Mary A. Mendenhall, Ed.D. INEE Global Consultation Tuesday, March 31st, 2009

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

2. 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? Guiding Research Question

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

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

5. Angola

6. 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 Angola: Country Overview

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

8. 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 Norwegian Refugee Council (NRC)

9. 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) TEP: Teacher Training Component

10. “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). TEP: Recognition of Training

11. 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 TEP: Bridging Component for Students

12. 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). TEP: Suitability for Students

13. 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) Educational Reforms: Hurry Up and Wait

14. 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 Framework for Sustainability of Educational Support

15. 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) Framework for Sustainability of Educational Support (cont.)

16. 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 (-) Implications of Unsustainable Programs

17. 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. Sustainability: Recommendations

18. Thank you!