• ADPP Angola is celebrating 30 years of active involvement in development work with communities throughout the country

  • ADPP Angola operates 60 projects in 17 provinces in education, community health, agriculture and integrated community development

  • ADPP runs 15 teacher training schools with the Ministry of Education and has graduated 12,694 primary school teachers since 1998

  • ADPP has 1000 employees, 4000 volunteers and 1000 students in teaching practice in 92 municipalities, reaching 700,000 people annually

Teacher Training School ADPP Cuanza Norte

Teacher Training School ADPP Cuanza Norte performs a key educational and social function in the province. 2020 started in a very encouraging way and with a great degree of energy from initial planning at the beginning of February until the outbreak of the Covid-19 pandemic. Activities from studies, courses and experiences to community actions, sport, green hour, common meetings, culture, horticulture, teaching practice and micro projects were highly productive.

In January, 59 students graduated having completed three years of training at the school. They received their diplomas and certificates at a ceremony attended by members of provincial and municipal authorities, the Embassy of South Korea, headmasters, parents and friends. Final year students in Team 2018 departed at the beginning of the academic year on long-term teaching practice at rural schools where they were responsible for the education of hundreds of children. They began implementing micro projects, organising community actions, studying at a distance and researching pedagogical topics. Team 2019 began gaining classroom experience at primary schools in Lucala while continuing to study the 2nd Year curriculum. They too organised community actions for the benefit of residents in the districts around the school

The new students forming Team 2020 were learning about the system of studies, courses and experiences, acquainting themselves with the school and their new surroundings.

The programmes for all three teams came to be altered with the closure of schools and the declaration of the state of emergency in the face of the Covid-19 pandemic. The school responded by establishing systems for distance learning so the students could continue their studies at home. This in itself was an important achievement. Moreover, in the short time before the period of confinement, the school held cultural evenings, community actions, a carnival parade and launched a school football tournament.

Covid-19 response

The school kept in touch with the students by telephone and by Facebook. Two teachers managed the group pages on Facebook that were created for each of the three teams and were responsible for phoning the students. The school organised the preparation of study assignments based on the DMM system whereby each task had a title, a description, an introduction and instructions. To reduce internet costs, files were not attached. Some tasks were elaborated using books or other reference material and all were carefully evaluated. These were then posted on a weekly basis on the group pages for each team. The students worked on the tasks in their exercise books, with the help of whatever books were available and with the support of their families, using internet only when necessary or when possible. If they had doubts or required clarification about a task, they contacted their teacher by phone or via Facebook. The school participated in meetings with municipal authorities and kept them informed about the distance learning being carried out for the students. Parents and the students themselves expressed their satisfaction at the implementation of distance learning so training was not interrupted, and the students were looking forward to returning to school. On a practical front, the school raised awareness among families, workers, teachers and students about the prevention of Covid-19. It also gave talks to encourage the production of healthy food during the period of confinement in order to tackle the dual problem of an economic down turn and the destruction of the countryside through monoculture, the use of chemicals and noxious emissions. Horticulture at the school itself continued, with four teachers and the person in charge of the vegetable garden looking after production. The buildings at TTS ADPP Cuanza Norte were looked after by the director, the pedagogic director and two teachers.

 

ADPP Angola, Rua João de Barros 28, Luanda CP 345. Phone: +244 912 31 08 60  Mail: adpp@adpp-angola.org