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

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?

Research Design & MethodsVertical Case StudyInternational Level

•Interview-based Surveyo Educational experts working at

headquarters (UN, NGO, bi- and multi-lateral donor agencies)

Country Level (Angola): National, Provincial and Municipal

•Semi-structured Interviewso International organization staff (UN, NGO)o Education authorities

•Document Analysis

Framework for Sustainability of Educational Support

in Relief-Development Transition

Angola

Angola: Country Overview•14-year liberation struggle against Portuguese

Independence in 1975

•27-year civil conflictMPLA (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: State of Education• 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

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

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)

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).

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

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).

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)

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

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)

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 (-)

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.

Thank you!