Figure 1.--This photo shows a class at a Portuguese school in Angola. Notice the small size of the class. The photo was taken in the school of Pinheiro Furtado during 1940s. The school was located in the region of Moçâmedes (the present-day Namibe province) in southern Angola. Angola became independent only in 1975 after the socialist Revolution in Portugal. Perhaps it would be worth noting the use of clip-on suspenders for the boys' shorts. At least three boys are wearing suspenders instead of belts. Boys' suspenders were common in continental countries because boys have small hips and suspenders are a reliable way of keeping the trousers in place. We notice this a good deal in Germany, for instance.

The Portuguese reached Angola in the 15th century. They established trading posts, but did not begin to colonize the interior until the 19th century. It was thus the Portuguese that established the first schools. This did not begin to any extent until the 19th century. The language of instruction was Portuguese. There were separate schools for the Portuguese and the African population. African access to educational was very limited for most of the Portuguese colonial period. Schools run by the government were limited and mostly confined to the cities. The Government did finance schools for the Portuguese, but schools for the Africans population were mostly left to Roman Catholic and Protestant missionaries. Each of the missions established its own school system, although all were subject to Portuguese regulations. There was limited supervision by Portuguese authorities except for how political issues were addressed. Portuguese authorities began giving more attention to African education (1960s). This was about the same time that the independence movement began to develop. At the time African illiteracy was very high, probably about 85 percent. Few Africans achieved a secondary education. The development of a modern education was limited, first by the independence war and than the civil war between rival groups that fought for independence. Considerable progress has been made in education in recent years. The literacy rate has been cut in half to about 40 percent. Oil revenue has helped the country finance its school system. Children enter primary school at about age 7 years. School is compulsory for children age 7-25 years. Public education is free. Portuguese continued to be the language of instruction in schools after independence. There has been a gradual shift to vernacular (tribal) languages. One source reported 1.0 million primary students (1991), 0.2 million secondary students (992), and 31,000 teachers (1992). This is the last year for which statistics are available, suggesting the weakness of the Governmental administration system. The Government allocated 2.6 percent of GDP to education (1999). The principal university is the University Agostinho Neto in Luanda, founded in 1963. There were 6,331 students in tertiary institution and 787 teaching staff (1999).

Portuguese Era (15th century-1974)

The Portuguese reached Angola in the 15th century as they sailed south along the Atlantic coast seeking a sea route to India and China. They established trading posts, but did not begin to colonize the interior until the 19th century. It was thus the Portuguese that established the first schools. This did not begin to any extent until the 19th century. The language of instruction was Portuguese. There were separate schools for the Portuguese and the African population. African access to educational was very limited for most of the Portuguese colonial period. Schools fun by the government were limited and mostly confined to the cities. The Government did finance schools for the Portuguese, but schools for the Africans population were mostly left to Roman Catholic and Protestant missionaries. Each of the missions established its own school system, although all were subject to minimal government supervision. There was limited supervision by Portuguese authorities except for how political issues were addressed. Portuguese authorities began giving more attention to African education (1960s). Not only was primary education limited, but secondary education was available to almost no Africans before 1960. But even after 1960 there were relatively few Africans in secondary schools. Primary attendance was, however, growing. The schooling was in Portuguese and much of the African population did not speak Portuguese. The primary program consisted of only four years in two 2-year cycles. This meant most of the children finishing primary school had only a very basic level of literacy. No data is available on the number of children that began primary school and it is believed that many children did not complete the full program, probably less than half of those who began. The same is true of those who began secondary school. The quality of teaching was low. The teachers in the African schools were mostly Africans with only minimal qualifications. The secondary teachers were Portuguese. The beginning years of secondary school were devoted to materials at the primary level meaning 5th-6th grade in the American system. The Portuguese attention to education began at about the same time that the independence movement began to develop. At the time African illiteracy was very high, probably about 85 percent. Efforts to expand the education in the countryside were disrupted by the violence as the independence movement gained strength. , he development of a modern education was limited, first by the independence war and than the civil war between rival groups that fought for independence.

Independence (1975- )

Angola achieved its independence (1975). The conflict between the various nationalist movements after independence led to a civil war that essentially destroyed much of the education system that the Portuguese had developed. Most Portuguese instructors left the country which meant nearly all of secondary school teachers. Quite a number of school buildings were damaged, especially the secondary schools. Instructional materials were in very limited supply. The Communist People's Movement for the Liberation of Angola (MPLA) emerged as the dominant force in Angola. The MPLA First Party Congress published an education report and policy statement December 1977). They assigned a high priority to education and emphasized Marxist-Leninism as the basis for the education system. They saw it as important to shape the 'new generation'. They also designated developing national consciousness and promoting traditional values as key goals. The training of people with needed skills was recognized as vital to economic development. The Government estimated only about 10-15 percent of the population was literate. Thus a literacy campaign was set as a high-priority task which was launched (November 1976). A priority was given to the rural peasantry which was largely illiterate. The National Literacy Commission to administer the literacy campaign. Considerable progress has been made in education in recent years. The illiteracy rate has been cut in half to about 40 percent. Oil revenue has helped the country finance its school system. Children enter primary school at about age 7 years. School is compulsory for children age 7-15 years. Public education is free. Portuguese continued to be the language of instruction in schools after independence. There has been a gradual shift to vernacular (tribal) languages. One source reported 1.0 million primary students (1991), 0.2 million secondary students (992), and 31,000 teachers (1992). This is the last year for which statistics are available, suggesting the weakness of the Governmental administration system. The Government allocated 2.6 percent of GDP to education (1999). The principal university is the University Agostinho Neto in Luanda, founded in 1963. There were 6,331 students in tertiary institution and 787 teaching staff (1999).

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Created: 3:12 AM 6/12/2009
Last updated: 4:47 AM 6/28/2024