The UNICEF programme in Angola aims to provide increased equitable access to quality education, particularly to the most vulnerable. The programme is geared to support a country that is rapidly transitioning from an emergency to a developmental setting. The Government of Angola has displayed commitment to reforming and rehabilitating the education sector through increased financial commitments.

UNICEF, as a trusted partner, is well positioned to provide technical expertise to directly influence policy and planning.

Key Results:

  • A new National Law for Children was approved, creating opportunities to strengthen access to, and quality of, Early Childhood Development programmes.
  • Teacher training received a boost through the national Teacher Training Master Plan that created a cadre of 350 teacher trainers.
  • The second chance education programme through teacher training and the establishment of an inspection team for improved quality assurance and performance monitoring.
  • The National HIV Youth Prevention Strategy was developed, targeting the most vulnerable groups and incorporating enhanced life skills and mitigation strategies.


Burkina Faso

To sustain the significant progress achieved by Burkina Faso, UNICEF continued to support service delivery, advocacy and partnerships while strengthening national systems and civil society capacity to deliver high quality education services. In addition, efforts were devoted to coordinating Education in Emergencies, an area where UNICEF is the lead.

Key Results:

  • The primary school gross enrolment rate reached 79.6 per cent in 2011-2012, surpassing the 2015 target of 75.1 per cent.
  • More than 28,700 children were able to learn in better conditions in targeted provinces, thanks to the construction of child-friendly schools, sport fields and libraries.
  • Around 1,600 refugee children from Mali aged 3-17 were integrated in schools in Burkina Faso.
  • The government adopted the Strategic Development Programme of Primary Education and the National Strategy for the Acceleration of Girls' Education.



Education is recognized as a primary contributor to Ethiopia's development. UNICEF continues to help children receive an education that gives them the knowledge and skills they need for life and promotes equitable access to, and quality education for, boys and girls at pre-primary, primary and post-primary levels with a focus on the most vulnerable children and localities.

Key Results:

  • Integrated early childhood care and education policy and strategy were developed.
  • 97,360 children (49 per cent girls) were supported through formal and non-formal school readiness programmes.
  • 238,000 children (including 25,000 refugees) affected by disaster were supported to continue their education.
  • 14,182 learners were able to access basic education through the establishment of 81 new alternative basic education centres.



UNICEF remains a highly trusted and technically competent education partner and consistently works in the interest of ensuring children’s right to education by adopting a decentralized approach that targets both the school and community.

Key Results:

  • 317 schools received support through the Child-Friendly Schools initiative and 57,677 school kits were procured and delivered to 114 vulnerable districts.
  • The education of girls at post-primary level was supported through scholarships, means of transport, and the construction of separate girls' and boys' latrines.
  • During the response to Cyclone Giovanna 400 temporary classrooms with WASH facilities were installed and close to 8,500 students and young people were reached by emergency responses.



The new government has committed to turning around the economy and launched an economic recovery plan. The government has also shown commitment towards developing child and gender-sensitive policies. UNICEF has focused activities on addressing the insufficient supply of learning materials and teachers, the inadequate infrastructure and weak management systems.

Key Results:

  • The number of Community Based Childcare Centres rose from 7,000 in 2010 to 9,340 in 2012.
  • A framework and assessment tools for Monitoring Learning Achievement were developed and piloted.
  • Between 2011 and 2012, significant improvements were seen in primary school enrolment (by 4.3 percentage points), survival rates (37 percentage points), examination pass rates (14.1 percentage points) and pupil to teacher ratio (from 92:1 to 76:1).
  • 1,200 classrooms, 201 staff houses and 350 latrines were constructed under a decentralized process.



Since January 2012, Mali has been facing a multi-dimensional and inter-connected crisis. The armed conflict, political instability, food and nutrition crisis, as well as a flooding and a cholera outbreak affected children and women. More than 344,000 people have been forced to flee from their homes and more than 25,000 school-aged are displaced in the south. In response to this complex emergency, in the north, community-based networks for child protection and education were established and in the south, wherever possible, key activities from regular programming continued in addition to emergency responses.

Key Results:

  • More than 30 NGO trainers and nutrition, education and health service providers were trained to conduct stimulation and psycho-cognitive approaches with malnourished children.
  • 264 mothers' associations implemented income-generating activities to help feed young children in the Early Childhood Development centres and provide incentives for educators.
  • 34 radio messages were broadcasted in 90 catchment areas where school attendance rates were low and where parents' resistance to their children's schooling was most pronounced.
  • 2,200 mothers benefited from a cash transfer scheme called Mother's Scholarships which will help to enroll 2,331 children (1,221 girls) in school and keep them there.
  • 8,000 teachers acquired skills to provide psychosocial support to children victims of gender-based violence.
  • 21 classrooms with 14 blocks of gender separated latrines and seven offices were constructed and equipped in seven schools.



In spite of recent progress Mozambique remains a country burdened by poverty, with significant gaps in capacity for addressing the needs of disadvantaged children. UNICEF therefore focuses on long-term systems strengthening and capacity development to ensure the delivery of services within a fair and equitable policy environment.

Key Results:

  • 350,000 children in 750 schools were reached with the five components of Child-Friendly Schools (CFS) approach: education, protection, WASH, health and social mobilization.
  • National guidelines on HIV and AIDS awareness, gender issues and preventing violence and sexual abuse were developed for school clubs.
  • School health interventions led to more than 113,000 children being de-wormed and more than 155,000 receiving dental health messages.
  • UNICEF's expanded its scope in 2012 to include inclusive education and Early Childhood Development. A common framework on inclusive education was developed which will be used by the Ministry to coordinate the development of a national strategy on inclusive education.



To sustain the significant progress achieved by Niger and to overcome the challenges faced by the education system, the UNICEF Education Programme has contributed to strengthening governmental capacity and improving monitoring.

Key Results:

  • The number of children enrolled in pre-schools nationally increased by about 20 per cent since 2010, and in primary schools in targeted communes by 39 per cent.
  • 76 per cent of the schools in targeted communes met 50 per cent of the criteria of CFS standards.
  • 9,700 children (4,000 girls) benefited from the construction of 120 new classrooms and the renovation of 163 existing classrooms.
  • 50 secondary school teachers and 50 pedagogical advisors were trained on Braille and sign language and 200 parents acquired skills in supporting disabled children.
  • 4,466 refugee students from Mali were able to attend school in 48 temporary educational spaces.



The UNICEF Education programme maintained its focus on improving education quality, ensuring gender parity and equity, and strengthening planning, implementing and monitoring capacities for equitable access to education.

Key Results:

  • Gender-sensitive quality standards for Child-Friendly Schools were adopted for national scale up, and implemented in model schools promoting the inclusion of vulnerable children.>/li>
  • Pre- and in-service teacher training systems were strengthened to promote effective learning, a child-centred teaching methodology and a culture of reading.
  • The capacity of the Ministry of Education and districts in sector coordination, research, strategic planning for inclusive quality education, technical innovation and monitoring was strengthened.


South Africa

South Africa continues to experience a difficult economic environment due to the effects of the 2008-2009 global recession and the on-going Eurozone crisis. UNICEF has employed a mix of strategies in 2012 to directly reach disadvantaged children while simultaneously strengthening national policies and systems for an expanded, equitable and sustainable development for all children.

Key Results:

  • The national pass rate in matric exams increased for the third year in a row and stood at 73 per cent (61 per cent in 2009).
  • A diagnostic review of Early Childhood Development (ECD) led to an ECD improvement plan.
  • Safe and Caring Child Friendly Schools were expanded and reached more than 840,000 girls and boys and 19,000 educators.
  • The Integrated School Health Programme was introduced to provide comprehensive health information and services at schools.



As a response to the fragile education situation, an entirely new project entitled ‘the Education Transition Fund’ was designed to secure the very basis of education by providing core curriculum textbooks to all primary schools across the country. This approach of moving beyond establishing standards to actually delivering on these standards, e.g. through printing and disseminating textbooks proved to be more appropriate in the Zimbabwe context in which teachers are already well-trained and textbooks were already written and just required printing and distribution.

Key Results:

  • UNICEF supported strong donor coordination and decision-making structures led by the government.
  • Evidence-based sector planning was strengthened through Education Management Information System and the Zimbabwe Early Learning Assessment.
  • A pupil to textbook ratio of 1:1 was maintained at primary and secondary levels and all pre-school children benefitted from the distribution of 10,686 Early Childhood Development kits.


Latest Field Results: December 2012

Children read from a shared lesson book in an outdoor classroom at a settlement in the village of Nyamukwara near the Mozambican border, Zimbabwe. © Giacomo Pirozzi
© UNICEF Mozambique. © UNICEF
© UNICEF Two girls with pails walk towards latrines at Umubano II Primary School in the town of Gisenyi in Western Province, Rwanda. © Giacomo Pirozzi