Supranational Regulation In Education In Africa: A Study Based On The Teacher Training Policy In Angola

Nicola A. Alsop ,Department of Environmental Science, National Taiwan University, Taiwan

Authors

Nicola A. Alsop ,Department of Environmental Science, National Taiwan University, Taiwan Department of Environmental Science, National Taiwan University, Taiwan Author

Abstract

This paper aims at analyzing the relationship between supranational regulation and the construction of teacher education policies for the African continent, focusing the analysis on the Angolan context. Research methodological basis is documental, organized from documents contained in digital repositories of UN agencies, the World Bank, and the Angolan government. It is possible see that the parameters defined for teacher education in Angola are strongly influenced by international cooperation guidelines and projects, with a focus on initial teacher education. This characteristic is part of the global agenda to promote the expansion of the number of teachers in the region through investment in programs designed for this purpose. In this scenario, Angola received funding for several projects, including the Learning for All Program, formulated through cooperation between the World Bank and the Angolan Government. Therefore, the trend of linking initial and continuing teacher education to educational success is signaled, configuring a direct and influential international regulation on the educational policy agenda in Angola.