education in Angola

The history of education in Angola refers to the formal education in Angola during the different periods of Portuguese presence and colonial occupation as well as during the postcolonial phases (1975-1991 and 1992 until today).

Conditions before independence[edit]

African access to educational opportunities was highly limited for most of the colonial period. Until the 1950s, facilities run by the government were few and largely restricted to urban areas. Responsibility for educating Africans rested with Roman Catholic and Protestant missions. As a consequence, each of the missions established its own school system, although all were subject to ultimate control by the Portuguese with respect to certain policy matters.^[1]

Education beyond the primary level was available to very few Africans before 1960, and the proportion of the age group that went on to secondary school in the early 1970s was still quite low. Nevertheless, primary school attendance was growing substantially. Whether those entering primary schools were acquiring at least functional literacy in Portuguese was another matter. Primary school consisted of a total of four years made up of a pair of two year cycles. Portuguese statistics do not indicate how many students completed each of the cycles, but it is estimated that far fewer completed the full four years than entered the first cycle. Similarly, there seems to be general agreement among observers that a great number of those who entered secondary school did not complete it. In general, the quality of teaching at the primary level was low, with instruction carried on largely by Africans with very few qualifications. Most secondary school teachers were Portuguese, but the first years of secondary school were devoted to materials at the primary level.^[1]

Conditions after Independence[edit]

The conflict between the Portuguese and the various nationalist movements and the civil war that ensued after independence left the education system in chaos. Most Portuguese instructors had left (including virtually all secondary school staff), many buildings had been damaged, and the availability of instructional materials was limited.^[2]

A report of the First Party Congress published in December 1977 gave education high priority. The report emphasized Marxism-Leninism as a base for the education system and its importance in shaping the "new generation," but the objectives of developing national consciousness and respect for traditional values were also mentioned. The training at all levels of persons who would be able to contribute to economic development was heavily stressed.^[2]

The government estimated the level of illiteracy following independence at between 85 percent and 90 percent and set the elimination of illiteracy as an immediate task. Initiated in November 1976, the literacy drive gave priority to rural peasants who had been completely ignored by the Portuguese education system. The priorities for education were, in order of importance, literacy, primary education, secondary education, and intermediate and university education. The government established the National Literacy Commission (under the leadership of the minister of education) to administer the literacy campaign.^[2]

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