Teacher Training School ADPP Kuanda Kubango
3rd Year students are undertaking long-term teaching practice at 22 primary schools in the municipalities of Menongue, Cuito Canavale and Cuchi. One student could not continue and will take her final year in 2019. 1,885 pupils are benefiting from the presence of Team 2016. 341 pupils at the schools of Tchiweyengue, Micongo, Cassela Vidigal and Mondo would not have a teacher at all were it not for the trainees, and at Cavanga Primary School, the teaching staff comprise the headmaster and three students. The impact of this element of ADPP’s teacher
training program is self-evident in these situations. The community as a whole is benefiting directly and indirectly from the presence of the
students through the implementation of micro projects such as adult literacy, household and school vegetable gardens, latrines for homes and for schools, tree planting, youth clubs and sport. Community leaders have already acknowledged the benefits of the projects for involving people and creating a positive environment.
A Midway Meeting from 12 to 19 May served to present and exchange reports about community activities, micro projects, distance studies, research and teaching itself. The students were reminded of the level of reporting required, which some have found difficult to achieve because of a lack of time and a lack of electricity in their villages. They were also encouraged to increase their efforts with respect to micro projects, in order to reach as many people as possible, especially in those areas which are not accustomed to receiving ADPP trainees. As for teaching, the importance of producing teaching materials from locally available materials was stressed, so the classrooms could be more
attractive and the pupils more participative. This aspect has not been tackled in the sessions of Zones of Pedagogical Influence, so the school recommended that the trainees help the permanent teachers create resources to improve the interaction between the pupils and the subject matter being taught. A final point highlighted was the precarity of early learning classes due to the conditions at the schools in question.
All but four schools received supervision visits in the first semester, the four outstanding schools being difficult to reach. The visits helped cement links with the primary schools and the communities and served to provide technical and academic assistance to the students, whilst giving the teachers from TTC Kuando Kubango a better insight into the needs of these communities.
Distance study tasks are being resolved, especially in the subject of philosophy of education. What the students are learning is helping greatly in the performance of their work. The lack of electricity in some villages hinders studying in the evening. Research has begun, with the students identifying the particular problems they want to investigate.
Community activities have centered on cleaning campaigns, including grass cutting as the students’ arrival coincided with the rainy season and a rapid growth in vegetation. Some 60 activities have been carried out, involving 9,350 people. Landfill sites and waste holes have also figured in these activities.