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| Format: | Recurso digital |
| Language: | English |
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Zenodo
2023
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| Online Access: | https://doi.org/10.5281/zenodo.18381496 |
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| _version_ | 1866901434754138112 |
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| author | Santos, Isabela dos |
| author_facet | Santos, Isabela dos |
| contents | <p>This theoretical framework article addresses the critical need for context-specific analytical tools to understand persistent systemic challenges within Angola's education sector during the post-conflict development period of 2021–2023. It argues that generic development models inadequately capture the complex interplay of historical legacies, institutional fragility, and socio-economic factors that hinder progress. To rectify this, the article constructs and justifies a novel, multi-layered analytical framework synthesising concepts from political settlement theory, institutional ethnography, and decolonial thought. This integrated lens enables a rigorous examination of how entrenched power distributions, contested resource allocation, and inherited colonial and conflict-era structures directly manifest in contemporary policy implementation gaps, curriculum relevance debates, and inequitable access. The analysis demonstrates that centralised governance, alongside a rapidly expanding yet under-resourced youth demographic, generates unique systemic pressures. The framework's utility is for policymakers and researchers seeking to diagnose root causes of educational stagnation in post-conflict African states, moving beyond symptomatic analysis. It provides a structured methodology to interrogate the alignment—or misalignment—between national development ambitions, such as Angola's 2022–2023 Education Sector Plan, and on-the-ground realities in schools and communities. Ultimately, this theoretical contribution advocates for a historically grounded, systemic analysis that centres African agency and contextual rigour in navigating the protracted journey from post-conflict recovery towards sustainable educational transformation.</p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_18381496 |
| institution | Zenodo |
| language | eng |
| publishDate | 2023 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | Navigating Post-Conflict Development: A Theoretical Framework for Analysing Systemic Education Challenges in Angola Santos, Isabela dos Post-conflict education Southern Africa systems theory decoloniality educational governance curriculum reform Angola <p>This theoretical framework article addresses the critical need for context-specific analytical tools to understand persistent systemic challenges within Angola's education sector during the post-conflict development period of 2021–2023. It argues that generic development models inadequately capture the complex interplay of historical legacies, institutional fragility, and socio-economic factors that hinder progress. To rectify this, the article constructs and justifies a novel, multi-layered analytical framework synthesising concepts from political settlement theory, institutional ethnography, and decolonial thought. This integrated lens enables a rigorous examination of how entrenched power distributions, contested resource allocation, and inherited colonial and conflict-era structures directly manifest in contemporary policy implementation gaps, curriculum relevance debates, and inequitable access. The analysis demonstrates that centralised governance, alongside a rapidly expanding yet under-resourced youth demographic, generates unique systemic pressures. The framework's utility is for policymakers and researchers seeking to diagnose root causes of educational stagnation in post-conflict African states, moving beyond symptomatic analysis. It provides a structured methodology to interrogate the alignment—or misalignment—between national development ambitions, such as Angola's 2022–2023 Education Sector Plan, and on-the-ground realities in schools and communities. Ultimately, this theoretical contribution advocates for a historically grounded, systemic analysis that centres African agency and contextual rigour in navigating the protracted journey from post-conflict recovery towards sustainable educational transformation.</p> |
| title | Navigating Post-Conflict Development: A Theoretical Framework for Analysing Systemic Education Challenges in Angola |
| topic | Post-conflict education Southern Africa systems theory decoloniality educational governance curriculum reform Angola |
| url | https://doi.org/10.5281/zenodo.18381496 |