Africa-Press – Angola. The Minister of Education, Luísa Grilo, considered, this Monday, in Luanda, the Reference Schools Project (PCER) as a central measure to guarantee the training and qualification of teachers and trainers.
The PCER is an initiative of the Angolan Executive that aims to promote schools and professional training centers of excellence, in all provinces of Angola, over the next few years. Using a contextualized methodology of progressive improvement of the quality of the training offer, they constitute a network of schools of merit.
According to the minister, who was speaking at the launch ceremony of the second phase of the referred project, the implementation of the PCER will also serve as an opportunity to acquire specific skills.
“The phase that begins is of paramount importance, its purpose is to prepare, implement, monitor and evaluate plans to promote the quality of schools”, he underlined.
According to Luísa Grilo, the development plan will determine the direction of the respective institution during a certain period of its validity, ensuring that it reaches the status of a reference school.
He added that, on the other hand, the project will make it possible to create greater capacity at the level of managers of educational institutions.
For this purpose, he said, training began Monday, lasting two months, for teachers of Primary Teaching.
The Government project, of national scope, will count in this first phase with 58 schools, namely four Primary Teachers, 11 pre-schools, 36 institutions of professional technical education and six of professional training.
Institutions of Secondary Technical Professional Education and Basic Professional Training are privileged in the project, due to the role that these subsystems play in the qualification of manpower for the job market.
The project was launched in 2021, with the creation of the National Management Commission by presidential order n 11/21 of 22 January.
A characterization was also carried out, already in 2022, of the selected institutions and then the planning of improvement actions.
The project contemplates several areas of intervention, namely the elaboration of the schools’ educational project, improvements in the material and budgetary conditions of the schools, of teachers’ skills and conditions, improvement of school management processes and promotion of external learning assessment.
These duly interconnected areas will allow for the guarantee of competent teachers, a culture of school management and efficient and effective education processes, assessment practice at the service of learning and budgets that make the implementation of the respective projects feasible.
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