1. Mary A. Mendenhall, Ed.D. INEE Global Consultation Tuesday, March 31st, 2009 Education in Transition: The (Un)sustainability of Educational Support Provided by International Organizations in Post-Conflict Countries

2. Guiding Research Question What are the critical factors that affect the sustainability of educational support provided by international organizations in the transition from humanitarian relief to development in post-conflict countries?

3. Research Design & Methods Vertical Case Study  International Level Interview-based Survey oEducational experts working at headquarters (UN, NGO, bi- and multi-lateral donor agencies)  Country Level (Angola): National, Provincial and Municipal Semi-structured Interviews o International organization staff (UN, NGO) o Education authorities Document Analysis

4. Framework for Sustainability of Educational Support in Relief-Development Transition

5. Angola

6. Angola: Country Overview 14-year liberation struggle against Portuguese  Independence in 1975 27-year civil conflict  MPLA (Soviet Union, Cuba) vs. UNITA (USA, S. Africa)  Ethnic tensions (Kimbundu vs. Ovimbundu)  Ended in 2002 w/ peace treaty Natural resources  Diamonds and oil Corruption  Ranks 147/179 countries (Transparency International) Human Development Index: 162 out of 177 countries  Life expectancy, adult literacy, enrollment ratios and GDP

7. Angola: State of Education Only 30.6% of children in primary school complete 1 st cycle of education (2003) Lack of schools and learning materials 4-hour school day Under-qualified and/or un-qualified teachers Language challenges

8. Norwegian Refugee Council (NRC) Started operations in Angola in 1995 Adapted the Teacher Emergency Package (TEP) from UNESCO-Somalia; translated it to Portuguese Two-pronged NFE program: 1) a teacher training program; 2) accelerated learning program for 12-17 year old students to make up for lost schooling; bridge to formal primary school system Tripartite agreement with UNICEF & MOE Planned for withdrawal in 2007

9. TEP: Teacher Training Component Strengths: –Contributed to development of teaching corps in country –Participatory, activity-oriented teaching methodology –Student-centered pedagogy; 1:25 teacher-student ratio –Ongoing in-service training/supervision for teachers –Considered resources for formal education system –Teachers paid by Ministry of Education Challenges: –Supervision for teachers in remote areas (early years) –Recognition of training by MOE (later years)

10. TEP: Recognition of Training “Another problem related to the low salaries is the disregard of pedagogic training as part of the criteria for defining remuneration. And we can say that because wherever we work it is recognized that teachers from the TEP are the best ones. Even the partners say that we are the best, but the city government does not consider this pedagogical aspect. If it did so, maybe the wages would be better” (TEP teacher/trainer). ~ “The Ministry recognizes the training given by TEP, but they do not consider it for promoting the teachers. They value the training in a very general sense, but granting the TEP teachers a higher salary is another story” (TEP teacher).

11. TEP: Bridging Component for Students Strengths: –Opportunity to enter/re-enter formal education system Challenges: –Target age group: 12-17 year olds vs. 10-13 year olds Bridge to 1st-3rd grades only –Multi-grade teaching (group work) –M&E of students post-TEP No tracking once in formal system High dropout & mobility

12. TEP: Suitability for Students I must say it’s also a question of whether TEP fulfills the needs of 12-year old or 14-year old children because they go to TEP and then to grades two or three because they haven’t had what they needed for entering higher grades. …it is difficult for a 14-year old to enter grade three [or lower] and for the other children in the class” (IBIS staff member).

13. Educational Reforms: Hurry Up and Wait 2002 Education Reform –Expanding primary school to include grades 1-6 (originally grades 1-4) 2007 Education Reform: Literacy and Accelerated Learning Program (Alfabetizao e Aprendizagem Escolar) –6 years of schooling in 3 –Option to transfer to secondary school (grade 7)

14. Framework for Sustainability of Educational Support Adaptation to Contextual Factors –NRC/UNICEF facilitated a feasibility study –Collaborated with MOE/Teacher Training Institute in the adaptation, modification and translation process (from beginning) Coordination –MOE: Municipal, Provincial and National levels –Other International Organizations Partnerships –Joined forces with MOE, UNICEF and later IBIS

15. Framework for Sustainability of Educational Support (cont.) Predictable Long-Term Finance –Consistent support from Government of Norway –Teachers incorporated into government payroll Capacity-building + Service Delivery –Teacher training –Training of trainers –Supervisors Long-term Planning –Worked with MOE –Assisted with ALP planning Integration into System –Government (teachers on payroll) –Community (parent associations, school (re-)construction)

16. Implications of Unsustainable Programs Teachers –Integrated into formal education system (+) –Incorporated onto governmental payroll (+) –Pedagogical training through TEP most likely will not be recognized, at least not monetarily (-) –Sustainability of practices and skills acquired during TEP uncertain (-) Students –Acquired literacy and numeracy skills during TEP year (+) –Intrinsic value of knowledge and skills (+) –Academic achievement post-TEP unknown (-)

17. Sustainability: Recommendations Maintain and cultivate relationships with Ministry at all levels (where possible); maintain strong presence at national level Collaborate with MOE to recognize teacher training more completely in terms of compensation/rankings Offer accelerated learning program (ALP) that includes full cycle of primary education Include skills training for older students Implement monitoring and evaluation system to assess progress and impact post-TEP Strike balance between the assistance that international organizations can provide and the government’s need to lead its country’s educational reforms.

18. Thank you!