 girls) enrolled
in 5th grade out of which 39 were repeaters and 7 dropped out completely. In
7th grade there were only 42 pupils (19 girls) and in 8th grade 21 pupils (8 girls).
In Bié province there is an average of 88 students per teacher compared to the
national average of 60: teacher. This pictures the situation of a country urgently
in need of more teachers.
2.3 The education reform
The Angolan education sector is currently engaged in a process of reform,
aimed at modernising the sector and meeting the objective of “education for all”
(EFA2
) which is adopted by the Government of Angola. The reform is currently
in process and will, in accordance with the new basic law on the education
system approved by the National Assembly in 20013
, comprise the following key
points:
ensino de base (currently the first primary cycle Grade 1-4) and ensino
de medio (5-6) will become primary cycle Grade 1-6. The third level is
currently Grade 7 and 8, and will be included in the new secondary
education going up to Grade 12.
implementation of the reform started in 2003 and the first batch to have
completed a full 9 Grade cycle under the new system is expected to
graduate in 2008.
taking into account the high growth rate of the school-age population,
universal primary enrolment will require an increase in the number of
1
Source : Global Survey on Education in Emergencies Angola Country Report
2
National Plan on Education for All 2000-2015, approved by the Council of Ministers in August
2001
3
Basic Law of the Education system by the National Assembly (Law no 13/01) of December
2001, published in the Republic Official Journal 1 Series 65

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pupils enrolled from approximately 1.5 million to 5 million by 2015.
Enrolment in the 1st level of primary education (grades 1-4) increased by
80% from 1.5 to 2.7 million students after the war. Based on population
estimates Unicef has calculated that there are about 1.2 million children
in the age group 6-11 who are out of school.
2.4 Current pre-service teacher training programmes
ISCED
Instituto Do
Magisterio
Primeiro
4 years
Instituto
Medios
Normal de
ensino (IMNE)
Centro basico de
formadao do
professores
Escola de Professors
do Futuro (EPF-ADPP)
2.5 years
Qualified to teach basic
education (Grade 1-6) in
the "new system"
Qualified to teach
primary level (1-4) "old
system"
Qualified to teach
secondary education
Entry qualifications: sixth grade
Entry qualifications:
Eighth grade
Entry qualifications:
Eighth grade but will
become 10th grade
Entry qualifications: 10th grade
Entry qualifications: 12 grade
Currently there are 28 IMNEs in all provinces of the country. This basically
serves as Angola’s secondary education programme along side with the
Instituto medio technicas de ensino, and is a four year programme. Experience
has shown that this has been regarded as a stepping stone for entry into the
university and as few as 5% (Haaland & Dow 2005) actually become teachers
although the graduates are qualified for this. The MEC is in the process of
redefining this structure and transforming it into general education institutions
and not teacher training institutions that focus on specialised subjects.
The following changes are expected as part of the ongoing reform process:

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Centro de basico will most likely discontinue. Unless upgraded, these
teachers are not qualified to teach at the basic level as defined by the
reform (1-6).
Instituto Magisteiro Primario will be the new teacher training structure for
the future. It is still in its experimental phase, however. So far only two
are in full operation, while another four are planned. No batch has
graduated following the full four year system, but students who have
been recruited after two years of IMNE studies have completed their
studies at MP.
ISCED (Higher Institute of Education Science) (university level) is the
highest level of training for teachers and is required to teach secondary
education.
In-service teacher training programmes will be intensified. MEC estimates
that all the newly recruited 50,000 teachers will need to be upgraded on a
continuous basis for the next 10 years. It should be noted that there are
several donors already working in this field, EU through its PALOP
programme, NRC through TEP, Save the Children and others.
Pedagogical workshops or similar centres have gained in importance in
in-service programmes, but they are currently not coordinated or
streamlined as part of a deliberate strategy that will ensure upgrading of
teacher’s qualifications on a large scale or under the leadership of the
MEC. Several donors were of the opinion that a Master plan for such
programmes would have to be developed and that a possible ADPP
programme should fit within this.
It should be noted that for the time being it is only EPF and Magisteiro Primario
that educates teachers for the new primary education1-6.

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3. Brief overview of ADPP
Geographical distribution of projects, ADPP-Angola
C.A.
Children’s Schools
Teacher Training Colleges
Child Aid
Vocational Schools
HOPE/TCE
Eucalyptus Plantation
Construction/Textile Factory
TTC Voc.S.
HOPEC.A
TTC Constr.
TTCCh.S.
C.ATCE
Fundr.
Prod.
Ch.S.Voc.S.
Tex.F. TTC
Fundr.
Clothes fundraising
Clothes small bale production
Fundr.
Fundr.
Fundr.
Fundr.
Huambo
Ch.S.
Plant.
TTC
Fundr.
TTC Ch.S.
Voc.S. HOPE
Fundr.
Fundr. Prod.
Fundr.
ADPP Angola has its roots in UFF Denmark which started working in Angola in
1984. At that time Angola had no legal basis for forming an association, but the
law 81/91 on private associations made it possible for ADPP to become
registered as one of the first national NGOs in the country in 1992 (source
ADPP 2005). In 1995 the Angolan Ministry of Education and ADPP made an
agreement4
about the education of teachers for the rural areas through the
establishment of pre-service teacher training colleges, i.e. the EPF schools. The
agreement includes one EPF in 16 of the 18 provinces of Angola. Until now
(May 2005) there are EPF schools in the 6 provinces: Benguela, Huambo,
Cabinda, Bengo (Caxito), Luanda (Ramiro) and Zaire (Soyo).The first EPF was
established in Huambo in 1995 and the first team graduated from there in 1998.
The most recent school was established in Soyo in 2001 (see also table on the
next page).
The teacher training component constitutes six of the 24 projects operated by
ADPP. Other projects include vocational training, construction and business
4
1) Decreto Executivo No 5 1998 4/ 1998 30/10 Gabineto Do Ministro ( for the first four schools)
2) Decreto Executivo No 11 (18/3-2002 ( Ramiro EPF and 29/9- 2002 Soyo EPF)

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administration, primary school education with children with special needs,
community development, HIV/AIDS programmes, national production projects
e.g. manufacturing working clothes and toys, and the promotion of selling of
second hand clothes which are shipped in containers from countries in the
north.
ADPP receives contributions from numerous partners based in and outside
Angola. Since 1997 for example, Unicef’s total support to ADPP is USD 1.4
million, ranging from 50,000-300,000 annually. Whereas most contributions are
reported by ADPP to be rather small, ADPP has also received 12 larger
contributions of a value totalling more than USD 100,000 over the last ten year
period. Of these ADPP had a partnership arrangement with 7 partners with a
value of more than USD 1 million in sum over the decade of which government
partners were the most significant. In general, the Humana People to People
member association seem to attract more partnerships in the higher value
category for projects directed at the fight against HIV/AIDS than for teacher
training.
The most recent audit report stems from 2002, when ADPP’s total income
amounted to USD 4,790,159 (2001: USD 7,197,962). 6.5% of this income
(minus stock variation and contribution from Humana) is paid as a membership
service fee to the Humana Federation. In 2002 this amounted to USD 214,354.
4. Current status of EPF training
4.1 Enrolment and graduation
Annual teacher training capacity is 360 students. As of January 2005, 1, 143
teachers have graduated from the six EPF schools after 2.5 years of training.
Graduated Teachers from EPF Teacher Training Colleges
EPF Established 1998-2000 2001 2002 2003 2004 2005 (est)
Huambo 1995 89 19 29 26 32 47
Caxito 1996 72 32 49 43 64 46
Benguela 1997 26 32 46 40 44 26
Cabinda 1998 23 48 49 37 26
Ramiro 2000 19 47 58
Soyo 2001 28 46
Total 187 106 172 177 252 249
Accumulated 187 293 465 642 894 1143
Source: ADPP 2005
Graduated teachers automatically enter the government’s payroll. According to
Decree no 20/30 from May 2003 the official salary scale for teachers brings a
monthly salary of 12,463.20 Angolan kwanza (akz) for beginners. With
additional bonus, primary school teachers in the category of “Téchnico Principal
de 3a
classe” received around 18,000 akz in 2005. EPF teachers are said to be
in very high demand and are literally “headhunted” by the Provincial Education

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Directorate to be deployed in rural schools. All graduates get official certificates
and diplomas issued by the Ministry of Education. According to ADPP all
graduates gain employment as teachers if they so wish. Many also go directly
into positions as school directors or pedagogical directors at rural primary
schools.
4.2 Recruitment procedures of students
The various EPF schools “share“ the country between themselves so that each
school can recruit students from more than one province.
In some areas, ADPP needs to actively recruit students. The number of
applicants varies between provinces. Whereas Ramiro has a surplus of
applicants due to the proximity to Luanda, Cabinda has had to actively approach
students in their communities. Despite having a capacity of 60 students not
more than 39 had actually enrolled in EPF-Cabinda this year. Under-enrolment
also occurred in other schools e.g. Huambo, which had a planned intake of 60
students in 2002, but only achieved 50. In Cabinda, it was felt that the low
enrolment was a result of young people seeking other opportunities, such as
private universities that have come as a result of the booming oil industry, and
that boarding schools are perceived as a less attractive option than day schools.
ADPP’s country representative did not, however, believe that EPF schools
compete with those who want university education.
ADPP
Recruitment of
students for EPF
schools
Provincial
Department of
Education
General
Promotion and
information
Municipal Education
Section Leaders to select/
point out teachers for
MED scholarships
Agreement about MOE
(MED) internal scholarship
quota for each province
(already teachers who lack
formal qualifications
Contacts with all schools
with 10th graders,
meetings, pamphlets at
each school
Radio promotion, general
distribution of pamphlets
and posters in cities and
towns
C
Common for all:
i) All materials have pictures of female students and graduated teachers.
(ii) Female candidates are given special encouragements.
(iii) All candidates have to pass an admission test in Portuguese and
mathematics.
(iv) All candidates have to submit original diploma for 10th Grade and ID
documents.

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(v) All candidates have to sign a Terms of Agreement where they dedicate 3
years after graduation to teaching in a rural primary school.
On an average approximately 15 students from each province are selected by
the education authorities for EPF scholarships. Those who are already serving
as teachers retain their salaries for the support of their families. All students pay
an entry fee to EPF for the full training period that also covers all boarding costs.
The fees are in the range of USD 2-300 depending upon facilities available at
the school.
4.3 Gender aspects
The gender imbalance present at all levels of the education system in Angola is
also reflected in the EPF schools. ADPP encourages women to apply but has by
far succeeded. EPF project leaders often take a personal interest in talking with
parents to encourage them to enrol their daughters. Rules and regulations for
interaction between the sexes are strict, and girls and boys are strongly
encouraged not to date but to focus on their education. Pregnant girls are
expelled from the school, but few such instances have occurred. Couples are
encouraged to undertake their teaching practice in different schools, to avoid
male dominance.
ADPP EPF Male-Female Students at EPF Schools from 1995-2004
EPF 1998-2002 M 1998-2002 F 2003 M 2003 F 2004 M 2004 F Total M Total F
Benguela 181 28 32 5 35 4 248 37
Huambo 218 22 60 6 57 4 335 32
Cabinda 168 16 38 3 38 2 244 21
Caxito 278 28 57 7 55 4 390 39
Soyo 70 4 30 0 44 2 144 6
Ramiro 90 33 63 13 76 24 229 70
Total 1005 131 280 34 305 40 1590 205
Source ADPP 2005
4.4 Location of graduated teachers
The majority of graduated teachers are working in rural primary schools.
However, existing information is not fully accurate, and ADPP is currently in a
process of upgrading the information on the whereabouts of the graduated
teachers. The 1,136 teachers registered in the period 1998-2005 were spread
across 64 municipalities, mostly in rural and semi-urban areas. Thus the picture
of ADPP as a critical supplier of teachers to rural primary schools is confirmed.
Anecdotal information confirmed that in rural areas, female teachers are rare,
and that the few EPF female teachers that are available function as important
role models. ADPP does not have any documentation on whether the presence
of female teachers actually impact positively on the enrolment rate of girls, but
staff and teachers clearly have an impression that they play a role in
encouraging parents to send their daughters to school.

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Number of students in long term practice (11 months) 2000-2005
EPF 2000 2001 2002 2003 2004 2005
Huambo 19 29 26 32 32 60
Caxito 32 49 43 64 47 57
Benguela 32 46 40 44 35 37
Cabinda 23 48 49 37 26 32
Ramiro 0 0 19 47 62 63
Soyo 0 0 0 28 58 30
Total 106 172 177 252 260 279
Source: ADPP 2005
It should be noted that in addition to the graduated teachers, rural schools
benefit from receiving the teachers who are in practice. In the real-life of Angola
these students are not “apprentice” teachers in any way, but often the main and
only teacher in the class they have been allocated to. In Cabinda, the team met
with four practicing students who were the only teachers at that school. Even
with an incomplete education they were regarded an essential resource that the
Provincial Directorate for Education felt did a better job than many of those who
had gone through a non-EPF teacher training school. The practice period also
includes “micro-projects” which essentially are community-based undertakings
of various profiles and content. These can include the building of latrines, pre-
school activities, and working with women. Apparently the choice of micro-
projects is to the student’s liking and interest. The review team expressed
concerns that the running of micro-projects are fully dependent of the presence
of an EPF-trained teacher, and that consequent shifting between micro-projects
from one year to another may leave a void in the community. There is clearly a
need for training community members to take leadership in such activities.
As per agreement with the MEC, practicing teachers are entitled to a small
allowance to sustain their livelihood in the community. Until now, this has not
functioned according to plans. All students met had been without such
allowances, trying their best to keep up their livelihood through the goodwill of
the communities. Finding solutions to this problem was also part of the
recommendations in the 5-year Evaluation Report made by the MEC and ADPP-
Angola in September 2001 and it is not clear to the team why the MEC has
failed to follow up this commitment. In Cabinda, it was said that the problem
was to be solved shortly, as the Provincial Directors had given priority to the
ADPP students and was about to fulfil the government obligations as of May
2005.
4.5 Pedagogical Workshops
ADPP organises pedagogical workshops as in-service training both as part of
the teacher training for students. During the period 2001-2004, 12 Pedagogical
Workshops were established and equipped at a total cost of USD 214,500. This
amount includes establishment costs and some running costs. The workshops
are either stand-alone structures or a designated room within an EPF school or
a cluster primary school. They are equipped with TVs, computers and a video.
EPF students are trained to organize workshops after they have completed their
practice period. The number of such workshops held and their outreach capacity

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seem to vary between the EPF schools. For example, according to the Annual
Report, Huambo planned to hold 5 workshops but had zero accomplishments in
2001 and this was the case also in 2002. In other EPF schools, e.g. Cabinda
the workshops appear to have attracted a wide range of participants.
MEC places great emphasis on pedagogical workshops and in-service training
initiatives to upgrade teachers’ qualifications. Indeed, other donors such as EU
and Save the Children also include such training in their development
cooperation. So far, however, there seems to be lack of coordination and overall
plans for such initiatives. Undoubtedly such in-service training would be most
effective if lead by the MEC and geared towards addressing training needs at
school, municipal and provincial levels.
ADPP’s own initiatives still appear to be in a somewhat experimental stage.
There are no clear indicators to measure accomplishments, unit costs (cost per
teachers being trained), feedback from teachers on what they had learned. Nor
is there any follow-up of whether EPF teachers and non-EPF teachers both
benefit from a curriculum that is based on the Humana charter and ideology as
well as methodology. If ADPP would like to move into fairly large-scale
operations as far as in-service training is concerned, issues such as transport
costs, per diem or allowance or other incentives schemes need to be further
clarified.
5. Organisation and networking
5. 1 ADPP Angola and Networks

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MOE Provincial
Education Directorate
Project Leader
Sub (vice)
Director
Teacher
(programme staff)
Teacher Teacher
Teacher
Council
EPF/TTC
EmploymentTTCteachers
ADPP
Humana People to People
MOE
Min of Human
Resources
Managementmanuals
Technicalassistance
Courses/conferences
Curriculum
Teachingmaterial
6.5%ofincome
Frontline
Institute
Zimbawe
OneWorld
University
Mozambique
Students
Min of Finance
Primary
School
Community
micro project
Higher management
training
Higher pedagogical
training
One school year
practicing as teachers/
Employed as MOE teachers after exam
Employmentregularteachers
Approved curriculum
Financial ceiling
ANGOLA International
Projects
other countries
In order to understand the essence of ADPP, it is necessary to see it in relation
to its networks. ADPP is part of a large network within the “International Humana
People to People Movement” (hereafter called the Humana Federation), which
operates similar projects in several other countries. There is a tight and
reciprocal relationship between the different elements of this organisation,
despite the legal autonomy of ADPP in Angola as a national NGO. The team did
not have a chance to talk to other sections of the Humana Federation, but from
ADPP’s point of view only benefits accrued from this relationship.
At the same time ADPP has a formal agreement with the MEC, and is closely
integrated in the ministry at several levels. ADPP is a recognised partner, and
one that enjoys a solid reputation as a NGO that could deliver long-term
educational projects at times when most external partners were involved in
short-term emergency operations. MEC representatives claim that ADPP has
spearheaded the educational reforms and influenced the reform process in
positive ways. As with most other actors during the war, ADPP had a close
relationship with the leading political party MPLA, but this was said by Unicef
and representatives from the Norwegian Embassy to be no different from what
other NGOs, multilaterals and bilateral partners had. As a result of long-term
operations in the country, there is no doubt that on a personal level some of the
ADPP leaders may have close friendship relations with some of the elite groups
in Angola. This does not appear, however, to have opened any doors for easy
decision-making or irregular approvals of any sort. It was quite apparent that
ADPP staff was considered by other donor partners to be working around the
clock and that they always took the opportunity to participate in donor
coordination meetings, conferences, strategic thematic groups and other events
that took place in Angola for the shaping of the future education sector.

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5.2 ADPP’s organisational structure
PL
TTC
PL
TTC
PL
TTC
PL
TTC
PL
TTC
PL
TTC
PL
Ch.Sch.
PL
Ch.Sch.
PL
Ch.Sch.
PL
Ch.Sch.
PL
Fundr.
PL
Fundr.
PL
Prod.
PL
Prod.
PL
Fundr.
PL
Fundr.
PL
Fundr.
PL
Fundr.
PL
Fundr.
PL
Fundr.
PL
Fundr.
PL
Fundr.
Organizational chart, ADPP-Angola
Education & other projects Fundraising projects
PL
Construc.
PL
Textile F.
PL
Plantation
PL
Voc.Sch.
PL
Voc.Sch.
PL
Voc.Sch.
PL
Ch.Aid
PL
Ch.Aid
PL
Ch.Aid
General
Secretariat for
Projects
Fundraising,
Nat. Management
Fundraising
Admin.
Nat. Partnership Team Nat. Administr. Nat. Acc. & Audit
Presidium
General Assembly
BoD Ex. Com.
PL
TCE
PL
HOPE
PL
HOPE
TTC = Teacher Training College
Ch.Sch. = Children’s Schools
Voc.Sch. = Vocational Schools
Ch.Aid = Child Aid
TCE = Total Control of the Epidemic
Constr. = Construction
Textile F. = Textile Factory
Fundr. = Clothes fundraising
Prod. = Clothes small bale production
ADPP is one of the 26 members of the Humana Federation.

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ADPP consists of a General Assembly with 38 individual members out of which
21 members are national and the remaining of non-Angolan origin. The majority
of these have lived in Angola and supported ADPP in one way or another for
years.
All project leaders (PL) are appointed by the Board of Directors (BoD), chaired
by the country representative of ADPP. BoD members are elected by the
General Assembly. In 2005 the BoD met five times. National project leaders are
employed by ADPP, international leaders by the Humana Federation and
countersigned by ADPP. The General Secretariat for Projects coordinates the
development projects, and the technical responsibility for all projects lies here.
The National Administration has the overall administrative responsibility.
Each project is subject to a monthly project evaluation routine which is
participatory in the sense that each project leader evaluates progress together
with staff, teachers and directors. This monthly evaluation is based on a colour
scheme in which green zone is where the project wants to be, yellow zone is a
temporary stage on the way to green, and red zones are when things are not
functioning according to plans at all. The ADPP Luanda office receives a
quarterly report from each project. An annual project report is based on these
principles and facilitates a rapid overview of important aspects related to
program, income, administration, people, material conditions, expansion and
calendar events. As with other management systems applied in the project, the
evaluation routines are also developed in the Humana Federation.
ADPP is audited by the Lisboan branch of Ernest & Young. Each teacher
training college is subject to a separate audit by the same firm.
5.3 ADPP staff
In 2005 ADPP has a total of 618 staff members out of which 104 are employed
in EPF schools. Overall 23 ADPP staff members are international staff, coming
from:
Denmark (13),
Sweden (4),
Zimbabwe (2),
Mozambique (2),
UK (1), and
Nederland (1).
Every six months ADPP is strengthened with 8 volunteer staff, so-called
Development Instructors (DI). The DIs are usually young people who have
participated in a six month preparatory training at one of the Humana- based
institutions in e.g. US or Denmark.
The salary level for international staff is built on the UN scale, ranging from USD
1,500 to USD 5,500 and where approximately half the staff earns USD 4,000
per month. Many of the international staff in Angola has stayed in the country for
10-15 years. Angolan staff follows Angolan salary systems. Only 18.2% of the
total staff is women. Five out of the six project leaders at the EPF schools are
international. This is proportionally a higher number of international project
leaders than for other ADPP projects. The reasons were reported to partly relate

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to the war and partly to the fact that high level-educated staff in the education
sector easily gets absorbed by other international NGOs and the oil sector.
The Humana system provides the following avenues for staff who desires to
become project leaders:
(i) The Frontline Institute in Zimbabwe offers basic and advanced management
courses.
(ii) One World University in Mozambique offers a BA degree under the Faculty
of Pedagogy. Graduates of OWU become teachers at the EPF schools.
(iii) Headmaster-training by ADPP (on-the job training). This includes quarterly
evaluation of their work by ADPP staff, and close collaboration with the former
headmaster. This latter avenue is gradually reduced.
Expansion of the system is highly dependent upon both external and national
training and ADPP reports that several prospective candidates for national
project leaders and teachers for the EPF schools are currently in the “pipeline”.
The table below provides an overview of the teaching staff, their qualifications
and their present whereabouts. As can be seen, one of the EPF schools
(Caxito) in particular has a shortage of teachers. Relatively many of those who
have been sent for advanced training are also doing other types of work. Most
of them have taken up teaching jobs in other schools.
Number of Teacher Trainers and Qualification
Cabinda Soyo Caxito Ramiro Huambo Benguela Total
Teacher trainers 11 9 5 12 11 12
"Superiores"
(univers ity
trained)
6 3 1 3 4 3
"Medios" 12th
grade
5 6 4 9 7 9
OWU trained, working at an EPF
Headmasters
trained at OWU 1 1
Dep.Headm aster
trained at OWU
1 1 1 3
Teachers trained
at OWU
3 3 1 2 1 0 10
Teachers trained
at EPF 3 6 4 8 7 8 36
Sent to OWU from each EPF
How many sent
to OWU in total
3 1 15 0 15 3 37
How many w ork
w ith EPF 3 1 7 0 5 2 18
Curr ently doing
other w ork 0 0 8 0 10 1 19
Source: ADPP during fieldwork OWU: One World University Mozambique (BA graduation)
The majority of those who are not working with an EPF school are still teaching
or working within the education system in one way or another. 6 are teaching at
7-8th grade levels, 2 are studying abroad, one is working with the national
airline company, one is teaching at the Pedagogical Faculty in Huambo, and

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one is working with a NGO. Five are either not working, dead or ADPP has no
information on them.
Graduates from the OWU in Mozambique receive a formally recognized
certificate of Bachelor of Arts in Pedagogy from Universidade Eduardo
Mondlane in Maputo. Apparently this process is often cumbersome and delayed
as the final examination team either has to be brought over from Mozambique or
the candidates have to go there to get their final exam. The team met with
several prospective graduates who had waited for several years for their final
examination because of such delays. They had therefore not received their
salary increase that a completed BA automatically gives. ADPP is currently
working on solving this problem.
ADPP leadership reports that becoming a fully competent teacher trainer so far
takes 8 years in average. Getting the system up and running has taken most of
the time and the ADPP leadership is of the opinion that it will be possible to
reduce the length of time to 5 years in the next phase.
To conclude; the Humana system for continued training offers many possibilities
for exposure to other projects and institutions for Angolan staff, although the
system can be described as relatively “self-contained” in the sense that all
options are based on the same Humana Concepts and ideology. Few staff
members appear not to have been trained at institutions closely linked to the
Humana Federation, although exceptions to this may be found. It appears that
without having reached a full, holistic understanding of this ideology it might
become difficult for a teacher coming from an alternative system to adapt fully to
the teaching methodologies at an EPF school. It could be of benefit to the EPF
schools that input is sought also from outside of the Humana system.
6. Financial aspects
6.1 Income to ADPP since 2001
In 2001 ADPP Angola had a total net income of almost USD 7.5 million. Since
then, the income has fallen dramatically - totalling approximately USD 3.2 million
in 2004.
ADPP receives its income from other member organisations of the Humana
Federation, sales of second hand clothes and shoes, Government of Angola
(national and provincial levels). Major donors (contributing more than USD
30,000 a year) include World Bank/ Government of Angola program, Italian
Cooperation, OPEC Foundation, the UN system in Angola (Unicef, UNHCR,
OCHA, WFP and UNDP), and private partnerships in the business sector
(Sonangol and partners, Statoil, Norsk Hydro, Angola Telecom and BFA). In
addition there are a number of donors contributing less than USD 30,000 a year.
As mentioned before, ADPP pays a 6.5% membership service fee to the
Humana Federation. This allows the organisation to benefit from programme

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development, inflow of consultants and other technical assistance, common
concepts and ideology and possibilities for continued training of ADPP staff.
Donors (all
sums in USD)
2001
(audited)
2002
(audited)
2003
(audited)
2004
(audited)
2005
(estimate)
Member
organisations
of Humana
149,432 166,359 367,895 1,210,331 1,000,000
Clothes sales 2,459,093 1,262,425 727,000 700,000 1,000,000
Government of
Angola
1,412,802 1,338,918 977,287 1,023,791 1,440,000
Other major
partners
(> 30,000)
2,619,669 1,797,365 904,043 662,925 1,476,500
Other partners
(< 30,000)
986,456 777,877 959,535 856,879 450,000
Total net
income
5
7,478,020 5,176,585 3,567,865 3,243,595 4,366,500
6.5% of total
net income
486,071| 336,478 231,911 210,834 283,823
6,5% as
audited
486,288 336,254 231,109 - -
Source: ADPP
6.2 Income to EPF Schools
5
This total does not include income from other member organisations of the Humana
Federation, as the 6.5% is only paid on income generated in Angola.

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Sources of income to EPF schools 1995-2004
34 %
18 %
25 %
9 %
2 %
6 % 6 %
ADPP Angola Humana People to People
Ministry of Education Sonangol and partners
United Nations Embassy, NGOs and Private Companies
Provincial Governments and Government
Source: ADPP
Total contributions to the EPF schools in the period 1995-2004 amount to USD
10,595,426. The income to EPF schools has increased significantly from USD
17,921 in 1995 to more than USD 1.5 million in 2004. In 1995 ADPP was the
only contributor, but already in 1996 the sources of income included private
companies and embassies6
. Contributions from the MEC were secured from
1997 onwards. Overall, ADPP in Angola have been the largest contributor
together with the Humana movement.
6
All of these contributions seem to be made in an ad-hoc and non-systematic manner and do
not involve any long term agreements. Among the embassies mentioned is the German
Embassy.

of 46
Trendsinpartner support 1995-2004(Income toEPFschools)
0
100000
200000
300000
400000
500000
600000
700000
800000
1995
1996
1997
1998
1999
2000
2001
2002
2003
2004
Year
USD
ADPP em Angola
Humana Peope to People
Ministry of Education
Sonangol and partners
United Nations
Embassy, NGOs and private
companies
Provincial Governments and
Governments
Total income each EPF School 1995-2004
0
500000
1000000
1500000
2000000
2500000
EPF School
USD
USD 2194495 2350842 2093403 1992556 1124744 833762
Huambo Caxito Benguela Cabinda Ramiro Zaire
Each school has key sponsors through ADPP, Humana and the MEC, but sees
large variations in possibilities for support from other sources. The Provincial
governments in Zaire and Ramiro have not contributed anything up to 2004,
whereas the Provincial Government in Cabinda has financed the EPF school in
the province with 25.4% of the total income in the same period.

of 46
Contributions for Investments in EPF schools in Angola 1995-
2004
0 %1 %0 %0 %0 %0 %0 %0 %0 %0 %
0 %
23 %
6 %
39 %
11 %
4 %
11 %
2 %
2 %0 %
2 %
0 %
ADPP Em Angola Community rehabiltation Progra,
Government Province Benguela Governmen tProvince Cabinda
Government Province Bengo Spanish govenrment through Humana Espana
Humana Holland German Embassy
Sonangol and partners Associations in Cabinda
Others
The total amount spent on investments was 7.328,619 over the period. The
three Provincial Governments of Benguela, Cabinda and Huambo have
contributed with about 17% for the establishing costs. As has been noted earlier
in the report, ADPP had direct agreements with these provinces that included
this purpose. ADPP contributions largely derive from sales of clothes and shoes,
and constitute nearly 23% of the total contributions.
6.3 Expenditure

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Total expenditure ADDP programmes in Angola 2003-2005
(estimated)
50 %
2 %
2 %7 %
1 %
7 %
2 %
2 %
7 %
20 %
Children's School and boarding schools Vocational Schools
Teacher Training Colleges Child aid Projects
Emergency aid Treeplaning and Environment
Hope Projects Fight against AIDS Total Control of the epidemic
Administration and Programme Development ADPP Scholarship Programme for Angolans
Services for Humana People to People
ADPP total expenditure for the period 2003-2005 is estimated to be USD
11,649,3037
, out of which the Teacher Training component consumes
approximately USD 5.67 million or 50% of the expenditure for the period. Note
that “Services to the Humana People to People 6.5%” in the table below only
consist of the share contributed to Humana by national offices (i.e. ADPP
Angola in this case). The full amount corresponding to 6.5% is given under 6.1
above.
7
Note that audited reports from 2003 and 2004 are not yet ready. Numbers for 2005 are
budgeted costs.

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ADPP Comparison between e xpenditures at projects USD
Figures from
accounts
Figures from
accounts
Budget figures
Comments on
variation
Projects 2003 2005 2005
Ru nning and
es ta blis hm ent ,
Childre n's
schoo l
673 090 661 031 954 045
The increase in
2005 is because
the raise in number
of students and
teachers, and thus
teachers'salar ies.
Plans are to get
finance for
r econstruction of
tw o schools in
2005
Ru nning and
e stab lishm e nt o f
vocatio nal
schools
243 776 281 092 280 967 No dif ference
Ru nning and
Teache r Tr aining
Colle g es
1 841 473 1531 390 2 323 970
2003 figures
include 260,000
USD for
investments in tw o
schools. The
increase from 2004
to 2005 is related to
increase in
numbers of trainers
and s alaries.
Budget for
maintenance w as
not possible to
include in 2003 and
2004 because of
small contributions
from MOE
Ru nning and
Child A id
351 617 272 958 152 412
The sector is under
reconstruction for
a post-w ar phase-
l
Ru nning and
Establishm e nt of
tre e planting and
e nvironm e nt
94 675 62 395 61 627
Few er trees have
been planet in the
plantation in
Huambo
Ru nning and
es ta blis hm ent ,
Em e rge ncy Aid
140 325 50 873 12823
Emergency w as
linked to the
programs on
post-w ar and
refugees
Ru nning and
HOPE HIV /AIDS
142 0280 137 925 89 677
Expect to get more
donations in 2005
TCE (com m unity
m o bilization in
the figh ts
against AIDS)
0 0 25 000
This project is to
start up in 2005
Adm inistration
and prog ram
deve lopm ent
481 062 150 000 200 000
High figure in 2003
related to some
necessary sav ings
Scholars hip
program for
A ngolans
58 852 110 000 117 111
Training for
Angolans
Services to the
Hum ana People
to People 6.5%
52 109 45 000 50 000
More or less the
same every year
Total 4 079 007 3 302 664 4 267 632
Source: ADPP 2005 during field work

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Type of expences EPF schools
16 %
12 %
47 %
24 %
1 %
Education and programme
development
Food
Salaries
Operational Expenses
Pedagogical workshops
Total expenses for Teacher Training Colleges (the six EPF schools) in the
period 1995-2004 was USD12, 938,212. As has been noted earlier salaries for
teachers are paid by the government of Angola. Luanda Province has the
highest costs, followed by Benguela and Bengo. In 2004, only 2 percent was
spent in Namibe province.
6.4 Efficiency and effectiveness
Essential costs EPF USD
2000 2001 2002 2003 2004 2005
Total run ning
cos ts of the EPFs
1.229,129 1.662,187 1.284,621 1.313,900 1.561,387 2.275,350
Cost per
com plete
teacher training-
30 m onths
8,002 7,592 4,920 3,743 4,273 5,714
Runn ing cost/per
student /per
annum
3,201 3,037 1,986 1,497 1,709 2,157
Establish m ent
cost six EPF Schools*
4.542.844 1.539,272 772,664 166,898 267,443 192,000
* Total establishment of the six EPF schools varies between 1.660,280 USD (Ramiro EPF),
1.525,278 USD (Benguela EPF), 1.382,070 USD (Cabinda), 1.399,719 USD (Soyo), 796,433 USD (Huambo) and
717,258 USD (Caxito). The figures represent actual expenses
and are not converted to present-day prices.
During the review, all stakeholders met claimed that the ADPP programme has
been very efficient in producing teachers who are committed, motivated, and
energetic and who actually do become rural school teachers in accordance with
the objective of the programme. The impression that EPF schools produced
quality teachers was confirmed throughout the review. It therefore seems
realistic to assume that ADPP succeeds in terms of effectiveness. When it
comes to efficiency, however, information is lacking that would enable the team
to conclude. The following aspects are important in this regard:
The teaching is labour-intensive; the staff live and work with the students
and follow up each and one of them closely. The team even saw
examples of how two understaffed EPF-schools managed because the

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available staff worked twice as hard. The holistic approach, every day of
the year (no holidays are included) and close interaction between
teachers and students, are designed to improve the quality of the
students own intellectual qualities and the linkage between community
development work and practical work.
The training is college based and not workshop/seminar based.
EPF schools are boarding schools, in which the students pay a small
entry fee but otherwise have all costs covered.
The practical content has greatly contributed to cost efficiency as
students themselves participate actively in the construction of the
schools. The speed at which the schools have been erected and become
functional is remarkable. ADPP has completed six teacher training
colleges over a period of 8 years.
At an EPF school it takes 2.5 years to become a certified teacher in
comparison to the four years it takes at the Magisteiro Primario.
The contributions of EPF students to society during their training are also
significant. Most notably is the practicing period in which they function as
teachers in schools which often do not have any other teachers. The
teachers are therefore highly welcomed by the communities, who even
provide contributions in kind to sustain these teachers’ livelihood in the
absence of support from the government.
So what can be said about public teacher training? Government “pre-service”
training for teachers through IMNE had proven not to be successful in terms of
outcomes for the teaching sector as less than 5% of the graduates took up work
as teachers, and on the top of that very few of those worked in rural schools.
The lack of success in this regard was one of the factors necessitating a
complete restructuring and redefinition of this particular system. The “new”
institution Magisteiro Primario has been established with the goal of producing
teachers who take on the profession after graduating, but is 1) neither geared to
teaching in rural areas nor located in them, and 2) there are still uncertainties
about whether this system also will end up being mainly a stepping stone for
entry into higher education / university.
The third type of teacher training , the “Back to School” programme, may be
regarded as highly efficient in terms of numbers; 21,000 have been trained in
the first round and another group of 29,000 have been recruited in 2005. This
programme has also low costs, as Unicef has allocated approximately USD 2.5
million for the training. The counter-part contribution has been difficult to obtain,
but the Government has recently taken over more of the responsibility for paying
allowances and per-diem during training. The advantage of this training is that it
is large-scale workshop and seminar based and as such can reach many at a
relatively low cost. However, concerns have been raised that differences in the
level of initial qualifications of participants will yield highly varied outcomes in
terms of quality. In cases of low initial skills benefits of such training may be
questionable. As the first batch is to receive their certificates in May 2005, it is
too early to make any definite conclusions with regards to the outcomes of this
programme.

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7. Pedagogical approaches
The General Layout of the Education
The 1st year
4
5 months
School Practice
And further studies
AUG SEP OCT NOV DEC JAN FEB MAR APR MAY JUN JUL
1
3 months
The World in
which We Live
2
3 months
Our
country
3
1 month
We continue
building our
College
The 2nd year
AUG SEP OCT NOV DEC JAN FEB MAR APR MAY JUN JUL
5
5 months
Consolidation and
Charter Subjects
6
7 months
The Teaching Profession
as part of the Teacher
Training
The last 1/2 year
6
4 months
The Teaching Profession
as part of the Teacher
Training, continued
7
0,5 m
The
Pedagogical
Work Shop
8
1,5 m
Final
Exam
DEC DEC JANAUG SEP OCT NOV
240Sport, culture, music
420Distance studies - general
410Construction / Food production
Pedagogical Workshop
1.105Teaching Practice
770Micro project & community w.
240Charter Subjects
Philosophy of education
140Pedagogic/Methodology
13Psychology
Ethics & Social Studies
School Administration
Sociology
Didactic of Physical Education
HoursCURRICULUM
230Science & didactic
Communication
150The World
150Angola
Didactic of Geography
5.460TOTAL CURRICULUM
140Final exam and conclusion
200Maintenance & Cleaning
Didactic of Music
100English
Economics
Didactic of Arts
Didactic of History
2Mathematics & didactics
2Portuguese & didactic
The curriculum consists of basic subjects (1700 hours) in Portuguese,
mathematics, science etc, pedagogical subjects (didactic, psychology, school
administration etc) (300 hours), charter subjects (women’s rights etc 500 hours),
and teaching practice (2000 hours). In addition the students participate in
cleaning, kitchen services and other practical tasks related to the daily running
of a boarding school. The curriculum was said by representatives from MEC
and Magisteiro Primario to correspond to the government pre-service
programme. The difference was that the EPF curriculum has added more topics
and that it has a rural profile.
The pedagogical methods used are “modern”. Students themselves are the
driving force in the process and responsible for their own learning. The students
are supposed to rely much on computer-based training, although some schools
e.g. EPF-Caxito currently has no internet connection. Studies take up 50% of
the time. Each subject is divided into sections, which again are divided into
tasks. Completed tasks are corrected by the teachers and given a certain
number of credit points. Courses take up 25% of the time. These courses have
similarities with conventional lessons and are prepared and conducted by the
teachers. They are often based on current media highlights and reflect up-to
date information on various topics. The remaining 25% are allocated to

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“experiences”, which are of many sorts and of both common and personal
nature.
Voices have been raised against the use of computers as this does not match
with what the teachers eventually would find in the rural schools to which they
are supposed to be posted as teachers. The team does not share that concern,
as computer literacy may contribute to elevating the status of the teachers both
in the village and among pupils. To the extent that computers are not working,
however, there might be a concern that students get access to too limited
materials during their studies and for their task-solving. The EPF written
curriculum basically consists of compendiums of papers contained in 24 A4 files,
and may easily get outdated and lack state of the art of contemporary research
and professional debates and discussions.
So far ADPP has not studied the extent to which its pedagogical approach
impact student performance at primary school level. Thus whether or not EPF
teachers actually produce better results in terms of the reading, writing,
Portuguese and mathematic skills of their students than other teachers remain
unknown. This is also the case for whether the EPF teachers actually succeed
in reducing dropout rates and repetition rates at least in the schools where they
constitute a critical mass among the teachers.
8. Conclusions
8.1 Relevance
The project builds on educational reforms worked out in the mid-1990s, which
remains pertinent and relevant in the current context of Angola. ADPP has
spearheaded and modelled this reform. EPF schools generally have an
attractive image as a modern training institution that can supply rural schools
with much sought-after teachers. No other pre-service teacher training system
is geared entirely to the needs of rural communities.
8.2 Sustainability
The links with MEC is strong at all levels. The collaboration is close and the
government has supported ADPP financially in various ways, both through
central support and through the Provincial Governments. Much of the support
from other external partners has gone to investment and establishment of the
schools and less to running costs. Salaries for the training of the teachers are
covered by the government and they are on the regular government payroll.
Five of the schools have non-Angolan project leadership and this was explained
as being a result of the war as well as absence of Angolan people who were
readily available to take up leadership positions in the system. This point can
threaten sustainability in the long run.
Interaction with the local communities is strong, although “micro-projects“ may
be less sustainable because they are fully dependent on the practicing students

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and constitute part of their exam. There is currently no focus on creating
sustainable development structures in the same communities.
ADPP has a strong network of both national and international partners. As a
member of the Humana People to People Federation the organisation can
access wide management and technical support. At the same time, the
Federation offers continued education for staff who wants to pursue further
career possibilities in the system. The system appears “self-contained” in the
sense that it reproduces the Humana concepts at various stages and levels of
advancement. Possibilities for exploring the value and possible cutting edges of
other best practices within the teaching profession and college management
appear more closed. One example relates to the pedagogical workshops that
currently have become part of many in-service training programmes in countries
undergoing educational reforms. Lessons could be learned from exposure to
experiences from other countries in this regard. Benefits may accrue from a
more streamlined and strategic approach to speeding up the supply of highly
qualified Angolans to the EPF schools.
The pedagogical approaches employed are based on the Humana ideology and
concepts. This presupposes a stringent focus on the individual’s development of
own competencies, and access to modern technology such as internet. While
this is appreciated by the students, not all EPF schools had fully operational
internet systems to support the learning process. Additional written materials
were scarce and may easily become outdated and less diverse than desirable.
8.3 Efficiency and effectiveness
Does the EPF teacher training education system have a potential to go to
scale? To what extent can this system become generally adopted in Angola?
The implication of this obviously relates to resource constraints in the education
sector. Producing quality teachers who work in remote rural areas is not cheap,
but as of yet there are few other alternatives with which to compare the
outcomes of ADPP in this regard. Both financial and other resources are central
issues which put a limit to the expansion of the EPF school, but this must also
be coupled with a judgment of effectiveness and quality. It takes 2.5 years to
become an EPF teacher compared to the new government teacher training
system of 4 years. Both systems have a practice period that reduces the costs
and, in the case of EPF, actually brings down the boarding period to 1.5 years.
ADPP produces what is generally acknowledged as “quality” teachers who at
least in 85% of the cases appear to be enthusiastically committed to the
teaching profession. Many of the graduates move directly into positions as
school directors or pedagogical directors at the schools. In some cases they
constitute a critical mass of teachers that have the potential of becoming
“change agents” in the school and in the surrounding community. Measuring
possible effects of this opportunity has remained a weak point to date.

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9. Recommendations
There were basically three scenarios which were discussed for possible
Norwegian support.
(i) Support to scaling up of the Pedagogical Workshops
The need for increased support to Pedagogical Workshops was raised by a
number of partners in Angola. While the idea of both up-grading the skills of
unqualified teachers and providing continuous education for all teachers in the
system is basically a sound one, the team found that many issues need to be
further clarified before the effects of such workshops can be demonstrated.
ADPP should, in coordination with other donor agencies that already operate in
this field, support the MEC to take leadership in this venture and produce a
Master Plan that cover the country’s in-service training needs. Measures should
be taken so that different donors do not go in different directions but rather
follow a common outline and progress. Pedagogical Workshops need to take
place both at school, municipal and provincial level and a curriculum for these
different levels needs to be worked out. The MEC still seems to depend much
upon hands-on support from the different donors in this regard. There is also a
need to work out common incentive schemes for transport and allowance and to
learn from the experience of neighbouring countries that have already
implemented such in-service training programmes as part of their educational
reforms.
(ii) Support to an Angola-based One World University (OWU)
Angola lacks good teachers for the teacher training colleges. This will limit the
expansion of the Magisteiro Primario system, which in the long run aims to
constitute the pillar for pre-service training in the country. Some representatives
from the MEC has visited OWU in Mozambique and found a basis for replication
in Angola. There are, however, some arguments against this. Firstly, it may
prove to be relatively difficult and cumbersome to obtain accreditation for this BA
within the University of Angola. Secondly, one has already seen delays in
examination of the candidates, which might point to a lack of preference for
these tasks by the University of Mozambique. Thirdly, the Government’s role in
supplying tertiary education has to be clarified. For the time being, this
alternative seems to be less attractive because of the inherent risks for delays.
(iii) Support to a new teacher training college
ADPP has concrete plans for establishing a seventh teacher training college in
Bié Province, and negotiations with relevant government bodies are already
underway. Bié Provincial Government is said to be positive to the idea. There
are several arguments for supporting an expansion of the existing system.
ADPP has already shown that they can deliver with regards to supplying
rural schools with qualified teachers
Bié is a province with a large catchment area and recruiting enough
students is not perceived as a problem for ADPP in this province.

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ADPP is in a process of educating sufficient leadership and teacher
trainers that can take over critical positions.
ADPP believes that there is a good chance for the EPF school to be
ready for the 2006 intake.
If Norway considers such support ADPP should comply with the following
conditions:
A baseline study to provide data on pre-project education information
should be conducted. This study should provide baseline information on
the situation of primary schools e.g. student enrolment, performance and
progress as well as information on teacher qualifications and/or
experience. This would make possible the evaluation of the effect over
time of introducing EPF teachers trained to use different pedagogical
methods.
Approval and contributions from the Provincial government should be
secured in advance.
Possibilities for intake of day-school students should be explored to
maximize efficiency and enlarge the pool of students and graduates. The
location of the school will be of importance in this regard.
Specific measures to encourage female teachers should be sought.
Reasons for low female enrolment at EPF should be mapped and
analyzed and appropriate measures to stimulate female students should
be tested out. Additional costs for this should be worked out.
The team also looked at possible channels for support. According to the
Norwegian Embassy, direct support to the Angolan government is not an option.
The argument is that the Embassy does not have any reason to assume that the
development cooperation in Angola will stretch beyond a three year period,
since the Norwegian country strategy for Angola signals that other forms of
cooperation will increasingly dominate the relationship. Entering into an
agreement with the government is therefore considered too time-consuming. In
addition, the Embassy emphasises that ADPP works professionally very close to
the Angolan government and supports their educational plans rather than
deviating from them. Nor is support to ADPP through Unicef a viable option, as
the latter does not wish to be a transaction channel only.
The upshot is that, for the Embassy, direct support to ADPP is the only
possibility. The team did not have the opportunity to look carefully into the
aspect of funding channels. However, a few points should be made. Angola is a
country expected to break out of the lower income and into the middle income
category. If the argument is that Angola will not need external financial
contributions in the very near future (3-5 years) but instead long term technical
support to build competence and capacity in the administering of funds, one
might reach a different conclusion. Is money the most important input to this
process, or is it competence building of a system that has sufficient resources to
administer? If the latter is the case then one could argue that funds might be
better spent assisting the government in educating quality teachers through
ADPP’s EPF schools. This would imply channelling the funds through the
Ministry of Education to ADPP. Alternatively, and given that Norway decides to
support expansion of the teacher training programme to Bié province, one could

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consider the possibility of channelling the funds through the provincial
government.
The EU is currently in a process of assessing support to ADPP. Their main
concern is how to reinforce the Ministry of Education in its efforts to provide pre-
and/or in-service training. The idea is that this will be done in a manner that
secures MEC ownership but where there is a transitional management by
ADPP.
To conclude; the team recommends support to a new teacher training college
and further advices the Norwegian Embassy to assess the choice of funding
channels discussed above.

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Appendix 1 List of people met
- Rikke Viholm (ADPP head office).
- Anneli Barregren (ADPP head office).
- Nunes Bali Chionga (one of the first to have been educated by
ADPP, currently a School Educator in Cazenga township in
Luanda).
- David Eclesiastre (Ministry of Education, Institute of Staff
(Teacher) Training; a professional within education geography).
- Simão Augustinho, INIDE, Education Department, Bachelor of
Special Needs Education.
- Andrea Oatanha, INIDE, Master in Sociology, Working within
section for sociology in INIDE.
Visits in Caxito:
- Jesper Bjerregaard Jensen, Director of EPF Caxito (Project
Leader).
- Abel Paulo Bonhongua Tinanhe, Director adjunto (EPF Caxito).
- Diogo Domingos Gomes, Director of ADPP Children’s Town,
Caxito.
- Bento Domingos, Provincial Director of Basic Education, Caxito.
- Nogueira Hernani, Proivincial Director of Education, Caxito.
- Mariana Manuela Pedro Makuende, ADPP teacher who graduated
two years ago, Primary School number 351, Musseque Kicoca,
Caxito.
- Santos Sebastião Morales de Matos, teacher not educated by
ADPP, Primary School number 351, Musseque Kicoca, Caxito.
- Nelson José Cleto, Sub Pedagogical Director, School number 312,
Porto Quipiri, Caxito.
Visits in Cabinda:
- Gea Eekmann, Director of EPF Cabinda (Project Leader).
- Antonio Filipe, Administrator Malembo (Communal level), Cabinda.
- Ferando Fransisco Vumbi, Luis Sambo Primary School, Cabinda.
- Jony Ananias H. Epalanga, Luis Sambo Primary School, Cabinda.
- Leopoldo José Antonio, Luis Sambo Primary School, Cabinda.
- João Muanda Matela, Luis Sambo Primary School, Cabinda.
- João Chissina Mabiala, Provincial Director of Education. Cabinda.
- Agusto Zau, School Director, Tango Palo Primary School,
Cabinda.
- Antonio Lelo Taty, Teacher, Tango Palo Primary School, Cabinda.
- Augusto Fransue de Oliveira, Teacher, Tango Primary School,
Cabinda.
- Ana Pascal Bugi, Representative of village near M’Paolo Primary
School, Cabinda.
- Alfonzo Thutala Ngoma, ADPP student in practice, M’Paolo
Primary School, Cabinda.
- Alexandre Kibinda, ADPP student in practice, M’Paolo Primary
School, Cabinda.

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- Ngana Mabiola Maria, ADPP student in practice, M’Paolo Primary
School, Cabinda.
- Venancio Chiamba, ADPP student in practice, M’Paolo Primary
School, Cabinda.
- Marcus N’Sito, Traditional paramount Soba, Cabinda.
Visits in Luanda:
- Jusselino Pedro Mateus, Pedagogical Sub-director, Luanda
Magisteiro Primario.
- Maria Raquel da Gonceitadgorgi, Sub-director, Luanda Magisteiro
Primario.
- José Luis Encinas, Consultant, Unicef Luanda.
- Peter de Vries, Programme Officer Education, Unicef Luanda.
- Abel Piqueres, Programme Officer Education, European Union.
- Justino Jerónimo (Director INF IMED), Ministry of Education and
Culture, National level.
- Guilherme Tuluka, Ministry of Education and Culture, National
level.

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Appendix 2 Terms of Reference
1. Background
The Norwegian Embassy in Luanda has requested assistance from Norad to participate as
observers in a review of ADPP’s 10 year teacher education programme. Reference is made
to the attached TOR for this review. Note that the team for the ADPP review consists of
representatives of the Angolan Ministry of Education (MED) and ADPP, and that Norad will
join this team.
The specific request made by the Norwegian Embassy reads as follows:
1) Participate as observers in ADPP’s 10 year review of their teacher education
programme.
2) Prepare terms of reference (TOR) for an organisational review of ADPP in line with
the recommendations proposed by Haaland and Dow (2005).
The request refers to “AGO 2503 Education where the Embassy formerly has signalled a
desire to replace the thought support through the World Bank and instead consider support to
teacher education through ADPP and/or Save the Children Norway’s education programme”.
This TOR seeks to answer to the second point in the above-mentioned request that will partly
be based on the participation in ADPP’s 10 year review.
Following a request from the Norwegian Embassy in Luanda in 2003, Norad advised against
cooperation with ADPP Angola (cf. letter of 17.12.2003 from Norad). This TOR therefore
needs to be seen in light of the reasons for disapproval. However, Haaland and Dow’s report
(2005) on the Norwegian Support to Unicef’s programme in Angola states that it is now ‘time
to take a fresh look at ADPP’. According to the report, 80% of the newly trained ADPP
teachers work in rural primary schools where needs are most pressing. The ADPP teacher
training schools apply modern pedagogical methods, as opposed to other teacher training
institutes such as IMNE and Basic Teacher Training, and they ensure close follow up of each
student. The schools are approved by the Angolan government, which employs all the
teachers and finances half of the running costs.
Brief description of the Teacher Education programme:
ADPP Angola is a member of the International HUMANA People to People Movement. ADPP
initiated its activities in 1986, and has since been involved in various social and development
projects in Angola. The teacher training schools, called ‘Schools for the teachers of the future’
(Escola de professors do futuro, EPF) offer a 2 ½ year teacher training programme that
includes 11 months of teaching practice.
2. Purpose

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The aim of this appraisal is to examine ADPP’s teacher education programme with a view to
providing recommendations for Norwegian support, either directly or under the new Unicef
programme support.
3. Scope of work / priority issues
The work shall comprise, but not necessarily be limited to, the following specific objects:
1. Review the results and impact of the teacher education project, and in particular:
a. Discuss the programme content in comparison with ordinary teacher training.
b. Review the potential of the Rural Pedagogical Workshops to be a centre for
supervision and learning for all teachers in the area, and for the ADPP teachers
to be active resources in the supervision.
c. Discuss the community work of the ADPP teachers.
2. Review the structure (i.e. management and decision making structures) of ADPP
Angola, including links with the state and with MPLA, and implications of this link for
the teacher education.
3. Determine to what extent the administrative and financial arrangement control for this
programme has been satisfactory.
4. Determine all sources of financial support, and analyse the extent to which the use of
funds appears to have been effective and efficient.
5. Determine the links between ADPP Angola and Scandinavia, including the
philosophical base.
6. Determine the co-operation with other actors such as NGOs, bilateral and multilateral
agencies and relevant ministries.
7. Determine the extent to which ADPP is a relevant partner within teacher education,
also in terms of building sustainability in the national system.
8. Provide recommendations for the orchestration of Norwegian support to ADPP
Angola’s teacher education project.
4. Implementation of the review.
Team
The review team of the Norwegian organisational review of ADPP shall consist of a consultant
with good knowledge of the education sector in Angola, as well as a Norad education adviser.
The consultant will be the team leader and will thus have overall responsibility for the report.
The Norad education adviser will contribute to the writing of the report.
Timetable
The consultant will spend two days in Norway in preparation for fieldwork. The fieldwork
period will be from 18.04.05- 02.05.05. The Norad education adviser will remain in Angola
until 05.05.05 to collect any outstanding information necessary. The consultant will spend
approximately three days completing the report together with the Norad education adviser.
Methodology
This assignment will have three phases: a) preparatory work; b) field work (visit to Angola); c)
report writing.

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In the preparatory phase, the team shall familiarise themselves with relevant documentation.
The following documentation shall be made available to the review team:
- Haaland, A, and Dow, S (2005): ‘Norwegian Support to Unicef’s programme in Angola’,
Scanteam Analysts and Advisers, Oslo.
- Helgø, C, and Sanchez, M (2003): ‘Assessment of Basic Education in Angola’,
Scanteam, Oslo.
- Johannesen, E (2000); ‘They are our children. A study on basic education in Angola’,
Educare, Oslo.
5. Reporting.
The report shall respond to the objectives and scope of work of the assignment as outlined
above. The report shall be written in English and should not exceed 30 pages (excluding
annexes). The draft report should be presented to Norad no later than 10.05.05. Norad shall
provide comments within 25.05.05. The final report shall be no later than 01.06.05.

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Appendix 3 Work Programme
April Morning Afternoon
18
19 Arrival Luanda.
20 Introduction meeting with team. Visit to EPF
Ramiro: teacher training programme, teaching
methods and materials, etc.
Visit continues. Meeting in Ramiro
with school inspector and
pedagogical director. Return to
Luanda.
21 Go to Barro do Kwanza, visit school, teachers
and community. Go to visit school, teachers
and community in Tanque Serra.
Alt: Attend donor coordinationmeeting in
Luanda.
Go back to Luanda. Meeting with
Moxico Education Director or with
Samba Municipal Education Director
22 Go to Caxito. Visit EPF Caxito. Meet with
headmaster and teachers. Meet Provincial
Education Director.
Visit Pedagogical Workshop in Porto
Quipiri, Meet administrator.
23
24
25 Travel to Cabinda province, Go to Landana
Visit EPF School
Meet headmaster and teachers.
Meet with vice-administrator of
Landana.
Meet with sobas.
26 Visit primary schools: Chiloango, Pequeno,
Landana School.
Malembo Secondary School. Meet
head master (EPF graduate). Meet
communal administrator.
27 Go to Cabinda. Meeting with Provincial
Eduation Director.
Return to Luanda.
28 Misc. meetings in Luanda. This day there is a presentation by
INIDE, ADPP, Unicef about
measurement.
29 Travel to Huambo province. Meetings with
Provincial Education Authorities. Visit primary
schools close to EPF.
Praticipate in cultural evening at the
school.
30 Visit EPF school.
Go to Caála. Visit Pedagogical Workshop.
Meeting with administrator.
Visit graduated teachers.
31 Return to Luanda and Oslo.

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Appendix 4 List of Members of the Humana Federation
_____________________________________________________________
Official list of members, 03.01.2005
1. HUMANA - Verein zur Förderung notleidender Menschen in der Dritten
Welt (Austria),
2. Planet Aid Canada, Inc. - Aidons La Planète Canada, Inc. (Canada),
3. U-landshjælp fra Folk til Folk - Humana People to People (Denmark),
4. Ühendus Humana Estonia (Estonia),
5. Landsföreningen U-landshjälp från Folk till Folk i Finland r.f. (Finland),
6. HUMANA People to People - Greece (Greece),
7. Stichting HUMANA (Holland),
8. HUMANA People to People Italia O.N.L.U.S. (Italy),
9. HUMANA People to People Baltic (Lithuania),
10. U-landshjelp fra Folk til Folk i Norge (Norway),
11. Associação Humana (Portugal),
12. HUMANA (Spain),
13. Fundación Pueblo para Pueblo (Spain),
14. Biståndsföreningen HUMANA Sverige (Sweden),
15. Planet Aid UK Ltd (UK),
16. Planet Aid, Inc. (USA),
17. Ajuda de Desenvolvimento de Povo para Povo em Angola (Angola),
18. Humana People to People Botswana (Botswana),
19. Ajuda de Desenvolvimento de Povo para Povo ná Guiné Bissau (Guinea
Bissau),
20. Humana People to People India (India),
21. Development Aid from People to People in Malawi (Malawi),
22. Associação Moçambicana para a Ajuda de Desenvolvimento de Povo
para Povo (Mozambique),
23. D.A.P.P. Namibia (Namibia),
24. Humana People to People in South Africa (South Africa),
25. Development Aid from People to People in Zambia (Zambia),
26. Development Aid from People to People in Zimbabwe (Zimbabwe)

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Appendix 5 History of ADPP Angola
Source: ADPP
ADPP - How did it start and develop:
1983:
The Danish UFF made the first contacts to the Angolan Government back in 1983 and signed the first
agreement with LASP (Liga de Amizade com os povos), which at this time, were the
organization/association assigned by the government to make contacts with other solidarity
organizations in the world. In 1983 UFF as well launched the initiative to start up in Angola, Zambia,
and Tanzania and to increase the training and activities in Zimbabwe, Guinea Bissau and Mozambique.
For the purpose of starting up activities in Angola an agreement with the Ministry of Education was
signed with the purpose to train 10 Angolans in Denmark at Frontline Institute and after one year of
training start activities in Angola together with 10 Scandinavians. In 1985 the first 10 Angolans arrived
in Denmark. In the same year another agreement was signed with the Ministry of Education about the
establishment of a Technical School, or rather a boarding school of the kind, which at this time was
called the “Escolas Provisorias” - which were a combined boarding school for orphan children and
youth, The main source of income for the construction of the schools came from the donation and
selling of second hand clothes.
1986:
In April 1986 the 10 Angolans together with the 3 first project staff of UFF in Angola together with a
team of Development Instructors (at that time called solidarity workers) started to work in Caxito,
Province of Bengo, Angola, with the construction of the Technical School. From 1986 to 1988 the
construction of the Technical School in Caxito was the only project of UFF Denmark in Angola. At the
same time, each year new groups of Angolans were trained in Denmark at Frontline Institute in teams
together with youth from all the Frontline States.
In 1988 new projects were started:
• An agricultural centre for production of food.
• A tree planting and environment project.
• A Child Aid and community program.
• All projects with its base in Bengo Province and the municipality of Dande.
In Luanda the first initiative to start the project ADPP Catering took place. In terms of Funding from
1988, at the level of Angola, ADPP also started to get funds from other sources than the providers from
the sale of second hand clothes. In 1988 a donation from USA for Africa to start the Agricultural
Centre in Caxito and as well the first donations from the oil sector, from the American Oil company
Conoco was obtained.
In 1989 UFF Sweden and UFF Denmark signed the first agreement with the Ministry of Foreign
Affairs about general cooperation with the government of Angola in many different fields of
humanitarian assistance. Based on the fact that more and more Angolans had been trained to take part
in the work of ADPP in Angola, the initiative to start the Angolan Association, ADPP Angola, was
taken. Objective, statutes, etc. developed. At this time, there were no laws on private associations.
ADPP was told to present the objective and statutes to the MPLA, which took place. In 1991 the new
law on private associations was approved in parliament. In 1992 the Angolan ADPP Angola was

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registered. Since the founding and registration of ADPP Angola, the national association has been the
implementer and legal body to the projects in Angola.
Important new steps in ADPP Angola’s history:
During the years from 1989 to 1992 ADPP started in Huambo province (Children’s Town and
Agriculture/Plantation), Luanda Province (ADPP Catering, Street children School in Kazenga, a small
shipyard for fibre glass boats, a small production unit for ready made clothes and underwear, school
construction in the townships of Luanda).
When the actions of war hit Angola in the aftermath of the elections in 1992 and as well several of the
places where ADPP was working in 1992, actions of humanitarian assistance to displaced people
started, at the same time as ADPP decided to start it work in new areas of the country as to continue
development, especially in areas of education. ADPP started in Tombwa, Namibe in 1993 with the Tree
plantning and Environment project. ADPP started in Benguela with the school for street children and as
well the beginning of the vocational school in Benguela. ADPP started in Cabinda with the Vocational
school in Cabinda in 1994.
During this period many Angolans were trained in the different project skills and as well every year
teams of Angolans participated at the management courses at Frontline Institute in Zimbabwe together
with young managers from the other ADPP or DAPP associations in Southern Africa.
1994-1995:
By the end of 1994, when the Lusaka agreement was signed, ADPP started to think about important
new steps to take in new times of post war. Teacher training and Vocational Training were taken as key
sectors of work. Based on the many years of experience within education in Angola and as well based
on the experiences in Mozambique with the start of the first school “The Teachers of the Future” in
Maputo, ADPP proposed the start of the Schools for the Teachers of the Future in Angola aiming at
training teachers prepared for the task to open up schools in areas, where there so far were no schools
and no education.
Since the beginning of the EPF schools in Angola, this has been the main program of the organisation
and has been a way to both using the already existing experience on community programmes in rural
areas as well as the experience from primary education as such. From 1995 to 2001, 6 teacher training
colleges were started. In 1998 the first graduated teachers were sent for further education as trainers to
Mozambique at One World University. This was done to secure the expansion of the EPF schools and
to secure the quality of the teachers’ councils.
1997 - 2005:
Fight against AIDS: Adding to the programs, ADPP started the first program on HIV AIDS in 1997 in
Benguela and in 2000 in Cabinda and in addition increasing activities in the fight against HIV AIDS to
“Hope on all projects”. The TCE program (Total Control of the Epidemic) is in its staring phase in the
provinces of Bengo and Cabinda and ADPP has proposed the program for the Cunene and Zaire
provinces as well.

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