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Mid-Term Evaluation of The RETFOP Project (Revitalization of Technical Education and Professional Training in Angola)

European Union Delegation in Angola


Project description:

The Angolan TVET system is composed of two different subsystems: The Technical Vocational Education (TVE), which is under the responsibility of the Ministry of Education (MED), and the Vocational Training (VT), which is run by the Ministry of Public Administration, Labour and Social Security (MAPTSS), in particular by MAPTSS’ INEFOP (Vocational Training National Institute).

In addition, non-public actors – such as companies, NGOs, churches – provide ongoing, non-formal training of short and medium duration, without direct correspondence with INEFOP qualification levels. Links between the two TVET subsystems (TVE and VT) are weak, hindering the full exploitation of potential complementarities and synergies. Among the causes for this situation is the lack of a fully developed National Qualification System, or a single policy document embracing both subsystems, as well as the fact that they are managed by two different Ministries. Having said that, the Human Capital National Plan (PNFQ) is acting as a common “umbrella” for both subsystems and therefore it has the potential to coordinate efforts in the sector. Specific guidelines and targets for the development of the TVET system are contained in comprehensive strategic, policy and programmatic documents of the government.

RETFOP is framed under the 11th EDF – National Indicative Program 2014-2020 (NIP) for Angola. The NIP considers the Technical and Vocational Education and Training (TVET) one of the three focal sectors for EU cooperation, and the REFTOP programme represents the first stage of a comprehensive VET reform. Therefore, if RETFOP is able to deliver the expected results and impact, the EU will be willing to continue supporting Angola’s government to consolidate the VET reform process including by supporting initiatives that intervene in more Angolan provinces.


The evaluation assessed the Intervention using three of the six standard DAC evaluation criteria,

namely: relevance, effectiveness, efficiency and sustainability. In addition, the evaluation assessed one EU specific evaluation criterion, which is:

  • the EU added value (the extent to which the Intervention brings additional benefits to what

would have resulted from Member States’ interventions only);

The evaluation process was carried out in five phases:

  • Inception
  • Desk
  • Field
  • Synthesis
  • Dissemination
  • Inception Phase:

– Key activities

  • Initial document/data collection
  • Background analysis
  • Inception interviews (if deemed relevant)
  • Stakeholder analysis
  • Reconstruction (or as necessary, construction) of the Intervention Logic, and / or description of the Theory of Change (based upon available documentation and interviews)
  • Methodological design of the evaluation (Evaluation Questions with judgement criteria, indicators and methods of data collection and analysis) and evaluation matrix

–  Outputs and meetings

  • Kick-off meeting with the Contracting Authority (via remote conference most probably)
  • Inception note
  • Slide presentation of the Inception Note
  • Overarching theory of change (or revised intervention logic)
  • Desk Phase:

– Key activities

  • In-depth document analysis (focused on the Evaluation Questions)
  • Interviews
  • Identification of information gaps and of hypotheses to be tested in the field phase
  • Methodological design of the Field Phase

–  Outputs and meetings

  • Desk phase note
  • Meeting with all relevant stakeholders face-to-face or via remote conference, depending on the epidemiological evolution of the COVID19 pandemic.
  • Revised overarching Theory of Change (or revised intervention logic)
  • Field Phase

– Key activities

  • Gathering of primary evidence with the use of the most appropriate techniques.
  • Data collection and analysis

–  Outputs and meetings

  • Initial meetings at country level with all relevant stakeholders at central and provincial level from: the government; TVET centres; civil society (business associations, NGOs active in TVET, and so on).
  • Slide Presentation of key findings of the field phase
  • Feedback meeting with the programme stakeholders;
  • Debriefing with the EUD;
  • Synthesis phase

– Key activities

  • Final analysis of findings (with focus on the Evaluation Questions)
  • Formulation of the overall assessment, conclusions and recommendations for the EUD, the institutional beneficiaries and the implementing partners.
  • Reporting

–  Outputs and meetings

  • Draft Final Report
  • Executive Summary according to the standard template published in the EVAL module
  • Final Report
  • Slide presentation for the dissemination event
  • Dissemination phase

– Key activities

  • Organisation of the final presentation seminar/webinar

–  Outputs and meetings

  • Evaluation briefs14
  • Dissemination seminar


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