Teacher Training School ADPP Bié
The construction of ADPP Bié began in 2005, and the first team started in August 2006 with 86 students. The start-up of the school was financed by the Norwegian Embassy in Angola. In January 2020, 97 new teachers graduated, bringing the number of graduates to 1,010, 381 of whom are female.
During the first semester of 2020, the three teams of students enrolled at the school followed their respective programs. Team 2018 embarked on long-term teaching practice at rural schools where they took responsibility for classes of primary pupils, began implementing micro projects in the community to promote development, and worked on distance study tasks as part of the third-year curriculum. Team 2019 began to gain classroom experience at primary schools in the neighbourhood and to organise extracurricular activities for the pupils. They followed courses and resolved study tasks as part of the 2nd Year programme. Team 2020 started the teacher training course by combining studies and courses with preparation for the 1st Year study trip. All activities at TTS ADPP Bié had to be altered when the state of emergency closed schools in response to the Covid-19 pandemic. Staff at the school adopted new ways of working to ensure the students could continue their education. They included tasks related to Covid-19 awareness and prevention so the students could help their families and communities stay safe.
The state of emergency changed the way the school functioned but not the objective, and the training of students to become primary teachers continued albeit it in altered circumstances. This was the main achievement of the first semester. An unplanned achievement was the contribution of the school and the students to the campaign against Covid-19.
As mentioned above, the school responded rapidly to the closure of schools by establishing distance learning for all three teams. The most common means of communication was by way of social media Facebook and WhatsApp. Messages were left for the students who could not connect to the internet, for whatever reason. Studies continued as ever, facilitated by the nature of the DMM system that develops tasks in a highly structured manner. A team of teachers worked on developing the study tasks, while the rest of the teachers provided support, helped resolve doubts and assisted with correction. On completion of a task, the students sent a photographic image of their work for evaluation. Courses proved more difficult as they demanded more of the teachers in terms of technological capabilities and practice. In the long term, the current experience will have great benefits through encouraging everybody to develop their technological abilities. Close collaboration with parents was important. This included the realisation that internet costs were a problem for many of them, resulting in an adaptation to the way of sending study assignments.
The school itself was being looked after by the guards and the teachers who were selfisolating here. They also looked after the animals being reared at the school. Practical actions to raise awareness about Covid-19 prevention was undertaken in the communities around the schools, including facemask production for vulnerable people and the installation of tippy taps to facilitate hand washing.