N.B: Please be aware that most resources and sources are in Portuguese.
Overview of the Country

Background:

  • Official name: Republic of Angola 1
  • Location: Southern Africa 1
  • Population: 36,684,203 (2023) 2
  • Capital: Luanda 3
  • Official language: Portuguese 3
  • National languages: 9 4
  • Gross domestic product (GDP): US$ 84.72 Billion (2023) 5
  • Gross national income (GNI) per capita, PPP (current international $): 7,310 (2023) 6

Membership of Regional Economic Communities (RECs):

Additional Resources:

Sources:

  1. Governo De Angola
  2. Population Data Portal
  3. Governo De Angola
  4. Governo De Angola
  5. World Bank - GDP
  6. World Bank - GNI

The key priorities include: 1

  • Expanding Access and Inclusion for children and young people, especially in rural and marginalized communities; reducing disparities based on geography and socio-economic background across Angola.
  • Improving the Quality of Teaching and Learning by raising the standards of teaching through better training and continuous professional development for teachers; reforming the curriculum to ensure that education is relevant to the needs of the economy and society.
  • Strengthening Governance and Management by improving the efficiency of education management, including better planning, monitoring, and evaluation systems; strengthening leadership within schools and enhancing the administrative capacity of educational institutions.
  • Promoting Lifelong Learning by recognizing the importance of learning beyond traditional schooling and supporting adult education programs and vocational training to ensure that citizens of all ages have opportunities to continue their education and skills development.
  • Investing in Educational Infrastructure by constructing and rehabilitating schools to meet the growing demand for educational facilities, ensuring that learning environments are safe and conducive to quality education.

Policy and Strategy References

National Education Development Plan:

Action plan for intensifying literacy and education for young people and adults:

Basic Law on the Education System

Early Childhood Education Policy Framework:

National Science, Technology and Innovation policy:

White paper on ICT:

Inclusive Education Policy:

Gender Policy:

Youth National Initiative:

Resilience Plan:

National Strategy for Climate Change:

Future Education Scenario:

Additional ressources:

Sources:

  1. Ministério da Educação, Angola. (2017). Plano nacional de desenvolvimento da educação 2017-2030: Educar Angola 2030

Governance Structure for Education :

  • The Ministry of Education (MED) mission is to define, coordinate, execute and evaluate the national policy relating to the educational system, within the scope of pre-school education, basic education, and secondary and extra-school education, as well as articulating the national education policy and the national professional training policy.
  • The Ministry of Higher Education, Science, Technology, and Innovation (MESCTI) mission is to design, formulate, execute, monitor, inspect and evaluate the Government's public policies and sectorial programs in the fields of higher education, science, technology, and innovation.
  • The National Institute for Assessment, Accreditation and Recognition of Higher Education Studies (INAARES) has the mission of promoting the assessment and accreditation of Higher Education Institutions and their respective courses and/or programs, as well as the approval of the certification of degrees and academic titles of higher education studies, carried out in the country, and recognizing and issuing equivalences of degrees and academic titles of higher education studies, carried out outside the country.
  • The Foundation for Scientific and Technological Development (FUNDECIT) is tasked with implementing science, technology, and innovation policies, as well as managing the financial resources from the General State Budget (OGE) allocated for scientific research and development. This includes managing funds obtained through the mobilization of additional resources beyond the General State Budget to finance scientific research and development activities more effectively.
  • The National Institute for Scholarship Management (INAGBE) has the mission of materializing the national policy of supporting students attending higher education through the granting of internal and external Scholarships.
  • The National Centre for Scientific Research (CNIC) is dedicated to the promotion and implementation of multidisciplinary scientific research and other services such as expert assessments, standardization, quality control and certification.
  • The National Institute of Special Education (INEE) mission is to ensure the implementation, execution, and monitoring of the national policy of Special Education, aimed at the school inclusion of children and students with disabilities, autism spectrum disorder and high abilities/giftedness.
  • The National Institute for Training of Education Staff (INFQE) is responsible for "managing and implementing policies aimed at the professional training of teachers, pedagogical technicians and specialists in education administration, as well as creating strategies to support primary and secondary school teachers in the classroom.
  • The National Institute for the Assessment and Development of Education (INADE) mission is to promote and coordinate studies related to the assessment of the education and teaching system, curricular management, implementation of the educational policy, innovation, quality assurance including the production of didactic-pedagogical instruments, curricular materials, certification, equivalences and approval of studies at the levels of pre-school education, primary education, secondary education and teaching modalities.

The education system structure encompasses: 1

  • Pre-school: Prepares children under 6 years. Structured into nursery (3months to 3 years), kindergarten (3years to 5years old or 6 years old).
  • Primary education: Compulsory and free for six years (1st to 6th grades), it targets children aged 6 to 11. Primary education aims to provide basic literacy, numeracy, and general education to ensure students' foundational knowledge.
  • Secondary Education: Divided into two cycles, First Cycle (7th to 9th grade) which continues general education for students aged 12 to 14 and Second Cycle (10th to 12th grade) where students specialize in different areas, including general education, technical and vocational training, or teacher training.
  • Higher Education: Includes universities and technical institutes offering degrees and advanced training.

Additional ressources:

Sources:

  1. Ministério da Educação, Angola. (2017). Plano nacional de desenvolvimento da educação 2017-2030: Educar Angola 2030

School age population (2023) 1

  • Pre-primary: 3,507,177
  • Primary: 6,225,329
  • Lower secondary: 2,688,908
  • Upper secondary:  2,388,234

Gross enrolment ratio: 1

  • Pre-primary: No data found
  • Primary: 86.71% (2022)
  • Lower Secondary: 62.61% (2021)
  • Upper secondary: 41.12% (2021)


Completion rates 2

  • Primary: no data found
  • Lower Secondary: no data found
  • Upper Secondary: 69.49% (2017)

Out-of-School rate: 2

  • Primary school age:  13.82% (2011)
  • Lower secondary school age: 19.33% (2010)
  • Upper secondary school age: 81.41% (2010)

 

Additional Resources:

Sources: 

  1. UIS Data
  2. UIS SDG4 Data

 

Skills with the lowest accuracy rate in Portuguese, 4th grade 1

  • Establishing logical-discursive connections present in the text marked by conjunctions, adverbs, etc.:  20%
  • Infer implicit information via text message: 36%
  • Identify the speaker or interlocutor of a text message: 27% 


Skills with the highest accuracy rate in Portuguese, 4th grade 1

  • Locate explicit information in a text message: 37%
  • Identify common items you need to text: 34%
  • Please refer to the context or meaning of a word or phrase: 34% 

 

Skills with the lowest accuracy rate in Portuguese, 6th grade: 1

  • Differentiate between an opinion and a text message: 17%
  • Infer implicit information via text message: 38%
  • Identify or use context of a determined language:  32% 


Skills with the highest accuracy rate in Portuguese, 6th grade 1

  • Identify the speaker or interlocutor of a text message: 48%
  • Identify common items you need to text: 45%
  • Locate explicit information in a text message: 42%  

Skills with the lowest accuracy rate in Mathematics, 4th grade 1

  • Realize conversations between capacity medicine units: 16%
  • Solve problems with adding and subtracting natural numbers: 30%
  • Calculate decimal numbers: 24%

Skills with the highest accuracy rate in Mathematics, 4th grade 1

  • Relate numerical writing with digits with numerical writing by extension: 42%
  • Identify and locate those presented in simple tables: 33%
  • Resolve problems that involve comparison and ordering of numbers at 1 thousand: 20%

Skills with the lowest accuracy rate in Mathematics, 6th grade 1

  • Resolve problems that involve central tendency medications: 11%
  • Resolve problems that get lost: 11%
  • Realize conversations between compressed medicine units: 14%

Skills with the highest accuracy rate in Mathematics, 6th grade 1

  • Identify and locate expressions on tables and graphics: 53%
  • Solve problems that involve or calculate the perimeter of polygons: 46%
  • Correspond natural, fractional, or decimal numbers to the numbers of the Number: 42%

 

Sources:

  1. República De Angola, Ministério Da Educação Instituto Nacional De Avaliação E De Desenvolvimento Da Educação. (2024). Nacional Avaliação Das Aprendizagens 2022-2023 - (National Learning Assessment 2022-2023) 

Proportion of Teachers with the minimum required qualifications: 1

  • Pre-primary: 65.19% (2022)
  • Primary school: 93.28% (2021)
  • Lower secondary: 94.08% (2021)
  • Upper secondary: 89.00% (2021)

Percentage distribution of the number of teachers per class/education level: 2

  • Initiation Class: 9.0%
  • Primary education: 47.6%
  • 1st Cycle secondary education: 26.8%
  • 2nd cycle secondary education: 16.6%

Percentage distribution of the number of teachers per class/level of education, according to gender: 2

Initiation Class:  

  • Male: 46.1%
  • Female: 53.9%

 

Primary education:  

  • Male: 50.0%
  • Female: 50.0%

 

1st Cycle secondary education:  

  • Male: 61.8%
  • Female: 38.2%

 

2nd cycle secondary education:  

  • Male: 70.9%
  • Female: 29.1% 

 

Sources:

  1. UIS
  2. Instituto Nacional de Estatística (INE), Angola. (2024). Publicação estatística 2021/2022

School infrastructure and facilities / Electricity (2016): 1

  • Primary Education: 22.35%
  • Lower Secondary Education: 65.33%
  • Upper Secondary Education: 71.64%

School infrastructure and facilities / Single‐sex basic sanitation facilities: 1

  • Primary Education: No data found 
  • Lower Secondary Education: No data found 
  • Upper Secondary Education: No data found 

 
Percentage distribution of the number of schools by type of teaching: 2

  • Public: 71.5%
  • Public-private: 5.0%
  • Private: 23.5%

Percentage distribution of the number of classrooms by type of teaching 2

  • Public: 70.7%
  • Public-private: 7.3%
  • Private: 22.0%

 

Additional Resources:

Sources: 

  1. UIS SDG4 Data
  2. Instituto Nacional de Estatística (INE), Angola. (2024). Publicação estatística 2021/2022

Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months (15-64 years old) (2021):  1

  • Both sexes: 21.50%
  • Male: 23.84%
  • Female: 19.29%

Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months (15-24 years old) (2021):  1

  • Both sexes: 50.53%
  • Male: 55.23%
  • Female: 45.99%

Proportion of 15- to 24-year-olds enrolled in vocational education (2011): 1

  • Both sexes: 2.49%
  • Male: 3.37%
  • Female: 1.62%

Share of youth not in employment, education or training (NEET) (2021): 2

  • Both sexes: 21.7%
  • Male: 20.8%
  • Female: 22.6%

Number of people 15-35 years old: 3

  • Total: 13, 268,372 (09.10.2024)
  • Employed: 8,164,029 people (61.5%)
  • Unemployed: 1,105,255 people (8.3%)
  • Inactive: 2,160,091 people (16.3%)
  • Student: 1,840,323 people (13.9%)

Additional Resources:

Sources:

  1. UIS
  2. ILO
  3. Africa Youth Employment Clock

Gross enrolment ratio for tertiary education (2023): 1

  • Both sexes: 9.91%
  • Male: 10.03%
  • Female: 9.79%

Total number of Higher Education institutions: 2

  • Private: 69
  • Public: 31 

Additional Resources:

Sources:

  1. UIS
  2. LISTA DAS INSTITUIÇÕES DE ENSINO SUPERIOR PÚBLICAS E PRIVADAS

Gender Parity Index (GPI) Gross enrolment ratio: 1

  • Primary:  0.97 (2022)
  • Lower secondary: 0.87 (2021)
  • Upper secondary: 0.86 (2021)

Adjusted Gender Parity Index (GPIA) Gross enrolment ratio: 2

  • Tertiary: 0.98 (2023)

Proportion of schools with adapted infrastructure and materials for students with disabilities: 2

  • Primary: no data found
  • Lower secondary: no data found
  • Upper secondary: no data found

Additional Resources:

Sources:

  1. UIS
  2. UIS SDG4 Data

Expenditure on education: 1

  • Government expenditure on education as a percentage of GDP: 2.33% (2022)
  • Expenditure on education as a percentage of total government expenditure: 6.37% (2024)

Additional Resources: 

Sources: 

  1. UIS SDG4 Data 

Literacy rate by age group: (2022)

  • 15+ years: 72.40% (2022)
  • 15-24 years: 83.30% (2022)
  • 25-64 years: 68.90% (2022)
  • 65+ years: 37.20% (2022)

Literacy rate by sex: (2022) 

  • Both sexes: 72.40% (2022)
  • Males: 82.80% (2022)
  • Females: 62.50% (2022)

Additional Resources: 

Sources:

  1. UIS SDG4 Data

Proportion of schools with access to internet for pedagogical purposes (2016): 1

  • Lower secondary: 13.23%
  • Upper secondary: 25.65%

Proportion of secondary schools with access to computers for pedagogical purposes (2016): 1

  • Lower secondary: 25.34%
  • Upper secondary: 48.81% 

Additional Resources:

Sources:

  1. UIS SDG4 Data

Total:

  • Refugees and asylum seekers: 55,636 (31.08.2024) 1
  • Internally Displaced Persons due to conflict or natural disasters: 26,000 2

Sources:

  1. UNHCR Operational Data Portal – UNHCR
  2. Global Internal Displacement Monitoring Centre