Angola's Education: Counting The Schools

Angola has a complex and challenging educational landscape, with a history of colonialism, conflict, and ongoing development efforts. The country has a mix of public and private schools, with a notable presence of international schools catering to expatriate communities. While compulsory education laws are in place, the country faces issues with access, quality, and infrastructure. The availability of qualified teachers and the impact of past conflicts on school attendance and infrastructure are significant concerns. Angola's university system has been developing, but enrollment rates remain low, with less than 0.7% of the population attending university. The country's progress in improving its education system is crucial for enhancing literacy rates and providing opportunities for its youth.

Angola's public schools are of a lower standard than other countries, so expats tend to send their children to international schools

Angola's public school system is of a lower standard than other countries, with poor infrastructure and outdated teaching methods. The country is still recovering from the effects of the civil war, which ended in 2002, and which left the education system in chaos. The quality of teaching is inconsistent, and there is a shortage of qualified teachers. Basic adult literacy is low, with a 2015 estimate placing the literacy rate in Angola at 71.1%.

Due to the poor state of the public education system, expats tend to send their children to international schools. These schools are largely concentrated in Luanda and offer a range of foreign curricula, including American, British, French, and the International Baccalaureate. They are generally sponsored by companies or embassies and are attended mostly by expat children, as local families often cannot afford the fees. The schools have tight security and good facilities, with classrooms that are usually air-conditioned.

The availability of qualified teachers is a challenge for all schools in Angola, and most teachers in international schools are expats themselves. The quality of education can be inconsistent as teachers tend to change from year to year. The fees for international schools are usually extremely high, and expats moving to Angola with children are advised to negotiate a schooling allowance as part of their employment contract.

The limited number of international schools and the small class sizes mean that these schools often have lengthy waiting lists, so expats should consider applying as early as possible.

Angola's international schools are mostly in Luanda and teach a variety of curricula, including the International Baccalaureate

Angola has a small number of international schools, most of which are in the country's capital, Luanda. These schools are popular among expat families due to the poor standard of education in the public school system. International schools offer a higher quality of education, a more familiar environment for expat children, and the opportunity to connect with peers in similar situations.

While English is the primary language of instruction in most international schools in Angola, there are also schools that use French or Portuguese as the medium of instruction. The curricula offered by these schools vary, with some following the curriculum of their home country, such as the American School of Angola, which offers an American curriculum, and the English School Community of Luanda Angola (ESCOLA), which offers a British/South African program. Other schools, such as Luanda International School, offer the International Baccalaureate (IB) program.

Luanda International School (LIS) is a prominent example of an international school in Angola that offers the IB program. Established in 1996 by individuals interested in creating an English-medium international school in the country, LIS has a diverse student body representing 40 different nationalities, including a significant proportion of National Angolan students. The school is governed by a Board of Directors (BoD) and a General Assembly (GA), with corporate members appointing representatives to these bodies. The curriculum at LIS is structured around three IB programs: the Primary Years Program (PYP), Middle Years Program (MYP), and IB Diploma Program (DP). The school is accredited by the IB, the New England Association of Schools and Colleges (NEASC), and the Council of International Schools (CIS).

In addition to LIS, other notable international schools in Angola include the American School of Angola, Escola Portuguesa de Luanda, Lycée Français Alioune-Blondin Bèye, and ESCOLA. These schools offer different curricula and cater to a range of expat communities in the country. The fees for international schools in Luanda can be quite high, often reflecting the city's high cost of living, and wait times for enrollment can be long.

Angola has a compulsory education law, but the general attendance rate is hard to know as there are no official statistics

Angola has a compulsory education law, which mandates that children receive free primary education for four to six years, starting at seven years old. However, the general attendance rate is hard to know as there are no official statistics. It is estimated that around 70% of children attend school, with higher percentages of boys than girls. This disparity is largely due to cultural factors, as girls tend to stay at home to help their families.

The low attendance rate can be attributed to several factors, including a lack of school buildings and teachers, as well as the after-effects of the country's civil war. During the conflict, many schools were looted and destroyed, leading to problems with overcrowding. The issue of overcrowding is exacerbated by the fact that many students drop out of school or fail to complete their education, resulting in classrooms filled with over-age students.

The quality of education in Angola is also a concern, with teachers being underpaid, inadequately trained, and overworked. There is also a lack of qualified instructors, especially at the secondary school level. This shortage of teachers has led to some students being taught by adults with very few qualifications. In addition, students are often responsible for additional school-related expenses, such as books and supplies, which can be a burden for families.

Despite these challenges, there have been efforts to improve the education system in Angola. The government has increased its budget for education and implemented new policies, such as adopting the "Cuban system" of education in 2009. Additionally, UNICEF has worked with the government to recruit and train new primary school teachers, resulting in an increase in student enrollment. These initiatives aim to address the issues of low attendance and overcrowding, as well as improve the quality of education in the country.

Angola's literacy rate is 67.4% for those over 15, but the rate is higher for men (82.9%) than women (54.2%)

Angola's literacy rate is 67.4% for those over 15 as of 2001, with a higher rate for men (82.9%) than women (54.2%). This figure increased to 72.4% in 2022, with adult literacy growing at an average annual rate of 3.80% since 2001.

The literacy rate in Angola has historically been low, with basic adult literacy continuing to be an issue. There are conflicting figures from government and other sources, and it is difficult to assess literacy and education needs accurately. For example, according to 2015 estimates, the literacy rate was 71.1% overall (82% for men and 60.7% for women).

The low literacy rate in Angola can be attributed to various factors, including the country's history of conflict and the lack of educational infrastructure. The Angolan Civil War (1975-2002) left the education system in disarray, with most Portuguese educators leaving the country, many school buildings damaged, and a limited availability of instructional materials. This disrupted the education of hundreds of thousands of children, and the problem was further exacerbated by the presence of landmines, which prevented children from safely attending school.

Additionally, there is a shortage of qualified instructors, especially at the secondary school level, and teachers tend to be underpaid, inadequately trained, and overworked. The low literacy rate also has historical roots, as during the colonial period, educational opportunities for rural Angolan populations were limited, and the native culture and language were often not taught.

However, efforts have been made to improve literacy and education in Angola. The government has implemented various programs, such as the First Party Congress in 1977, which prioritized eliminating illiteracy, and the Back-to-School campaign in collaboration with UNICEF, which recruited and trained new primary school teachers, leading to an increase in student enrollment. The university system has also been developing considerably over the last decade.

Angola's civil war left the education system in chaos, with most schools looted and destroyed

Angola's civil war, which lasted from 1975 to 2002, left the country's education system in a state of chaos. The conflict resulted in the destruction and looting of many school buildings, causing significant disruptions to the education of hundreds of thousands of children. The war also led to a mass exodus of Portuguese educators, including nearly all secondary school staff, further damaging the education system.

The impact of the war on Angola's education system was profound and far-reaching. The lack of educational infrastructure and resources, such as instructional materials and qualified teachers, posed significant challenges to the post-war reconstruction efforts. The Angolan government faced the daunting task of rebuilding the education system from scratch, addressing issues such as overcrowding, lack of school buildings, and teacher shortages.

The war's aftermath saw a critical shortage of qualified instructors, particularly at the secondary school level. The First Party Congress report from December 1977 highlighted the urgency of addressing illiteracy, which was estimated to be between 85% and 90% following independence. Despite a major literacy campaign, the average adult literacy rate in 1985 was only 59% according to official estimates, while US government sources placed it even lower at 20%.

Compounding the problem was the lack of qualified teachers. At the time of independence, there were 25,000 primary school teachers, but fewer than 2,000 had the necessary qualifications. The shortage was even more acute at the secondary school level, with only 600 teachers available. This crisis prompted the First Party Congress to institute an eight-year compulsory system of free, basic education for children aged seven to fifteen.

The road to recovery for Angola's education system has been long and challenging. However, significant progress has been made since the end of the civil war in 2002. The Ministry of Education, in collaboration with international organizations like UNESCO and UNICEF, has implemented various programs and initiatives to improve access to education and literacy rates in the country. These efforts have yielded encouraging results, with enrollment numbers rising steadily and literacy rates showing gradual improvement.

Despite the challenges, Angola has demonstrated its commitment to improving its education system and addressing the issues that plague it. The government's collaboration with international organizations and the implementation of various programs indicate a concerted effort to rebuild and enhance the country's educational infrastructure. While the road ahead may still be long, the progress made thus far offers hope for a brighter future for Angola's youth.

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