Angola - Training and Manpower Development Study

Document of The World Bank FOR OFFICIAL USE ONLY ,X,NF1 DENTIAL: -eport No. :1U'6 ANK3 Type: (>E)CONFIDENTIAL Ie: TRANIG AND -FANPOWE 9EVEMÖ11- Report No. 10662-ANG E>:t.:4905 R¾oum:j07-3 Dept.:AF:31H PEOPLE'S REPUBLIC OF ANGOLA TRAINING AND MANPOWER DEVELOPMENT STUDY AUGUST 21, 1992 Population and Human Resources Division South Central and Indian Ocean Department Africa Region This document ha a restrce distribution and may be used by recipients only in the perormance of their ofrwWa duties. Its contents many not otherwise be disclosed without World Bank authorization. CURRENY DUIALENTS DAtt Cu[Me3gy..Unit New K az Mar. 1991 - Nov. 1991 US$1.00 = NKz63 Nov. 16, 1991 US$1.00 = NKz9O Feb. 29, 1991 US$1.00 = NKzl8O As of April 16, 1992 US$1.00 = NKz55O Base Rate 1' WEIGHTS AND MEASURES 1 hectare (ha) = 2.47 acres 1 kilometer (km) = 6.624 miles 1 kilogram (kg) = 2.2 pounds (lb.) 1 meter (m) 3.28 feet 1 metric ton (m ton) = 2.204 (lb.) 1 square kilometer (km = 0.386 square mile (sq.m.) FISCALIYAR January I to December 31 SCHOOL YEAR September - July On April 16, 1992, the Angolan Govemnt indicated it would unify the official foreign exhange rate at NKz550 = US$1.00. Wais meant the elimination of the preferential rte for petiolcum, diamonds and cartoes basicos and abesption of the former antax into the exchange rae. Individual transactions arm, however, conducted though the commeial banks at free nat rates (NKzl,SOD as of March 15, 1992, and NKz1,S00 I'EWty. PREFACE This report is the result of a Bank-led mission to Angola in February/March 1992. An initial Bank reconnaissance mission took place in February/March 1991. The study was a collaborative effort by the Ministry of Education of Angola, GTZ, Portugal and the World Bank. The main mission was composed of P.N. Ngomba (AF3PH), Task Manager; P. Mersier (AF3PH), Technical and Vocational Education Specialist; A. Komenan (AFTED), Labor Economist; K. Hartmann (GTZ-financed consultant); H. Boehm (GTZ-financed consultant) and A.B.F. Monteiro (consultant fImanced by Portuguese Trust Fund). The report was written by Mr. Ngomba with contributions from other mission members. The report was edited by Ms. Phyllis Roos. It was prepared under the direct supervision of Mr. Alain Colliou (Chief, AF3PH). The lead adviser, Mr. Zymelman (AFTED), provided valuable comments on the first draft of the report. Written comments received from the peer reviewers, Messrs. Adams (PHREE) and Gauthier (AFTED), were useful in making revisions to the initial draft. Comments were also received from Mr. Rouag (AF3PH), adviser. Ms. Kathy Li Tow Ngow assisted with the preparation of the report. ANGOLA TRAINING AND MANPOWER DEVELOPMENT STUDY BASIC SOCIO-ECONOMIC DATA Ppulation (1990) Total ........................................ 10.2Mnillion Female(51%) ............................... 5.2million Urban (37%) ................................ 3.8 million Economically Active (40%) ....................... 4.1 million Ircol (1989) GDP per capita (1989) ........................... US$620 GNP .................................... US$5996million EMployment: (1990) Formal Sector ..................................... 628,000 Informal Sector plus Agriculture .......................... 3,120,000 Other Key Economic Indicators I 19__ 1986 1990 1991!' GROWTH RATES (%) GDP at market prices -5.8 12.7 1.5 2.2 Oil -6.2 26.2 4.5 3.1 Non-oil -5.6 3.8 -2.2 0.9 Exports (GNFS) -14.0 -40.0 27.0 -13.0 Imports (GNPS) -1.0 -18.0 24.0 2.0 RATIOS (%) Debt ServicolExports 1 16.0 30.0 41.0 63.0 (GNFS) Current Ext. Ace.IGDP 8.0 -6.0 2.0 -8.0 (GNFS) Gross Investment/GDP 13.0 13.0 8.0 12.0 Gross Domestic Savings/ 7.0 9.0 17.0 15.0 GDP Public Savings/GDP -2.0 -1.0 -13.0 -18.0 Government Expenditurel 46.0 41.0 47.0 47.0 GDP Overall Budget Deficitt -15.0 -6.0 -22.0 -24.0 GDP Current Account/GDP -2.0 -1.0 -13.0 -18.0 INDICES Consumer Prices (growth NA NA NA 175.0 rate) Terms of Trade (1982= 100) 100.0 56.0 84.0 66.0 Average Exch. Rate (Nkz/USS) 29.9 29.9 29.9 S7.5 Sources: Official data, and Bank staff estimates ': estimated ': scheduled 2 Education LiteracyRate(1985) ......... 41% Educational Attainment of Civil Service .............. .. . .. . .............. about 90% have less than8 yrs of schooling . . . ................. and 1.6% have a university degree Total Enrollment (1988/89) Basic Education ............... 1,229,941 (of which 44.1% females) Pre-University ................................... 4,633 Teacher Training ................................. 6,109 Technical Education ............................... 6,107 Higher Education .................... 66,,250 (6,454 in 1990/91) Gross Primary EnrollmentRatio ............................. 52% Other Social Indicators: LifeExpectancy (1990) .................................. 46 Total Fertility Rate (1990)................................. 6.5 (births per woman) Daily Calorie Supply per capita (1988) ......................... 1,725 MilitaryExpenditures/GDP ............................. 20% ANGOL TRAINIG AND MANPOWEMR DEVEIAPJfM STUDY CONTENTS Page No. EXECUTIVE SUMMARY ...................................... i Background and Objectives ................................. i Key Issues ............................................ i Recommendations ....................................... v Framework for a Program ofAction ........................... v Implementation and Evaluation .............................. v I. INTRODUCTION AND IDENTIFICATION OF MAIN ISSUES ........... 1 Background ........................................... 1 What are the Keylssues? .................................. 1 Objectives of the Study .................................... 2 Methodology, Study Design and Limitations ...................... 2 Outline of the Study ...................................... 3 H. ECONOMIC CONTEXT AND EDUCATIONAL SEITING ............. 4 Overview of the Angolan Economy ............................ 4 Recent EconomicReforms.................................. 4 Economic Development Strategy .............................. 5 The Education and Training System ........................... 6 Administration ..................................... 6 General Education................................... 6 Teacher Training ................................... 7 Technical and Vocational Education and Training ............... 7 Non-Formal Education ................................ 8 Apprenticeship System ................................ 8 The Government's Sectoral Strategy ........................ 8 III. THE LABOR MARKET AND TRAINING NEEDS .................. 10 Backgro1d ........................................... 10 Demographic Aspects.... ............................ 10 Employment in the FormalSector ......................... 11 Educational Attainment of the Labor Force ................... 11 TheInformalSector.................................. 12 MainSub-Sector Issues.................................... 12 Labor Regulations and Labor Market Information ............... 12 W ages .......................................... 13 Composition of Manpower and Skill Shortages ................. 14 Cntent (continued) Page No. Recommen0ations ....................................... 16 Strengthening of the Labor Market Informat!on System ............ 16 Modification of the Draft Employment Law ................... 17 Skill Shortages and Training Needs ........................ 17 IV. THE NATIONAL VOCATIONAL TRAINING SYSTEM ............... 18 Background ....... 18 National Vocational Trai.ing System.. 18 INAFOP ......................................... 19 Vocational Training Fund ............... .............. 19 Major Sub-Sector Isses ................................... 19 Government Strategy and SNFP Structure .................... 19 SNFP Effectiveness and Efficiency ........................ 20 Training of Skilled Manpower `ir the Formal Sector ............. 20 Recommendations ....................................... 21 V. SECONDARY TECHNICAL EDUCATION ........................ 24 Background ......................................... 24 Objectives and Structure of IMTs and the Demand for Middle-Level Cadres ..................................... 24 Links with the Productive Sector .......................... 25 Major Sub-Sector Issues ................................... 26 The Relevanc" and Cost-Effectiveness of the Technical/Professional Education System .............................. 26 IM Economico (Economics & Management) ................... 26 IM Industrial (Industry) ............................... 27 LM Agrario(Agriculture) .............................. 28 IM deSaude(Health)................................. 28 Recommendations ....................................... 29 Increase the Labor Market Relevance of the IMTs ............... 29 Undertake Structural Reforms ........................... 29 Increase the Cost-effectiveness of the IMTs ................... 30 Undertake Regular Tracer Studies ......................... 31 VI. POSI-SECONDARY TECHNICAL EDUCATION AND PROFESSIONAL TRAINING ........................................... 32 Background ........................................... 32 HistoricalSetting ................................... 32 NationalGoalsandStrategies............................ 32 Organizational Structure of the University ................... 33 Major Sub-Sector Issues ................................S.. 34 Staffing ......................................... 34 Students ......................................... 35 Curriculum ........ 36 Equipment and Teaching Meriasls 36 Contents (continued) Physical Facilities ................................... 37 Internal Effi ciency................................... 37 ExternalEfficiency .................................. 38 Education and Training Abroad .......................... 38 Recommendations ....... 40 Need to Resolve Major Policy Issues and Elaborate a Strategy for the Development of Higber education .................... 40 Institutional Development and Mangement ................... 41 Need to ReorganizelNABE ............................. 42 VII. COST AND FINANCING IMPLIC.L'OIONS ....................... 43 Background ........................................... 43 Recurrent Expenditures on Education and Training .............. 43 Development (or Investment) Expendtures ................... 44 University Expenditures and Scholarships .................... 45 Unit Costs for Education and Training ...................... 45 Costs and Financing ofTVET ........................... 46 External Assistance .................................. 46 Costs and Financing Issues ................................. 47 SNFP Financgng ...... 47 Private Financing and Cost Recovery . 47 Recommendations ....................................... 48 VIII. CONCLUSIONS, POLICY FRAMEWORK AND PROGRAM OF ACTION . . 50 Background ........................................... 50 Strategic Focus and Policy Fr amework ......................... 50 Framework for a Pogram ofAction ........................... 51 Implementation and Evaluation .............................. 56 ANNEXES Annex I Training for the Health Sector ........................... 57 Annex II Training for the Agricultural Sector ....................... 59 Annex M Training for the Fishery Sector ........................... 60 Annex IV Training for the Telecommunications Sector .................. 62 Annex V Training for the Power Sector (Electricity) ................... 63 Annex VI Training for the Power Sector (Petroleum) .................... 65 Annex VII Training for Economic and Financial Skills ... ............... 68 Annex VIII Organization and Management of the Vocational Training System ..... 71 Annex IX National Directorate of Employment and Vocational Training, Ministry of Labor ................................. 73 Annex X Administration of Middle-Level Technical Education Institutes ....... 75 Annex XI Sector Investment Program and Financing Sources ............... 77 Annex XII Emergency Training Programs for Specific Target Groups .......... 79 Contents (continued) Page No. STATISTICAL APPENDIX Table 1: Distribution of the Population by Active/non-attive Status .......... 81 Table 2: Evolution of the Distribution of the Employed Labor Force by type of Property (Formal) ............................... 81 Table 3: Evolution of the Distribuion of the Employed Labor Force bySector(Fo 8mal) ................................. 82 Table 4: Evolution of the Distribution of the Employed Labor Force byOccupation(Formal) .............................. 83 Table 5: Education Attainment of Civil Servants ..................... Table 6: Distribution of Civil Servants by Occupation .................. 84 Table 7: Distribution of Informal Sector Employment by Economic Activity .... 85 Table 8: Evolutio.i of Official Salary Ranges in the Civil Service ........... 85 Table 9: Employed Labor Force by Economic Sector and Education (1988) . . . . 86 Table 10: Evolution of the Demand and Supply of Labor (formal) ........... 86 Table 11: Distribution of Higher- and Middle-Level Employees by Occupation and Nationals/Expatriates (Total and Civil Service - 1988) ........ 87 Table 12: Middle-level Technical Education: Evolution of Enrollments by Class, 1985/86-1989/90 .................................. 88 Table 13: Middle-level Technical Education: Evolution of Enrollments by Area of Specialization, 1985/86-1989/90 ........ 88 Table 14: Graduates from Middle-Level Technical Education Institution (1985/86-1989/90) ................................. 89 Table 15: Graduates from Middle-Level Teacher Training Institutions (198 5/86-1989/90) ................................. 89 Table 16: Pre-University Education: Evolution of Enrollments 1985/86-1989/90 . . 90 Table 17: UAN: Evolution of Student Enrollments, 1985/86-1989/90 ......... 90 Table 18: UAN: Evolution of Teaching Staff by Type, 1985/861989/90 ....... 90 Table 19: UAN: Recurrent Expenditures by Category, 1985-1988 ........... 91 Table 20: National Petroleum Institute (Sumbe) - (1992 Budget Estimates) ...... 91 Table 21: Expenditures on Training Activities in the Petroleum Sector ........ 92 Table 22: Structure of Ministry of Edcation ........................ 93 Table 23: Organigram of Current Education System .................... 94 Table 24 & 25: Map of University in Luanda ......................... 95,96 Tab!e26: StructureofUAN .................................. 97 Table 27: Curricula of Kr-, Faculties of UAN ....................... 98 Table 28: Structure of UA. Faculty of Enginfteering .......... ........ 99 Table 29: Structure of Research Department of UAN Faculty of Engineering .... 1-0 Table 30: UAN - Distribution of Number of Students (1991) .............. 101 Table 31: UAN - Distribution of Teachers (1991) ..................... 102 Table 32: ' UAN - Distribution of Teachers - Faculty of Engineering (1992) ..... 103 Table 33: Gender Distribution of UAN Personnel ..................... 104 Table 34: Total UAN Student Enrollment .......................... 105 Table 35: Number of Graduates in UAN (74/75-84/85) .................. 106 Table 36: Number of Graduates in UAN (882-88/89) .................. 107 Table 37: Gender Distribution of UAN Students ...................... 108 Contents (continued) Page.1o Table 38: Number of Students, UAN Faculty of Engineering .............. 109 Table 39: Distribution of Students at the UAN Faculty of Sciences .......... 110 Table 40: Break Down of Expenditures at the UAN .................... 115 Table 41: Ministry of Education: Actual Expenditures by Major Categories ..... 116 Table 42: Ministry of Education: % of Actual Expenditures by Major Categories . 117 Table 43: Public Investment Program for the Education and Training Sector ..... 118 BIBLIOGRAPHY GLOSSARY OF.ABREIATONS AfDB African Development Bank AIU Associagao Internacional do Universidadc AUA Associagao de Universidades Africanas AULP Associagao de Univoisidades de Lingua Portuguesa CBFD Centros Basicos de Formacao Docente CDUA Centro de Esportivo da Universidade Agostinho Neto CENFOR Centro de Formagilo de Formadores CFP (VTC) Centro de Formacao Profissional (Vocational Training Center) CNFP National Vocational Training Council CNIC Centro Nacional de Investigagao Cientifica DDI Departamento de Documentagio e Informacdo DNEFP National Directorate of Employment and %,utional Training EC European Community EDF European Development Fund EDMAFIMO Education, Manpower and Finance (Simulation) Model EMT Ensino Medio Tecnico FC Faculdade de Ciencias FE Faculdade de Engenharia GEP/FE Gabinete de Estudos e Projectos/Faculdade de Engenharia GEPP Gabinete de Estudos, Plano e Projectos HIES Higher Institute of Educational Sciences HIES Higher Institute of Educational Sciences IM Instituto Medio 'MA (H,M,T) Instituto Medio Agrario (Huambo, Malange, Tshivinguiro) IMEL Instituto Medio Economico de Luanda IMIL Instituto Medio Industrial de Luanda IMN Instituto Medio Normal IMT Instituto Medio Tecnico INABE Instituto NacionJ de Bolsas do Estudos INAFOP National Vocational Training Institute INE Instituto Nacional do Estatistica ISCED Instituto Superior de Ciencias de Educacao MOE Ministry of Education (Ministerio de Educagao) MOT Ministry of Labor (Trabalho) NIE National Institute of Education PRT Project-Related Training RSEE Reformulaclo do Systema do Educagio e Ensino S&T Science and Technology SAR Staff Appraisal Report SEF Sane unento Economico e Financeiro SENAFOPE Natic nal Enterprise Training Service SNFP Natiox al Vocational Training System SPPF Speciai Project Preparation Facitty SRT Sector-:11elated Training TA Technical Assistance TVET Technical and Vocational Education & Training UAN Universidade Agostinho Neto UNTA Uniao Nacional dos Trabalhadoras Angolanos VTC Vocational Training Center EXECUTIVE SUMMARY Backond nd OQW i 1. The shortage of qualified manpower has been an ubiquitous problem in Angola since independence in 1975. Most shortcomings in the execution of basic policies and poor performance by government agencies and key public, mixed and some private enterprises can be ascribed in part to the acute shortage of competent staff. This shortage of qualified manpower has been the result of historical circumstances (massive exodus of Portuguese settlers at independence), the war, and inadequacy of the education and training system to meet the demand. In a post-civil war situation and as the country gears itself to undertake a major reform program, there will be a great need for qualified manpower for both the informal and formal sectors of the economy. The restructuring of the administration and public enterpr -es, as well as the restructuring and liberalization of the economy as a whole, requires Lanagers, planners, engineers, technicians, and skilled labor. 2. The main objective of this study is to review the principal issues confronting the education and training system in Angola and suggest to the Government a policy framework to address manpower problems. The study presents the major characteristics of the education and training system in Angola, identifies and analyzes key issues confronting the sy. tem, and makes recommendations to enhance its capacity to meet the skill requirements of the economy, with particular emphasis on technical and vocational education and training (TVET). 3. The study does not pretend to offer definitive solutions to the problem of training and manpower development in Angola. Instead, it attempts to provide fresh insights into some of the interrelated and overlapping factors enmeshed in the development of the education sector. Some preliminary recommendations are made on the basis of the issues analyzed, and areas where further analyses need to be undertaken are indicated. Above all, the study tries to determine how, given the limited resources, structural constraints and competing priorities, Angola could succeed in developing its vital human resources for socioeconomic development purposes. Key Issues 4. In Angola, prevailing social conditions are poor. This situation is attributable in part to poor education and training. The latest available estimates are: a crude birth rate of 47 per thousand; a total fertility rate of 6.5 births per woman; a crude death rate of 19 per thousand population; an infant mortality rate of 129 per thousand live births; an under age five mortality rate of 209 per thousand live births; and a life expectancy at birth of 46 years. In the education and training system per se, indicators are also quite poor. In 1989 the overall illiteracy rate was 58% and that for females was 72%; the gross primary enrollment ratio was only 52%. In 1980 the gross secondary enrollment ratio was only 19% and there are doubts as to whether it has improved since then. All these indicators vary widely among the 18 provinces, and educational and literacy indicators are dramatically lower in rural areas. Moreover, about 10% of the civil servants have no schooling at all, about 90% have less than 8 years of schooling, and only 1.6% have a university degree; this situation adversely affects the country's administrative capacity. ii 5. The education and training system in Angola today faces a number of critical issues. The fundamental problem is the system's in-hility to supply the skilled workers, technicians and professionals required by both the formal and informal sectors of the economy. On the demand side, the most impioant issues are the difficult economic situation, inadequate job and task specifications, and excessive emphasis on credentials rather than competency. Key issues include: (a) The orientation of the present and the proposed TVET sub-system toward the public provision and control of training and preparation of students for further studies and higher education, rather than toward immediate access to the labor market (policy and institutional development problems); (b) Poor administration and planning, unclear (and sometimes contradictory or overlapping) responsibility and authorhy, and lack of coordination among ministries and agencies responsible for training (organizational and management problems); (c) Inefficient institutions and low quality of their programs, due to poor trainer qualifications, outdated equipment, scarcity of teaching materials and lack of pedagogical support as well as lack of a competency focus, weak practical training and inadequate theory-oriented curricula (efficiency and quality problems); (d) Institutions insufficiently geared to labor ma-ket demands and insufficiently flexible to respond to changing demands (problem of relevance); (e) Lack of attention to systematic cost reduction, cost sharing and cost recovery policies (cost and financing problems); and (f) Paucity of reliable labor market informatiou to help assess training needs (data and Information problemsl. These issues are analyzed in greater detail in the report. The following summarizes recommendations for the Government (detailed recommendations are provided at the end of Chapters M to VII) and a program of action for training and manpower development (presented in Chapter VIII). RecoMmendations 6. The report essentially argues for replacing, over the medium term, Angola's supply- driven training system with a demand-driven system linked to employment, including private financing and provision of training. In the immediate future, the Government would continue to finance and provide some skill training, while seeking to improve the capacity for training by employers and private providers. The prime role of government should be to improve the quality of general education (thus improving trainability) and to undo economic and social policies distorting incentives to employers and workers for investment in skill development. The report also advocates flexibility in the delivery of training, emphasizing the need for better monitoring of the labor market so as to gear training more quickly and appropriately to changes in effective demand. Also highlighted are the need for better coordination of fragmented training provisions iii and the conditions under which a national training authority, such as the newly created INAFOP, can be made effective. 7. The specific recommendations of the report are summarized below. In the area of labor market and skill development: (a) Improve labor market information through periodic household surveys to provi de information on employment and unemployment in both the formal and informal sectors and through tracer studies to monitor the consistency of suppl y by the education sector with demand of the labor market; (b) Amend the new employment law, with the objective of reducing labor market rigidities, in particular those related to labor mobility and the hiring and dismi ssal of workers; (c) Address shortages of skilled manpower in higher-level professional positions: (i) administration and management (accounting, inventory management, MIS, etc); (ii) all areas of engineering (with the exception of fisheries); (iii) the medical and paramedical professions, especially general medicine; and (iv) education; and (d) Address shortages of middle-level skilled manpower in management, computing and communications. 8. In the area of vocational training: (a) Encourage the development of private training institutions and leave to existing public training providers outside the Ministry of Education (other technical sinistries, public enterprises) the ownership of, and responsibility for, the centers that have so far been theirs; (b) Limit the scope of the newly created National Vocational Training Institute (INAFOP) to that of a lightly-structured planning/administration agency for a national vocational training system (SNFP) focused on the informal sector and on pre-service training of the labor force, and associate employers more active ly in management of the training system; meanwhile, specific training for enterprises, in-service training and preparation for specific jobs should remain the province of the enterprises themselves, (c) Transfer the management of the training centers (under INAFOP supervision) to local Boards of Directors, on which employers would have the primary responsibility and which would see to the follow-up of graduates; (d) Privatize the National Enterprise Training Service (SENAFOPE); and (e) Develop an apprenticeship system. iv 9. Regarding secondary technical education: (a) Redirect the objectives of the secondary technical institutions toward training of skilled workers at the middle level in the formal sector and entrepreneurial ski lls for small and micro-enterprises, increase the cost-effectiveness of these institutions, and establish direct links with enterprises in the productive sector; and (b) Review the relevance and cost-effectiveness of the Institutos Medios Agrarios (IMAs), concentrating on training agricultural extension personnel with strong practical experience. 10. Regarding post-secondary technical education and professional training: (a) Develop policies and a medium-/long-term strategy that reflects national goals and addresses the specific issues of organization, management, access, quality, efficiency, equity, finance, geographical location of faculties, and regional cooperation; and (b) Assist the Faculties of Sciences and Engineering in implementing staff development and retention programs and providing supplementary laboratory equipment and machinery and teaching/learning materials. 11. In the area of costs and financing: (a) Reconsider the justification and level of the proposed 2% payroll tax for training and undertake further analysis to examine the efficiency and revenue implications of the tax, as well as the incidence and reaction to alternative payroll tax rates and the feasibility of a rebate (levy-grant) scheme. This report recommends that the mobilization of resources for manpower development should be part of the public expenditure programming process; (b) Include specific training components in major investment programs in key sectors of the economy (telecommunications, infrastructure, transport, energy, agriculture, etc.); (c) Make better use of existing training facilities and personnel and increase the number and quality of trainers; (d) Explore the possibility of recovering training costs; and (e) Explore regional cooperation in training in various areas with other lusophone African countries (Mozambique, Cape Verde, Guinea-Bissau, and Sao Tome & Principe). v Framework for a Progrm of Action 12. The following contains elements of a program of action for training and manpower development in Angola, including emergency programs (a), short- to medium-term programs [(b) through (e)], and long-term programs (f): (a) Train demobilized soldiers and develop education-based programs for child- victims of the war (orphans, abandoned children, etc.); (b) Import skilled manpower to deal with the severe shortages in various sectors and to provide training for local counterparts; (c) Strengthen labor market information through development of an "Employment Observatory" in INAFOP to provide information on the labor market and training needs; (d) Develop training programs through: (i) participation in the organization and financing of specific training activities within enterprises or groups of enterprises within the same sector; (ii) short-term training abroad in key sectors where there may be acute shortages of skilled manpower; (iii) development of a framework for encouraging project-related training (PRI) within projects financed by donors in various sectors and developing a framework for the coordination of such training; and (iv) putting in place a system of incentives for skilled Angolans living abroad and those trained abroad in the future to return to Angola; (e) Overhaul and strengthen the Instituto National de Bolsas do Estudos (INABE) to enable it to manage the program of training abroad; and (f) Undertake institutional and policy development through: (i) support for the organization and staff development of the National Vocational Training Agency (INAFOP), limiting its action to pre-service training and training for the infor mal sector; (ii) reorganization of some training centers; (iii) support for the Department of Middle-Level Technical Education and assistance in the reform of secondary technical education, including the introduction of short-cycle courses (with employers' financial support), the revision of training programs, and the rehabilitating and equipping of secondary technical colleges; (iv) creation of a center for the training and upgrading of trainers and the development of in- service training programs for trainers and administrative staff; and (v) support for the improvement of post-secondary training in some key sectors such as the Natural Sciences, Engineering, and Agriculture. Implementation and Evaluation 13. Implementation of the proposed programs and operations requires considerable strengthening of the institutions responsible for training and manpower development, given the weaknesses in these institutions and management capacity. A pragmatic "enclave approach" to institutional reform should be explored to (a) identify the key institutional constraints; (b) encourage the emergence of efficient nuclei with appropriate incentives within the existing public structures; and (c) gradually expand the practices and "culture" of the modern enclave to vi the remainder of the institutions. This could be achieved through the establishment of a National Training and Manpower Development Task Force to oversee the implemercation and coordination of training and manpower development programs. 14. An experimental (or start-up) phase of about five years could be envisaged for putting in place the new SNFP and reformed secondary technical education system. This experimental (or start-up) phase should be followed by an evaluation, which should point to any necessary adjustments that may have to be made, and an eventual follow-up. 15. There is also need for further studies and detailed analyses of the informal sector, sectoral manpower surveys, higher education, agricultural secondary technical education, the payroll tax, and rebate schemes. ANGOLA TRAINING AND MANPOWER DEVELOPMENT STUDY I. INTRODUCTION AND IDENTIFICATION OF MAIN ISSUES Backgrund 1. Despite its considerat,e developmental potential, Angola faces great difficulties in its efforts to get its economy on the path of sustainable growth and development. One of the most prominent constraints to growth and development is the dearth of human skills to run the economy. The shortage of qualified manpower is widespread and has been the result of historical circumstances (massive exodus of Portuguese settlers at independence), the war, and inadequacy of the education and training system to meet the demand. In fact, in a post-civil war situation there will be a great need for qualified manpower for both the informal and formal sectors of the economy. The restructuring of the administration and public enterprises, as well as the restructuring and liberalization of the economy, will need a new kind of qualified manpower: managers, planners, engineers, technicians, and skilled labor. 2. Without education and training, development caanot occur. Only an educated people can command the skills necessary for sustainable growth and for a better quality of life. Extensive experience of many countries provides strong evidence that increased investment in education and training can yield broad economic benefits, including increased labor productivity and higher incomes, lower fertility and mortality rates, and increased scientific and technological dynamism. This is certainly also true for Angola. This study examines the education and training system in Angola, identifies issues confronting the system and makes recommendations to enhance its capacity to meet the skill requirements of the economy. The emphasis is on technical and vocational education and training (TVET). 3. The study does not pretend to offer definitive solutions to the problem of training and manpower development in Angola. Instead, it attempts to provide fresh insights into some of the interrelated and overlapping factors enmeshed in the development of the education sector. Some preliminary recommendations are made on the basis of the issues analyzed, and areas where further analyses need to be undertaken are indicated. Above all, the study tries to determine how, given the limited resources, structural constraints and competing priorities, Angola could succeed in developing its vital human resources for socioeconomic development purposes. What are the Key Issues? 4. The education and training system in Angola today faces a number of critical issues. The fundamental problem is the system's inability to produce in sufficient numbers and appropriate types and quality the skilled workers, technicians and professionals required by both the formal and informal sectors of the economy. External factors limiting the education and training system include other sectors' inadequate job and task specifications and a focus on credentials rather than on competency throughout the system. The und..;ying problems, however, are those of the education and training system itself, and in particular those of the TVET sub-system, including: 2 (a) The orientation of the present and the proposed TVET sub-system toward the public provision and control of training and preparation of students for further studies and higher education, rather than toward immediate access to the labor market (policy and Institutional development problems); (b) Poor administration and planning, unclear (and sometimes contradictory or overlapping) responsibility and authority and lack of coordination among ministries and agencies responsible for training (organizational and mnagement problems); (c) Inefficient institutions and low quality of their programs, due to poor trainer qualifications, outdated equipment, scarcity of teaching materials and lack of pedagogical support as well as lack of a competency focus, weak practical training and inadequate theory-oriented curricula (efficiency and quality problems); (d) Institutions insufficiently geared to labor market demands and insufficiently flexible to respond to changing demands (problem of relevance); (e) Lack of attention to systematic cost reduction, cost sharing and cost recovery policies (cost and financing problems); and (f) Paucity of reliable labor market information to help assess training needs (data and Information problems). Objectives of the Study 5. The main objective of this study is to review the principal issues confronting the education and training system in Angola and suggest to the Government a policy framework for addressing manpower problems. Specifically, the study aims at: (a) assessing the structure, organization, functioning and efficiency of the education and training system; (b) examining various labor market processes in Angola and the links between the labor market and the education and training system, especially in terms of identifying major areas of skill shortages and determining training needs; (c) providing the basis for developing a policy framework and strategy for development of the education and training sector; (d) prioritizing training efforts and rationalizing resource utilization to achieve maximum efficiency; and (e) delineating possible areas of assistance and cooperation in the area of manpower training. Methodology. Study Design and Limitations 6. This report is based on analysis and discussions that took place during two missions to Angola over the past 15 months. An initial reconnaissance mission was launched in February/March 1991 to assess the adequacy of available data, diagnose the extent and nature of the training and manpower development problem, and identify key issues. The second and main mission took place in February/March 1992 to update information, continue the analysis, assess the TVET sub-system and make recommendations for improving its effectiveness and efficiency. Data were obtained through information provided by the Government and training institutions and from discussions with relevant authorities. Information was also obtained through interviews with 3 teachers, private employers and students and from contacts with NGOs and donor agencies represented in Angola. 7. Because of limitations imposed by the availability of data as well as conceptual and methodological difficulties inherent in the manpower forecasting approach, detailed quantitative manpower requirement forecasts were not calculated in this study as a guide to training needs. Also, due to the scarcity of detailed daia on wages and employment and given that much of the wage data that exist are distorted by the fact that until recently, the monetary wage represented only a very small fraction of total remuneration, it was not possible to use movements in wages and employment as signals of changes in the demand for and supply of particular skills. However, the ratio between expatriates and nationals for various occupational categories was used to identify areas where there may be skill shortages. 8. The main designated audiences for the study are (a) the Government and its institutions involved in planning/managing/funding the education and training system; and (b) the donor community/agencies and NGOs interested in providing assistance (financial, technical, material) to the system. 9. This study is a cooperative effort involving the Government of Angola, the Bank, GTZ and Portugal. It is part of an overall effort to address fundamental issues relating to education and training in Angola. For the Bank, initial elements of this effort include the financing of a First Education Project (Cr. 2375-ANG, approved in June 1992) aimed at (a) assisting Angola in setting up a demonstration model for education geared towards improving the quality of teaching inputs and implementing a new education structure (with emphasis on primary and general secondary education); (b) enhancing the country's management capacity in the education sector; (c) improving the quality of training in economics and management and strengthening the management information system of the university; and (d) developing a strategy for overall rehabilitation, revitalization and progressive expansion of the education sector, and preparing future investments in the sector (especially relating to generalization of the demonstration model). This study complements that effort, paying particular attention to technical education and vocational training. Outline of the Study 10. Chapter II presents the macroeconomic context and educational setting, and Chapter W describes the labor market, using some of that information to determine areas where there may be skill shortages and trying to get a rough idea of training needs in various occupational areas. In the following Chapters (Chapters IV through VI), the major TVET sub-sectors are presented in terms of their major features, specific issues confronting each sub-sector, and analysis of those issues. These sub-sectors include the national vocational training system (Chapter IV), secondary technical education (Chapter V), and post-secondary technical education and professional training (Chapter VI). Chapter VII summarizes the cost and financing implications and Chapter VIII draws conclusions and presents a policy framework and program of action. 4 H. ECONOMIC CONTEXT AND EDUCATIONAL SEITING Overview of the Angolan Economy 11. Angola is the third largest country in sub-Saharan Africa, with a total area of 1.2 million sq km and a population estimated at 10.2 million. The growth rate of the population is about 2.8% per year and the population density 8.3 per sq km. In 1989, GDP per capita was about US$620. Though Angola has experienced poor economic performance over the past 15 years, long-term development prospects are positive, given the country's economic potential resulting from its fertile land and abundant mineral resources. 12. The poor economic performance in the past resulted from: (a) The war, which forced the exodus of a large number of people from the countryside to ., cities, extensively d"vastated the physical infrastructure, disrupted internal trade and communications, and diverted considerable effort, expenditures and scarce skilled manpower towards the military. (b) Inappropriate economic policies, excessive and ineffective state intervention in economic activity and weak economic management - all of which has generated a consumption bias for the formal urban sector. The misguided economic policies created an economic system with a formal economy (mostly public) managed through administrative controls and a large parallel economy (mostly private). (c) Severe skilled manpower shortages in various sectors of the economy, compounded by a low priority to training. 13. Well aware of the fact that the current economic problems are due in large part to its misguided policies, the Government in recent years has begun to introduce changes with the objective of orienting the economy towards a free market system. Decisions on the economic front have come in parallel with the end of the war as well as with decisions on the political front aimed at democratization. Elections are now scheduled for September 1992. Recent Economic Reforms 14. The Government enacted a far-reaching package of reforms between November 1991 and January, 1992. The reforms included currency devaluation, remonetization of public sector wages, abolition of most price controls, removal of most profit margin controls, and initial transfers of public enterprises to private operators. These reforms have radically altered the incentive framework and had immediate initial effects on reducing the enormous distortions in Angola's economy. 15. On November 15, 1991, the Government announced a package of measures aimed at implementing a major reform program, including a large devaluation of the Kwanza. At present the official exchange rate for all transactions is NKz550 to the US dollar. The parallel market rate fluctuates around three to four times this rate. 5 16. The package also contained an incomes policy reform that included substantial price liberalization and almost complete wage remonetization. The price system was considerably liberated from administrative controls. With a few exceptions, enterprises are now free to fix their own prices. Specialty shops, which allowed government officials the privilege of buying imported luxury goods at heavily subsidized prices, and all ration-card stores were also eliminated (except for the special shops catering to foreign oil-company employees and one such store for the diplomatic community). This price liberalization was accompanied by wage remonetization. 17. Prior to thes reform measures, official wages represented only a small part of total remuneration. Wages were paid in three main ways: by direct nominal payment, by entitlement to purchase goods at artificially low prices, and through various fringe benefits. As a result of both the parallel market premium and the scarcity of products at official shops, workers got into the habit of selling in parallel markets most, if not all, of their income received in kind or through entitlement. In fact, the monetary nominal wage represented less than 5% of a worker's total income, and the basic entitlement accounted for about 40% of the average worker's total income before the reforms. 18. With the reform measures, the wage system has become one that can be described as almost total monetary compensation; the old in-kind system of labor remuneration based on "complementary entitlement" and "special entitlement" has been eliminated. With these measures, rent-seeking activities that used these labor remuneration instruments will tend to disappear. As compensation for elimination of the complementary and special entitlements, workers received an increase in monetary wages in order to adjust salaries to the unsubsidized prices. The total wage bill was multiplied by a factor of about four, with the monetary wage of higher-level employees increasing proportionally more than those of lower-level employees. Economic Development Strategy 19. Angola's.population density of 8.3 per sq km is low and the country's economic potential is substantial, but its human resources and institutions are weak and the infrastructure was devastated by the war. Angola is also dependent on oil, which poses the challenge often associated with developing oil producing countries: investing rather than consuming their oil export earnings. The country is in transition from war to race, from authoritarian to accountable governance, from a "command" economy to a market-based economy, and from consumption-oriented to investment-oriented policies. The main objective is to achieve a smooth transition in the near and medium term and sustainable development over the long term. The Government's economic development strategy should be to stabilize and rehabilitate the war- ravaged economy, start it on the path to sustainable growth, and address the issue of extreme poverty of most of the people. A combination of economic stabilization and deep structural adjustment should therefore be at the core of the Governments strategy. 20. Such a strategy could be divided into two major phases: a near/medium-term phase and a long-term phase. In the near/medium term (1992-95), the aim should be to facilitate the country's economic transition. In the longer term, the strategic focus should be on diversification of production and exports and on consolidating the development of human resources, combined with capacity-building to strengthen local institutions. Major elements of the strategy in the near/medium-term should include: (a) a push for fiscal improvement and financial stabilization; (b) promotion of policies to channel investable surplus to economic growth and diversification, improve the quality of social services, and protect the environment; (c) support in developing an 6 enabling environment for private investment, including reconstruction of key infrastructure; and (d) assistance in capacity-building and human resource deelopment to strengthen institutions over time, while supporting the creation of efficient and imaginative transitional mechanisms for economic management in the interim. If stabilization is prompt and successful and the recent reform of the incentives structure continues in line with this policy agenda, and if day-to-day economic management improves, prospects are encouraging even for the near term. Over the long term, the emphasis should be on capacity building and human resource development. Angola's long-term growth potential is good because of its abundant resources. With peace, stable and accountable governance and sound economic policies, this potential can be realized. The Education and Training System Administration 21. The Ministry of Education (MOE) is responsible for education and training. At the central level, it comprises nine divisions (Planning, Legal Affairs, International Affairs, Pedagogical Research, Budget Administration, School Supervision, Human Resources, Training, and Public Relations). In addition to the central level, the management of the education and training system comprises three other levels: the provincial, the municipal, and the communal delegations. The Minister of Education is assisted by two Vice-Ministers: the Vice-Minister for General Education (Primary, Secondary, Adult Education and Extra-curricular Activities) and the Vice-Minister for Technical and Vocational Education and Teacher Training). Generl Education 22. The formal educational system comprises three levels: basic education, general secondary education, and higher education. 23. Basic education is divided into three cycles, in addition to one year of pre-schooling. The first cycle, which starts at age six, lasts four years and is compulsory. The second and third cycles consist of two years each. In 1988/89, total enrollment in the first cycle was about 1.0 million, with about 32,000 teachers; in the second cycle about 124,000 with 3,200 teachers and in the third about 42,800 with 1,230 teachers. Enrollment in regular basic education in the period 1970-86 shows rapid growth up to 1979, followed by a considerable decline. Enrollments increased from 484,000 in 1970 to 671,000 in 1976 and surging to 1,932,000 in 1979; thereafter, the number declined to 1,047,000 by 1986. In 1989/90, with 1,230,000 students enrolled in basic education, the gross enrollmer rate was only 52%. 24. General secondary education, which is open to students who have completed basic education, is a pre-university program of a two-year durationy leading to higher education. Today about 4,600 students enrolled in the pre-university program, with 170 teachers. Recent educational reforms envisage the esiablishment of a new 6-3-3 structure, comprising six years of primary education, three years of lower secondary and three years of upper secondary education. it Th duration of this progmm was recently deemed inufficient to provide the basis for effective learning at university level, and therefore has been extended to three yearn on an experimental basis. 7 25. Higher Education. Agostinho Neto University, the sole institution of higher education, has three campuses: Luanda, Huambo and Lubango. The Luanda campus comprises the Faculty of Law, Economics, Sciences, Engineering and Medicine; the Huambo campus comprises the Faculties of Agronomy, Medicine, Economics and Law; and the Lubango campus the Faculty of Economics and Law and the Institute of Educational Sciences, which trains teachers for the National Institute of Education and also provides correspondence courses. The higher education programs are structured in two levels: the first consists of three years, and the second of two years with the exception of Medicine and the Higher Institute of Educational Sciences, each with a six-year program. In 1986/87 the total enrollment in the university was about 5,000 students. Teacher Training 26. Teachers for the first cycle of basic education are recruited from graduates of the second cycle of basic education who have been trained for two years at the Centros Basicos de Formacao Docente (CBFD). Teachers for the second and third cycles are recruited from graduates of basic education who have been trained for four years at the National Institutes of Education (NIEs). Teachers for the upper level of general secondary education and the NIEs are recruited from graduates of this level who have been trained for five years at the Higher Institute of Educational Sciences (HIES), which also provides courses by correspondence. Technical and Vocational Education and Training 27. Technical education is a public formal education program called "Ensino Medio Tecnico" (EMT), under MOE, collaborating, in some, cases, with other technical ministries (i.e., 4griculture, Industry). EMT is a four-year stream of secondary education, provided by 17 technical institutes, different yet parallel to the three-year general secondary stream. During the first two years, EMT's aim is to complete students' basic knowledge and familiarize them with practical work and during the last two years to focus on specializations. From about 13,000 children completing basic education, about 1,500 enter EMT and only 500 enter general secondary education. The total EMT enrollment is about 5,000 students. About 800 to 1,000 will graduate every year in economics, industry, health, fishing and oil production. Like general secondary education, technical education provides access to higher education. EMT teachers are trained in four specialized institutes (Instituto Medio Normal). 28. Vocational trainin. There are 135 specialized vocational iraining centers (VTCs) in the country, run by 16 different ministries. Thirty focus on initial training for the young (ages 14 to 18), 37 on initial training for adults and youngsters, 20 on initial training for adults and further training and upgrading, and 48 on further training and upgrading. Due to security reasons, less than 44% of the existing facilities are being used despite the urgent need for qualified manpower. Thirty-nine percent of the total capacity is concentrated in the capital, Luanda. Initial training is a formal two-year training program, while further training and upgrading are provided in non- formal short training programs. A National Vocational Training Council, chaired by the Minister of Labor and comprising representatives of the concerned ministries and organizations, is in charge of defining the strategy and main orientations of the national vocational training system. MOE's Vocational Training Directorate is in charge of running the MOE VTCs and also cooperates with the other ministries in running their own VTCs. MOE's Vocational Training Directorate is also in charge of preparing, with the assistance of ILO, the reform of the national vocational training system. 8 Non-FormaltEducation 29. Adult education is offered by the National Center for Literacy and provided at night, using the facilities of existing schools. Non-formal education consists of three levels of adult education, corresponding to the three cycles of basic education (para 23). The first level is a two-year literacy program divided into four semesters. Levels two and three also each consists of a two-year program. Graduates of the third level have access to general secondary education. Apgrenticeship System 30. Apprenticeship is *he most important training activity taking place in Angola at the skilled-worker levcl and is the main vehicle for skills acquisition in the informal sector. Although reliable data are unavailable, a cursory observation indicates that up to about 70% of the apprentices follow the traditional unregulated path in the informal sector, learning from the "master." Major trades include carpentry/cabinetmaking, mechanics (auto, motorcycle, bicycle), dressmaking, hairdressing, and repair of electrical domestic equipment. The educational level of apprentices varies widely, from illiteracy to completion of the fourth grade of general education and in some cases higher. The age of entry also varies. The Government's Sectoral Strategy 31. In 1987 the country's political authorities rcquested that the Ministry of Education undertake the necessary studies for development of a new framework for the education sector. This was a first step in the development of a sectoral strategy for the rehabilitation, revitalization and progressive expansion of the sector. In 1990, MOE finalized a proposal, entitled "Reformulacao do Systema de Educagao e Ensino" (RSEE). For TVET 2' the proposal consists of a new structure: a vocational education of two years following successful completion of primary education, and two levels of technical edacation, the first for three years following primary education and the second for three years following successful completion of lower secondary education. With the help of UNDP/ILO, the Government has enacted legislation reorganizing the vocational training system, allowing for creation of a National Vocational Training Institute (INAFOP) to coordinate vocational training and also allowing for the creation of a National Enterprise Training Service (SENAFOPE) geared towards the training needs of enterprises. Meanwhile, in 1990 a Presidential Decree created a Higher Education Reform Commission, headed by the Rector of the University, to evaluate Agostinho Neto University, identify major problems and recommend reforms; its work is still underway. Furthermore, as part of the country's shift towards a liberalized economy, a decision was taken In May 1991 to allow the creation of private educational institutions. See the SAR for the Firt Education Project (Repost No. 10338-ANG) for information on aspects of the Government strategy oling to basc, general econday and teacher education. 9 32. In developing these proposals, the Government has shown its determination to rehabilitate and revitalize the TVET sub-system and its willingness to mobilize private contributions to this end. Although the proposed RSEE Is basically sound, there are still some inefficient aspects remaining from the previous system, including: (a) continued greater involvement of the Government In the provision of training; (b) the lack of participation of employers and the private sector in the design and development of the new TVET sub-system and their consequent lack of enthusiasm for the training fund; and (c) the limited administrative and financial autonomy of the newly created institute, INAFOP, responsible for coordinating vocational training. 10 III. THE LABOR MARKET AND TRAINING NEEDS Background 33. Any employment an- labor market analysis in Angola is confronted with a major problem: incomplete, sparse a.d inconsistent data. For example, data on supply and demand for labor collected by the Ministry of Labor are based on reporting of both job seeking and job vacancies; however, data are missing for three provinces due to the war, and not all job seekers or enterprises indicate their situation to the employment offices. Against this background of data scarcity and unreliability, and additional challenges due to the changing economic environment and labor regulatory framework and practices, this chapter examines the main characteristics of the Angolan labor force, the employment situation, the regulatory framework and the wage structure, and identifies and analyzes the key issues confronting the labor market, especially as they relate to skill shortages and training needs. It attempts, insofar as possible, to provide answers to the following questions: (a) What are the main characteristics of Angolan labor markets and how competitive are they? (industrial mix of employment, rural-urban mix, formal-informal sector mix; labor force activity of females, children, the unskilled and graduates; demographic characteristics, wage data, wage rigidities, barriers to labor mobility, etc.). (b) What steps are needed to improve the operation of labor markets as a guide to manpower development? (labor market regulations, labor market institutions and labor market information). (c) How well does the education and training system adapt to changes in the dema nd for labor? (a question of external efficiency). 34. A series of visits involving interviews with management and data collection in about 20 enterprises (state, mixed and private) were undertaken to indicate wage and employment trends and to gather employer opinions about the education and training system and skill shortages. Official data from Government sources were also gathered (Ministries of Education, Planning, Labor and the National Statistical Institute) on various aspects of the labor market and the training system. Demographic Aspects 35. In 1990 the estimated population of Angola was 10.2 million -1, growing at an annual rate of 2.8%. The urban population represents an important proportion, estimated at 37%. Women represent 51% of the total population, and the economically active population (4.1 million) represents 40%. All data in this chapter are for 1990, unless otherwise specified. 11 Employment in the Formal Sector 36. Official sources provide a breakdown of employment statistics among five sectors: public administration I-entral and local and state corporations), "mixed" enterprises, private enterprises, cooperatives, and "others". The public sector accounts for 75% (471,245 persons) of the total employed population in the formal sector, including the state corporations and civil service (131,178 permanent civil servants ' or 95% of all civil service employment) and excluding the Armed Forces (an estimated 212,000 persons). The private sector, on the other hand, employs about 132,000 persons, or 21 % of the employed population. The rest (4%) is distributed among the "mixed enterprises" (3%) and "others" category (1%). Women represent 23% of the employed population in the formal sector. Much of modem sector activities are taking place in the Province of Luanda where close to one third (31.7%) of the employed labor force is found; the other important centers are Benguela, Huila and Kwanza Sul, with 18.5%, 7.6% and 6.7%, respectively. 37. Labor statistics in Angola are organized in terms of productive versus non-productive activities. Table 3 shows an increase of total employment during the last four years at an average annual rate of 3.4% and a stable distribution of workers among productive (61%) and "non- productive" activities (39%). The distribution of workers within each sector remains stable, with the exception of the administration, where there was a tremendous increase in the number of employees between 1986 and 1987 (66,800), and the "others" category where a decrease of similar magnitude occurred (71,000). V The same pattern is seen in the occupational distribution of the employed labor force. The "productive" staff consistently comprise between 52% and 58% of total employment; mid-level technicians, 10-12%; administrative staff, 29-32%; and managers, 3-5% (see Table 4). Educational Attainment of the Labor Force 38. There is little data on the educational attainment of the labor force in Angola and much of this is outdated. The only recent source is provided by the recently completed civil service census. While the educational levels of civil servants are usually known to be higher than the rest of a work force, in Angola as much as 10% of the civil servants have no education, close to 90% have not received more than eight years of education, and only 1.6% have a university degree. Managerial, high- and middle-level technical and skilled worker positions make up 36% of the total; assuming that these occupational levels require more than eight years of schooling, we could say that as many as two out of three civil servants filling those positions do not have the required educational background. This is a clear indication that Angola's work force is under-educated, and a reflection of the country's limited administrative capacity (see Table 5 for details). Civil Service Census, June 1990. Does not include the number of health and foreign affairs employees in the Province of Luanda and those of Agostinho Neto University. Also excludes the officials and defense, security and law and order personnel. A likely explanation for this could be a change in the definition and a reclassification of a sizable number of employees from the Oothern" category into the administration. 12 The Informal Sector 39. In general, the informal sector is highly heterogeneous. It encompasses a wide variety of economic activities that tend to be overlooked in statistics; typically they are carried out in small units, and many informal sector workers often find it difficult to abide by all the laws of the land (depending on the legislation). Alternative labels have been proposed to highlight special concerns and particular aspects of the informal sector or to narrow the field: !he micro-enterprise, the unstructured, the unregistered sector, the hidden sector, and the parallel economy or people's economy. In this study the informal sector will include two large categories of economic activities: activities in the traditional sector -individual farmers (the large majority) and other artisans- and activities not controlled by the Government and resulting from urban concentration and the progressive expansion of the parallel and subterranean (hidden) economy-trade, transport systems such as "Kandonga" F, micro-enterprises such as repair shops, etc. 40. Little is known about employment in the informal sector. It is estimated that about 77% of the active population operates in the informal sector (among them, 55% are women) 2'; the main sectors of informal activities are agriculture (83%) and services, in particular parallel markets, which account for 10% of informal sector employment. Women are particularly active in the informal sector, especially in the "associations" of the urban green belts (75%) and in parallel market activities (the cambistas, for example) where they represent as much as 60% of employment. Unfortunately, no data are available to show the development of informal sector activities over time. Main Sub-Sector Issues Labor Regulations and Labor Market Information 41. The Government's recent reform measures, aimed at removing some of the obstacles to the fumctioning of the labor market, included wage remonetization (paras 16-18) and elimination of the requirement that wage payments be made according to a national salary schedule. Meanwhile, a decree on minimum wages has been issued that provides for minimum wage negotiationsF between enterprises and employees (the official minimum wage is currently fixed Kandonga is the local name for the iaxi system operated by individuals for the transportation of persons and goods within and outside urban areas. Agbs Morel. Rapport do Mission: Fornation pour le travail dans les activitds infonnelles rdmundratrices. PrqJet BT/ANG/89001 *Systm National do Fonnation Professionnelle". hillet 1991. This study was the first output of an ILO consultation mission to (i) establish a first diagnosis of the "unstructured" sector. (ii) fonnulate recommendations to establish training program for this sector, (iii) identify regions, sectors, or trades which should be, in a first phase, targeted for training; and (iv) organize infonnationitraining of national professionals. The study was also confronted with data problems and could not provide any deep insight into the functioning of the informal sector. ' Calling self a socialist wor.*a state, the MPLA Goverment that cam to power after independence expressed its commitment to protecting the rigIs of its wocers and providing them with a reasonable wage. In the 1980's, all workers therefore belonged to the National Union of Angolan Workers (Unilo Nacional dos Trabalhadores Angolanos - UNTA) and received at least a minimum wage. In addition, there were incentive prograns at some factories, and UNTA promoted a "socialist eaulation" program in which woars won bonuses for exceptional productivity. Nevertheless, the Government has become dissatisfied with worker productivity, especially at the state-un enterprises, and has proposed to tie all wages to performance. 13 at NKz12,000). The only remaining national salary scale that has been updated recently (November 1991) applies only to the civil service. During our visits to enterprises, we observed that most of them abide by the minimum wage regulation and do pay their employees higher wages than the minimum levels. 42. A second measure under preparation by the Government is the Employment Law,' the most important objectives of which are to promote a better match between supply and demand for labor, define a strategy to stimulate horizontal and vertical mobility between firms and sectors, increase productivity through training, and strengthen the collection of reliable data in order to obtain better information on the employment situation. This draft law clearly stipulates that firms are free to hire workers according to their assessment of their qualifications and their own criteria; however, the draft law requires firms to declare their job vacancies as well as any personnel changes to the local employment offices. In addition, every year they must provide data on the status of their personnel (national and expatriates) and on their training needs. Similarly, high- and middle-level educational institutions are required to provide data on the number of graduates in the various disciplines to the National Directorate of Employment and Vocational Training (DNEFP), Ministry of Labor. However, these requirements, obviously aimed at improving knowledge about the employment situation, have not proved very effective up to now. The Statistical Office of the Ministry of Labor, which requires compulsory reporting of employment, could not account for more than 50% of the employed labor force in the formal sector. 43. Moreover, the Employment Law falls short of allowing for dismissals and smooth geographical labor mobility. In effect, the only possibility for termination referred to in the text relates to cancellation of jobs for technical or organizational reasons. Employers contacted during the mission repeatedly mentioned the difficulty (impossibility, according to some) of dismissing even notoriously incompetent workers and indicated that this has had a negative effect on workers' job security in the long run, employers being reluctant to offer permanent employment and preferring fixed-term contracts. With respect to labor mobility, the law limits the hiring of workers from regions other than the firm's location through an undefined regional compensation mechanism. 44. Finally, a third legal instrument is the Law on Collective Bargaining, & which explicitly recognizes this procedure as the main means for resolving labor conflicts and promoting a positive climate for labor/management relations. 45. Until recently, wages were centrally determined in Angola. Employees were paid according to a rigid national salary schedule that did not provide for work incentives. Moreover, monetary wages made up only a small portion of the total payment for employment (para 17), the largest part comprising rationing coupons, cards, payment in-kind and consumption Meanwhile, UNTA is being reorganized to include associations catering for the neds of different professional groups, all under the "umbella* of UNTA. 2 Lei do Emprogo. Lei Sobre Direito de Nogociaoio Colectiva (Nival de Empresa). Approved by the Popular Assembly on July 23, 1991. 14 entitlementu'. The fact that monetary wages were determined according to official prices, which were much lower than market prices, led to a large discrepancy between nominal and real wages generated by the market price of entitlement to goods and services. As a consequence, workers' purchasing power was unrelated to nominal wages, productivity, or scarcities of different skills. The urgent need for remonetization of the wage system was argued in the Bank's report on trade, price and wage reform, which recommended a gradual remonetization and the multiplication of managers' salaries by a factor of about 25 and those of unskilled workers by a factor of about 13, using parallel market prices as references. 46. Little is known about the current remonetized wage structure, with the exception of the civil service. During enterprise visits, the mission noted that wages are paid in cash, with a possibility for employees to purchase at production cost, goods produced by the firm and which they still tend to resell in the parallel markets. However, by several accounts this activity, quite lucrative in the past, is reported to have now lost much of its attraction, prices having been liberalized. The civil service salary scale presented in Table 8 reflects the wage increase that took place in this sector over the last two years. I' The table shows the evolution over time of the ratio between maximum and minimum salaries for various occupational levels. The increasing gap between maximum and minimum salaries certainly reflects an attempt to introduce incentives into the system. Composition of Manpower and Skill Shortages 47. During the transitional phase towards independence, 1974-75, about 310,000 skilled persons left the country, among them a large number of experienced professionals. Since then and despite its tremendous education effort, the country has not been able to offset this loss and has had to resort to the importation of skilled manpower. Until 1986 there were 20,000 expatriates costing as much as US$103 million a year. ' Bilateral cooperation and the hiring of foreign experts by Angolan firms were the most important source of technical assistance to the country. HI According to the Bank's Gy Cover Repost No. 8964-ANG titled Angola: Tade, Price and Wage Reform (June 20, 1991), there are nine basic components to woresr income: nominal wage (4.9%), (21%), basic entitlement (40%), fish and meet entitlement (usually not available in govermnet stores), complementary entitlement (4.5%), special entitlement (42%), requisition (negligible), fringe benefits, losses and thefts (20-30%!). Note that the increase falls short of being the magnitude of the Bank's recommendations. jY Ministry of Planning estimate. 15 .*.~ ~ ~ ~ ~..... ... ...... . ~*.....*... In pursuit of Angolanization, that Is, the goal of having an upper-level wor* force made up of at least 50% Angolans, in the eighties the Government began Initiating some training programs. A 1982 Angolanization Law (Decree 20/82) established a special fund for training activities, with contributions especially from the petroleum indusny. Because of the source of funds, the greatest success occurred in the petroleum industry, in which by the end of 1985 more than 50% of the workers were Angolans with some technical training. To increase the success of Its Angolanization program even further, the Government in 1986 enacted the statute on the coopgrant worker. This law established the principle that cooprants must train Angolan workers in theirjobs and pay taxes based on Angolan Labor regulations. Further measures were also taken to encourage the return of Angolan exiles, even those who hadformerly opposed the MPLA. But the response to this encouragement was somewhat meager because of the countryIs instability at that time. With peace now, the time seems to be rightfor putting In place appropriate incentives to attract bact skilled Angolans living abroad. 48. From an establishment survey carried out in 1988 by the Ministry of Planning and covering about 302,000 employees (half of formal sector employment),.& it can be seen that about 22% of the employees with university and middle level degrees (excluding managers) are expatriates; this ratio which is greater among university graduates (37%), would be even more significant had data on foreign oil companies been available. The data also show that the need for foreign expertise is greater in the secondary sector, where more than 90% of the expatriates are found. Nationals, on the other hand, are found in relatively large numbers in the tertiary sector, which includes the civil service; civil servants, especially teachers and health personnel, are concentrated in this sector. 49. The data in Table 11 on the number of skilled persons (expatriates versus nationals) in each occupational group provide a rough indication of areas where skill shortages may be the Som 1,500 questionnaires were received ftm govenment and private units with more than 25 mployees and employing university and secondary graduates. It is assumed that the onmber of technicians in the sample aepresent more than 50% of the national total. Also missing are the foreign oil companies. 16 greatest. IF These shortages are more important in areas with the highest ratio of expatriates over nationals; among higher-level professional positions, these areas include (a) administration and management; (b) all areas of engineering (except fisheries); (c) the medical and paramedical professions, especially general medicine; and (d) education. Shortages of middle-level skills are also observed in (i) management, especially in the tourism area where the ratio is the greatest; (ii) computing and communications; and (iii) engineering in the mining sector. Recommendations Strengthening of the Labor Market Information System 50. At a time of rapid economic and social changes in Angola, current labor market information is clearly inadequate to achieve a match between training and employment. The only systematic source of labor market data is the Ministry of Labor, which gathers data in its regional antennae; this data is collected through (a) establishment-based surveys on the employed labor force in the modern sector; and (b) firms' Cemand for labor (through compulsory registration of all manpower needs) and labor supply (through compulsory registration of all job seekers). Data collected through these means do not provide a satisfactory picture of the labor market situation and trends, much less of training. This is because not all firms report their manpower needs nor respond to the annual surveys, and few unemployed persons declare themselves to the placement center because of the well-known "discouraged worker" phenomenon. Finally, this tool is completely inadequate for measuring employment in the informal sector where the large majority of the labor force is found, as well as underemployment - especially rural underemployment. In the context of development of the "National Employment System" in Angola, the Ministry of Labor plans to develop its information system on the basis of the same apparatus and methods used up to now, with some improvements (e.g., the questionnaires filled by employers will be simplified). The Instituto Nacional de Estatistica (INE) would carry out household surveys that will supplement this system and also provide information on the informal sector. 51. What is'needed is a sustained, reliable, decentralized and economical system for gathering, processing and analyzing data on the labor market and the training situation and trends. Such a system should make use of various data sources and services. Such systems, in place in other countries,W gather civil service employment data from the payroll service, para-public and modern private sector data from the social security service, and urban and rural informal sector data through periodic censuses of activities, regular sample surveys and in-depth studies of a few professions or firms. The match between trainingleducation and employment could be analyzed by using periodic tracer studies and monitoring the flow of graduates from the training centers and programs. Finally, where available, household sample surveys carried out by the Statistical Office serve as an invaluable data source. Some of these activities could be carried out by regional vocational training centers (in which regional employment observatories could be developed) with the data centralized at the central level at INAFOP. INAFOP could spearhead S This is based on de assumption th (a) given their coa, which is umally higher than tha of nationals, finns and governuet would hie expatriates only in areas of critical need; and (b) bilateral and awstilateral cooperation would als aim at filling only skill gaps. Although it would be hazardous to derive any quantitative noods from this am-is, it is possible to identify such areas. The data come fhom a regrouping into 20 categories of a morm detailed occupation distribution (91 categories). The Togo Training Employment Observatoty is one example. 17 the carrying out of these activities in collaboration with the INE and the Ministry of Labor's Statistical Office. It should, however, be noted that such an endeavor would require the establishment of a medium- to long-term plan for developing a sustainable and complete information system in Angola. Modification of the Draft Employment Law 52. The draft employmecnt law falls short of allowing for dismissals and smooth geographical labor mobility. In fact, in the next few years employment generation and promotion of private enterprise will be topics of increasing interest to the Government as it gears itself towards undertaking a major structural adjustment program. Employment generation and private enterprise development would, however, require that the labor market be efficiently organized and managed; unfortunately, at present there is serious doubt that this is the case. In fact, labor market regulations and controls may be distorting factor prices and unduly constraining labor mobility; these may be adversely affecting employment and private enterprise development. Our recommendation is that the Government take the necessary measures to modify the draft Employment Law (para 42), with the objective of reducing labor market rigidities and in particular simplifying procedures for the hiring and firing workers. Skill Shortages and Training Needs 53. There is need to address the shortages of skilled manpower in middle- and higher-level professional positions in the areas identified in para 49 as those in which skill shortages may be the greatest. For higher-level professional positions, these include: (a) administration and management (accounting, inventory management, MIS, etc); (b) all areas of engineering (except fisheries); (c) the medical and paramedical professions, especially general medicine; and (d) education. For middle-level positions, these inclIde management (especially in the tourism area) and computing and communications. 18 IV. THE NATIONAL VOCATIONAL TRAINING SYSTEM Bacground National Vocational Training System 54. A National Vocational Training Council (CNFP), chaired by the Minister of Labor and composed of representatives of the government departments and other agencies concerneu with vocational training, was created in 1988 with a mandate to formulate the major guidelines for a National Vocational Training System (SNFP). Each sector of the economy is responsible for training its own manpower (see Annexes I-VI). The technical ministries overseeing the various sectors own and administer 118 training centers (CFPs) with a capacity to train approximately 10,000 workers and skilled technicians annually. The Ministry of Education (MOE) owns and administers 17 training centers able to turn out 2,400 skilled workers and technicians annually for both the formal and informal sectors. These CFPs, the majority of which are specialized, are supervised by the technical ministries corresponding to their areas of specialization, and cooperate with MOE on curriculum matters. Thirty CFPs are reserved for pre-service training of young people, 37 for pre-service training of both adults and young people, 20 for pre-service training of adults and for in-service training, and 48 for in-service training. In-service training affords workers the possibility of improving their skills or acquiring new skills in certain specializations, through courses whose duration varies in accordance with the type of qualification being sought. As a group, CFPs operate at roughly 40% capacity because of damage sustained during the war and the difficulties of administering them in a war scenario. The existing facilities for pre-service economics and management training and for in-service professional training are described in Annex VII. 55. Current reorganization. The Government of Angola, with UNDP/ILO assistance (Project No. ANG/89/001), has embarked on a radical reorganization of the SNFP that will take effect progressively over the coming months. The foundations for the nt.w SNFP structure consist of three legislative instruments passed by the People's Assembly: (a) the Vocational Training System Act, setting out the guidelines for the SNFP and its mandate; (b) the National Vocational Training Institute Act, creating the Institute (INAFOP) as a semi-autonomous agency with responsibility for SNFP planning and management; and (c) the Vocational Training Fund Act, creating the mechanism through which the SNFP is to be financed. At Annex VIII is a detailed description of the organization and management of the SNFP. The National Directorate of Employment and Vocational Training (DNEFP) is also being reorganized. The problems this Directorate faces and its proposals for addressing them are discussed in Annex IX. 56. Vocational Training System Act. The Vocational Training System Act, passed by the Assembly on February 21, 1992, specifies the objectives and structure of the future SNFP. These objectives will be to provide pre-service training for young people and adults of both sexes, as well as in-service training for adults, in response to labor market needs. For the moment, the SNFP is to consist of the 17 training centers belonging to MOE. It will be administ-red by INAFOP and financed partly by the Government and partly by a fund to be established with the proceeds of a payroll tax on enterprises. The Act also provides for the creation of an apprenticeship system. 19 INAEOP 57. This Institute is similar to a government department such as a ministry or secretariat of state for vocational training, except that it is semi-autonomous (under MOE supervision for a while, then to come under the supervision of the Ministry of Labor), and is administered by a tripartite Board of Directors on which employers occupy 25% of the seats. However, Board members, as well as the Managing Director, are appointed by the Minister of Education. In addition to its responsibility for SNFP planning and administration, INAFOP is in charge of training for trainers, through the Instructor Training Center (CENFOR), and of training for enterprises, through the Enterprise National Training Service (SENAFOPE). Vocational Training Fund 58. The Vocational Training Fund Act calls for the creation of a Vocational Training Fund to be established by requiring all public, mixed and private enterprises and cooperatives with more than 50 employees to pay a tax of approximately 2% of their payroll to cover part of the financing required for the SNFP, with the balance to be provided by the Government. The proceeds are to be collected by the Ministry of Finance, which is supposed to transfer them to INAFOP. Major Sub-Sector Issues 59. While recognizing the extent and quality of the work undertaken for the reorganization of the SNFP, it is important to draw attention to certain points that are likely to compromise the success of the operation. These include: (a) the Government's overall strategy and the mode of organization envisaged for the SNFP, (b) the system for financing the SNFP (analyzed in deta!i in Chapter VII, para 148), (c) the effectiveness and efficiency of the SNFP, and (d) the training of skilled manpower for the formal sector. Government Strategy and SNFP Structure 60. The Government has undertaken a reorganization of the SNFP designed to bring the various participating parties under the supervision of the same agency, in this case MOE. It is clear that the training of skilled manpower for the informal sector and pre-service training of skilled manpower for the formal sector had to be organized to respond to the needs of a post-war economy called upon to develop rapidly. It is also clear that intervention by the authorities was necessary to achieve rational reorganization of an SNFP previously in the hands of various technical ministries and mainly public enterprises, themselves currently in the process of being restructured. 61. One interesting feature of the SNFP, and a legacy of the previous system, is that seekers and users of vocational training (the technical ministries and the enterprises) were responsible for training in their own sectors. It is to be feared that unification of the SNFP under MOE supervision may "demotivate" the users of the system (technical ministries and employers) by relieving them of their training responsibility,. The tasks of formulating training objectives and implementing, evaluating and financing training programs cannot be handled effectively unless users are actively involved in each program. Another risk is that creating semi-autonomous government agencies such as INAFOP and SENAFOPE may come to the same thing as creating 20 additional bureaucracies that will inevitably grow and whose efficacy will be questionable, particularly because of the shortage of qualified professionals. SNFP Effectiveness and Efficiency 62. Planning for the SNFP will be the responsibility of INAPOP. This means that the Institute will be called upon to determine training needs in the formal and informal sectors, devise the necessary training programs, and administer and evaluate these programs, while at the same time administering the training centers and the training of trainers. These are enormous tasks which government agencies such as INAFOP (administration and development of training) and SENAFOPE (training for enterprises) will be unable to carry out successfully alone and to the satisfaction of users, particularly given the present scarcity of qualified professionals. The system will prove cumbersome, as well as costly, to both the enterprises (2% of payroll) and the Government (provision of major additional funding), while the results obtained may in all likelihood not meet the needs of the productive sectors. Training of Skilled Manpower for the Formal Sector 63. Another part of the mandate for the new SNFP is to identify the training needs of enterprises and, through SENAFOPE, to propose specific training programs. An agency administered by the Government will not have the necessary flexibility and rapidity of response, nor command the necessary human and financial resources to undertake such a task. Experience demonstrates that these tasks can only be achieved successfully by enterprises themselves, with assistance from private firms specialized in training development. However, we have to proceed with caution, since private training capacity in enterprises and proprietary training centers are presently not sufficiently developed in Angola to make this unproblematic. But, given the trends towards privatization and private enterprise development, it is certain that the development of private training capacity will follow and should De ancouraged. Meanwhile, there are a number of NGO's also providing training in various occupational areas, such as CARE and Mddecins sans Frontibres in the health area. 64. Low quality and relevance. The quality of vocational training depends on the degree of involvement of the employers, the relevance of the programs, the qualifications of the teachers, and the availability of appiopriate facilities and equipment. Now all of these are in short supply in Angola. While nearly all large public and private enterprises own, or share with MOE, a training center for initial or in-service training, the training programs provided by these centers are, in general, of poor quality due to the lack of qualified teachers, relevant training programs, and appropriate facilities and equipment. 65. Inadequacy of facilities. The inadequacy of facilities is mainly due to the destruction and lack of maintenance of the existing institutions. The global capacity of the existing training centers is considered as sufficient in a medium term period, but all of them need to be refurbished and remodeled in order to accommodate modern training programs. Existing equipment is well maintained and most of it can be used, but additional specific equipment will be needed for newly redesigned training programs. 21 Recommendations 66. In the area of vocational training, the following recommendations emerge from the above assessment: (a) SNFP strucre: Training for the informal sectorl' and pre-service vocation al training could, for the most part, be the responsibility of the Government, MOE, MOT, and other appropriate ministries or government agencies, provided the beneficiaries are actively involved. Restructuring of the SNFP is a step in this direction. On the other hand, specific kinds of training for enterprises, and preparation for particular jobs, should remain the responsibility of the enterprises themselves; the SNFP should not intervene in this area as planner/administrator, but only as training provider at the request of enterprises. It would be advisable to encourage existing non-MOE training providers (technical ministries, public or private enterprises, private operators) first of all by leaving to them the ownership of and responsibility for the centers that have been theirs so far, and then by developing mechanisms for the promotion of private vocational training directly linked to labor market needs. (b) INAFOP should remain as the lightly structured planning/administration agency for an SNFP focused on the informal sector and on pre-service training of a labor force that would receive subsequent skills training (responding to labor market demands) under specifically-targeted training programs. This SNFP would coordinate and have oversight of a certain number of administratively, pedagogically and financially autonomous training centers. As a further guarantee of the effectiveness of the system, it is recommended that INAFOP, as a planning/administration structure, be really autonomous and that employers (directors of large, medium and small enterprises, as well as artisans) be involved tpore actively in its general management. The productive sector should be represented in the general management of INAFOP to the same or a greater extent than the Government. SENAFOPE has little chance of succeeding if its status remains the same as at present, even if it is given virtually total autonomy. It remains under Government supervision and will be unable to attract suitably qualified managerial and professional staff, mainly because of civil service compensation scales, which are non-competitive with those of the private sector, and also because its operating procedures differ from those of the private sector. The Government should let training for enterprises remain the responsibility of the enterprises themselves and promote the creation of private training institutions. Given the heterogeneity and lack of ample information about the informal sector, it is difficult to develop a systematic approach to training for this sector. It is, however, obvious that the best training for this sector is prinary education and general secondary education, complemented by apprenticeship and some vocational training in some occupational areas. This culd be done by the vocational training centers aiding the informal sector by providing complementary theory classes at night or on weekends to go alongside the practical skills acquared in apprenticeship. These centers can also provide in-service training to the mansters" to introduce new technologies, thus increasing producti%ity. 22 (c) SNFP effectiveness and efficieney: The SNFP should concentrate on training for the informal sector and on pre-service training, but should intervene in specifi c training and in-service training only at the request of the enterprises. The training centers that make up the SNFP should also serve as points from which to observe the labor market in their particular regions and should also be equipped with a system that allows follow-up of their graduates. These two streams of data would enable INAFOP to supplement other labor market data and be more effective in planning the programs thesc centers will be called upon to organize. Finally, the centers, under INAFOP supervision, should be administered by local Boards of Directors (on which employers would have the primary responsibility) and should see to the follow-up of graduates. (d) Training of skilled manpower for the formal sector: Specific training for enterprises, in-service training, and preparation for sptcific jobs should remain the province of the enterprises themselves, the only ones able to determine the ir needs and with the financial resources and necessary impetus to cover them. The Government should sensitize employers on this point, besides offering incentives, especially for small and medium enterprises, to organize and devel op internal training. In addition, it should encourage the establishment of private training institutions. Finally, the Government should systematically include sizable specific-training components in major investment programs in key sectors of the economy (telecommunications, infrastructure, transport, energy, agriculture, etc.); these training arrangements, targeted on urgent and well- defined needs for which funding is available, would contribute significantly to the reorganization and development of the SNFP, which might itself be one of the training providers in such cases. (e) Oranization of an .aprenticeshig system: As far as the organization of an apprenticeship system is concerned, it is recommended, for the moment, to av ojd introducing regulations that would define and set in place a system likely to limit employer initiatives. Instead, it would be advisable to set up mechanism s through which information and incentives would be available to employees and employers-for instance, the possibility of employer/employee/Government contracts. 23 Box 2: Tminine Strateev and Oreanistioln of Vocational 71olinne It s intuci to note how variousz ,untries~ organize vocational tratning, here are some æntrsting wamplwfrom industralized countries: 2he Japanes main rainingmodeis in-company tralnng for nployes, supplenwted by priate training ismtituions (a mode made possible by a lifeime employment norm). In Germa the main mode is *hw dual system through which apprenticwship in industry is supplemented by school education. In the Norde cuntrie, the main mode is a broad basic training lodged within secondary schools as a foundation for subsequent on-the-job tr<ining. However, countries with school-based provIsions make efforts to improve indwry-basd complements (Sweden is an aample), and industry-based systems ffor =ample in Gemany and Denmark) dewlop school-based provsion in coqjuncion with. or as an alternative to, training in indstry. 7hus, national systems undenake «cn.pLnenty ~¶orts" to compensate for shortcomings in rheir mai» mode of traig. Among developing and newly industrializing countrie, ther are aperences that may also be useful for Ango, One intermdng aample is South Korep where skills development followed the ensuing profile. First, human raourcws de~dopment was carefully integra:ed with -economc de~lopment. As new industries and tedmologia wee imroduced, nphasir wa placd on the necessy skils development. Second, private trainng was an important featur ofthe human rsoures deelopment strategy alogs4de public iraining. Private apenditus on vocaional eduaion and training have consistently outstrippd public pendtur. 7ird, the system wasjlxible in it response to the changng needs of the economy. Government was wiling to change he system in areas where weaknesses wer identId. Meanwhle, Malavsia offers an exmple lf a newly industrializing cuntryý tiat has begun to fperienæ labor shonages and is poLsed to make Ihe transition to theproduction of higher iechnology goods. It is useful to kak at the training strategy it plans to employ. 71's strategy enpnai~ privare secor participation in training. kn~pving the responsin of public training, and de~lopmen of a øable soure of fnaning. Malaysia ås deloping is training stæsegy using -an integrated appach:that brings together m entatiws of different minmstries involved in train~ng in a cabin-kWvel committee. 7his committee has as its goa the establishment of an effective training system ihat is rsponsive to he -rapdly changing needs of the economy. 24 V. SECONDARY TECHNICAL EDUCATION Background Objectives and Structure of IMTs and the Demand for Middle-Level Cadres 67. The technical& education and training system has to be seen in the framework of the secondary education system. There is a two-stream secondary education system in Angola: the Institutos Medios (in 1987/88 about 12,000 students, of whom about 50% each were in technical and pedagogical institutes), and the Pre-Universitarios (with about 4,200 students). There are far more students enrolled in technical education than in general education at the secondary level. Under certain conditions this fact can be regarded as favorable for the future development of Angola. The Institutos Medios offer a combination of general and "technical" education, i.e. education related to a certain occupational area, mainly agriculture (3 institutes), industry (3 institutes), commerce and public administration (2 institutes), and the health sector (7 institutes). In addition, there are specialized institutes in the fields of petroleum and fishery. Any appraisal of the IMs has to differentiate between the occupational areas, because the situation differs widely among them. A description of the administration of the middle-level technical education institutes is at Annex X. 68. Besides the Institutos Medios Tecnicos, Agrarios, De Saude (health), etc., there are three pedagogical institutes, called Institutos Medios Normal. Their objective is to offer a combination of general education and teacher training for classes 1-8. Teacher training for the first cycle (classes 1-4) of basic education is concentrat : in class 11, and for the second and third cycles (classes 5-8) in -lass 12 of these institutes. Specializations are offered in languages (Portuguese, French or English), geography, physics or biology. While the class 1-8 teachers are trained at the IMNs, the teachers for general subjects at middle-level study at the ISCED (Instituto Superior de Ciencia de Educacao). The teachers for the technical/ professional subjects, however, are trained at the IlfTs themselves. Especially the IM, Tecnico-Pedagogico, in Huambo offers a theoretical and practical teacher training as part of its technical/professional curriculum. After completion of their studies at an IMT, those who are interested in a teaching career remain at the Institute as monitors for three years. 69. Besides the IMs, which are not targeted to prepare students for higher education (although some try to take their career beyond the middle-level) there are the Pre-Universitarios; according to their objective to prepare for higher education, they offer three specializations (social sciences, physics, and biology/chemistry) combined with general education. The Postuguess tem "teoicoW has a connotation other than the English tem "techmicaL The tem 'tecnico' is not restricted to technical aspects in a narrow sene, but includes the aspect of being competent for a certain activity in the employment systeni, e.g., as a ure, an accoatant or a journalit. 25 70. Facilities. Most of the 17 IMTs are located in cities in buildings well-constructed but neglected from colonial times. Some were constructed recently (IM Economico in Luanda); being reconstructed (IM Industrial in Luanda, IM Agrario in Tshivinguir); or scheduled for construction in the near future (IM in Agrario, IM de Saude in Huambo). Classroom, laboratory and workshop equipment is poor. Learning materials and teaching aids are almost nonexistent. In most cases, all practical activities are interrupted because of a lack of materials. The situation is, however, different for the Health Institutes because their practicals are organized in hospitals. Even the most recently built and equipped institute, IM Economico in Luanda (IMEL), is hampered by lack of current inputs (e.g, new copy machines cannot be used, because of lack of hard currency to buy ink for these machines). Books and other learning materials for economics are geared to "socialist" economics and need replacement. Other institutes, e.g., IM Industrial in Luanda (IMIL, formerly Instituto Makarenko), are hampered by reconstruction; as the workshop equipment was not protected properly from being damaged during reconstruction, the workshops will have to be totally re-equipped. Other institutes, e.g., IM Industrial in Huambo (formerly Instituto Medio Tecnico-Pedagogico Ho-Chi-Minh), are very costly but inappropriately equipped. 71. Enrollment and output. According to the latest figures from the Directorate of Technical Education, the total enrollment at 13 IMTs for which data were available was 7,929 students in 1990/91. Therefore, the overall enrollment at all 17 Institutes can be estimated at more than 10,000. The students, however, are unevenly distributed over classes 9-12. In 1990/91, of the total of 7,929 students enrolled in 13 Institutes, 3,998 were in class 9, 2202 in class 10, 1,186 in class 11, and 600 in class 12. These figures show that about 50% drop out from year to year. The dropout figures for the two largest Institutes, IMIL and IMEL, are even more dramatic: from an intake of almost 1,000 in each one, only 80 and 107, respectively, remain in class 12. The output in terms of approved "class 12 leavers" was 59 and 72, respectively, in the most recent examinations. The output, however, cannot be measured only by class 12 examinations. After classes 9, 10 and 11 most of the students had entered the Armed Forces, an unknown number of them returning to school after their service. Now, after the end of war, most of them are expected to join the labor market. Links with the Productive Sector 72. In the command economy, linkages between the IMs and the productive sector were manifold. There were regular practicals in Government-owned and parastatal enterprises. Technicians, engineers and other staff from these enterprises worked as part-time teachers. After their exams, the students were administratively distributed to vacant positions in enterprises or the civil service, where they usually were allowed to stay as employees. With the collapse of the command economy, however, these links collapsed as well; practicals were discontinued as well as the quasi-automatic job security. No up-to-date inforination is available on links with the productive sector. The situation may differ widely between sub-sectors, such as agriculture on one end of the spectrum and health on the other: in agriculture there might be a need for competent personnel but no capacity to absorb any job-seekers currentlyw, because of the collapse of agricultural activities (formerly an exporter, Angola recently became an importer of agricultural products). In the health sector, the old system is still functioning: students spend the fourth year of training at a hospital and may stay there as a nurse or a laboratory technician. 19/ The aituation is however expected to change quickly in view of the now peace situation. 26 73. The links between IMEL and the productive sectors function as follows: IMEL leavers find jobs in public administration or enterprises because of the intensive demand for middle-level staff in general and accountants in particular. The links with the productive sectors are also maintained by those teachers who work outside the school and teach only part-time (72% of all teachers). Major Sub-Sector Issues The Relevance and Cost-Effectiveness of the Technical/Professional Education System 74. As mentioned in para 67, any assessment of the system of IMs has to differentiate between the occupational areas because the situation differs widely as far as the relevance of the curricula for the labor market and the cost-effectiveness of the IMs are concerned. Both relevance and cost-effectiveness are difficult to determine, mainly for two reasons: lack of data, and the specific approach of the IMs in combining general and technical/professional education and training. 75. Any idea of cost-effectiveness has to be checked against the objectives of the IMs. It should be noted that these objectives include a combination of general and *technical"/professional education, because a competent person needs not only some technical skills and knowledge, but also a supplementary general education. This kind of general education does not ignore the occupational area of the student; even in general subjects such as mathematics or languages, examples are drawn from the student's future occupational area. The share of "technical" subjects differs between 36% in class 9 and 100% in class 12. In other words, "technical"/professional subjects are introduced step by step over a four-year period, according to the student's growing maturity and general education background. This is of special importance as long as the general education system up to class 8 cannot be expected to prepare sufficiently for technical education. With time and given the planned improvements in the quality of basic education, it is hoped that the IMs will be able to concentrate on technical/professional subjects. 76. The relevance for the labor market will be assessed by taking into account not only the output after class 12, but also the exits to the labor market after classes 9, 10 and 11 (the so- called dropouts). At those levels, whether any employable skills are included in the curriculum needs to be checked. IM Economico (Economics & Management) 77. There are only two institutes of this kind in Angola (Luanda and Lubango). By far the largest is IMEL in Luanda. These institutes offer two specializations: Public Administration and Accounting & Management. The share of vocational/professional training in this course is 36%- 46% in class 9, 55% in class 10, 66%-70% in class 11, and 100% in class 12. In classes 9 and 10, administrative practice, statistics, informatics, economics and accountancy are already offered. These courses can be regarded as relevant for the labor market as well as for preparing for the more specific specializations in classes 11 and 12; the latter cover the main areas of public administration and accounting and management. The main problem hampering relevance at these institutes is not so much the curriculum as the qualifications of the teachers to teach k; they were trained for a "socialist" command economy and now need retraining. Additional problems are the lack of books and office machinery. Meanwhile, the use of computers is not yet included in the course. If the problems related to teacher retraining, books and equipment can be solved, the 27 relevance of the accounting and management courses would be high. Also, the use of computers in this course for training would certainly be cost-effective. IM Industrial (Industry) 78. There are three institutes of this kind in Angola under MOE's supervision (Benguela, Huambo, Luanda). By far the largest is the IMIL in Luanda, which offers courses in the industrial occupational areas of construction, metalwork (turner etc.), and the electrical and chemical industries. In Huambo, courses in construction, metalwork (turner, etc.), welding, agricultural machinery and auto-mechanics are offered, whereas in Benguela only courses in metalwork and electricity are offered. The number of students who passed examinations at the end of class 12 are extremely low: 59 in Luanda, 23 in Huambo, and 33 in Benguela. 79. Another industrial institute which is doing relatively well is the one for the petroleum industry (under supervision of the Ministry of Petroleum). This Institute, located in Sumbe, offers courses in mechanics, drilling and production of oil, and geology. Here the dropout rate is lower than at the other three institutes. Only 120 students are accepted in class 9; of these, about 27 get to class 12, of whom about 90% pass the final examination. Presumably the lower dropout rate is the result of better teachers and equipment, as well as better motivation of the students because of the favorable labor market situation in the petroleum industry. The teachers are paid much better than in the other IMs and even better than in industry. This special policy, financed by the petroleum industry, ensures that competent teachers and instructors remain at the institute. 80. The labor market relevance of the curriculum of classes 9 to 11 needs to be increased. In the mechanics course, for example, there are only three hours (at IMI.) and 12 hours (at IMT Huambo) for weekly workshop practice. The share of vocational/technical training in this course (at IMIL) is 27% in class 9, 36% in class 10, 70% in class 11, and 100% in class 12. Thi iay be regarded as insufficient; however, the additional hours in mathematics, physics and chemistry, which are calcul4ted as part of general education, can be regarded as a necessary and favorable basis for vocational/technical training. 81. Compared with the other IMs, the Industrial IMs need more costly equipment. The workshop machinery in Huambo is Soviet-made and relatively well maintained, and may be sufficient for a limited period of time (more detailed investigation is necessary), whereas the IMIL needs complete re-equipping (being planned by EDF). Complementary inputs (qualified teachers and instructors as well as materials, teaching aids, books, etc.) are necessary for cost-effective use of the workshops. There is a shortage of these inputs, especially after the phasing-out of Eastern European development aid (e.g., in Huambo, from 33 former Soviet teachers and instructors, only 13 remain-for an unknown period). Meanwhile, it should be noted that the cost-effective use of workshops is mainly a question of quality and not necessarily one of quantity (in terms of hours of use), because when the workshops are not fully used for technician training, the free capacity is used for vocational training and other courses. 82. A specialty of IM Industrial in Huambo is the pedagogical practicals (180 h), which are part of the curriculum besides the practicals in the training workshop (12 h weekly) and in production (144 h). Therefore, every student is able to decide whether to enter a teaching career by serving three years as a monitor in an IMT. Four out of 23 candidates who passed the examinations in 1991 stayed as monitors at the Institute. This low-cost training method for the 28 technical subjects could be sufficient if backed up by supplementary courses (see recommendations below). IM Agrario (Agriculture) 83. There are three institutes of this kind in Angola (Huambo, Malange, Tshivinguiro). They offer two specializations: animal or plant production. The share of vocational/technical subjects in the plant production course is 33% in class 9, 40-53% in class 10, 59-70% in class 11, and 100% in class 12. In the animal production course the ratios are similar; however, the curriculum does not include any practical activity. At IM Agrario in Huambo, practical work has been discontinued; this is unacceptable, especially in the occupational area of agriculture. The labor market relevance of these institutes is totally questionable. There is some doubt regarding the future labor market opportunities of agro-technicians. Technicians would need to seek employment in a large farm but the future number of such farms is uncertain. Meanwhile, the curricular separation between animal and plant production may be an additional problem. IM Huambo has drafted a new curriculum in which the separation between the two curricula is being reduced. Furthermore, as reported by IM Agrario in Huambo, most of the students are not interested in agriculture but in general education. They enroll in these institutes because they regard access to them as easier than at the other IMs. 84. It is recommended that a more detailed review of the relevance and cost-effectiveness of these institutes be undertaken in the future as soon as a recovery of agricultural production and the size and structure of farms are foreseeable. At this time it might be necessary to concentrate on training agricultural extension personnel with strong practical experience instead of academically-biased "agro-technicians". IM de Saude (Health) 85. There are seven institutes of this kind in Angola (Benguela, Ble, Cabinda, Huambo, Luanda, Lubangg and Malange). They mainly offer courses for nurses and a small number of radiologists and laboratory technicians. In Huambo, e.g., there are three class 12s with 111 nurses, but only three students in radiology and eight as laboratory technicians. The curriculum of IM de Saude in Huambo shows a relatively high ratio of vocational/professional content already in classes 9-11 (the exact percentages could not be calculated because of different documentation on the curriculum). Class 12 is entirely spent at the hospital; therefore, the labs and demonstration facilities in the school are neglected rather than being put to alternative uses. 86. Because of their specific curriculum and close links with hospitals, the labor market relevance and cost-effectiveness of the health M can be regarded as relatively high. Presently, a major reform of the health institutes is being prepared, with the objective of separating general education and vocational/professional training, the latter being restricted to classes 11 and 12. Asked about this reform, the Director of IM de Saude (a physician) in Huambo said that it would be difficult to restructure the curriculum along these lines because of the relatively high ratio of vocational/professional content in the existing curriculum from class 9 onwards. With quality improvements in stock for basic education, this separation may not be necessary. 29 Recommendations 87. In the area of middle-level technical education and training, the following recommendations emerge from the above assessment: (i) Increase the Labor Market Relevance of the IMTs 88. In principle, it is recommended that the objectives of the IMTs be redirected in order to increase their relevance to the labor market. Exits to the labor market should be organized after each class. From classes 9, 10 and 11 most of the students leave the IMTs and will have to seek employment. Therefore, the IMTs should also cater for these students by offering them employable qualifications from class 9 onward. The IMTs should prepare their students not only for skilled work at the -middle level of the formal employment sector, but also for entrepreneurship (technical and commercial) in small and micro-enterprises. Redirection of the objectives of the IMTs implies curriculum development. However, while it is important to develop appropriate curricula, it should be noted that an additional important factor is the teacher's ability to deliver the curriculum; hence it will be crucial to train/retrain teachers to be able to teach the new curricula based on the redirected objectives. 89. Although it is recommended that the IMTs become more practical and skill-oriented, the model of combining general and technical/professional education at the upper secondary level could be continued for the short term. The analysis in the preceding section discussing the major sub-sector issues has shown why this combination may be necessary and useful at least for the short term. Moreover, a complementary general education backs up technical/professional education and lays the basis for life-long learning and flexible adaptation to unforeseeable changes in the labor market. Against the background of non existent or unreliable manpower forecasts, it is advisable to increase the flexibility of the labor force. The general education at IMTs is not isolated from the technical; in general subjects (e.g., mathematics) examples are drawn from technical applications. This kind of integrated approach should be continued for the time being, but in the medium to long term as proposed improvements in basic and general education take hold, this approach should be reviewed. 90. As a supplementary measure for increasing the relevance of the IMTs, it is recommended that the links with enterprises be intensified through practicals and projects in enterprises, guest lecturers from enterprises, etc. (ii) Undertake Structural Reforms 91. While the Government's effort towards structural reform of the secondary technical/professional education system is a move in the right direction, it should be noted that structural change may be a necessary but not sufficient condition for improvement. The most crucial problem confronting secondary technical education in Angola is the lack of quality, because of the shortage of inputs, rather than a problem of structure. It does not make much difference in the quality and effectiveness of teaching and learning whether the structure is 4-2-24 or 6-3-3. Undertaking the proposed structural reform should not detract or deflect scarce educational management capacity from the more crucial questions of curriculum delivery and quality. 92. Nevertheless, the problem of the system's structure has to be dealt with. Any changes should be consistent with other structural reforms in other sub-sectors of the system. There are 30 various options regarding the future of the IMTs that may be considered, after the introduction of a 9th year of basic education and overall improvement of that sector (basic = primary and lower secondary), which will need several years for implementation. Qption.1: 4-year upper secondary technical institutes combining general and technicWl education. Qtion 2: 3-year upper secondary technical institutes combining general and technical education, but with a reduced ratio of general education, according to the improved level achieved after nine years of basic education. Otion 3: 3-year lower secondary technical education and a 3-year upper secondary technical education. This option is a variant of option 2, but in this case lower secondary education is not general but technical. The Government's proposed reforms are along these lines. Option 4: 2-year post-secondary technical institutes with technical/professional education only; entrance requirement: completion of the full general education cycle (in future 6-3-3) This option concerns post-secondary training, which is dealt with in greater detail in the next chapter. 93. These different options need to be further evaluated to determine whether it may be more appropriate to apply different options to different occupational areas or to apply a uniform structure for all occupational areas for the sake of simplicity and to avoid problems related to the equivalence of diplomas. (iii) Increase the Cost-effectiveness of the IMTs 94. A considerable amount of investment in IM buildings is being undertaken or planned. Further investment is clearly needed to make these Institutes cost-effective. It would be a waste of resources to renovate the buildings without supplementary investment in human resources (teachers and instructors) and equipment (machinery and learning materials). Highest priority should be given to IMs Economico because, - in a period of transition to a market economy, middle-level cadres for business and commerce are urgently needed. As most teachers were trained for a command economy, they now need retraining. Second priority should be given to the IMs Industrial because of the extremely high dropout rate and subsequent low number of approved technicians produced by those institutes. The relatively costly equipment (compared with the economic, health or agricultural institutes) calls for giving special attention to cost-effectiveness. The industrial institutes should continue to use their workshops for vocational training if they are not fully used for technician training. The IMs de Saude should be supported with teacher training, equipment and other inputs; further recommendations, however, should be coordinated with operations in the health sector (e.g., IDA's First Health Project, which is under preparation). Before any specific recommendations on the IMs Agrarios are made, development of the agricultural sector after the transition to market economy should be assessed in order to determine the demand for agricultural technicians and/or extension personnel. 95. Teacher training and retraining. The training of teachers for general subjects of the upper secondary level at the ISCED should be continued and improved, whereas special recommendations are necessary regarding training and retraining for technical/professional subjects. The large spectrum of these subjects, as well as the relatively small number of teachers and instructors per subject, calls for specific solutions. For the same reason, it is not advisable to install a central institute for IMT teacher training. Future teachers of the IMs Economico should study at the Faculty of Economics, Commerce and Business Administration; an 31 economics-pedagogical department could be added to that faculty. As mentioned in para 77, retraining of the existing teachers at the IMs Economico is urgently needed because all the teachers were trained for a command economy instead of a market economy. Technical assistance for retraining in this sector should be a high priority measure. 96. Future teachers of the IMTs Industrial will be either engineers from the Faculty of Engineering or technicians from the IMTs themselves. The model of including pedagogical theory and practice in the curriculum should be continued and improved. During the three years of working as a monitor, supplementary pedagogical courses or seminars should be offered. This kind of teacher training, tailored to specific needs, should be organized in two ways: (a) special courses for strengthening the practical component should be offered in cooperation with CENFOR, in Cazenga or Sumbe; and (b) on-the-job training for teachers and instructors should be organized at the institutes where they are employed; a techni;al-pedagogical specialist should visit them and offer pedagogical upgrading tailored to local needs. No special recommendations regarding the training and retraining of teachers for health and agricultural subjects can be made at this time. 97. Eguipment. teaching and learning materials. Equipment, teaching and learning materials are urgently needed by the IMTs and IMNs in order to increase their cost-effectiveness. It would be a wastage of resources to invest in buildings and teachers without the complementary equipment and teaching and learning materials. Equipment for the IMs Economico (mainly computers) is less costly than that for the IMs Industrial and does not need a long planning period. Equipment for IMIL is being prepared by EDF, whereAs IMT Huambo, which is relatively well equipped, and IMT Benguela need further investigation. 98. The IMNs, where the teachers for classes 1-8 are trained, urgently need classroom and laboratory equipment and teaching and learning materials. This should be regarded as a prerequisite for improvements in preparing the students for technical/professional education. According to the priorities recommended above, the selection and delivery of teaching and learning materials should start with the IMs Economico and continue with the IMs Industrial. Regarding equipment, teaching and learning materials for the agricultural and health institutes, further investigation is necessary, the latter in coordination with health sector projects. (iv) Undertake Regular Tracer Studies 99. In order to monitor the transition from IMs to the employment system as well as to the higher education system, tracer studies should be carried out regularly, as a basis for decisions on future reforms of the secondary technical/professional education system. 32 VI. POST-SECONDARY TECHNICAL EDUCATION AND PROFESSIONAL TRAINING Background 100. Post-secondary education within Angola is provided only by the Agostir-.o Neto University (Universidado Agostinho Neto-UAN). Additional opportunities for higher edL..ion in terms of external (i.e., foreign) scholarships are provided through INABE (Instituto Nacional de Bolsas de Estudos) and the UAN staff development program (for short-term training only). The focus of this chapter is on natural sciences and technology (S&T) as represented by the Faculty of Engineering (FE) and the Faculty of Science (FC) of the UAN in Luanda, as well as on Paculties of Economics (Luanda, Lubango and Huambo) and Agricultural Sciences in Huambo 2W. Historical Settin 101. Until 1963 there was no institution of higher learning in Angola. In 1963 several existing educational institutions were upgraded and regrouped to become the University of Luanda in 1968. These developed into the University of Angola in 1976 and finally became Agostinho Neto University in 1980. Immediately before independence in 1975, only about 10% of the total student population of approximately 3,200 were Africans, and the academic disciplines offered were geared solely to the needs of the then colonial power. At independence, the Angolan Government had to cope with the highly adverse effects of the massive departure of the Portuguese who had occupied most of the professional, skilled and even semi-skilled positions in the public and private sectors. The severe scarcity of trained human resources continues to be a major constraint to economic development. Enrollments in higher education, however, have been increasing in recent years and now total approximately 6,500 students, twice as high as before independence. National Goals and Strategies 102. In 1990, a Presidential Decree created the Higher Education Reform Commission headed by the Rector of UAN, with the objective of making an evaluation of the university to identify major problems and recommend reforms (para 31). The work of the Commission is ongoing. 103. As manifested in its logo, "Ensino, InvestigaCao, Producao,* the UAN's mission is to perform three major tasks: (a) Produce high-level manpower (personnel for scientific, technical, management and teaching jobs); (b) Carry out research to generate knowledge and innovation relevant to the country's social, cultural and economic development; and The Faculty of Economics is extensively dealt with in the Staff Appaisal Repot of the First Education Project. Meanwhile, because of logistical problems, the Faculy of Agricultural Sciences in Huambo was not thoroughly investigated. During our brief visit there, many of the relevant Faculy authorities were unavailable. 33 (c) Provide consultancy services to assist development and satisfy societal needs. These objectives are described in detail in the UAN Statute of 1989 and in the Reform Plan for Higher Education (Reformalagao do Ensino Superior na Republica Popular de Angola, 1989). 104. UAN represents a substantial investment in the country's human, financial and material resources and is expected to play a key role in developing the scientific and technological base necessary to open the path to modernization. In fact, it is the only institution in the country capable of producing the academic programs that can lead to this process, especially by creating a solid base for applied research and consultancy as well as the adaptation, development and transfer of technologies. Organizational Structure of the University 105. UAN is a public institution and the only university in Angola. It is composed of three campuses 21', located in Luanda, Huambo, and Lubango. Its objectives, methods of organization, management and functioning, as well as its existing structures-component schools, institutes, support bodies, executive and dependent bodies-are set out in the UAN Charter. In terms of organization and management, UAN enjoys administrative and financial autonomy 2'. The Rector is responsible to the Minister of Education for all university activities. Although the Charter formally recognizes scientific and pedagogical autonomy, it is the Minister of Education who decides whether to create or eliminate courses, schools, institutes and academies. 106. UAN's Rector is assisted by two Vice-Rectors (each is responsible for one of the campuses in Huambo and Lubango), a University Council, a University Management Committee, and six administrative units. Together these make up the central administration. Both the Rector and the Vice-Rectors are appointed by the President of the Republic. The units that support the Rector are collegiate bodies with technical duties. The University Council [Conselho Universitario] studies scientific/pedagogical issues. The Council of Directors [Conselho de DirecgIo] assists. and advises the Rector, but power is largely centralized in his office. 107. UAN comprises of a total of seven faculties - Sciences (natural), Agricultural Sciences, Educational Sciences, Economics, Engineering, Law, and Medicine - and the National Institute of Scientific Research (CNIC). Individual faculties ate subdivided into departments. Organizational charts of a sample faculty (FE) and sample department are shown in Tables 28 and 29, respectively. Membership and terms of reference for the various organs at university, faculty and departmental levels are set out in the Estatuto Organico da Universidade Agostinho Neto, May 1989. On the basis of this Statute, individual faculties/departments issue regulations a The Faculties at each campus are: Luanda (Faculties of Economics, Engineering, Science, Law and Medicine); Huambo (Faculty of Agricultural Sciences and the dependencies of the Faculties of Economics, Law and Medicine); and Lubango (Higher Institute for Educational Sciences/ISCED and the dependencies of the Faculties of Economics and Law). According to its Statute, UAN enjoys autonomy in administrative, personnel, financial, scientific and pedagogical matters, with this autonomy restricted only vis-A.vis the creation, modification, amalgamation or dissolution of faculties. 34 adapted to their specific needs (Projectos do Regulamento Interno). - "a UAN as a whole, the Luanda campus occupies into a multitude of sites and locations (see l..,,tes 24 and 25). 108. The academic programs of study offered are of five years' duration (Medicine being the exception, with six years) leading to the "licenciatura." Approximately 20% of the student population undertake their studies by means of correspondence courses provided by the ISCED in Lubango. Post-graduate studies on an individual basis are possible to a limited extent. The academic year lasts from mid September to end of July of the following year. UAN has a two- semester credit system, with two examinations each semester and one supplementary end-of-year examination for those students who do not meet the minimum requirements set for promotion to the next year. Laboratory practicals, where applicable, are also assessed. All subjects are weighted and, together with the thesis, contribute to award of the final degree. 109. UAN is a member the AUA (Associagao de Universidades Africanas), the AULP (Associagio de Universidades de Lingua Portuguesa), and the AIU (Associao Internacional de Universidades). Major Sub-Sector Issues 110. Data on the total number of UAN academic staff by nationality, faculty and mode of employment for 1990/91 are shown in Table 30; by rank and gender for UAN full-time academic staff for 1990/91 in Table 31; and by rank, nationality and mode of employment for FE for 1991/92 in Table 32. These tables show that for UAN as a whole, 68% of the Angolan permanent staff are male; the figures for FE and FC are 89% and 78%, respectively. 111. While foreign staff has remained more or less constant in absolute terms over the years, its share of the total staff decreased from just below 40% to approximately 23% ("monitores" excluded) in 1990/91 (FE: 27%, FC: 33%), as a result of an impressive growth of the Angolan teaching staff over the same period (1984/85 - 1990/91). Striking, however, is the large percentage of part-time lecturers among the Angolan staff: 44% for UAN in total, 44% for FE, and 22% for FC for the year 1990/91. 112. The number of Angolan senior academic staff (Associate Professor and above) in permanent positions is rather low: 22% for UAN in total, 11% for FE. According to the information obtained, the majority of the Angolan academic staff can be considered as under- qualified from the academic and professional points of view. Particularly worrisome is the fact that a number of the most senior staff have left UAN over the years to seek more attractive employment in Angola and abroad. Recent salary increases (monthly salaries for academic staff are now in the region of NKz 400,000) should certainly play an important role in attracting full- time lecturers and retaining those who might have been planning to leave. However, staff retention is not only a question of higher salaries and fringe benefits, but also requires improvements in the work environment, including possibilities for research, opportunities for professional development, and improved status. 35 113. The foreign teaching staff is highly heterogeneous in terms of nationality, educational background and academic qualifications. Attracting qualified foreign staff has generally been a problem because of language difficulties, unattractive remuneration, and severe transport and accommodation problems. Meanwhile, the excessive reliance on foreign staff makes it difficult for some of the Faculties to establish continuity and stability in their academic programs. 114. Detailed data on non-teaching staff are quite scarce. It is symptomatic, however, that technical and administrative staff have been lumped into one category at the University level, as shown in Table 33. In total, there were about 1,130 technical and administrative staff at UAN in 1990/91, of which about 42% were females. FE has a total of 19 technicians (9 for maintenance), most of whom are under-qualified to perform efficiently. This Faculty also has a total of 122 administrative and auxiliary staff (e.g., cleaners, watchmen). Students 115. The historical trend in total student enrollment at UAN is shown in Table 34; the historical trend in graduation numbers by faculty in Tables 35 and 36; the number of students by gender, faculty and year of study for 1990/91 in Table 37; and student distribution by year of study and department for FE and FC for 1991/92, in Tables 38 and 39, respectively. The student body is characterized as follows: - Predominantly Angolan; - Male students account for 83% of all students in Engineering and 60% in the Sciences; - Relatively old (high university entrance age due to the inefficient school system and large number of part-time "working" students), though the number of younger students (the 18- 24 age group) is on the increase; - Often not adequately prepared for university (e.g. knowledge, study skills); a major problem is that both the number and quality of new entrants into the university are inadequate; as described in Chapter V, general secondary education is a major bottleneck since its quality is very low and the total number of students is likewise low; - Subjected to many social problems (housing, transport, food); - Made up overwhelmingly of part-time students; it is estimated that 90% of the total student population are part-timers, i.e., they are fully employed while they study. Only a few students are sponsored by their employers and can fully concentrate on their studies. Comparison of enrollment and graduation figures indicates that there is a considerable student attrition rate. 36 Curriculum 116. In 1987, a major curriculum review of all fields of study was initiated and also involved the target groups (through public hearings). New curricula were approved by the University Council in 1989 and though final endorsement by the Council of Ministers is still pending, the new curricula are a'ready being implemented by UAN. Nevertheless, the curricula seem to be: - Rather traditional and not adapted to the socioeconomic conditions prevailing in the country; - Of low practical content (e.g., laboratory classes are either not performed at all or not up to the required standard); - More of a theoretical than an applied nature, and with the courses offered not sufficiently integrated; - Of low non-technical content (e.g., languages, management, economics). 117. It appears that little is being done to reap economies of scale in terms of course offerings across faculties (except FE-FC cooperation in mining and geology/geophysics). A major obstacle to inter-faculty cooperation is the inadequate facilities, including means of transportation for students. Plans have been approved and financing secured with the aim to increase the number of common core courses and to offer basic science courses to all students concerned during th!ir first two years of study at one central site. Equipment and Teaching Materials 118. Most of UAN's office, laboratory and workshop equipment is old (mostly dating back to pre-independence times), partially obsolete, iot maintained and/or not maintainable (i.e., out of order). Notable exceptions are the departments that have been newly established and/or enjoy external sponsorship (e.g., Geology, Geophysics, Architecture, Computers). The problem of maintaining electrical/electronic equipment is aggravated by constant equipment break-downs attributable to frequent power failures. For the relatively old equipment, there often are no spares available and if the manufacturers of the equipment do still exist, they do not run a back- up service in Angola. FE's attempt to upgrade the staff concerned with equipment maintenance at the FE by means of a series of short courses started about three years ago, with the help of the Gulbenkian Foundation; only one of the courses has materialized since then. Since there has been little investment for the provision of equipment, many departments (e.g., Civil, Mechanical and Mining Engineering) have developed a system of sharing the use of whatever equipment they own with the other departments and outside institutions such as the IMIL. But in many cases the needed equipment is not available. 119. Regarding teaching and learning materials, there are several problems. First, there is no Central Library at UAN (the National Library has to be used), and the faculty/departmental libraries have only a limited selection of textbooks that are old and/or mostly in languages with which the students are not familiar (English, French); journals subscribed to are vvry limited in number (six in the case of FE, all sponsored by SONANGOL). Secondly, there is n mechanism to import and/or distribute books (e.g., a university bookstore), to write and print books and/or manuscripts locally (e.g., duplicating and printing facilities), to provide for audio-visual aids or, in fact, to stimulate the whole teaching and learning process in order to upgrade the skills of staff 37 and students alike (e.g., a university teaching and learning unit). It is important for both staff and students to have access to all necessary instructional support materials. Physical Pacilities 120. Buildings have undergone a progressive deterioration since the 1970s. Some of the buildings were built for purposes other than for what they are now being used. Limited in area, they do not allow for further physical expansion, thus representing a major constraint to any increase in student enrollments. Student enrollments will have to be held more or less at the present level, pending the availability of new facilities. A plan for a one-campus university ("University City") for about 15,000 students was shelved by UAN because of the high costs involved (estimated at US$1 billion), availability of a suitable site, logistics, etc. Instead, a compromise solution is being sought: rehabilitation of the existing physical infrastructure and eventual expansion to the military terrain adjoining UAN and to be evacuated after completion of the ongoing demobilization. Internal Efficiency 121. There are a number of indicators of the internal efficiency of an educational institution that rehkte to students, staff, finances, space and equipment. While data to calculate some of these indicators are available, the information is not complete, partially inconsistent and/or in need of interpretation. The academic achievement rate (i.e., the relation of number of graduates to total student enrollment in a given year) of less than 4% for UAN is extremely low when compared to international standards where 15% is considered acceptable. Ideally, however, such figures should only be calculated when student enrollments have reached a steady state, condition which is not the case at UAN. The low achievement rate is naturally directly related to the large number of drop outs and repeaters. The high opportunity costs associated with university attendance, as well as the need to support a family, etc., mean that most students work full-time while they study. This double burden is undoubtedly a major factor contributing to the high attrition and repqtition rates. 122. The academic staff/student ratios (in brackets are the ratios including teaching assistants- monitores) are 1:8.7 (7.6) for engineering and 1:9.1 (7.3) for sciences. While these are relatively small in comparison with international standards, they are comparable to actual regional figures. The ratio tentatively being advanced by the Association of African Universities as an average for sub-Saharan Africa is 1:10, and the same figure is also used in Zambia for planning purposes (Zambian White Paper on New Policy Measures for the Financing of Higher Education, April 1989). The University of Zimbabwe, on the other hand, uses a figure in the range 1:20/25 in its planning, which is more in line with actual figures for engineering and science courses at German universities and technical colleges. On the other hand, it should be noted that the UAN ratios include a large share of part-time teachers. A rather low academic staff/student ratio, together with approximately 18-20 contact hours per week, point to a diversified course structure with many classes for a small number of students. 123. The academic/non-academic (i.e., technical and administrative) staff ratio for UAN as a whole is 1:2.5 (excluding monitores) and 1:2.0 (including monitores). While this is reasonably high, the situation is reversed when the academic/technical staff only ratio is considered, which in the case of FE is 1:0.2. This ratio varies and attains 1:1 in areas where academic staff are engaged in major research work in the Science and Engineering Departments. 38 124. There is a large difference in numbers of final-year students and those actually graduating - information that is valuable in computing the cost per graduate. Many finalists leave UAN for academic (e.g., not passing a subject) or personal reasons, return to their jobs and assume positions commensurate with their training but without having obtained a document testifying that they have become an engineer or scientist. 125. Prominent among concerns about the external efficiency of an educational institution is the fit between the skills of its graduates and labor market demands. Due to the country's severe shortage of skilled manpower in most disciplines, UAN graduates seem to find work immediately; in fact, most are already employed and study only on a part-time basis. The need for an optimal and adequately structured academic program at UAN will become apparent only after the immediate and absolute deficiencies in high-level manpower have been overcome, and industrial development intensifies the demand. UAN, as the primary source of the manpower in question, must be able to respond to labor market demands. One such instrument for UAN to constantly adapt the academic program (i.e., education, research and consultancy) to the prevailing socioeconomic conditions would be surveys of its graduatp.S and their employers. 126. While skilled manpower is being produced, UAN has, with few exceptions, contributed very little to basic knowledge generation or produced significant applied scientific or technological research. In some nuclei within active departments, research topics are well defined, mostly linked to undergraduate studies and in some cases also to the postgraduate work of Angolan staff. This has to be seen in view of the fact that no regular post-graduate program is in existence at UAN and all research activities until now have had to depend more or less on funding from outside UAN. Other factors that inhibit the development of research are linked to staff and facilities. 127. As in the case of research, UAN has no mechanism in place to promaote the active involvement of its staff in the solution of Angolan development problems and/or to assist the Government through policy analysis, program design and evaluation. Important activities are being left to the initiative of individual staff members. However, there is one notable exception in the form of the GEP/FE (Gabinete de Estudos e Projectos/Faculdade de Engenharia), a consultancy unit of the Department of Architecture. While some valurbile work has been done either collectively or on an individual basis (e.g., "University Cityu Study, Master Plan for the Faculty of Medicine, and various consultancies to the Government on environmental issues), the consul,iancy services rendered by UAN are very few when considered in their totality. Education and Training Abroad 128. A large number of Angolan students have secured scholarships for study abroad offered by foreign governments and NJGOs as well as by the Government of Angola (most of these scholarships are provided by the Govet-,ment). For 1990/91 the total number of scholarship holders was 10,394: 4,676 at primary, 2,709 at secondary, 2,860 at graduate and 150 at post- graduate level. Major donors are Brazil, Bulgaria, Czechoslovakia, Cuba, Germany, Portugal and the former USSR (by far the most important). All scholarships are coordinated and admnitraedby INABE (see details in Box 3 below). Formerly a semi-autonomous institute directly answerable to the Council of Ministers, INABE is now under the supervision of the Minister of Education. Because of severe management problems, it needs to be completely reorganized. ... .... . i�:iг::4:Ciг:::i::•.v:w::•:i..:::пг.г.^i:г:::::: : v:'....:::ii':v::::+: .'г:'ч. . .. . .. .:.:::... .... . . . 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А:�'1 и О Я''1 � � а'+ �� ьv tл, ` �� А�• � �, г�о а � а� о� �' й г' � � л �е��° а� о иQ .��о, �Я '� �.°а � � А "" � :1 О �' �j � г��''0 q � � � ��„ С � д � � � � � �gи й� М � О ° � ���� �� � ..�'�� О �"° «. ~ и�,д„�+ n �� � � о.��р у���� � � �,� �'° �� и°�° �' `Oi�e�o"о:�• � � ' � w Й � � у � � и � n � =� '° � Я д' � � sp ��" О `р О �. � n � � � О �, � ti � г'Q' � Cryp� � � �'i ;�+ '�, и � � Я W О 1v Ч А о & �, �' b °^° � � � о � � � о S � а � � �' ' 4„ �в ° n� �9 �. ,е � �. °° ��,t ц оо � � � � й �' гд � � �Ф �' �" и �,���.. � �: �. � Я � ���b � ��' �� �� �: �Я� •�. ° � �ii ..���� � `0 �' � � о � 4 "�' � rj �, « � � � е � � �� �� �я� �� � � ц � � ,$ � �' �' � �' � � � � � � w $ .� о а �� � � � А � °�, ���� М � � � . • о �. � � b � �°° � , � � �i, �� С°. : а � �. :.:::..:. � � �. �.�' � � �' �� 40 ... ... .... ............. been sent abroad. 7hese scholarships will WO to In the near 7heyr4er, scholarships vW11 only be awardedfir higher education andpostgraduate study. S. - 7here are also grantsfrr internships In other countries. In Januivy 1992P -there were 168 of these grams. 6. In terms of organization and management, INABE is eperiencing problems Wth shortages of both physical and flnancial resources that demonstrate its Ineffecrtyeness as an agency. (a) Absence ofa computerized system with wto-date hifomuttion on the status of the grantees, (b) Absence of liaison with the embassies of the scholarship donor countries, the embassies are totally unWormed as to how the grants am administered. (c) Lack Of 14fOrM4ftn as to whether and how the grantees entered the labor market and what progress they made.. (d Agencies. lack the. hwumi and physical -, means, that w*W. exable. Aim to organhe their orixitationil ur,* ifflde*, .7 All these problems indicare the neadfor a complete owhard'ofthe InstiMe. Recoimmendations 129. For post-secondary technical education and professional training, the following recommendations emerge from the above assessment: (i) Need to Resolve MgIor Eglia Issues and Elaborate a SIMt= for &be DevelggmCM o Higher Aucad The principal need in this sub-sector is to develop policies and a long-term strategy that reflect national goals and address the issues of performance, efficiency, equity and finance. Before such a strategy can be worked out, however, a number of major policy issues have to be resolved. These are: 41 - Prepare a development plan for communication to the Government and funding agencies; - Review the share of the education budget allocated to higher education and of mechanisms to broaden the resource base of the sub-sector (e.g., cost recovery and cost sharing); - Review the policy on access to higher education, especially access for students from provinces now under-represented in higher education; - Review the relationship of the UAN and MOE and/or other Government bodies in terms of finances, management, planning and academic program; - Analyze staffing issues (staff employment, development and retention, expatriate staff); - Analyze the skill mix (of graduates) needed in Angola, in relation to UAN course offerings and studies abroad; - Review norms for facilities provision as a basis for future allocations for capital development; - Analyze the cost implications of proposed programs for UAN and the extent of donor involvement in post-secondary technical education and professional training. 130. Goals and strategies for higher education are under discussion. Unfortunately, no intermediate findings or recommendations of the Higher Education Reform Commission (para 102) could be obtained. A relative expansion in S&T enrollments, if desired and proposed, would require a larger share of the budget to be set aside for these areas of higher education, as unit costs in S&T are higher than in economics or law, for example. (ii) Institutional Development and Management 131. The immediate task facing UAN is institution building. Although needs exist in the quantitative dimensions of increased student enrollments and Angolan staff, quantitative factors should not take precedence over quality and relevance. Furthermore, emphasis should be ,a strengthening the undergraduate program before embarking on a post-graduate program. The options listed represent alternatives to current practice. Their usefulness will depend on the way the major policy issues outlined above are resolved. It is recommended that UAN undertake the following: (a) Development. organization and management: Undertake rehabilitation and selective expansion of facilities and establish an efficient organization, management and planning system, including planned maintenance of buildings and equipment. (b) Staffing: Review issues related to staff characteristics, evaluation, promotion, status, motivation and retention; implement a rigorous staff development program in key areas for full-time academic, technical and administrative staff, including the central administration; institute mechanisms that make part-time work at UAN attractive for Angolans outside the university in areas of specialization where professional experience is particularly important. 42 (c) Students: Study issues related to student enrollment and flows; promote full-time study as the norm for university students; improve the students' quality of life; and become involved in the pre-university education of students (e.g., curricula design) in order to improve students' preparation for higher education. (d) Equipment: Supplement laboratory equipment and machinery in priority areas, the priorities to be determined on the basis of the science and technology nuclei already existing at UAN (applied research and consultancy) and curricula designed to serve the immediate and future socioeconomic needs of the country. (e) Academic programs: Introduce a short-cycle program of two or three years' duration in the absence of any polytechnical or similar educational institution in Angola, making use, for example, of the experience gained in Germany with the so-called "comprehensive university" system, a model allowing for a differentiated but coordinated system of educational patterns of varying levels, content and duration, for credit transferability and most economic use of resources. (f) Encouragement of income-generating activities: Institutionalize income- generating activities and actively involve UAN staff in sponsored research and consultancy. (iii) Need to Reorganize INABE 132. INABE is a government body, created in 1980 to implement the Government's policy on scholarships and grants for study outside Angola. Until 1991 it was under the direct control of the President of the Republic who, according to the 1989 Charter, appointed its Ntional Director. At present, INABE is under MOE's supervision, but its By-laws are still in effect and have the following features: (a) a burdensome control structure with a strictly political leadership, the agencies having technical-political authority and ties to political and trade union structures; and (b) scholarships and study grants that are awarded on purely political criteria, with INABE making the nominations and the Government's Party the decisions. INABE has severe management problems and needs to be completely overhauled. This would require not only a complete reorganization, but also the development of a new scholarship policy, including appropriate technical criteria for awarding scholarships and greater transparency and accountability in the operation of the Institute. 43 VII. COST AND FINANCING IMPLICATIONS Background Recurrent Expenditures on Education and Training 133. In Angola, formal education is financed almost exclusively by the Government. There is virtually no private financing except through a few private schools maintained in the capital by expatriates for their children. Since independence, public expenditures on education at all levels has consistently hovered around 12% of the national budget (10% to MOE and the remainder to UAN, the National Institute for Languages, INABE and the National Literacy Center). By contrast, however, it should be noted that only 2.4% of the Portuguese colonial government budget was spent on education in Angola in 1974, much of it for education of the children of settlers. 134. In 1991, MOE's recurrent budget was about NKz 29.5 billion, out of a total government recurrent budget of some NKz 236.6 billion (about 12.5% of the total). Meanwhile, in 1989 the investment budget allocation to MOE was NKz 1.2 billion, out of a total government investment budget of NKz 24.2 billion (about 5% of the total investment budget). For the 1992 budget, MOE's budget proposals totalled about NKz 214 billion 2y; this amount still represents only about 12% of the total government recurrent budget. Simulations performed by the Bank show that in order to achieve the improvements in the structure and quality of the education and training system needed to bring about its revitalization, the recurrent budget of MOE would have to increase from its current 12.5% of the total government recurrent budget to about 16% by the year 2000. 135. The distribution of expenditures by category of expenditure also poses problems. In 1987 and 1989, about 86.5% and 83.4%, respectively, of actual recurrent expenditures were personnel expenditures. During most of the 1980s (except in 1980, 1981 and 1986), over 80% of MOEs actual recurrent expenditures were pre-empted by personnel salaries and wages while very little was left for non-salary recurrent expenditures. Preliminary examination of the data and discussions with Angolan policy-makers indicate that (a) in recent years, salary recurrent expenditures have increased as a proportion of total recurrent expenditures, leading to a squeeze on non-salary recurrent expenditures whose levels were already very low; (b) current and future demands far outpace the financial allocations from the public sector to support non-salary recurrent expenditures; and (c) there seems to be no clear policy on non-salary recurrent expenditures. There is no doubt that new curricula, new methods and the acute shortage of textbooks and teaching materials all place additional demands on schools; many school buildings are not adequately maintained and allocations for teacher training have not kept pace with demand. The major casualty of this bleak situation has been the quality of education and training. This problem highlights the need for a mobilization of additional non-public resources to finance these items. In fact, present policy on non-salary recurrent expenditures is basically an accumulation of ad hoc decisions over the last two decades. The procedures for allocating ' This amount, which represents a huge increase in relation to the 1991 budget, was based on the new salary structure put in place in November 1991 and the large devaluations of the Kwana in early 1992. 44 recurrent funds are outdated, inflexible, cumbersome and not widely understood. Hence there is need for some degree of consolidation, updating, simplification and procedural flexibility to permit the system to respond more easily to contemporary conditions. 136. Given the general lack of adequate funds to finance the running of education sector facilities and programs, personnel tend to be rendered relatively ineffective and are inefficient because they are deprived of teaching materials, technical support and adequate training. Most school buildings have deteriorated, equipment has ceased to function, and educational programs have floundered due to the lack of important materials and support services. Though this situation may be partly attributable to the war, one must mention the general tendency to give less thought to the recurrent cost implications of public sector projects and to the need for adequate planning of the pattern of future expenditures. 137. One reason for the problem of under-financing of recurrent expenditures derives from the fact that although external aid flows have increased rapidly in recent years to finance capital expenditures, they have not contributed substantially to the funding of recurrent expenditures (especially those related to local costs). Many donors have traditionally had a bias in favor of providing aid for projects that produce a visible and concrete form of output. A notable aspect of the under-financing of recurrent expenditure is its persistence; one reason for this derives from the administrative structure within the Government and MOE that separates investment and current budgeting functions. The Ministry of Planning and the GEPP in the Ministry of Education undertake various activities to generate, evaluate, negotiate and implement new investment projects. The pressures to implement particular projects and to obtain external funds are dominant considerations but not the recurrent cost implications (most of which are never calculated). Since the problem of financing such costs lies several years in the future, there is little pressure to be concerned about the adequacy of future recurrent funding; this will only become a preoccupation for the Ministry of Finance in years to come. Consequently, the recurrent cost implications of a pool of current and new investment projects are usually not considered. 138. One implication of the recurrent expenditure problem is that MOE should strengthen its capability for calculating the future recurrent costs of all current and new projects, and should work in close collaboration with the finance services in the preparation of pluri-annual and annual budgets. Donors should also incorporate an analysis of the recurrent cost implications in their investment projects and, whenever appropriate, should help fund some of these costs. Development (or Investment) Expenditures 139. In 1991, NKz 0.95 billion was allocated to MOE within the investment budget; this represents only about 3.2% of the total government investment budget. The investment budgets also typically form a small part of total education budgets. Between 1986 and 1989, the investment budget allocated to MOE fluctuated between 1% and 5% of the total government investment budget (1.9% in 1986, 2.3% in 1987, 2.3% in 1988 and 4.8% in 1989). Similarly, between 1985 and 1989 the proportion of MOE's total budget allocated to investment expenditures fluctuated between 3% and 10% (3.3% in 1985,4.5% in 1986,4.6% in 1987,4.3% in 1988, and 9.9% in 1989). A large proportion of the investment budget is in foreign exchange. This is also true for the recurrent budget but the proportion is smaller. It is, however, surprising that the investment budgets remain so low despite the enormous needs of the educational institutions for construction, rehabilitation, furniture and equipment. 45 University Expenditures and Scholarships 140. Since UAN is autonomous, its budget is separate from that of MOE. Like INABE and the National Institute for Literacy, it presents its annual budget estimates directly to the Ministry of Finance and receives its allocation directly. Actual expenditures for the university more than tripled over the 1980s,going from NKz 267.8 million in 1980 to about NKz 950.4 million in 1989. In 1989, personnel expenditures represented about 66% of actual total recurrent expenditures (see Table 40). UAN's investment budget has been very small and variable over the last decade, allocated basically for minor repairs. Very little is allocated for maintenance of buildings and equipment. Meanwhile, very few scholarships are awarded for study at UAN since many of the students are part-time. But there is an elaborate program of foreign scholarships awarded to students from the basic education to the post-graduate level (see Box 3 for details on INABE) paid for by the Government of Angola. Some estimates by Government officials put the total expenditures for these scholarships at about US$40 million per annum, but due to lack of transparency and inefficiency in the way INABE is run, much of this money is not well utilized. Unit Costs for Education and Training W. 141. Within the limitations of available data, an estimate was made of unit costs per student in 1989/90, as follows: for basic education NKz 5,723 for the first level, NKz 9,271 for the second and NKz 11,962 of the third equivalent to about US$96,154 and 200 at the official exchange rate; for primary teacher training NKz 35,242 (US$587) and in general secondary NKz 5,886 (US$98). The unit costs per student of the IMEL and IMIL of Luanda (technical secondary institutions in Luanda) was Nkz 39,228 (US$658) in 1990. For higher education, estimates of recurrent unit costs for some courses also exist; they were estimated using planned expenditure data, but this over-estimates actual costs because of budget cuts. The distribution of the general expenditures, i.e., those not appropriated for a course, was made proportionally to the number of students. The tentative results show that the courses of Law and Economics in Huambo and Lubango have a unit cost about eight times higher than the average for basic education. The pnit cost for the Institute for Educational Sciences in Lubango is about 10 times the average for basic education, while that for Medicine at Huambo is about 11 times higher. On average, the courses offered at Luanda (Engineering, Law, Economics, Sciences, and Medicine) have a unit cost about 12 times higher than the average for basic education. An important guide is the unit cost of the Agriculture course in Huambo, which is about 34 times the &verage unit cost for basic education. For UAN as a whole, the average unit cost is about 12 times higher than the average unit cost for basic education. 142. As elsewhere in the world, technical education and vocational training in Angola are likewise expensive. As calculated from aggregate data, the unit costs of the four-year formal programs of secondary technical education may be as much as seven times (for IMEL and IMIL of Luanda) the unit costs of the three-year pre-university academic secondary education institutions. Though data problems did not permit the estimation of unit costs in certain sectors like agriculture, it is probable that the secondary agricultural institutions (IMAH, IMAT), which require large fixed costs (land and equipment) while supporting fewer students, have the highest unit costs. For formal vocational training, unit costs would be as high as for secondary technical education because of the equipment required. These unit costs were estimated in April 1991 when the exchange sate was NKz 60 per US dollar. 46 Costs and Financing of_TVET 143. The IMs are fully financed by the Government. The budgeting procedure is decentralized: the institutes have to claim their budgets from the provincial authorities. From their budget they have to pay for teaching staff and non-salary expenditures. This system is not yet fully understood by all IM directors. Some did not know the amount of their annual budget, while others were still waiting for allocations of hard currency and local currency. Generally, the institutes have no funds for investment, re-equipment or teacher training, which are almost entirely covered by foreign aid. 144. Meanwhile, for formal vocational training, MOE's efforts represent only a small part of the total effort. Other ministries, such as Agriculture, Fisheries, Petroleum, Transport, and Energy, have their own vocational training centers whose financing is part of the ministry's budget. However, in some of these other sectors, efforts have been made to mobilize alternative resources for sector-specific training. This is the case with the petroleum sector, where a tax on petroleum production is levied from oil producers by the Ministry of Petroleum for training. The rate of this tax is US$0.15 per barrel exported. For a total production of about 500,000 barrels per day, revenues from this tax certainly go above US$20 million per annum, an amount that surpasses the training needs of the Ministry of Petroleum. MOE is trying to get a share of this revenue in order to improve its training programs; in fact, there is a plan to allocate about 25% of these revenues for the newly created National Vocational Training Institute (INAPOP) as the Government's contribution to the newly created Vocational Training Fund (para 58). External Assistance 145. Many donors are showing an interest in Angola's education and training system. A number are already actively involved. AfDB has been involved in the construction and equipping of Instituto Medio de Economia in Luanda and Instituto Medio Agrario de Malange through a First Education Project of US$22.0 million; the project is expected to be completed this year. AfDB is also involved in the construction and equipping of Institub Medio Normal do Lubango and Instituto Medio Agrario do Huambo and in the rehabilitation of Instituto Superior de Ciencias de Educacao in Lubango through a Second Education Project of US$80.0 million. EC is involved in the rehabilitation, equipping, and teacher training at Instituto Medio Agrario in Tchivinguir and equipping, development of curricula, and training of teachers at Instituto Medio Industrial de Luanda, for a total amount of US$8.0 million equivalent. The Brazilians are involved in the equipping of 30 primary, secondary and teacher training schools in the Provinces of Benguela, Bie, Cabinda and Luanda through bilateral financing of US$40.0 million equivalent. UNDP, with the ILO as executing agency, is financing about US$2.0 million of technical assistance for reorganization of the vocational training system. Sweden is also involved in vocational training and research, especially in the areas of fisheries training and research. The Ford Foundation is financing the revision and updating of the curricula of the Faculty of Economics. In addition, MOE benefits from small French, Portuguese, British and Australian projects targeted to improvement of the teaching of their respective languages and the provision of scholarships. Meanwhile, the French, Germans and Portuguese are beginning to show an interest in vocational training. MOE's sector investment program and the financing sources are described in more detail in Annex XI. 146. There is also donor involvement in some emergency training programs. EC, the Swedes and the South Africans are getting involved in programs for training demobilized soldiers, and negotiations with the Italians are also underway for their involvement. UNESCO is developing 47 an education-based program of action for child victims of the war. Details of that program are not yet available, but its total estimated cost is about US$19 million. Costs and Financing Issues 147. Major issues in the area of cost and financing include: (a) the relatively low overall level of the government budget allocated for education and training (12.5% of the total government recurrent budget in 1991); (b) the relatively low allocations for non-salary recurrent expenditures (personnel expenditures took up about 83.4% of MOE's actual expenditures in 1989); (c) the relatively high willingness to pay for training by enterprises, although ability to pay and actual effort may be limited; (d) concern about earmarking the payroll tax for training; and (e) concern about the lack of adequate participation of the enterprise sector in the design, development and management of the recently approved vocational training system (INAFOP, SENAFOPE, etc.) and the consequent lack of enthusiasm in the proposed fund for the financing of vocational training (para 58). Of all these issues, those relating to SNFP financing and cost recovery deserve more detailed attention in this study. Paras 148 and 149 below highlight the specific issues in this area. SNFP Financing 148. There are a certain number of negative aspects to the creation of a training tax payable by all enterprises with over 50 employees. A significant increase (2% of payroll) in the costs borne by the enterprises can only have an adverse impact on economic development, since the enterprises will not realize the benefits of such a tax (in terms of quality of manpower and higher productivity) for a long time. Besides, the enterprises - which certainly would be prepared to commit expenditures equivalent to over 5% of payroll to training, provided there were quick benefits in terms of their restructuring or improvements in productivity - will see no reason to pay a 2% tax to the Government to finance a training system in which they will not be directly involved and w4ich cannot provide them with needed skilled manpower in the near future. Moreover, experience with earmarking the US$0.15 petroleum tax (per barrel) for training (para 144) has not been encouraging since it has generally led to inefficient use of the training funds. Finally, collection of this charge as a tax by the Ministry of Finance, and transfer of the proceeds to INAFOP, would be costly and time-consuming. Administration of this process will require additional government personnel, although there is no guarantee that collection would be effectively carried out. Private Financing and Cost Recovery 149. There is no cost recovery at the present time for either general or technical education. Thepe is also no effective policy framework to promote the private financing of education, including the shifting of costs to users. There are no registration fees or school fees, though students are required to provide their own school materials. The Government has expressed its intention to encourage the private financing of education. A first step in this process was the issuance of a Decree on June 2, 1991, allowing private education. The Bank-financed First Education Project (Cr. 2375-ANG) includes a private education study to assist in developing appropriate measures to facilitate and encourage private education and the private financing of education. 48 Recommendations 150. In light of the above issues and concerns, it is suggested that providing better training for many more people in Angola than is presently the case should involve: (a) An increase of Government allocations for education and training: The Bank- financed First Education Project performed simulations which showed that achieving a satisfactory level of access and quality at various educational levels would require an increase in the share of the Government's recurrent budget allocated to education from 12.5% to about 16% over the next decade. It would also require about US$1.5 million to be allocated each year from the education recurrent budget for school maintenance. Meanwhile, it may be necessary to review priorities within education and training budgets and reallocate resource s accordingly; however, such a review of priorities and reallocation should be undertaken within the framework of cost-benefit and cost-effectiveness analyses by level and type of education. (b) The earmarking of the pavroll tax for vocational training: It is recommended that the Government reconsider the proposed 2% payroll tax for training and undertake further analysis to examine the efficiency and revenue implications of the tax, as well as the incidence and reaction to alternative payroll tax rates an d the feasibility of a rebate (levy-grant) scheme. Such an analysis could indicate whether it may be better to mobilize resources for manpower development through the public expenditure programming process, with priority accorded to education and training. (c) Proiect-related training: This would involve encouraging project-related-training (PRT) within projects financed by donors in various sectors, and developing a framework for the coordination of such training. (d) Optimal use of available facilities and resources: This involves making better use of all existing training facilities and personnel and increasing the quantity and quality of trainers, especially through programs for the training of trainers. (e) Cost-recover: This could be undertaken over the medium term, to explore the possibility of recovering training costs. (f) Regional cooperation: To benefit from economies of scale, regional cooperatio n in training in various areas with other lusophone African countries (Mozambique, Cape Verde, Guinea-Bissau, and Sao Tome & Principe) should be explored. One such effort is in the area of management training (see Box 5 below for details). 49 flhe PA LOP Regional Manaement Trabnn Proe ..Between 1985 and 198 7, the ßive Luåsophorne Afrlcanz countries attended a number of Colloquia, organized by ihe INTERMAN at the international Labor Organ iaton., to discuss collaboration in the area of management train ing and the strengthening of trainhing Institutlons, One of these Cotloquia <held at Mindelo, Cape Verde. October 23-28th, 1987) led to a proposal from the Government of Cape Verde acting on behalf ofthefßve countres, for tWo llnkedprojects which would rest. the develo4pment of key mangesl klls on aregonal basis,the establishmentofa ne .... consultants, and researchers, and the s'trengthening of training instition inth ßvecontries 7he jirst project wd involve the development of a egional. center in Cape Verde (with the pasility ofreg antennae in A ngoa ndor Mozamnbique) which would be the focus of the regional efort o management training design and deilvery, faculty skills development, and.the strengthening of training institutionsln thenetwork, 1hls projec was proposed as a component ofØ proposediDA Education Project in Cap,e Verde. T he scnd project. *would Involve the development and delivery fa prgram o.f management, for deveopmnt maagrs. te counUtes, in collaboration with a regional.network zqf trainers; and a crompan Ion tralningof-tanerprorant develop ocal capacitie. proewould be supported by the Gulbenklanfoundation, and.executed.in collabo rationwith the Economic Developmen nsdtute of the World Bank, International Labor Organlzation, and. a network of Portuguese and Afri.can consultant. lb commence work on these two projects, the mngement of the World Bank approved an SPPF 4f UiS$50,O.i 1989/90 to undertazke the necesay. feasbiltysudi.esfor thßtprojectand the manaemet fikeintenaonal. Lao Organizlation anihbGentan Foioaato alfw aprvedfnancingfir a copnon d in pepration for the secondproject. 5o VIII. CONCLUSIONS, POLICY FRAMEWORK AND PROGRAM OF ACTION Background 151. The level of uncertainty in the Angolan economy has increased substantially in the recent past, as the country prepares to undergo a structural adjustment process and move to an open, market/oriented economy. Recent reforms and the proposed macroeconomic adjustment imply that market signals and economic management through incentives will fast become very important in the Angolan economy. The impact of these changes on employment and on the skills required will be far-reaching. However, at present the database on the labor market is weak. Under conditions of uncertainty and lacking statistics, details on the types and quantities of skills demanded will be difficult to predict. Thus, this study recommends the development f flexible, market-based instruments for the training management needed to identify and respond flexibly to emerging training needs. Close linkages between the education and training system and the labor market are recommended in order to improve information on skill needs and increase the system's efficiency and effectiveness. In addition to focusing on the efficient use of public resources devoted to the TVET sub-system, the study recommends the development of cost- recovery mechanisms (a small training levy, fees, income-generating activities, etc.). Strateic Focus and Polic& Framework 152. In general, any reasonable strategy for Angola should include support toward achieving a smooth transition in the near and medium term and sustainable development in the long term. The agenda for needed changes should include a combination of stabilization and structural adjustment. Consistent with such an approach, the focus for the education and training system should consist of a new orientation for the TVET sub-system, based on new administrative structures and on a redistribution of responsibilities between Government and the private sector. The basic philosophy underlying this new approach is to shift the education and training system from a supply-driven system with a dominant social orientation to a demand-driven system linked to employment. The main emphasis will be on improving the quality and relevance of TVET. This would improve its adaptability and responsiveness to labor market movements and thus link it directly to macroeconomic conditions and in particular to the upcoming adjustment process. It is hoped that this study will help integrate the issues reviewed in the preceding chapters into the adjustment process, assist in improving Government expenditure patterns in the education sector and help offset the social costs of adjustment, while increasing the overall productivity of the work force through the provision of skilled manpower and a better match between supply and demand. 153. At this crucial point in its history, the Angolan economy faces the major challenge of using its public and private resources efficiently and equitably to foster human resource development. Human resource development through education and training will be a key element of any strategy adopted to improve the productivity and well-being of workets and households. The Bank recently produced a policy paper in this area to guide developing countries in the choice of effective strategies for human resource development. The paper presented policies for using resources to ensure that skills needed for economic development are produced efficiently and the equity objectives of the poor and the socially disadvantaged are addressed. The policies recommended include: (a) strengthening basic and secondary education as an essential first step 51 to effective skill development; (b) strengthening employer and private training by creating a favorable policy environment, encouraging employer training (through assistance in providing information on external training opportunities and on TA for training of trainers and for developmefit of policies and plans for enterprise training, and supporting appropriate systems for accrediting and inspecting but not controlling private training institutioas), and reducing the regulation and control of private training; (c) improving the effectiveness and efficiency of public training through the choice of appropriate objectives, improvement of market orientation in planning, improvement of institutional responsiveness to market forces, building a capacity for policy implementation, using training resources efficiently, and diversifying sources of financing; and (d) assisting through training in attaining equity objectives, such as encouraging traditional apprenticeship and formal training programs geared towards the informal sector which uss major sources of skills for the economically disadvantaged, and encouraging the training of women and reducing the distortions caused by discrimination in employment. 154. This policy framework has served as a basis for many of the recommendations made in this report. These recommendations appear at the end of each chapter (for Chapters III to VII) and are summarized in the Executive Summary. A framework for a program of action for training and manpower development in Angola is set out below. Framework for a Program of Action 155. The following contains elements of a program of action for training and manpower development in Angola, including (a) emergency programs, (b) short- to medium-term programs, and (c) long-term programs: (a) Emergency programs for training demobilized soldiers and education-based programs for child victims of the war (see Annex XII for details). (b) 4hort-term/medium-term actions, such as (i) the importation of skilled manpower to deal with the severe shortages in various sectors and to provide training to local counterparts; and (ii) the strengthening of labor market - information by developing an "Employment Observatory" in INAFOP with regional antennae (in regional Vocational Training Centers) to provide information about the labor market and training needs, and developing a syste m for undertaking periodic household surveys to provide detailed labor market information as well as for undertaking tracer studies to assist in determining where TVET graduates end up; and (iii) training programs through (a) participation in the organization and financing of specific training programs within certain enterprises or groups of enterprises within the same sector; (b) the financing of short-term training abroad (three months, six months, nine month s, 12 months, etc.) in key sectors where there may be acute shortages of skille d manpower; (c) assistance to the Government in developing a framework for encouraging project-related-training (PRT) within projects financed by donors in various sectors, and developing a framework for the coordination of such training; and (d) assistance to the Government to put in place a system of incentives to attract back to Angola skilled Angolans living abroad and those trained abroad in the future (this would reduce the "brain drain" risk associate d with training Angolans abroad). Meanwhile, the scope of such a training program would require a complete overhauling and strengthening of Instituto 52 ' Nacional de Bolsas de Estudos (INABE) to enable it to manage such a progra m. (c) Long-term actions, manly in the area of institutional and polcy development, through (i) support in the organization and staff development of the National Vocational Training Institute (NAFOP), limiting its action to pre-service training and training for the informal sector; (ii) reorganization of some training centers; (iii) support for the Department of Middle-Level Technical Education and assistance in the reform of secondary technical education, including the introduction of short-cycle courses (with employers' financial support), revision of training programs, rehabilitation and equipping of secondary technical colleges; (iv) establishment of a center for training and upgrading trainers and for developing in-service training programs for trainers and administrative staff; and (v) support for the improvement of post-secondary training in some key sectors such as the Natural Sciences, Engineering, and Agriculture. The matrix on the next page provides details of a possible program of action for training and manpower development in Angola, including for each program/sub-program the main objectives, actions, performance indicators, costs, and level of priority. Angola Program of Action for Training and Manpower Development COST PROGRAM OBJECIVBS ACTION PERFORMANCE (I PRIORITY INDICATORS miio0 ________ US$) _ _ I. SHORT/MEDjM TERM PROGRAMS 1. National Training and Encourage the emeigence of efficient Create a National Task Force which Operation of this task force 2.0 First Manpower nuclei within the existing public should be small, autonomous and within a year. DevelopmentTask structures and gradually expand the well paid, to oversee the Force practices and 'ulture" of the modem implementation and coordination of enclave to the remainder of the training and manpower development institution. projects. 2. Skill knposts (including Encourage the importatiou of skilled Massive import of skilled manpower Ease visa regulations for 40.0 Farst TA) manpower in areas where there are and encouragement of the transfer of employers to import skilled acute shortages. knowledge to loca' counterparts. manpower and ensure strict implementation of the "coopdrant law* requiring transfer of knowledge. 3. SRT & PRT (Sector- Encourage ector-and project-felated Make sure there is adequate SRT and PRT assessment for 33.0 Second Related Training and training within projects financed by provision for SRT or PRT in each all public projects and Project-Related various donors. project and develop a framework to encouragement of the private Training) coordinate such training. sector to do the same. 4. Fellowships Abroad Upgrade skill of Angolans in priority Provide post-graduate and short- Award fellowships to about 20.0 Second fields. course training abroad and overhaul 2,000 Angolans per year over and strengthen INABE to enable it the next 5 years for mainly manage and coordinate the program. short courses and some priority graduate and postgraduate programs. S. Training and Improve the match between training and Creation of a Training and Undertake tracer studies and 1.0 First Employment employment by providing ongoing Employment Observatory to engage conduct periodic household Observatory information on the present state of the in data collection, analysis and surveys and make regular labor market in order to supply dissemination. publication and diftsion of feedback to different training findings to all interested institutions regarding the relevance of patties. their training programs. 6. Studies Improve the knowledge of various sub- Undertake study on the informal Complete studies within three 2.0 First sectors of the training and maneower sector; on te agricultural IMTs; on years. development sector. higher level agnicultural and medical training, and cost-recovery schemes. 7. Employment law Encourage labor market mobility and Amend employment law to make it Amendment to the - First employment creation. easy for firms to hire and fire employment law within one workers. year. 11. LOWTERM PROGRAMS 1. Institutional and Systems Development a) VocationlTraining Support reorganization and reorientation Support INAFOP as a lightly- Pass law on private education 5.0 First of SNFP and improve its effectivenes; structured planning/admin. agency within one year. Develop a and efficiency. for an SNFP focused on the informal specific investment program sector and on pre-service training and by 1994. leting training for enterprises remain the responsibility of enterprises themselves while promoting the creation of private training development firns and private training providers. Creating the managerial structures for managing a National Training Fund. b) Secondary Techical Support the development of a planning Provide TA, teacher training and Develop a specific investment 25.0 Second (Mnistry & IMTs) and monitoring capacity of die National retraining, equipment and teaching program by 1994. Directorate of Technical Education (and and learning materials; improve its Provincial counter-parts) and management and administrative staff. Improve the cost-effectiveness of IMTs. c) Traininglupgrading of Improve the quality of training by Create a Center for the Develop a specific investment 5.0 Second trainers and training trainers and administrative traini4g/upgrading of TVET and program by 1994. administrative staff staff. administrative staff. for TVEF d) Technical and Produce high-level manpower for Rehabilitate and strengthen selected Develop a specific investment 30.0 Second Professional Higher scientific, technical, management and Faculties; Engineering, Agricultural program by 1994. Education teaching jobs; encourage research and Sciences, Sciences, Medicine and the provision of consulting services. Economics. 56 ImplementAtion and Evaluation 156. None of the above programs and operations can be implemented successfully by the existing institutions. Though institutional development is considered a long-term goal in the proposed list of programs, some immediate action is needed in this area. The main priority is to improve the effectiveness of the institutions charged with training and manpower development. In the interim, however, a pragmatic "enclave approach" tr institutional reform should be explored to (a) identify key institutional constraints; (b) encourage the emergence of efficient nuclei with appropriate incentives within the existing public structures; and (c) gradually expand the practices and "culture" of the modem enclave to the remaining institwtions. In this context it is suggested that a National Training and Manpower Development Task Force be created to oversee the implementation and coordination of training and manpower development projects. This task force should be small, autonomous, and attract the "best possible staff" through the provision of adequate incentives. Though small, the task force should be composed of representatives of major significant sectors (including the private sector), MOE, other ministries significantly involved in training, the Parliament, the Presidency, etc. A group of strong technical staff should also be created under this task force to assist it in undertaking the technical analyses. 157. It is also suggested that an experimental (or start-up) phase of about five years should be envisaged for putting in place the new SNFP and the reform of secondary technical education. This experimental (start-up) phase would be followed by an evaluation that would point to any adjustments that may need to be made. It is only then that generalizations should be made. There is also a need for further studies and detailed analyses on the informal sector, sectoral manpower surveys, higher education, agricultural secondary technical education, the payroll tax, and rebate schemes. ANNEXES 57 ANNEXI Page 1 of 2 TRAIING FOR THE HEALT R Backgrond 1. Angola's national health service is intended to provide universal coverage, without direct charges to the users, with special attention to services for children under five, pregnant women, workers, and victims of war. The Alma-Ata Declaration on Primary Health Care was adopted by Angola. The Ministry of Health adopted the following areas as its priorities for 1986- 90: * Strengthening health education and the prevention of diseases * Immunization of the population, especially against measles and tetanus * Provision of adequate nutrition ("orientagilo") * Water supply and environmental sanitation * Maternal and child health, including family planning * Prevention and control 2. The health services are financed from the Government's general budget. The health budget as a percentage of GNP decreased from 3.3% in 1985 to 2.7% in 1988 and 1.86% in 1989. Official external aid is important in the sector, with the Italian Government, the EC and Sweden's SIDA the main donors. Dimension of Training Needs in the Sector 3. Human resources in the Ministry of Health are characterized by a marked scarcity of specialized technicians. In 1990 there were 631 physicians, about half of them non-Angolans, 7,888 nurses, including approximately 600 with mid-level nurses' training and the rest with only basic nurses' training; and 2,710 health promoters. At the national level there was only one physician for 15,400 inhabitants. However, 36% of all physicians and 23% of paramedical personnel were in Luanda, which accounts for only about 15% of the total population. The low proportion of high and mid-level personnel in some provinces is very striking. The Province of Kwanza Sul, for example, pays 1,224 Angolan health personnel and 24 foreigners, including only 30 physicians (only six of them Angolan), five mid-level nurses (three of them Angolan) and four paramedical technicians. Existing Health Training Facilities 4. There are three types of health training institutions: (a) 21 Escolas Tecnicas Provinciais de Saude (ETPS, at least one in each province), administered exclusively by the Ministry of Health (MINSA); (b) seven Institutos Medios de Saude (IMS) administered by MINSA but under the pedagogical supervision of the Ministry of Education; and (c) one Instituto Superior de Enfermagem (ISE) in Luanda administer ed by MINSA but also under the pedagogical supervision of MINED through the Agostinho Neto University. In addition, the university's Faculty of Medicine trains physicians, and medical internships and practical health worker training are provided at four hospitals in Luanda. The ETPSs provide Agola Training and Manpower Dvelopnat Study 58 ANNEXI Page 2 of 2 basic courses ranging from basic nursing care to health promotion activities. The IMSs provide technical tiaining for more specialized nursing skills and for pharmacology, radiology and laboratory technicians at the pre-university level (grades 9-12). The ISE provides training at the post-secondary level leading to Bachelor's degrees in nursing, health management, health education, and research. Most of the health training facilities are inappropriately housed and poorly equipped and staffed. A fundamental restructuring of training programs is needed, coordinated with other changes leading to a more rational distribution of health facilities and personnel across the country and carried out in conjunction with reforms in the structure of the Angolan education and training system. The health training facilities, as now found, are inefficient and unable to provide the appropriate learning environment and facilities to trainees. The wide dispersal and limited capacities of these facilities make it uneconomic to provide a wider range of health training opportunities in most of them. The schools also lack boarding facilities to accommodate non-local trainees-facilities that would make the operation of these institutions more viable and sustainable, for example, by reducing dropout rates and permitting cost-effective specialization of certain institutions to train specific types of health workers for several provinces or even for an entire region. Angola Traig and Manpower Developm"t Sudy 59 ANNEXII Page 1 of 1 Backgrund 1. Angola is a country rich in natural resources: its abundant arable land and diverse climate provide favorable conditions for extensive development of a wide variety of tropical and temperate crops, including coVon, coffee, sugar, tropical fruits, maize and livestock. Though in 1989 agriculture accounted for only about 13% of GDP (with industry 44% and services 43%), it is a major activity anJ ensures the livelihood of a large proportion of the population, especially those in rural areas. However, during the war a lot of agricultural activity was disrupted and agricultural support services were interrupted throughout most of the country. Physical facilities were damaged and equipment was not maintained. The Government is now determined to diversify agriculhtural production. But one major constraint to this effort is the availability of skilled manpower. Available Training Facilities 2. Training for the agricultural sector in Angola comprises: (a) Tertiary level training at the Faculty of Agricultural Sciences in Huambo; and (b) Middle-level manpower development at the "Institutos Medios Agraires" (IMA), including the IMAH in Huambo, the IMAT in Tchivinguiro, and the IMAM in Malange (as well as one in Huambo giving instruction in industrial pedagogy, including the teaching of agricultural mechanization); and (c) about a dozen vocational training centers, of which -3e are under the Ministry of Educatio (Tchiringuiro, Huila and Sumbe) and the rest under the Ministry of Agriculture (Benguela, Kikuxi, CAPA-Huambo, ATP-Huambo for animal husbandry, ENAMA in Viana, Kibombo at Ndalatando, Gabela and Funda near Luanda. 3. The Faculty of Agricultural Sciences is part of the Agostinho Neto University. Its objective is to provide tertiary level training in the area of agricultural sciences. It was created in 1976 and has a total of about 300 students, 70% of whom are in Agronomy and the rest in Veterinary studies. There are seven major departments: (Basic Sciences, Agricultural Biology, Agricultural Production, Rural Engineering, Morphology and Animal Physiology, Animal Pathology, and finally Animal Production and Inspection and Food Technology). On average, 12 to 15 students graduate each year in each subject area. Only about 20% of entering students successfully complete the program of the Faculty. The teaching force is made up of 66 persons, of whom 48 (18 are teaching assistants) are nationals and 18 expatriates. 4. Meanwhile, there are three major secondary agricultural training colleges training middle- level manpower. The one in Tchivinguiro (IMAT), located about 42 km from the town of Lubango, was created in 1942 although it only started operating in 1946. It has a boarding capacity of 400 students. The teaching staff is made up of 22 persons, of whom 9 are expatriates. Then there is the IMAH in Huambo, created in 1978, with a total enrollment in 1990 of about 375 students and a teaching staff of 45. Finally, there is the IMAM in Malange, which has just recently been constructed with financing from the African Development Bank. Angola Trainig and Manpower Development Study 60 Page 1 of 2 TRAINING POR THEIE R SECTOR Background 1. The upsurge of the Benguela current produces excellent oceanographic conditions for fish production in Angola. In fact, Angola has several large fish resources, particularly pelagic species. Landings for the domestic market total about 200,000 tons/year, while catches directly exported by foreign fleets amount to about 150,000 tons/year. All foreign and most national landings are from industrial fisheries, and the potential for small-scale artisanal fisheries is barely exploited. The main fishing companies are located in the Provinces of Luanda (Pescangola, ExpediAo Conjuata, Sorefame, Ermand), Kwanza Sul (Peskwanza, Empromar Kapiandalo and Empromar Baia Farts), Namibe (Fropesca, Edupescas and Empromar Namibe etc.), and Cabinda. 2. During recent years, fish resources of the Angola/Namibian region appear to have been over-fished, in part, it is believed, as a result of illegal fishing. By some estimates the present annual sustainable yield could be down to 200,000 to 300,000 tons. There is urgent need for improved fish stock assessment and management in Angolan waters, as well as for a review of foreign fishing in Angolan waters. All of these, plus the job of fishing production and commercialization, require skilled manpower. The Government's new economic policies (SEF program) introduced in 1987 show its intention to move progressively towards privatizing all production, processing and marketing activities and to fully liberalize trade and prices. These changes would have serious implications for training within the sector. Available Training Facilities 3. There are three main institutions undertaking training in the fishery sector: (a) CEFOPSCAS - This vocational training center was created as part of Swedish support for the fishery sector in Angola that began in 1979, in three major areas- -artisanal fisheries, research and training. It is within this context that CEFOPESCAS was created in Cacuaco just north of Luanda. The center started training in 1982 in temporary buildings and in 1985 moved into its present site. It has a capacity for 300 students. The formal training program of CEFOPESCAS comprises two years at the center and a third year of training at enterprises involving "education-cum-production". There are about 20 Swedish experts now working at the center. The center trains pescadores, contramestres de pesca, mestres de pesca, mecanicos de frio, gestores de pescas, motoristas (engineering) and electricistas. (b) Helder Neto Center, located in Namibe, operates at the same level as CEFOPESCAS (formal vocational training, second cycle). It offers the folowing courses: electricistas, mecanicos de frio, mestres de pesca, mecanicos diesel, and radiotecnicos. This center has a capacity for 440 students, but in 1985 only Angola Training and Manpowr DevelopmeM Sudy 61 ANNEX I Page 2 of 2 82 students were enrolled. The main reason for such low capacity utilization was severe difficulty in obtaining training materials. Attached to the center is the Middle-Level Technical Institute of Namibe, which offers courses in fish processing. Other courses include biology, naval mechanics, refrigeration, sailing, and electricity. (c) CENTRO DE RECICLAGEM: Located in Luanda, this center is supported by the former USSR. Practical training is given on board the vessels of the expedicilo coniunta angola-sovietica. The training does not lead to formal school qualifications. Students admitted to this training must be graduates either of the 4th or 6th year of basic education. The courses include: mestres de rede, contramestres pescadores, electricistas navais, motoristas navais, radio telegrafistas, and for graduates of the 6th class only, the course of marinheiro pescadores. 4. In addition to these training centers, there are two main fishery research institutes whose activities have implications for training: the Fisheries Research Center in Luanda, and the Center for Artisanal Fisheries, also in Luanda. Argola Taining and Manpower Deveopmnu Study ANNEXW 62 Page I of I TRAINING FOR THE TELECOMMUNCATIONS SCO Backgund 1. Lack of qualified personnel appears to be the single most binding constraint to telecommunications development in Angola. Less than 1% of staff in the regulatory and operating entities have completed a university degree. Existing development plans envisage nearly a threefold increase in the number of telephone lines within the next 10 years. Pursuing these plans while maintaining current staffing densities would require additional manpower of at least 3000 qualified persons in the sector over the next 8 to 10 years; this represents about a 150% increase over current staffing levels. Such a level of increase could be avoided only if dramatic increased in productivity could be achieved. 2. However, near-term prospects for substantially increasing staff productivity are unrealistic, given local constraints. It would also be difficult to recruit and train all the required manpower locally. Angolan institutions produce less than eight university graduates annually who could contribute to this pool, and these are in any case not trained in the digital technologies that Angola is already beginning to adopt. The first batch of 25 four-year vocational trainees are not expected to graduate until 1993. There are also very limited prospects for filling this gap through redeploying technical personnel from the military sector. Available Training Facilities 3. There is a serious lack of adequate training facilities at all levels in the telecommunication, sector. Meanwhile, most existing facilities are in a precarious state. EMATEL has-a taining center located in Luanda, with a capacity of about 250 students. It has 16 national and 2 foreign instructors. It offers courses in high frequency radio, multiple transmission, telephones, micro-waves, tele impressores, and redes exteriores. However, reference texts on electronics and telecommunications at the center are long outdated. Switching equipment at the center used for demonstration and educational purposes lacks adequate air- conditioning, reflecting the similarly poor state of maintenance of this equipment at various exchanges. 4. There is also an EPTEL training center in Luanda offering courses in electronics and telecommunications. Its total capacity is 42 students, and the center has a teaching staff of only four instructors, of whom two are foreign. Though in a reasonable state, this center also suffers from the same types of quality problems mentioned above for the EMATEL center. 5. Meanwhile, in 1985 a National Institute for Telecommunications and Electronics (ITEL) was formally created to provide technician-level training. This institution has not yet graduated any students from its two- and four-year programs. Angola Training and Manpower Deveopme Study 'ANNEM 63 Page 1 of 2 TRAINING FOR THE POWER SECTOR (ELECTRICITY) Background 1. In Angola, the Ministry of Petroleum and the State Secretariat for Energy and Water (SEEA) have overall responsibility for establishing and implementing national policies in the energy sector. The Ministry of Petroleum supervises the operations of the state oil company, SONANGOL, which in turn supervises the operations of the international oil companies and of the refinery. SEEA supervises the power utilities and coordinates activities in the area of biomass and new and renewable sources of energy. In the electricity sub-sector, electricity supply comprises three separate integrated systems (the Northern, Central and Southern systems) and multiple isolated centers. There are a number of enterprises responsible for the distribution of electricity in the country, including the following major parastatals: ENE, EDEL 'md SONEFE. Skilled Manpower Situation and Training Needs 2. At the end of 1990 the total personnel of ENE, excluding CELB, was 2,212, of whom 58 were high-level technicians, 314 had some basic technical training, 1,465 were unskilled workers, and 375 were administrative and service personnel. Since the number of consumers served amounted to about 65,000, the ratio was 29 users per worker, which is a low figure that indicates low productivity and excess personnel. SONEFE has a staff of 851 persons, of whom 30 were high level technicians, 209 had some technical training, 447 were unskilled workers, and 195 were administrative and service personnel. The total number of clients is about 760, which are mostly supplied at medium and high voltage levels. As in ENE, there is excessive personnel and low productivity. 3. To make up for the shortage of qualified personnel, the utilities have resorted to the recruitment of expatriates, either under bilateral donor agreements or by individual contracts. ENE has 14 senior and mid-level foreign technicians and SONEFE has 46. These expatriates generally work in isolation, due to the lack of qualified Angolan counterparts, and have no authority over the local staff. As a consequence, the transfer of know-how from these expatriates has been very low. Until recendy, graduated technicians were allocated to the different sectors by the Ministry of Labor according to its own criteria, which led to low staff morale and productivity. Many qualified workers have left the utilities to take positions in the private sector, which offers better salaries and benefits. 4. There is a serious lack of qualified manpower in all utilities. It is estimated that 70% of the workers have no more than primary education and that 30% have no schooling whatsoever and are illiterate. Although training programs may be costly and time consuming, they are absolutely necessary and urgent action to address this problem is needed. AIgola Taining and Manpower Devlopment Study ANNEX-V Page 2 of 2 Available Training Facilities 5. There are three main centers for vocational training of technicians for the electricity sub- sector: (a) The Training Center at Hoji Ya Henda: This electricity training center, located near Luanda, is financed by a loan of 60.5 million French francs from the CCCE of France and has been operational since March 1990. About 450 trainees have already participated in courses on distribution systems, diesel and hydro generation, and electrotechnics. Electricitd de France International has provided technical assistance, but the arrival of three permanent experts has been delayed because no housing is available. About 20 trainers have received special training at a similar center in Cote d'Ivoire. (b) There is another training center in Cassange, near Lobito, with a capacity for 150 students, which trains students in industrial electricity. It is under the responsibility of ENE, but only a small percentage of graduates have been employed by that parastatal. (c) The "Commandante Dack Doy" Training Center in Lubango, Huila, is also under ENE but does not seem to be operating at this time. Angola Taining and Manpower DeVelopmt Study ANNEXMI 65 Page 1 of 3 TRAINING FOR THE POWER SECTOR (PETROLEUM) Background 1. Today, oil is the most important of Angola's resources and since independence it has been the key to the country's survival, the sole underwriter of its import requirements, and the guarantor of its international debts. In 1984 the country's total proven recoverable reserves of crude oil were estimated by SONANGOL at 1.6 billion barrels. Most of this oil is light, with a low sulphur content. From a production level of about 150 thousand barrels per day in 1980, production reached about 455 thousand barrels per day in 1989, letting Angola emerge as the second-largest oil producer in sub-Saharan Africa after Nigeria. Barring fresh discoveries, production was projected to peak at 500 diousand barrels per day in 1991. 2. The first oil exploration concession was granted by the Portuguese authorities in 1910 (to the Portuguese-owned Companhia de Pesquisas Mineivas de Angola), but commercial production only started in 1956 when the Petroleum company of Angola-Petrangol began operations in the Cuanza River basin. The company later discovered oil onshore in the Congo River basin and became the operator for most of the onshore fields in association with Texaco and Angol (a subsidiary of Portugal's SACOR). About the same time, the Cabinda Gulf Oil Company (Cabgoc), a subsidiary of American-based Gulf Oil, began exploration in the Cabinda area in 1954 and started production in 1968. Following independence, the MPLA government enacted sweeping changes in the oil industry and claimed sole rights over all of the petroleum deposits in the country. SONANGOL was established in 1978 as the exclusive concessionaire of the Government's foreign companies: joint ventures, in which SONANGOL and its private partners shared in investments and received petroleum produced in the same proportion (51% Sonangol and 49% foreign); and production-sharing agreements, in which the foreign company served as a contractor to SONANGOL, made the necessary-investments and was compensated by receiving a share of the oil produced. The main companies in the oil sector include: Fina Petroleos, Elf Aquitaine, Conoco Angola, Cabinda Gulf, and Texaco Panama Angola. Human Resources in the Downstream Petroleum Sector 3. Refine. There are presently about 450 refinery employees, about 70 of whom are expatriates. Six of the expatriates are in top management, while 65 are skilled laborers (first-class operators, senior mechanics, mechanical foremen, etc.). The total number of expatriates is down from about 100 three years ago and continues to decline through attrition. FPA is engaged in extensive training of Angolans. They have relied heavily on the Instituto Nacional de Petroleo (INP) at Sumbe for training operators and at present have about 20 trainees there. Angola Training and Manpowe Developmnt Study 66k ANNEXMV Page 2 of 3 SONANGOL: Distribution and Marketing 4. There are some 3,000 employees in SONANGOL'S distribution and marketing division. This does not include service station staff whc operate as independent dealers on a reseller margin. About half of SONANGOL's employees are attached to the storage installations while the rest are drivers, mechanics, accountants, sales agents, etc. There are several hundred employees at the 20-odd empty inland terminals. Available Training Programs and Facilities 5. Expertise from abroad. In the petroleum subsector, the effect of qualified manpower shortages has been mitigated by recourse to the expertise of the international petroleum companies and the acquisition of staff services from abroad. SONANGOL has effectively and advantageously used external consultants to supplement its capabilities in all aspects of its operations. There is little doubt that it should continue to do so. It might be possible, however, to reduce the cost of this option by turning to concessional sources of technical assistance, such as the United Nations Development Program (UNDP), the European Community (EC), the World Bank Group, or bilateral aid (Canada, Norway) for at least part of its needs. 6. Traiinng Fund. The petroleum subsector contributes (by law) to the financing of nationwide training programs. All petroleum companies are required to pay (US$0.15 per produced barrel) into a training fund, which is controlled by the Ministries of Finance, Education, and the MEP. At current rates of production (i.e., 400,000 b/d), this fund accounts for about US$21 million in hard currency. Control over this fund appears to be diffused and no mechanism exists to ensure that the highest priorities in training are identified and then funded. Moreover, the contribution is paid to the Government budget in hard currency, but is not available in hard currency to potential users, who must follow normal, lengthy procedures to obtain needed foreign exchange. At times, pressing needs for foreign exchange may result in a total diversion of foreign exchange to these other needs, at the expense of training. 7. The Petroleum Training Institute (PTD in Sumbe. This Ins.ute is supported by UNDP and Norway and managed by COMERINT, a consulting firm belonging to the ENI Group, Italy's State hydrocarbons holding company (this Institute also serves the needs of other SADCC countries). According to SONANGOL, training opportunities in the above programs favor engineers, technicians, and skilled laborers rather than managers, economists, or accountants and other financial staff. This presents a short-term problem because SONANGOL itself urgently needs this latter type of qualified staff. 8. Information available on the PTI in Sumbe suggests that the preparation/feasibility stage for this center was insufficient: start-up difficulties were greater than expected (16-month delay from early 1984 to late 1985) and training objectives are not being attained. UNDP/UNIDO (United Nations Development Programme/United Nations International Development Organization), contrary to its practice, did not assign a project manager and consequently decision-making and problem-solving were a slow and cumbersome process. The PI did not have the support Angola Tranng and Manpower Developmen Study 67 AN E Page 3 of 3 of its main designated beneficiaries (the oil companies) partly because the training programs were not designed in consultation with or to satisfy the oil companies. Naturally, the oil companies preferred to use their own training facilities. More recently, however, they are shifting more active interest and support, to the extent of sending their own instructors to the center together with training equipment. The Government (Ministry of Education and the MEP) and the international partners (UNDP, UNIDO, NORAD and Italy) should perhaps reconsider the scale of this project and, possibly, restart it under the firm control of the oil industry but with assistance from any of the present partners willing to continue helping Angola train people for its most important industry. The interests of the oil companies in Angola probably do not extend to other SADCC (Southern African Development Coordination Conference) countries. If so, the training of nationals of other SADCC countries should still be possible, but probably could not be the main task of the PIT. 9. The greatest shortfall in meeting objectives has been in the training of instructors. Reportedly, only 10 instructors were trained and only five remain Pt the PT. Obviously, this is the highest priority for future action if the Institute is ever g. ag to become even partly self-sustaining. 10. No financial information was available to the misvion; therefore, it is impossible to comment on the cost-effectiveness of the PT!. However, operating the PTI clearly seems to be very expensive. Before making a decision either to continue using or stop using the Institute, objectives and achievements need to be compared to costs. The PTI represents a considerable claim on the scarce resources of Angola, which annually has contributed US$2-3 million to its operation. This amount is in addition to the many millions supplied by other donors. 11. Other training programs. Other training programs for the petroleum industry include: on-the-job training with the petroleum companies; and company-owned training centers (at Malongo for Cabinda Gulf and at Soyo for Texaco). Angola Thining and Manpower Devdopnzt Swudy 68 ANNEX VII 68 Page 1 of 3 TRAINING IN ECONOMIC AND FINANCIAL SKILLS Backgrond 1. A widespread lack of economic, project analysis, accounting and financial management skills at different levels of the Government and the private sector is a major obstacle to effective economic management and hinders the absorption of technical assistance. The proposed Economic Management Capacity-Building Project has identified the training needs of three target groups: (a) the small number of trained economists operating at "Director" level in the core economic agencies who need to be familiarized with economic policy and management issues and strategies in a market-oriented environment and in the light of the experience of other countries and international organizations; (b) recent graduates recruited for junior positions iu the core agencies who require additional training in macroeconomic analysis and in professional orientation, the latter in three basic professional tracks-development planning, fiscal/financial management and central banking; and (c) technical staff in the core agencies responsible for the execution of basic economic management tasks that require training in accounting skills and general administration. 2. Today there are over 1,800 wcommercial" enterprises (with 25 or more employees) registered in Angola. While two-thirds of them are private, the public-sector companies account for more than 75% of enterprise employment (almost all large businesses are public-sector or mixed). Market orientation and privatization imply that over the next couple of years the potential demand for economic managers, accountants and financial analysts will far outstrip supply. Government estimates indicate that there are now about 4,500 higher- and middle-level accounting positions in die country's commercial enterprises, with only about 700 persons occupying those positions; as a result, the majority of enterprises have no formal accounts. Meanwhile, those that maintain accounts (the larger ones) experience such long delays in the publication of financial statements that when they are issued they lack any relevance. Available Training Fadlitie. 3. Pre-service economics and management training. Pre-service economics and management training is offered at the Faculty of Economics (briefly reviewed in Chapter VI and more fully dealt with in the First Education Project). The Faculty in Luanda, with its antennae in Lubango and Huambo, produces about 20 to 40 graduates per year. The University of Nova Lisboa of Portugal is assisting the Faculty in reforming its curriculum, while the Sao Paulo University in Brazil is assisting with some teacher training. Major assistance, in terms of teacher retraining and the provision of library books and equipment, is envisaged under the First Education Project (Cr. 2375-ANG). At the secondary level, pre-service technical training in areas related to economic and financial management skills is offered at the IMEs in Luanda and Lubango (see Chapter V, para 77). Angola Training and Manpower Developant Study 69 Page 2 of 3 4. In-service professional training. In-service professional training in economics and management training is offered at the following main centers: the Central Planning School of the Ministry of Planning, to be strengthened by the proposed Economic Management Capacity- Building Project; the Ministry of Finance Training Center, also to be stiengthened by that project; the Training Institute of the Banco Nacional de Angola (IFBA), being targeted for improvement by the proposed Financial Institutions Modernization Project. The Office of the Presidency also has a School of Public Administration (INORAD), while MOE had an inoperative Centro Nacional de Formacao de Quadro, which will be revamped under the First Education Project. 5. The Central Planning School has received UNDP (ANG 90/501) assistance to revise its Enterprise Management and Accounting Program, and has trained local instructors to conduct the program. The UNDP Project on Support to Macroeconomic Planning (ANG 89/018) aims to offer a course, restricted to technical and higher-level staff of the Ministry of Planning, focusing on planning models and techniques. Meanwhile, the Ministry of Finance Training Center currently offers accounting training for the enterprise sector and has assisted in the training offered under the auspices of the UNDP/IMF project in tax administration. In the area of budgetary management, the UNDP/IMF project, in coordination % "i the UNPP/MDP project (ANG 90/501), is undertaking intensive training related to the recently . -vised budgetary system and procedures, entailing a substantially changed classuication of items ani accounts. While this center has received sporadic assistance for curriculum development, it is perceived as not actively meeting the training needs of the staff of its Ministry. The UNDP/IMF project is proposing greater involvement of the center in its training activities. The Human Resource Department of the Ministry of Finance, which has operated somewhat independently of thR training center, has received technical assistance under the auspices of the Portuguese ICE (Instituto de Cooperacao Economica) to undertake an extensive review of personnel policies and procedures, to include an analysis of the job classification system. 6. The BNA Training Center (IFBA) has traditionally been assisted by its associated banks, mostly in Portugal. The center is well organized and courses are taught by local or expatriate staff who seem to be well qualified and proficient. The center has been entrusted with the task of providing redeployment training in the context of the banking sector reform. The accounting program is particularly well designed, and efforts should be made to make it accessible to staff from other ministries. The Financial Institutions Modernization Project would strengthen IFBA as well as develop a core of skilled financial managers through post-graduate education abroad in business administration, with emphasis on financial management. Presently, IFBA's courses are oriened to the monobank regime that existed prior to 1991. To serve the training needs of the banking sector of Angola, IFBA needs reorientation of its strategy and program and also upgrading of its course delivery. The main thrust of IFBA's program should be aimed at the training needs of staff and mid-level management in the banking sector. The Financial Institutions Modernization Project would include a series of short seminais and courses designed to increase the exposure of Angolan bank management, which has been isolated from developments in world finance by language and socialist orientation, to current developments in banking and finance. The seminars would also serve to sensitize high-level management on the Angola Tining and Manpwer Development Study 70 ANNEX VII 70 Page 3 of 3 role of the central-banking function (e.g., instruments of monetary policy and supervision requirements) and on commercial-bank management requirements in respect of such subjects as risk management and exposure, lending policy, cash management, accounting, and internal audit. 7. The Office of the Presidency has a School of Public Administration, INORAD (Institution Nacional de Organizacao e Administracao do Estado), which has residential facilites on the outskirts of Luanda. INORAD is primarily responsible for providing pub!ic administration training to provincial civil servants and for strengthening the ties between the central and provincial governments. INORAD and the Escola Central de Direcao da Economia have been designated as the member institutions in Angola of the Regional PALOP Project in Economic Management. These two schools have yet to participate actively in the regional project and are seeking opportunities to do so. AgoI Tini*g ant Manpower Devldopnmt Shdy ANNEXIII 71 Page 1 of 2 ORGANIZATION AND MANAGEMENT OF THE VOCATIONAL TRAINING SVSTEM 1. The National Vocational Training System (SNFP) [Sistema Nacional de Formao Profissional], with its coordination structure-INAFOP-and the creation of a financing fund, constitutes the means for defining and executing a vocational training policy. The system emerges as the result of a process that has sought, at the country level, to analyze the impoverished status of vocational training and the problems of bureaucratic roadblocks, deterioration and lack of coordination of action. This process moved forward in 1987 with establishment of the National Vocational Training Council (CNFP) [Conselho Nacional de Formagio Profissional], as a consultative body to MOE on this subject. The Council was coordinated by a permanent commission headed by the Vice-Minister of Education, with representatives of the Ministry of Labor, Ministry of Planning, UNTA [National Union of Workers of Angola] and MOE's National Vocational Training Director as members. The commission led the debate on the definition of a vocational training system, which took place at six meetings of the CNFP attended by representatives of the ministries, specialists, businesses, and other organizations. The objective of involving all interested parties in the debate appears not to have been achieved. Some ministries and companies feel that participation was very superficial, and some are not even familiar with the Vocational Training System Act of 1992 that set up the system, or with its management and implementation structures. 2. As the new coordinating structure, INAFOP appears to be the primay agency within the system. It is supposed to respond to the existing problems of lack of coordination in terms of identifying, planning and implementing vocational training needs. INAFOP will be administered by an Administrative Council, with the 1.Iinister of Education as Chairman and the Minister of Labor as Vice Chairman. The Council will include representatives from the Ministry of Planning and from employers and workers. As for political and overall management, the key structures of INAFOP are at the support services level-the Department of Studies and Planning-and in the subordinate bodies known as CENFOR (National Center for Instructor Training) [Centro Nacional de Formago de Formadores] and SENAFOPE (National Enterprise of Training Service) [Servigo Nacional de Formaglo para a Empresa]. 3. The Department of Studies and Planning will be charged with developing a national vocational training plan, along with its annual and pluriannual implementation plans. This will require a high degree of coordination with the Ministries of Planning and of Labor, entailing: (a) Setting up a system for studying, monitoring and assessing the implementation of the plans; (b) Setting up a computerized system for gathering and processing data; and (c) Quantitative and qualitative information analyses. Agola Trning and MaWpowr Dvelopmma Sudy 72 ANEX Page 2 of 2 4. CENFOR, as presently described, appears to be a study and research center for instructor training. It would control the recruitment, selection and performance evaluation of those who conduct the training. However, its objectives seem overly ambitious for the initial stage of an organization of this type. There is not even a definition of the profile of a teacher/instructor that would take into account the specific characteristics and variety of statuses and educational backgrounds of the instructors at the training centers and also consider their different origins: graduates of the Intermediate Technical Institutes, specialized workers with years of experience, and the best vocational training students. 5. SENAFOPE's objective is to support, promote, coordinate and evaluate continuing vocational training. Although its charter has not yet been approved, this agency seems to be excessively dependent on INAFOP, which could mean (a) difficulty in coordinating with the users, i.e., the enterprises; and (b) a centralization of activities that ought to be carried out by the enterprises themselves, such as assessing the impact of the training and crganizing the enterprise training centers, thereby sapping the vitality neces-ary for their operation. Agol& Tainig ad Manpower Dvelopmat Study 73 Page 1 of 2 NATIONAL DIRECTORATE OF EMPLOYMENT AND VOCATIONAL TRAINING MINISTRY OF LABOR 1. Within the Ministry of Labor, Public Administration and Social Security, one of the functions of the National Directorate of Employment and Vocational Training (DNEFP) is to "ensure the orientation of the vocational training of young people and adult workers," as well as to "promote worker vocational training services." In an attempt to achieve these objectives, the Directorate is restructuring and organizing itself, with technical assistance from Portugal and the help of a consultant. A charter containing the detailed prerogatives of the various central provincial and employment center units now exists. The Directorate is composed of 41 workers (including a Director, three department heads, a consultant and three high-level specialists) but faces many problems, including: (a) Lack of coordination and unfamiliarity with the data from the Ministry of Planning and MOE's vocational training structure; (b) Inadequate training of staff working at the central and regional levels, and failure to make full use of those who have better educational backgrounds; (c) Absence of structures that are already functioning and have duties that are defined and linked to those of other agencies; and (d) Insufficient inventorying of the status of the employment centers. 2. DNEFP is aware of these problems and has come forward with some proposals, particularly for the development of various information management supports to use in collecting statistical data on companies, applications for employment, job offers, and number of workers placed, but has not yet taken action because of shortages of physical and financial resources. It should be added, furthermore, that such action must be preceded and brought into harmony by means of a survey of the regional structures of the employment centers in terms of the status of their personnel and facilities and obstacles to their functioning. Only after such a survey is undertaken would it be possible to take into consideration and define the following set of actions: (a) Rehabilitate and downsize the network of employment centers (of the 46 centers, 36 are functioning, four are paralyzed and there is no information on the other six); (b) Determine the personnel needed, and train them in the areas of greatest need; an' (c) Define organizational models for the functioning of the central and regional agencies and the employment centers. AIgoa Training and Manpower Developmt Study 74 ANNEX Page 2 of 2 3. Implementation of an organizational model, whose ways and means should be guaranteed at the outset, could be done in experimental programs that, in stages, would be extended throughout the country, introducing more effective methods such as computerization. It would then be possible for DNEFP to gradually gather information on the employment situation, shortages and surpluses and the entire outlook for the skilled manpower needs of the labor market - all of which are important data for defining a national vocational training policy. Angola Training and Manpower Developont Study ANEXX 75 Page 1 of 2 ADMINISTRATION OF MIDDLE-LEVEL TECHNICAL EDUCATION INSTITUTES 1. The National Directorate of Intermediate Technical Education [Direcg1o Nacional do Ensino Mddio Tdcnico - DNEMTJ is a component of MOE's vocational training area. The Intermediate Technical Institutes (IMTs) are subordinat to this Directorate at the pedagogical and administrative levels. From a financial point of view, the IMTs are autonomous; each submits its own proposed budget and an activities report to the Ministry of Finance, via the provincial education authorities. 2. DNEMT and its dependent agencies are faced with problems of human and physical resources management, such as: (a) shortages of specialized personnel who can perform such tasks as curriculum analysis stulies, program evaluation, vocational guidance, drafting of planning rules, and programming and management of school facilities; (b) untrained teachers; (c) absence of teacher support in the form of libraries and equipment; and (d) overuse of the facilities of the IMTs-70 hours per week, which leads to their deterioration and a lack of discipline and also makes it difficult to run the schools. 3. DNEMT made an effort at systemization by publishing the "Intermediate Education Statute" in which it attempted to advise the schools, especially in the organization and management of the IMTs. However, given all the shortages of human, physical and financial resources, it is difficult to get the various entities defined in the statute functioning. There are numerous support and executive bodies, some with functions that are excessively compartmentalized (Director, Deputy Directors and Secretariats) and others whose functions are too similar (Pedagogic Section and Sections); they are composed only of people from DNEMT. However, this institution, which hopes to have close ties with the vocational training centers, the business sector, and daily active life, does not have on any of its agencies-particularly the Council of Directors-people from those sectors or from the community at large. 4. Management of an institute must take into account a series of a pedagogical, technical, organizational, functional and financial indicators. In an effort to arrive at a type of management more suited to the objectives of the IMTs, a case study should be nmde, based on the need to restructure one of the institutes that has particularly serious facilities deficiencies. Such a study should cover the following: (a) Flexibility in the definition of courses, programs and their pedagogical needs, teachers and non-teaching personnel; (b) Definition of a space and equipment program, the internal relationships, and the appropriate size, taking a cost/effectiveness ratio into account; Angola Training and Manpower Developnwa Study 76 Page 2 of 2 (c) Functional and inter-relational organization in terms of pedagogic, administrative, physical and financial management; (d) Definition and creation of executive and managerial bodies that can respond to the institute's needs; and (e) Monitoring and appraisal of the case study, with a view to its implementation. Angola Training and Manpower Dewdopms Study AlWEX I 77 Page 1 of 2 WECTOR INVESTMENT PROGRAM AND FINANCING SOURCES The Ministry of Education's current program of investments is composed of the ongoing and proposed projects described below. Onolng Priects (a) Construction and equipping of the Instituto Medio de Economia in Luanda aud the Instituto Mewo Agrario de Malange through a First Education Project of US$22.0 million, financed by AfDB. The project is expected to be completed by early 1992. (b) The UNDP, with the ILO as executing agency, is financing about US$2.6 million in technical assistance for reorganization of the Vocational Training System (SNFP) and US$0.6 million for the vocational readaptation of the handicapped; and with UNESCO as executing agency, US$1.8 million for distance education and US$0.4 million for strengthening educational planning and statistics; also with FAO, US$0.8 million for strengthening the Agricultural Training Center in Kikuci. (c) The Ford Foundation is financing the revision and updating of the curricula of the Faculty of Economics. (d) The UNFPA provides assistance for population education (about US$1.2 million). (e) The OPEC fund is providing about US$1.0 million for strengthening the Sina Training Center; (f) The French, through the CCCE, are providing support of about US$10.0 million for electricity training at tue Hoji Ya Henda Training Center near Luanda; (g) In addition, MOE benefits from small French, Portuguese, British and Australian projects targeted to the improvement of the teaching of their respective languages and the provision of scholarships. The Portuguese are also involved in the training of medical personnel for the Boavida Hospital. (h) There are also some small projects financed by the former Communist bloc countries, consisting mainly of scholarships (Yugoslavia for training in medicine, economics and sociology, and the former Soviet Union for scholarships and overall cooperation in the education sector); these projects are being discontinued. (i) Spain is providing some assistance for the creation of a Rural Training School in Funda (ESP 10,000,000). Ango taining and Manpower Developmet SUdy 78 ANNEX-X Page 2 of 2 ( ) The Italians are providing technical assistance for the MAT (Tchivinguiro), the National Petroleum Institute at Sumbe, and the University, and for a program of promotional training for women (for a total of about ITL 17,587,000). (k) Sweden is financing vocational training in the fishery sector through support for the CEFOPESCAS Center in Cacuaco near Luanda, for a total of about SEK 150,200,000. New PrJcts (a) Construction and equipping of the Instituto Medio Normal do Lubango and the Instituto Medio Agrario do Huambo, and rehabilitation of the Instituto Superior de Ciencias de Educacao in Lubango, through a Second Education Project of US$80.0 million financed by AfDB. (b) Rehabilitation, equipping and teacher training for the Instituto Medio Agrario in Tchivinguir and re-equipment, development of curricula and teacher training for the Instituto Medio Industrial de Luanda, through a project to be financed oy the European Community for US$8.0 million equivalent. (c) Equipment for 30 primary, secondary and teacher training schools in the Provinces of Benguela, Bie, Cabinda and Luanda, through Brazilian bilateral financing of US$40.0 million equivalent. (d) The setting up of a demonstration model for education, the strengthening of the sector's management capacity, improvement of the teaching of economics and management, and studies and preparation fot future investments, through an IDA project for about US$31.2 million. (e) As described in Annex XI, the Government has developed three emergency programs for the training and retraining of demobilized soldiers over a period of 20 months. The first focuses on initial training for about 20,000 demobilized soldiers; the second ("improve your business") on developing entrepreneurship and a capacity for self-employment among about 2,000 demobilized soldiers; and the third on creating mobile units for training in rural development. These three programs will cost about US$16.0 million, and South Africa, Sweden, the EC and the UNDP have indicated willingness to support small parts of the programs. More financing is being sought from other donors, and the Government's discussions with the Italians seem to be quite advanced. Agola Tiing and Manpowe Developuat Shdy 9ANNX XI Page 1 of 2 EMERGENCY TRAINING PROGRAMS FOR SPIC TARGET pemobilized Soldiers: 1. The Government has developed three emergency programs for the training and retraining of demobilized soldiers (PAFDE) to help in their reintegration into active civilian life. These programs are: (a) an initial vocational training program for four months, targeted at about 20,000 demobilized soldiers, to be undertaken in 37 existing Vocational Training Centers and covering about 56 disciplines; (b) an "improve-your-business" program to develop entrepreneurship and encourage self-employment, targeted at about 2,000 demobilized soldiers who would receive one month of training in management (accounting, etc.) and then some support after the training; and (c) a training for rural development program, developed by MOE in collaboration with the Ministry of Agriculture, through which mobile units would go to rural areas and provide kits to train demobilized soldiers and their families. An Israeli firm is being called upon to develop this program. The estimated cost of all three programs is US$16 million, but only a small fraction has been committed. The South Africans have agreed to rehabilitate four Vocational Training Centers in Sumbe and Lobito, and Sweden has agreed to finance about US$500,000 for technical assistance within the framework of the "improve-your-business" program. The EC and the Italians are also likely to finance small portions of that program. 2. There are concerns about the scope and scale of the PAFDE programs and the feasibility and design of some of the components. Specifically, there may not be enough suitable facilities to meet the stated objectives of the programQ; furthermore, it is unlikely that four months of training in some trades such as plumbing or one month of training in accountancy or management would be sufficient to meaningfully enhance skills in those areas. Getting skilled trainers would also pose problems, and the task of mounting and implementing a mobile training program would be onerous for a country as large as Angola and lacking management capacity, adequate physical infrastructure, and training/extension skills. It is unlikely that the proposed programs will be fully funded. On a positive side, however, some of the programs that have already received funding will contribute to the rehabilitation of some existing training centers for the TVET sub- system and also serve as experimental operations that may be useful in future attempts to accelerate training for the informal sector. Child-Victims of the War 3. Angola has an estimated 50,000 children who were separated from their families during the war, including about 2,410 orphans and abandoned children who are now in foster homes and about 32,000 living in the communities. Others have been severely affected by traumatizing experiences (amputations, kidnapping, mine explosions, etc.). In addition, there are large groups of children among the displaced (estimated at 761,412 by the Ministry of Social Affairs) and among Angolan refugees in neighboring countries (estimated at 48% of the total 300,000 refugees). UNESCO, in collaboration wiuh UNICEF and the SRPA., is developing an education- Angola Training and Manpower Development Study 80 Page 2 of 2 based program to assist these child victims of the war. The cost estimate of the UNESCO program is US$19 million. The program has six major components, which aim to: (a) Extend the network of schools for some 5,000 orphans and abandoned children between ages 11 and 17; (b) Provide access to education for about 2,500 children per year who have special education needs; (c) Create about 150 locally constructed, community-based and integrated units for about 45,000 displaced and returnees' children and their families; (d) Offer street children multi-purpose education and training-orented opportunities; (e) Set up an emergency fund to benefit some 10,000 children aged between 3 and 10 and their families; and (f) Provide technical assistance for educational innovation to meet the need for sustainable educational development. L -tails of this program were not reviewed during the mission, because the UNESCO mission to prepare the program was just concluding its field work when the Bank mission arrived Luanda. Akgol Training and Mmpowe Devdopue Swdy STATISTICAL APPENDIX 81 Table 1: 1990 Distribution of the Population by Aie and nom Active Statu Population Total Total* 10,200 Economically Active Population b 4,081 Employment Formal Sector 628 Armed Forces 212 Employment Informal Sector d 3,150 Official Unemployment * 91 £ Estimates fiom the Instituto Nacional de Estatistica 1LO Estimates - Excludes the ectimated 212,000 armed forces. - Computed from total formal employment data from Ministry of Labor (599,335) and an estimate of the 3 provinces for which data arn not collected (Cunene, Lunda Sul, and Bongo, 5.4% of the total population). Estimws based on an average ratio of formal employment in the 5 provinces with less than 300,000 population. * Computed as a residual: active population minus formal employment (including armed frces) and mnus official unemployment. * Estimate. Srigge: Labor Ministry, ILO and Instituto Nacional do Estalistim Table 2: Evotution of the Distribution of the Emptoyd Labor Force by Type of Propertv (Format) Type of Propety 1986 1987 1988 1989 1990 1990 Adjusted Total Perc. Total Perc. Total Pere. Total Pere. Total Perc. Total Perc. State * 413319 78 411397 75 430512 76 439781 76 447317 75 471245 75 Mixed 27899 5 29676 5 20163 4 10115 2 16195 3 18850 3 Private 79019 15 96717 18 106461 19 122412 21 129828 21 131949 21 Cooperative 909 0 1326 0 1647 0 1372 0 1642 0 1721 0 Others 6428 2 6378 2 6722 1 5208 1 4353 1 6283 1 Total 527574 100 545494 100 565505 100 578888 100 597535 100 628527 100 Including corporations and civil service (131,178 permanents out of a total of 137,688) and excluding armed forces (estimated 212,000). The distribution for 1990 has been adjusted to incude an estimation of the 3 provinces with missing data. Surce: Labor Ministry. 82 Table 3: Evolution of the Distribution of the Emoloved Labor Force by Sector (Foma) Sectors 1986 1987 1988 1989 1990 1990 Ae!. Total Perc. Total Total Total Total Perm. Total Productive Sphere 323706 61.4 334490 145848 353541 367459 61.3 385234 SIndustry 107481 20.4 109389 114029 115115 120135 20.1 - Contmuction 33411 6.3 39398 38879 35877 41512 6.9 - Agr./Fishey 80245 15.2 81206 85018 86212 85671 14.3 - Sylviculturm 945 0.2 920 1120 814 771 0.1 - Tanspoit 42344 8.0 41391 42162 51277 45253 7.6 - Communications 6756 1.3 6352 6613 6686 7313 1.2 -Commerce 50618 9.6 52706 55378 54967 64115 10.7 - Others 1906 0.4 3128 2649 2593 2689 0.4 Non-Prod. Sphere 203868 38.6 211004 219657 225347 231876 38.7 243093 - Communal Serv. 34551 6.6 36929 39673 44288 45439 7.6 - Educ. & Science 34320 6.5 39954 41822 38664 48749 8.1 - Cultur & Ait 1254 0.2 1729 1659 1816 1581 0.3 - Social Serv. 16954 3.2 20051 20320 19381 20176 3.4 - Finance & Insur. 4223 0.8 4967 4647 4622 4388 0.7 - Administration 27927 5.3 94726 97868 85293 94573 15.8 - Others 84639 16.0 12648 13668 31283 16970 2.8 Total 527S74 100.0 545494 56550S 57888 599335 100.0 628327 Sogrce: Ministry of Labor 83 Table 4: Evolution othe Distribution of the Employed Labor Porce by Occupations (Formal Occupation 1986 1987 1988 1969 190 1990 AQJ. Total Pere. Total Perm. Total Perc. Total Perc. Total Perm. Total Pere. Production Staff 305959 58 296144 54 301652 54 301913 52 312345 52 326730 52 Adminitrative Staff 151274 29 163482 30 170644 30 182562 32 187982 31 194781 31 Technicians 52424 10 60374 11 62683 11 65767 11 69017 12 75399 12 Managers 17917 3 25494 5 26526 5 28646 5 29991 5 314165 5 Total 527S4 100 545494 100 565505 100 578888 100 599335 100 628327 100 S : Ministry of Labor. 'lable 5: Edcaion Attinmnt of Civil Savants Number Porcent Cumulative No Education 13202 10.07 10.07 Up to Grde 4 15875 12.11 22.18 Level 1: 4th Grade 24019 18.32 40.50 Level 2: 6th Grade 34223 26.10 66.6 Level 3: 6th Grade 28695 21.89 88.49 Technical Education 701 0.54 89.03 Medium Level 6016 4.58 93.61 Pre-university Level 2006 1.53 95.14 Bachelor 837 0.64 95.78 Licence 1150 0.88 96.66 Other 838 0.64 97.30 Non Available 3556 2.70 100.0 Total 131118 100.0 S : Civil Sewice Census 84 Table 6: Distribution of Civil Servants by Occupation Number pexent Managers 8168 6.23 Techalclas 63799 48.66 - Higher Level 1982 1.51 - Medium Level 5687 4.34 - Medium Level Equivalent 4539 3.46 - Lower Level 51591 39.35 Administrative & Service Staff 38524 29.38 - Skilled 20425 15.58 - Unskilled 18099 13.80 Workers 20627 15.73 - Skilled 10878 8.30 - Unskilled 9749 7.44 Total 131118 100.0 85 Table 7: Distribution of Infoml Sector Emolovment by conomic Activity Sectors Total Women Men Numbers Pere. Numbers Perc.m Numbers Per Agricukture/Fshlag 2,757,538 88.0 1,516,646 55.0 1,240,892 45.0 - Agriculture 2,592,086 82.7 1,409,929 53.1 1,182,157 46.9 - Green Urban Bolts 137,877 4.4 103,408 75.0 34,469 25.0 - Pishing 27,575 0.9 3,309 12.0 24,266 88.0 Industry and Craft. 40,736 1.3 8,147 20.0 32,589 80.0 Services 335,292 10.7 201,175 60.0 134,117 40.0 - Parallel Markets 301,763 9.6 181,058 60.0 120,705 40.0 - Others 33,529 1.1 20,117 60.0 13,412 40.0 Total Informal 3,133,566 100.0 1,729,271 55.2 1,404,298 44.8 Sigcc: Agnbs Morel: Fonnation pour lo Travail dans lea Activitds Informelles Rdmindrtrices (1990). Perout of tow. Table 8: Evolution of Official Salav Ranges in the Civil Savice (KWAMU) 1987 1989 1990 Min. Max. Min. hm MiL. NM Officials & Managers 10,000 40,000 17,000 72,000 88,250 420,000 - Officials 47,000 72,000 263,000 420,000 -Manager. 17,000 44,350 88,250 263,000 Techncales 10,000 35,000 11,150 59,500 37,900 354,350 - Higher Level Technicians 33,650 59,500 183,050 354,350 - Middle Level Technicians 20,150 36,150 86,800 195,200 - Lower Level Technicians 11,150 18,750 37,900 83,000 Clerical Staff 4,000 15,700 5,650 17,700 15,000 83,700 Workers 4,500 19,800 4,900 23,900 12,000 91,800 fiLM: Diario da Republica. 86 Table 9: EmDloved Labor Force by Economic Sector and Education (129 Primary Secondary Tortiary* Total Pascent Total Nationals 1,250 3,502 11,047 15,799 82.1 - University 188 648 2,050 2,886 15.0 - Medium 804 1,261 3,620 5,685 29.5 - Equivalent- 258 1,593 5,377 7,228 3.6 Expatriates 193 1,624 1,627 3,444 17.9 . University 124 950 1,203 2,277 11.8 - Medium 69 674 424 1,167 6.1 University+Middle Level 1,443 5,126 12,676 19,243 100.0 Total Sample 40,074 103,264 158.585 301,923 * Including Education and Health - 9th Grade to 2nd year of University Soum: Ministry of Planning. Table 10: Evolution of the Demand and Sunol of Labor (Pormal Indicators 1986 1987 1988 1989 1990 Total Total Total Total Total Labor Supply 74462 81813 82501 79918 63958 Labor Demand 79334 79225 10499 79605 55733 Recruitments 24922 27205 23240 29168 21304 Percent. of Labor Su ply 33.5 33.3 28.2 36.5 33.3 Percent. of Labor Donand 31.4 34.3 22.2 36.6 38.2 Unemploymert 49540 54608 59261 50750 42654 ource: Ministry of Labo. ri., gP p 9"99 H 9- g kg kgg-a ig g: ga i I ti.li tI kk 99 Pi 41. k g 99 9 9 b - PI at p~ . t! ko g g2 g~ g kb& 88 Middle-level Technical Education: Table 12: Evolution of Enrollments by Class. 1985/86-1989/90 9 Class 2176 2201 2439 2540 3524 10a Class 1327 1499 1785 1857 2221 1 lClass 687 841 1055 1099 1537 12& Class 485 486 584 611 934 Total 4,675 5,027 5,8631 6,107 8,216 Middlelevel Techniag Education: Table 13: Evolution of Enrollments by Area of Specialization. 1985/86-1989/90 Agriculture 301 299 346 361 1051 Industrial 1314 1378 1539 1604 1821 Economics 1422 1699 2051 2137 2575 Health 702 966 1254 1306 1923 Fishery 157 132 51 52 318 Petroleum 125 152 165 172 224 Mining -__ __ _ -__ __ _ -__ _ -__ __-_ Ind. Pedagogy 265 299 300 313 304 Journalism 77 102 155 162 - Labor Economics 312 - - - - Total 4,675 5,027 5,861 6,107 8,216 Agola Trainig and Manpower Development SWudy 89 Table 14: Graduates from Middle-level Technical Education Institutions: 1985/86 - 1989/90 Yea/Ar1985/86j1986/87 11987/88 __1988/89 1989/90 Agriculture 83 29 46 54 Health 80 88 106 77 Economics 57 64 123 177 Industrial 94 104 52 86 Fishery 55 9 14 34 Petroleum - 30 15 20 Journalism - - - 11 Total 369 324 356 459 Table 15: Graduates from MiddIe-level Teacher Training Institutions: 1985/86 - 1989/90 Cabinda 35 21 35 48 41 Zaire - - 17 - - Uige - 71 50 63 71 Luanda 125 231 249 224 250 K. Norte 15 31 6 63 39 K. Sul 26 47 45 20 59 Malange 20 35 37 44 60 Lobito 77 79 127 - 40 Huambo 66 51 51 54 69 Bie 40 41 48 62 104 Moxico 10 31 - 12 27 Namibe - 30 30 39 50 Huila 32 36 41 65 72 Lunda Sul 14 - - 28 28 Total 460 704 736 722 910 Angola Training and Manpowr Development Swdy 90 Pre-Univers1ty EducaIong Table 16: Evolution of Enrollments 1985/86 - 1989/90 1985/86 198187 1987 .. 1988189 1819 3721 3776 4571 4633 5544 Agostinho Neto University Table 17: Evolution of Student Enrollments. 1985/86 - 1989/90 5034 5736 5855 5960 6281 Agostinho Neto Universit Table 18: Evolution of Teaching Staff by Type. 1985/86 - 1989/90 1985/86 148 129 279 48 112 666 1986/87 197 126 29 36 120 728 1987/88 172 92 190 20 108 582 1988/89 181 170 180 20 98 652 1989/90 203 208 180 31 114 736 Angola Traning and Manpower Development Study 91 A2stinho Neto University Table 19: Recurrent Expenditures by Category. 1985-1988 (milion NKz) 1.-... 1985 98" .1.9818 Personnel Expenditures 312.4 447.3 549.4 629.8 Purchase of Non-durable 92.5 110.7 125 128.5 Goods Purchase of Durable Consumer 40.9 46.5 59.3 66.5 G0ods Payment for Services 16.8 15.5 16.. 19.1 Other Services 94.5 133.3 161 173 Food Purchases 12.8 24.4 41.9 - Expenditures relating to 52.2 74 74 84 Foreign Cooperation Table 20: National Petroleum Institute (Sumbej 1992 Budget Estimates 1National Petroleum Institute (9 Amount 1) Pedagogical Material 314,350 2) Expenditure for Teachers 1,400,000 3) Equipment et Materials 1,200,000 4) StaiffT~ng 290,000 5) Food 1,300,000 Total 4,524,783 Angola Trmning and Manpower Development Sudy 92 Table 21: Expenditures on Traning Activities in the Petroleum Sector. 1991 (Kwanzas) MINPET 618,272.00 SONANGOL 1,002,844.71 FINA PETROLEOS 853,242.40 ELF AQUITAINE 610,527.00 CONOCO ANGOLA 190,638.50 CABINDA GULF 1,810,183.00 TAXACO PANAMA ANGOLA 553,230.52 SEEA (Energy . Water) 118,050.00 EDEL 124,881.00 ENE 148,898.00 ENCEL 47,920.00 SONEFE 166,852.00 GAMEK (Kapanda Dam) 96,340.00 Itra Sector 255,810.00 Total 6,448,801.13 Agola TMing and Manpower Developmat Study Estrutura Org5nlca do tnistério da Fducaç5o L4 Te.s*c (Dýt i ø rt --- -re r.; cab....Q| c-bte-t ca Se,.p m.la C.I.row. -..3M .wr,,. Sb .) - ず1片→．_ 94 かble 23:ORGANIGRAM OF CじRRENT EDUCATION SYSTEM . 「一一ーコ灰n t棚NasuP鯛a。－ う＿_&-..-A----1昏プ1!G副RsロsSUP慌円0円と5 E ：ビ買堂圏！響馴－昨→ ．・…’．・護昌＿＿ら．...-. J 95 Table 24 Map of University of Luanda Az cr, Fac. ME CliNCIAS FAC DE ECONOMIA SC2CIA15 901. i < WO o gg.hjogis,4 era -.iåftåo-92.ý- CD CENTMO Zä CULTURAL r~ DE C21PEITC2 -．… -‘審 96 一 J CONSEI-110 UNIVERmARio REITOR VICe-Rellores CONSELIIODE DIRECÇÃO M INSTrrUTO DE Departarnenio de MEMOAÇÃO e CIE"[]CA pessod a patdmõnlo Delurtunentode Dcpmmento de asw~ te~ WM~ bwnams OCentro Nacional de Invesiigaçb Cienkffica (CNIQ dever£ ser substi. Dqm~ lo da Cabincie de ruldo pelo bufiruto de Investigaç5* Cicrítifica a criar inmnadonais F--~ de r.mdddede rný Fac,i~ de Fxu~ da de 21M CINA InsiitutoSupcriorde Ccntío Nacion CICNCIAS ÉNCIAS AGRÁRIAS ECONOJAIA INCRMARIA M tNCIAS DA EDUCAÇA INVESTIGAÇAO CIE (D a% ORGANýCRAMA DA UNIVERSIDADE AGos-r" to Ncm A Universidade de Agostinho * MEDICINA * MECÂNICA * FISICA Neto professa cursos com grau VETERINÁRIA de Licenciatura com duração de * MINAS * GEOGRAFIA 5 anos excepto o Curso de * QUIMICA * GEOLOGIA Medicina Humana cuja duraç5o A Faculdade de Direito mi- * HISTóRIA é de 6 anos.* nistra o curso de: A Faculdade de Medicina * MATEMÁTICA ministra o curso de: -M AT DIREITO * PEDAGOGIA A Faculdade de Ciências tem * MEDICINA as seguintes especiaidades. .HUMANA PSICOLOGIA o BIOLOGIA A Faculdade de Economia * QUIMICA tem as seguintes especialida- O Instituto Superior de Ciên- LM * ENGENHARIA des: LETRAS MODER- GEOGRAFICA cias da Educação tem as se- NAS * CONTABILIDADE guintes especialidades: * FISICA E FINANÇAS Português/Fran- E FINANÇASA* BIOLOGIA Cês * PLANIFICAÇÃO -- Português/Inglês * GEOLOGIA FILOSOFIA * MATEMÁTICA A Faculdade de Engenharia * QUIMICA tem as seguintes especialida- des: AS FACULDADES DE CIÉNCIAS. DIREITO. ECONOMIA, ENGENHARIA E A Faculdade de Ciências ARQUITECTURA MEDICINA. SITUAM-SE NO CENTRO UNIVERSITARIO DE LUANDA: A FACUL- Agrárias tem as seguintes * CIVIL DADE DE CIÉNCIA$ AGRÁRIAS NO CENTRO UNIVERSITÁRIO DO HUAMBO E - especialidades: O INSTITUTO SUPERIOR DE CIÉNCIAS DE EDUCAÇÃO NO CENTRO UNIVER. *ELECTROTECNIA ;IRSITARIO DO LUBANGO. AGRONOMIA *INFORMATICA, 99 Structure of UAN Faculty of Engineering Table 28 Organigrama da Faculdade de Engenharia da Universidade Agostinho Noto Direcção Conselho Clentitico Conselho de c Pedagógico Direcção Gabinete de Estudos e Projectos Departamentos de Ensino Departamentos de Investigação e Produço Apoio DEIP de Arquitectura Departaento de Adlniestra;io e Finan;as DEI de C16nclas Departaxento de BUsicas Åssuntos Åcadéaicos DEIP de Civil Departamento de Docuentaçåo e Inftormaç&o DEIP de Electrotecnia Depateno de DEM de Inormåtica Depa tft de DEIP de lecnica Departamento de Recursos Humanos DEIP de Uinas DEIP de Quizica Sectores 100 Structure of-Research Department of UAN Table 29 Faculty of Engineering Orgaigrama do um Departamnto de Ens~io, InveStigço 0 Produçlo Faculdade de Engenharía da Uníversdade Agostinho Neto L- chef ia Conselho Cientifico e Pedagógico Áreas Clentíicas a Pedagógicas Laboratórioe UNIVERSIDADE ACO5TINIIO NETO DOCENTES'NACIONAIS E F.STRANCEI1OS NO ANe, LEC'IVO 19_,log9 0 . FACULDADS . .Ol!TOA ESTRANE ___O ,Ok ,. -10TiiS T.INITEG. T.PARCIA' T.IHTHfL T.YARCI T.IN4TEG.. T.PARC.0 . CIM2CIAS 35 10) 45 1j 22 1.7 17- cC.?'IA5 t.GRlRTAS 21 9 30 fl - * 1' - 1'' DIRETTO 52 59 1 - 1 - 2 FONOMI A . 8 33 41 17 1 18 - 15 19 ENCMHARIA 41 32 73 19 8 27 10 2 3? a MEDICINA-LUANDA 79 32 111 6 - 6 24 - 2d " -NUAMBO 13 - 13 9 - 9 - - - ISCED -LUBANGO 28 2 30 .6 - 6 10 1 11 -LUANDA 5 17 22 12 - 12. - - - -HUiAMBO 7 9 16 22 2 24 - - - MITAL 244 195 440 119 15 134 74 20 94 SOURCE: UAN Planning Office 102 UAN - Distribution of Teachers (1991) Table 31 CORPO DOCDNTE EM TEMPO INTEGRAL POR CATEGORIAS E SEXO - 1990/91 CATEGORIA MASCUL. FEEN. TOTAL PROF.TITULAR 24 13 37 Bel'.ASSOCIADO 8 5 13 PEOF.AUXILIAR 31 20 51 ASSISTENTE 52 16 58 ASSISTENTE ESTAG. 41 19 60 .MONITORES 70 31 101 TOTAL 223 104 327 SOURCE: UAN Planning Office 103 Distribution of Teachers - Faculty of Engineering (1992) Table 32 Número de docentes da Faculdade de Engenharia da Universidade Agostinho Neto 1991/92 (addition of anthor) Nacionais Estrangeiros Categoria ~ srnersTotal CateoriaInt . Col. Int . Col. Toa Prof. Titular 3 1 7 11 Prof. Associado 2 2 Prof. Auxiliar 11 1 6 18 Assistente 10 16 11 2 39 Assist Estagiãrio 21 32 4 57 Total 47 50 28 2 127 SOURCE: Director FE/UAN 104 Gender Distribution of University Personnel Table 33 PESSOAL TgCNICo-ADMDIlSTRATIV0 POR SEXO DA UAN 1990/91 MASCULINO FRINMN TOTAL 651- 479 1130 SOURCE: UAN Planning Office 105 Table 34 TOTAL UAN STUDENT ENROLLMENT ACADEMIC YEAR NO. OF STUDENTS 1975/76 1405 1976/77 1093 1977/78 871 1978/79 1254 1979/80 1918 1980/81 2333 1981/82 2798 1982/83 2991 1983/84 3441 1984/85 4493 1985/86 5034 1986/87 5736 1987/88 5782 '1988/89 6256*) 1989/90 6281 1990/91 6534 1991/92 6550*) *) estimated SOURCE: UAN Planning Office 106 Number of Graduates in UAN (74/75-84/85) Table 35 NUMERO DE LICENCIADOS PELA UNIVERSIDAVE A60STINHQ NETO FAcULoADES ANO ACADÉMICO jIMSTITUTOS SUPERIORES T 7 77 7 279 80 81 82 8 TOTAL 176 77 j78 7-9 180 81 ý >8 84 >8 5 iências 3 6 6 27 42 inci. Agrårias 3 6 5 7 14* 37 Direito 30 22 52 Eionomia 8 2 100 75 20 205 .Engenharia 12 4 5. 3 13 9 11 22 12 39 130 ISCED 44 44 'dicine 7 30 14 10 6 36 Z1 21 40 45* 230 l~~ ~ -1 I - i~ -ll TOTAL 19 37 27 21 19 47 135 129 95 211 740 * ) Estimativas ( Finalistas ) SOURCE: UAN Report 1975 - 1985 NdMERO DE LICMCIADOS PELA UNIVER:5IDADE ACOSTINHIO NETO FACULDADES ANO ACADfiTICO ~ TNsTrUTosTOTAL E INSTITUTS -----3 OA SUpsionE 81/82 82/83 83/84 84/85 85/86 86/87 87/66 88/89 rt CIENCIAS 3 6 6 27 8 19 15 44 128 CImNCIAS AGRARIAS 5 7 14 19 21 20 21 107 DIREITO 30 22 40 22 30 50 194 MONOMIA 100 75 20 20 33 44 300 ENCIHARIA 11 22 12 39 44 35 9 10 182 I SC ED 44 36 20 20 32 152. MEDICINA 21 21 40 45 12 38 , 61 76 314 TOTAL 135 129 95 211 187 188 199 233 1.377 SOURCE: UAN Planning Office UNIVs.aiIDAM,' ACOSTIIIIO NEM llLAgl 12 IaU.OS Ily;.1Is3 11X ASo 1.iRIVO 1990'91 poji 'cR:' 19 ANjO 29 ANO 39 MO 49 A10 59 A11o 60 A,0 ( -- - - - TOTAL pAilI1~S l T- ti F T V, P T Il F T i! p Ti t: p. T CIMNCIAS 122 91 21 8 4 41 125 79 59 1384 31 77 34 22 56 609 CIINCIAS ACRRIAS 78 47 12 71 36 107 62 26 08 23 30 23 6 29 319 0 0 DIRE[TO 21 277 202 106 62 060 o MONOMIA 147 57 20 1081 73 181 17 109 283 119 85 204 82 46 128 1000 INENIICIARIA 183 57 24c 123 39 162 12 31 160 80 20 100 100 17 117 179 MEDICINA-LUANDA 57 67 12, 30 48 78 29 42 71 35 55 90 38 67 105 32 74 10 574 < MEDICINA-RUA M - 72 77 47 30 - - - ISCED - LUBRANCO 267 159 71 66 49 612 " - LUANDA 49C 302 144 77 '66 1079 "- AMDO 119 100 73 90 382 TOTAL PARCIAL 2067 1568 1277 874 642 74 10 6534 SOURCE: UAN Planning Office 109 Table 38 Number of Students, Faculty of Engineeríng Page 1 of 5 REPUBLICA POPULAR DE ANGOLA a) FACULDADE DE ENGENHARIA DA UNIVERStõADE AGOSTINHO NETO ALUNOS MAT41CULADOS NO ANO ACADÉMICO DE 1991/92 1? Ano .................................... 288 Alunos 2? " ..................................... .. 199 3? " ........................................ 126 4?" ........................................ 122 S 5? .......................................... 126 TOTAL 861 ALUNOS DEPARTAMENTO DOS ASSUNTOS ACAD9MICOS, DA FACULDADE DE ENGENHAP EM LUANDA, AOS 10 DE MARÇO DE 1992".- A CHEFE DO DEPARTAMENTO -14 ~ ,L 9 /?. MARIA ERMELINOA DE OLIVEk a> Ministério. Direcção. Reportição ou Serviço. AIl- 110 - Table 38 Page 2of 5 REPUBLICA POPULAR DE ANGOLA- a) FACULDADE DE ENGENHARIA DA UNIVERSIDADE AGOSTINHO NETO ALUNOS INSCRITOS NO ANO ACADÉMICO DE 1991/92 ENGa CIVIL 1? ANO 44 ALUNOS 2? " 25 ." 3? " 6 " 4? " 19 5? 1 SOMA ........... 1 04 ALUNOS ENGENHARIA ELECTROTECNI CA 1? ANO 61 ALUNOS 2? " 54 3? " 42 4? " 34 5? " 4I " soAA 239 a) Ministário. Direcpfo. Reportiçao ou Serviço. AI - t-A4-25000 ex ••NA 111 Table 38. Page 3 of .5 REPOBLICA POPULAR DE ANGOLA a) ENGENHARIA INFORMATICA 1? ANO 28 ALUNOS 2? " 2 3? " 6 SOMA 36 ALUNOS ENGENHARIA MECANICA 1? ANO 45 ALUNOs 2? 31 3? , 22 4? " 13 " S? " 20 SOMA 131 ALUNOS a) Minitério. Direcção. Repartição ou Serriçu. A 1-1 - A -25s00 en. ei - 112 Table 38 Page 4 of 5 REPOBLICA POPULAR DE ANGOLA a) ENGENHARIA DE MINAS I? ANO 38 ALUNOS 2? 44 i 3? "9" 4? "23 5? 16 SOMA 130 ALUNOS ENGENHARIA QUMICA 1? ANO 40 ALUNOS 2? 19 3? 18 4? - 13 5? 16 SOMA 106 ALUNOS a) Ministério. Direcção. Repartição ou Ser;'iço. .A. 113 Table 38 Page 5 of 5 REPÚBLICA POPULAR DE ANGOLA a) -ARQUI TECTURA 1? ANO 32 ALUNOS 2? 24 3? 23 4? 20 5? 16 " SOMA 115 ALUNOS a rI'~itio. Direce5o. RezartieZo ou Serviço. A I - - A4 000 ca 97 -NEA - FACULDADE DE CIENCIAS DA UNIVERSIDADE AGOSTIN11O NETO HJ. MAPA DE ALUNOS INSCRITOS NO ANO LECTIVO DE 1991/92 w SEXOS E.NACIONALIDADES 1. A N 2. A N D 3. A N D 4. A N 0 5. A N 0 T O A L TOTAL SERAL NAC EST IAC EST NAC EST NAC EST NAC EST NAC EST o. m F m F M1 F M F M F n F M F M F m F M F M F m F 0 8IOLOG. 21 24 4 3 14 16 - 2 5 3 - - 4 9 - - 1 2 - - 45 54 4 5 1 ma rt FISICA 16 6 - - 19 - 1 1 12 - - - 8 2 l - - - - - 5 2 1 66 r2 GEOFIS. 25 10 1 - 14 4 - - 18 3 1 - 9 3 - - 6 2 - -' 71 22 2 - 95 rt 1-. ENG.GEO 20 4 - - 14 2 - - Il - - 4- - - 7 1 - - 46 8 - - 54 tEOLOG. 24 9 - - 23 19 - - 24 171 - 17 8 - - 10 5 - - 98 5 1 - n41EtA1 19 d - - 9 [a - 1 5 2 - - 2 1 - - - - - - 35 24 - LiLiIC. 23 16 - 1 16 13 - - 11 21 - - 15 16 - - - 3 - - 65 6 1 135r 0 TOTA.. 148 74 5 4 169 05 1 4 76 47 2 - 56 39 1 - 22 13 - - 415 239 9 8 671 C'EPÄitTAMEIdF0 DE ASSLNTOS ACADEMICOS DA FACU-E.ADE DE CIENCIAS DA UIVERSILDADE AGUSTIMiO NETO. E1I LUANDA, AOS 27 DE ;ANEIRG DE 1992. C- CHEFE D ARTAMENTO FRANC ''4ICOLAU .в•'�Гь' . . . •� �i i7г' 115 • ТаЫе 40 Break Down of Expeпditures at the цАN �исой � o�rESAS tмтvеяsгтигtls аоа с�твсоаil, 10еы00 lяее iявl 1ое2 10ва 10а4 10е6 10ее :�9в7 10вv с..Р.ив е. P...o.i 1тб.в 166.а 20s.a 1ег.а ает.е а1п.в а47.а s.0.в в29.в Aqulвt�io д+ Ввпв с�.7 41.я ао.е 72.с 72.� o2.s це.7 126.е 12а.Б Ввм Ouгiwi• а со�.�,.о 1s.в 7.а ае.е 22.е 2е.• ♦е.0 .<е.б бо.а ва.б Ра0sипtо дв 5вгv{�ев 11.1 11.а 1в.6 1�.0 1�.6 16.а 16.6 18.1 10.1 Ovtro• ГвОвввnЕов 2в.� ае.б Оа.� е7.6, 70.0 w.6 1аа.а 1в1.в 17а.е Aauisl0io дв Produto• А11и�е. - - 1е.е 1е.е 1а.2 12.е 2i.s si.0 - Оироив еов Соорвгвntве - 1е.е �0.7 з®.в аа.з бs.т 7�.е 74.е е4.е . Tot,:1 , 2в7.а 2а0.6 в91.2 i16.a 47а.а 616.2 7ва.а, а61.6 060.� .. FonLв t Огsвиntе tieгa 1 до Евtвде v .i • 116 Table 41 Ministry of ducatio - n: Actual Expenditures by Major'Categ-pries I I G 0 L I IIIISTRY Of EDUCATION: IMAL EVENDITIRES BY UJOR UTEGORIES (in sillion Ivansas, current prices 1980 1981 1982 1983 1984 1985 1986 1987 1989 Personal hPauditures 7211,9 7265,6 11232,7 7629,2 7848,7 7651,9 8764,4 10055,5 8838,6 Purchase of Durable Goods 30,0 21,4 113A 39,0 56,2 168,6 1227,4 203,8 53,9 Purchm of Ron-duable Goods 199,7 184,1 234,2 99,9 153,2 318,3 1380,5 352A 10,8 Paysent for Services 51,2 56,0 55,3 58,7 73,4 133,3 51,1 44,9 34,5 Food Purchases 700,0 600,0 597,0 400,0 600,0 162,0 296,5 261,3 193,7 Expeditun"Relathq to foreign Cooperation, 0,0 O'o 1612 solo ii,4 92,7 379i7 152,5 535,2 Qtku 2574,5 1531,3 984,1 §17,9 945,9 341,4 804,0 560,0 925,8 10767,3 9658,6 10163,1 8993,7 9751,6 8868,4 12903,6 11630,4 10592,5 117 Table 42 Public Investment Program for the Education and Training Sector AIGOLA 1IIISTT OF EDUCATIO: I OF ACTUAL UPENDITURS By 0AJOR CATIGOPI1S 1980 1981 1982 1983 1984 1985 1986 1987 1989 Personnel bSpeaitares 67,0 75,2 80,2 85,8 80,5 86,3- 67,9 86,5 83,4 Purchase of Darable Goods 0,3 0,2 1,1 0,4 0,6 1,9 9,5 1,8 0,5 PUrchase of loa*duable Goods 1,9 1,9 2,3 1,1 1,6 3,6 10,7 3,0 G,1 Payent for Services 0,5 0,6 0,5 0,7 0,8 1,5 0, 0,4 0,3 Pood Isrchases 6,5 6,2 5,8 I,5 6,2 1,8 2,3 2,2 1,8 Expeaditure Relating to foreign Cooperation 0,0 0,0 0,5 0,6 0,8 1,0 2,9 1,3 5,1 Other .23,9 15,9 9,6 6,9 9,7 3,8 6,2 4,8 8,7 TOAL 100,0 100,0 100,0 100,0 100,0 130,0 100,0 100,0 100,0 州口A 神觔矓編開〕州叩叫田膩開劍劉暱嗡顫州 界口．化I州個劉吃嗡用閱州馴R股實唱日開讓實蔥州州》n朧．I喘寫駕】頂 《細州It奮煩騙啊 州爛曰『煩”口•州。馴，。FI•“。織，”矚留 ,，購霄鶯才馴r織繪鸚•謬·喂一織斗一芻 必任瀾購甩日朋議n馴名柏啗臘頗觔m喘二邸鬨盯 ，一一－一一－一－-－一，一－一一一－----－一、一一讓， 個j IFI臘斤日絨訂廈馴悶b註粤O，•76．才9.1煎乙63t•之，. IZT．個m魷）幼口口 Z閑悶11洶州朧U頃劉陰禹m伯國復訂蔥馴O&1010拱鷂乓讒編．0膩電IL細瀾 31審口驪爾焰m個口川蒼InN】川哨切O“為雙邊2.0司魚和口抽唱輩I煙 為為啊團日伯爾俘柏《視啊併個月口頂煙瀉以之之之66必．化Bl鑷庭劉肱O（闐編I斗 飄珍啊黝甩︰饑”.1左之乃．1界必1個之10.1召．1他汙 B）柏口N10魄名騙口叮日州隊顱勵。昌n勵矓編：C日 1個颼粤。鳥勵。潤江呂啊馴司2 002淤之Z．之左．0禹做口口頃觀屆．他耑 之tAR股田別華開劍m馴件咦馴汗”之亂6 00亂62必之．’電閱入1鷗口田田騙．&I廿 3誡勵險I州隊粅潤別阿。作以洶】口曉初0必0 0 0 0 0b0必勵月車個田m喝l古I昆 ‘頂吁復劇東Ic。頗觔矓馳d艱曰他鼴no.&OA 000馮O名O』以仲《抑口劍閱】喝藝偽，旦 551關馴戲惜瀾縱臘訪尖矓編儼爾隊0.5 0.5 00 0.5唱1.0江右寫R約州闔n右I闕，,&. 61叫1祇個劉以很。優州斗《亂曰需ICIty）之之之6 1010』斗州江《口動州閱廈縱I廿l煙仕 于必波一訕二面i一j必論’---－一”。oj襼60．蔆d蔆0.lj必i’一j面面I巴淡CO 8議化網購．眸I忽開吃編J開臘3 3 3 9 15巧．01劉岷y口（m騙！員吧 9任閱悶寫悶很。O劉】〕INO口綢中以55弓1S斤亂O驕日麾潤口口m編邊91日 ,1織馳唱．昌曰。調柑各關L以Z之之68名．0任C劍闔I唱P―日 10中騰l。名勵。調馴0才之2 6111.010.0禹和口膾他瀾― .f玲 ，壇輩閱。頂。R股視潤寫ILI勿田，開01日熔O&08祕，.O&.0氣日編煙日東劉總瀾l雙留9 織斗實m陸：B.s劉必話騙分必，祕Jl．之，州．I-9―已 O州口任號田真戴宜州：口． ,I織曰《龍州爛賺需團闖唱江爾曰】曦物1010蔔馬5.0戴O禹和州繪細擊―吃 之妒閱。卹哎江口朧個名亂開常5 3.&3.’劉妒細爛―變 3P默州州1悶麗網歸下織山開．1娥心開·觔O‘之Z之6 10 10.0閱騙加嗎瞭閑蠶喘―茹 ~,‘雙杷雙萬‘，。―面 0）煩怔離奮 1 01驕頗任日開喘實屆州0.5 0j0為q為IJ奮』1』編鵝啗個口叩萬口田田唱 Z日嘆〔。開月馴1嬌‘訂紫鑰n個OJO．個000.，亂痲亂鳥以妒O朋蘊閱》口（配編 3久網鳥叮跑劍曰復訂望爛oj OJ 0.20之0.11之1之瞭寫曉劇口認吃 驪勝買m肱：IJ 0.90必亂6 Z.t 3.&3馮 E）園啊勵取m鱸：神騙分雙巧，之細左」乃訊必 以二論滅為州Id涌e ．•向•．寶唱騰亂d目細個膠t州磁右由顱瞼唱戲狗司劇比細處壯亂d目柄織細切細亂切•咸dd州ble oaj龍f叩》 鱸．h’究OfAf開個魚膩。d亂細開t勸計卹劇比 119 B-10-LIO Adams A.V., J. 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