Evaluation of the Teacher Emergency Package

Om publikasjonen

  • Utgitt: oktober 2008
  • Serie: Norads samlede rapporter
  • Type: --
  • Utført av: Gonzalo Retamal (head of team) and Pamela Rebelo (NCG)
  • Bestilt av: Royal Norwegian Embassy in Luanda, Angola
  • Land: Angola
  • Tema: Utdanning og forskning
  • Antall sider: 50 (final report) + 33 (annexes)
  • Serienummer: 24/2008
  • ISBN: 978-82-7548-335-3
  • ISSN: --
  • Prosjektnummer: AGO-0010, AGO-2522
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The Project
The Teacher Emergency Package Programme (TEP) was started in 2005. The Norwegian Refugee Council (NRC) has been responsible for the training of teachers and the didactic materials; UNICEF was responsible for classroom support material for students and teachers, while the implementation of TEP in schools and salaries to teachers has been the responsibility of the Ministry of Education. The Objectives of the TEP- program can be summarized as follows:

  • To provide one-year education programmes in the Portuguese language with the purpose of teaching and learning primary literacy, mathematics and selected relevant subjects.
  • To offer displaced, returned or other children who did not have access to the basic education due to war, displacement or other reasons the possibility to catch up on their learning and enter the formal school system. From 2002, 12 to 17 year-olds were given priority
  • To promote basic education for all children and facilitate the integration of the over-aged displaced or returned children in schools and communities.
  • To build the capacity and competence of teachers and local education authority staff.

Norway contributed NOK 95 mill to this programme in the period 2005 - 2007.

Interesting Findings

  • In the light of The Norwegian Refugee Council (NRC)'s mandate and the problems facing Angola from the mid-nineties onwards; the target group in general, the geographical location, as well as the content, organisation and coverage were relevant and effective.
  • However, it is not possible to assess the extent to which IDP/war affected children benefited from the programme nor how many TEP finalists moved on to regular schools. The programme's goals were never defined according to the central purpose of the programme, its remedial/accelerated nature and its goal of integrating children into the regular system.
  • TEP grew from a rapid and well-integrated emergency response curriculum into a piecemeal acceleration programme and without a systemic response for these new goals. The piecemeal development of the TEP curriculum forced an unbalanced growth of other associated factors of the curriculum - permanent teacher training and a rather costly supervisory system - in order to produce comparatively better results and outputs in the Angolan educational milieu.
  • Compared to similar projects in Angola and developing countries, the figures on cost per pupil show that the cost-efficiency of the programme could have been improved. However, the fact that the programme catered for an important and excluded segment of the population, its spirit of "positive discrimination" serving the poorest of the poor, could possibly justify this insufficiency.
  • The most substantial lesson from TEP is the importance of extreme caution when an organization of an essentially emergency nature starts to get involved in areas of a developmental nature. This is not to say that emergency assistance has nothing to do with development, far from it. But in some fields, such as education, there are key questions such as time frames or perspective, specialist expertise etc. NRC should concentrate on what it does best, and this includes providing bridging education services for refugee and displaced children.
  • It is concluded that TEP provided a second chance educational start for over 215,000 children, half of whom girls. Its legacy lives on in the roughly 3,200 teachers trained in child centred active learning expertise bequeathed to the government's post-war education expansion efforts as well as 56 trainers and an additional 1,800 teachers trained for the regular system. They continue to contribute their rich experience both in the classroom and within local education authorities, and through organisations such as IBIS that will continue to draw on the TEP pedagogical resources and experiences.

Nyhet 29.10.08: [%ITEMNAME;13712%]

Publisert 16.01.2009
Sist oppdatert 16.02.2015