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enrolled in 1973. What proportions of the relevant age groups these students constituted was not known, but in the case of the primary school students it may have been almost two-thirds, and in that of secondary school students, perhaps a tenth to an eighth. Official government statistics released in 1984 showed that primary school enrollment had declined to 870,410, while secondary school enrollment (including vocational school and teacher training students) had increased to 151,759. This made for combined primary and secondary school enrollment consisting of 49 percent of the school-age population. By 1986 the primary school enrollment had increased to 1,304,145.
196:, the Angolan government spent more per capita on the military (US$ 892) than on education (US$ 310). The war in the southern and central regions of the country also prevented the spread of the school system; the consequences of the fighting, including UNITA attacks on schools and teachers and the massive displacement of rural populations in those areas, disrupted the education of hundreds of thousands of school-age children. Further damaging to Angola's future was the fact that many of those studying abroad had either failed to complete their courses of study or had not returned to Angola.
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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.
184:. The groups targeted by the campaign included secondary school and higher education graduates, as well as some workers. The OMA not only sponsored programs to teach women to read and write but was also involved in programs to reduce infant mortality and promote family planning. Even the military formed a special group in 1980, the eighth contingent of the Comrade Dangereux Brigade, whose basic function was to teach primary school; 6,630 brigade members were reported to have taught 309,419 students by 1987.
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schools existed only in towns. The First Party
Congress responded to this problem by resolving to institute an eight-year compulsory system of free, basic education for children between ages seven and fifteen. Four years of primary education, provided free of charge, began at age seven. Secondary education, beginning at age eleven, lasted a further six years.
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School enrollment, which rose very slowly considering Angola's youthful population, reflected the dire effects of the insurgency. In 1977 the government reported that more than 1 million primary school students were enrolled, as were about 105,000 secondary school students, roughly double the numbers
68:
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
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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
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The government reported that in the first year of the literacy campaign (November 1976 to
November 1977) 102,000 adults learned to read and write; by 1980 the figure had risen to 1 million. By 1985 the average rate of adult literacy was officially estimated at 59 percent; United States government
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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
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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
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At independence there were 25,000 primary school teachers, but less than 2,000 were even minimally qualified to teach primary school children. The shortage of qualified instructors was even more pronounced at the secondary school level, where there were only 600 teachers. Furthermore, secondary
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insurgency prevented the construction of a new education system on the remains of that inherited from the
Portuguese. The demands of the war had drained funds that could otherwise have been applied to building schools, printing books, and purchasing equipment. In 1988, according to the
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participated in
Angolan education programs. More than 1,000 Angolan students had graduated from intermediate and specialized higher education programs in the Soviet Union by the end of 1987, at which time 100 Soviet lecturers were teaching at Agostinho Neto University, the
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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
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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
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133:, the country's only university, had an enrollment of 4,493 students in 1984, which had declined to 3,195 by 1986. A total of 72,330 people were enrolled in primary adult education programs in 1986.
140:. Between 1978 and 1981, Cuba sent 443 teachers to Angola. According to an Angolan source, in 1987 an estimated 4,000 Angolan students, representing one-fourth of all foreign students from Africa,
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Elisete
Marques da Silva, "O papel societal do sistema do ensino em Angola colonial, 1926-1974", In: Revista Internacional de Estudos Ăfricanos, Lisboa, nÂș 16-17 (1992-1994), p. 103-130
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during the different periods of Portuguese presence and colonial occupation as well as during the postcolonial phases (1975-1991 and 1992 until today).
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missions. As a consequence, each of the missions established its own school system, although all were subject to ultimate control by the
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studying in Cuba, were attending Cuban elementary, middle, and college preparatory schools, as well as polytechnical institutes and the
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Education beyond the primary level was available to very few Africans before 1960, and the proportion of the age group that went on to
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156:. Also in Cuba, assisting in the education of their compatriots, was a group of twenty-seven Angolan teachers. In addition, the
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A number of Angolan organizations become active during the 1980s in the quest for better educational facilities.In 1987 the
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The government began implementation of its education plan in close cooperation with its allies, particularly
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sources, however, estimated literacy at only 20 percent. In late 1987, Angola's official press agency,
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launched a special campaign to recruit 1,000 young people to teach in primary schools in
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and that 8,152 literacy teachers had participated in the campaign since its inception.
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sources reported that 1,800 Angolan students were studying in the Soviet Union.
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This article incorporates text from this source, which is in the public domain.
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published in December 1977 gave education high priority. The report emphasized
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105:, reported that the provinces with the most newly literate people included
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This article incorporates text from this source, which is in the
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in the early 1970s was still quite low. Nevertheless,
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215:Warner, Rachel. "Conditions before Independence".
263:Warner, Rachel. "Conditions after Independence".
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194:United States Center for Defense Information
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154:Superior Pedagogical Polytechnic Institute
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20:refers to the formal education in
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626:Sahrawi Arab Democratic Republic
396:Democratic Republic of the Congo
735:History of education by country
327:History of education in Africa
740:History of education in Africa
28:Conditions before independence
18:history of education in Angola
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93:(under the leadership of the
64:Conditions after Independence
91:National Literacy Commission
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269:(Thomas Collelo, editor).
221:(Thomas Collelo, editor).
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274:Federal Research Division
226:Federal Research Division
131:Agostinho Neto University
381:Central African Republic
266:A Country Study: Angola
218:A Country Study: Angola
541:SĂŁo TomĂ© and PrĂncipe
401:Republic of the Congo
95:minister of education
74:First Party Congress
730:Education in Luanda
725:Education in Angola
616:States with limited
271:Library of Congress
223:Library of Congress
163:Luanda Naval School
85:heavily stressed.
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643:other territories
416:Equatorial Guinea
276:(February 1989).
228:(February 1989).
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618:recognition
571:South Sudan
461:Ivory Coast
719:Categories
673:(Portugal)
631:Somaliland
551:Seychelles
516:Mozambique
501:Mauritania
486:Madagascar
441:The Gambia
376:Cape Verde
200:References
165:, and the
148:, and the
46:Portuguese
42:Protestant
506:Mauritius
150:Caribbean
697: /
693: /
686:(France)
680: /
658: /
654: /
606:Zimbabwe
581:Tanzania
431:Ethiopia
426:Eswatini
406:Djibouti
371:Cameroon
356:Botswana
115:Benguela
82:Leninism
682:RĂ©union
678:Mayotte
669:Madeira
664:(Spain)
660:Melilla
591:Tunisia
561:Somalia
546:Senegal
531:Nigeria
521:Namibia
511:Morocco
476:Liberia
471:Lesotho
421:Eritrea
391:Comoros
366:Burundi
341:Algeria
78:Marxism
33:African
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601:Zambia
596:Uganda
536:Rwanda
491:Malawi
451:Guinea
346:Angola
127:Luanda
113:, and
111:Huambo
22:Angola
656:Ceuta
576:Sudan
526:Niger
481:Libya
466:Kenya
446:Ghana
436:Gabon
411:Egypt
351:Benin
189:UNITA
178:JMPLA
107:HuĂla
103:Angop
586:Togo
496:Mali
386:Chad
142:Asia
138:Cuba
40:and
16:The
129:'s
721::
242:^
208:^
144:,
109:,
319:e
312:t
305:v
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80:-
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