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Angola is one of the countries at the bottom of the ranking in achieving the Sustainable Development Goals (SDGs). Creating sustainable businesses can accelerate the achievement of the SDGs. The present study analyses the antecedents of sustainability-oriented entrepreneurial intention (SOEI) among Angolan higher education students. It starts from the relationships established by the Theory of Planned Behavior (TPB) that were adapted to the sustainable strand. New possible behavioural antecedents of SOEI were added. The Partial Least Square method was applied to a sample of 308 Angolan higher education students. The results show that the TPB dimensions can be adapted and used as antecedents of SOEI and that the TPB can be extended, comprising new antecedents of SOEI also related to individuals' behaviours such as risk-taking propensity, internal locus of control, creativity and proactivity. These unknown antecedents can be taught, learned and stimulated, with universities, policymakers and organisations playing a pivotal role.

Epistemology plays an important role in detecting learning difficulties in a given field of knowledge and in directing strategies to eliminate them. This quantitative study aimed to get to know the perceptions of 624 students, related to the nature of science and science teaching and learning. The cross-sectional survey, based on the Inventory of Teacher's Pedagogical & Scientific Beliefs (INPECIP) questionnaire, was applied to the students who attended the 10th, 11th and 12th grades of teacher training courses, in a school in Luanda. The results reveal a clear majority agreement with the theoretical and conceptual frameworks presented, in decreasing manner, from the "didactic model" through the "learning theory", the "image of Science" and the "teaching methodologies". The regression model highlights that the course attended clearly influences the epistemological conceptions of the respondents.

International students constitute an important sojourner group. This study examined the levels and predictors of loneliness among international students. The sample included 188 Angolan, 210 Cape Verdean, and 221 domestic college students who attended Portuguese institutions of higher education. The relative strengths of background and acculturation factors in loneliness, as an indicator of psychological adaptation, were explored. Results showed that international students reported greater levels of loneliness than native-born students. As expected, results showed that students who reported poorer financial situation, greater perceived discrimination, and lower home culture and host culture acculturation orientation scores reported higher loneliness. In addition, using hierarchical regression analyses, current findings suggest that the most significant predictors of loneliness for international students were financial situation, perceived discrimination, and orientation to heritage culture. Implications of these results for reducing loneliness of international students are discussed.

Higher education (HE) plays a predominant role in the development of any society. The expansion of HE all over the country (Angola) through the creation of new public and private higher education institutions (HEIs), as well as the creation of internal and external scholarships, have been some of the policies aimed at increasing access to HE, especially the increase in women's access to HE. Giving the growing number of HEIs throughout the country, the Government's main concern is their quality. This article aims to assess the factors that lead students to choose a particular HEI. The question raised is whether, the factors influencing the choice of an HEI in a developed country are the same when it comes to a developing country. To obtain the data, focus group was applied, whose answers were the basis for the construction of a survey that was distributed to students As a result, 6 dimensions were obtained: Issues related to scientific activities, such as ranking of research, lectures and location; although the importance in determining the HEI does not carry the same weight in the choice of an HEI by these students.

Since 2002, which marks the end of the Civil War in Angola, a large multilingual and multicultural workforce from various corners of the world has entered the Angolan education system. This paper investigates language barriers experienced in the classroom of Spanish speaking lecturers by Portuguese speaking students. The study focuses on a group of 81 first year students enrolled at the Pedagogic School of Namibe (Universidade Mandume Ya Ndemufayo) and the Institute of Higher Education Gregorio Semedo. Using questionnaires and observation techniques, the article shows how Spanish poses a language barrier to efficient communication in the teaching-learning process. It also shows that students employ various strategies; from asking help from fellow colleagues to recording lectures, in order to comprehend the lecturers' explanation. Given that the Angolan higher education system hosts a great number of foreign lecturers, largely from Cuba, the paper recommends that restricted language measures should be employed when hiring foreign lecturers who are not proficient in Portuguese. Hence Portuguese language training should be provided to Spanish lecturers for at least one year prior to the commencement of lecturing; this intervention will lower language barriers and thus create a conducive environment for meaningful learning.

Purpose: This study examines whether education in developing countries directly impacts their foreign income from the top export sector. Design/methodology/approach: As most developing countries follow developed nations to shape their development, this study assumes developing countries as education-follower and developed countries as education-leader countries. Considering selected countries from the South Asian Regional Cooperation (SAARC) and African countries as follower countries and Group of Seven (G7) as leader countries, this study employs Dumitrescu-Hurlin Granger non-causality tests. Findings: This study finds that education-follower countries' achievements do not directly impact foreign earnings from their leading export sectors. However, findings also confirm that leader countries have a bidirectional causal relationship between tertiary education and earnings from high technology exports. Originality/value: To the best of the authors' knowledge, this is the first study urging research-intensive education with comparative advantages in international trade. Using educational attainment on export earnings from the leading sector, findings support dependency theory in education is still existed.

Refugee Background Mature Students, with many having come from the global South to seek asylum, form a minority group in higher education. This qualitative study uses a Critical Race Theory framework to examine the lived experience of four Refugee Background Mature Students from Angola and Nigeria with a focus on microaggresions, the everyday occurrences of racism. On campus, their learning is informed by past experiences, asylum systems, including time spent in Direct Provision. Repeated microaggressions in Direct Provision silence or attempt to silence in the face of power. These students encounter the assaults of further microaggressions on campus, horizontally from peers and vertically from lecturers. These negative experiences occur in tandem with support from individual academics they meet during their degree courses. The unevenness of experience suggests that higher education institutions need to incorporate the specific needs of RBMSs across an institution to fully support diversity on campus.

Since the Community of Portuguese Speaking Nations (CPLP) was created in 1996, environmental education (EE) has gained recognition for enhancing multilateral cooperation on environmental protection and sustainability promotion. Conducted online in 2020 in all member states during the COVID-19 pandemic, this second Environmental Education Survey of CPLP explores the conditions and approaches of EE within the overall setting of the 2030 UN Agenda, taking the concepts of Canaparo's geo-epistemology and Öhman and Östman's selective traditions as the underlying framework of analysis. The survey received 196 valid responses from EE Experts and Promoters who hold positions in various institutional backgrounds. Addressing the current state of EE in all nine countries, a picture emerges of significant and ecologically prudent human intervention based on fact-based, normative, and pluralist EE approaches. Most encouraging is the overall finding that EE is vibrant, relevant for sustainable transformation, young people focussed, and in good heart.

Student engagement research in university students has been scarce, despite its major positive role on performance, degree completion and mental health. Social and emotional competencies, which are currently called twenty-first-century skills, exert some impact on student engagement in youth. Since engagement is cultural-sensitive, individual (social and emotional competencies) and cross-cultural (human developmental index and unemployment rate) characteristics were examined in association with student engagement in youth. This study included 2,092 participants from nine countries/regions, aged between 17 and 27 years (M = 21.52, SD = 2.27), mostly cisgender woman (n = 1,035, 68.7%) and undergraduate (n = 1,401, 96.2%). Data were collected using a cross-sectional online survey that included the Student Engagement Scale, the Emotional Skills and Competence Questionnaire, and the prosocial behaviour/resources subscale of the Strengths and Difficulties Questionnaire. Multilevel-models showed that social and emotional competencies were relevant predictors of student engagement independently of the country-level variables. Moreover, student engagement varied with country/region human development and unemployment rate, with students from higher developed countries/regions and lowered unemployment reporting lower engagement. This study reinforces the need to implement evidence-based social and emotional learning programmes in universities worldwide, as well as public policies that can influence engagement and protect youth.

This article aims to present a Mixed Integrative Heuristic Approach (MIHA) for image studies based on textual content (media news) analysis. MIHA was developed during an exploratory study on the image of China and the Chinese in Zambia and Angola. The analyzed database was relatively small (2477 articles), and the material was very heterogeneous, because of the wide scope of topics covered by the texts and the fact that we analyzed content from both English- and Portuguese-language media. To obtain the best possible results, we decided to employ the mixed methods approach for a bottom-up created dictionary, and to design a set of sentiment indexes based on both automatic and manual coding. This paper focuses on the two most important steps of the method development: dictionary building and sentiment indexes design.

This paper presents a multi-case study in the field of intercultural education and it refers to a project named "Voice of children and young people in the development of intercultural education." The cases are critical action-research projects developed with three groups of middle and high school students. They participated in dialogic processes and shared leadership with their teachers. They co-designed projects, debated and became aware of critical issues related to cultural diversity in their educational communities. The purpose of the research is to analyze participatory processes and associated changes in relation to intercultural education and students' voice frameworks. Personal changes of the students, such as self-awareness and attention to others and to relationships, and group changes such as cohesion, were underlined, as well as changes extended to other actors--teachers, other students, staff, tutors, and other members of the community--creating collaborative relationships, solidarity, and mutual recognition. There were visible changes during the most active period in which projects were held, but sometimes impacts still endured and deepened afterwards. This stresses the relevance of youngsters' participatory projects engaged in intercultural processes and change.

This article analyses social variables that cause student absenteeism from mathematics classes. It contrasts teachers' perceptions with the perceptions of students undertaking their second and third levels of a Bachelor's degree in Physics and Chemistry at the Pedagogical Graduate School (PGS) of Namibe, Angola. To perform this analysis, a Likert scale questionnaire was undertaken and descriptive and inferential statistical tests, a correlation analysis, a variance analysis, and a multivariate factorial analysis were carried out on the data. The results showed that lack of financial and emotional support from students' families and the students' discomfort upon moving to the educational centre were reasons behind absenteeism in mathematics lessons

This article explores the place of ideology and what I call "analytic allegiances" in the nascent higher education domain in Angola. Based on ethnographic research, it considers the post-War emergence of the sector and its implications for global higher education. Focusing primarily on two institutions, one state, one private, it probes how contesting cold war ideologies continue to manifest through the pedagogic, curricula, and campus-based decisions of higher education leaders in the country. It develops Jonathan Jansen's notion of "political symbolism" to give attention to individual faculty member's personal scholarly trajectories that result in analytic allegiances within domains of friendship and influence. It argues that exposure to political and social systems and symbols at formative times of individual faculty's biographies radically inform the ways in which the emergent sector is being approached and molded today. It demonstrates how the existence of pluralistic knowledge traditions maintained through analytic allegiance and political symbolism have equipped Angola well for the transformative processes required in contemporary higher education.

This paper examines three interrelated factors outside of formal provision of technical and vocational education and training (TVET) in sub-Saharan Africa that have undermined TVET systems. The first is the process, pace, and levels of industrialisation, which has had a direct effect on TVET provision: low numbers of well-paying jobs requiring technical expertise. This has an indirect effect, which is the second crucial factor: lack of economic development and change in labour markets. There are very few jobs that would be considered 'middle class' or 'mid-level' in wealthy countries. Most people are in survivalist work. An international consensus since the 2000s on palliative approaches to development which address the effects but not the causes of the lack of economic development in Africa has resulted in mass poor quality provision of education--the third factor. Education systems are rapidly expanding and achievement levels rising, in the context of very little possibility of labour market rewards for most people, and substantial labour market rewards confined mainly to graduates. This reinforces deeply embedded cultural preferences for general education, which originate in the type of education systems established by colonial powers, as well as the relationships between educational credentials and elite jobs.

Educational research points to similar learning experiences across different countries, in particular that physical science tends to be an unpopular discipline among students from secondary school. The use of students' voice to adapt curriculum and implement innovative teaching practice has been gaining relevance towards the effort of potentiating positive and meaningful learning experiences. The present research discusses the voice of 1139 Angolan students from one public school attending the first cycle of secondary education (7th to 9th grade) considering their physics classes. Students' voice was accessed through the application of a questionnaire which included open and closed questions, some in the format of statements requiring students to indicate their individual opinion. Descriptive statistics to ten specific aspects of their physics classes points to a global scenario of transmissive teaching and a lack of laboratorial and technological resources. Moreover, laboratorial work, suggested in national curriculum to cover topics in Physics, and students' involvement in assessment seems to decrease from 7th to 9th grade. Identified patterns revealed to be statistically significant. Based on these results three specific recommendations for educational stakeholders are presented. The consideration of students' voice in curriculum and school management is particularly innovative, not only but also for Angolan contexts and particularly relevant considering that the Angolan curriculum reform is presently under evaluation. Finally, educational researchers around the world may find relevant insights for their own educational challenges taking into account the milestones associated to the fourth goal of the Sustainable Development Goals, which is focused in assuring a quality education for all.

The information which this article wishes to clarify is the teachers' perception of truancy. The objective of this study, using an exploratory field research, with quantitative treatment, is to analyze the levels of perception of primary school teachers in rural areas in Cabinda regarding school absenteeism, causes and measures of overcoming this problem. In 10 primary schools, 27 questionnaires were applied to 5th and 6th grade teachers. The questionnaires were divided into three parts that allowed characterizing school absenteeism, causes and measures for overcoming, through interrogatory phrases. The data obtained was treated by descriptive statistics, with the aid of SPSS Software version 22. The problem of study is, what perception of primary school teachers in rural areas in Cabinda have on school absenteeism. The results indicate that the teachers' perception of absenteeism is: deliberate absence from school activities, lack of attendance at classes even at school and the absence at school without justification. The causes of school absenteeism are due to lack of motivation due to work conditions and low salaries, floods of people at the time of wages, rainfall, boredom due to bureaucracy of managers, personal problems and health. Measures of overcoming, opening up of more banks, improving wages, improving roads and placing public transportation in school zones with higher need.

The growing population of young people in the world today makes them an indispensable factor in international, regional, national and local development today. The UN World Programme of Action for Youth (WPAY) and the African Union's African Youth Charter all attest to the concern development stakeholders pay to youth development. This paper analysis youth policy within 9 member states of the Central African Sub region, showcasing the vital, yet significant role that polities are creating in fostering an enabling environment for youth participation. It explores the tenets of youth policy within this sub region by depicting how the participation of youths in societal activities and decision making instances should be an asset and a prerequisite for sustainable economic growth and social development. It also expresses abysmal concern about the magnitude of youth unemployment and underemployment throughout in Africa and its profound implications for the future of our societies, particularly those residing in the Central African sub region. The study is descriptive and applies a qualitative approach based on expert interviews and desk research. It employs the explanatory case study approach, and the combined anthropological research techniques through the use of key informant interview, written records and non-participant observations. The authors also conducted research in major databases like google scholar, PUB Med with the search phrase being youth policies, participation and youth governance. The 2016 Youth Development Index Report indicates that all 9 Central African countries have a low index, and 4 of the 9 countries are ranked in the bottom 10 of the classification. The findings also reveal that conflicts, underdevelopment and lack of political willingness are customarily accountable for the lagging of this Sub region in youth policy matters. The paper also proposes indicators to monitor and evaluate Youth Policies in the Central African Sub region, using the model proposed by Tanya BASARAB, develop initiatives to promote youth participation, and encourage networking among youth organizations and institutions with the Central African Sub region.

We describe a study on the motivation of trainees in e-learning-based professional training and on the effect of their motivation upon the perceptions they build about the quality of the courses. We propose the concepts of "perceived motivational gap" and "real motivational gap" as indicators of e-learning quality, which reflect changes in both perceived and real students' motivation. These indicators help evaluate the changes in the trainees' motivation, as well as the bias that occurs in the perceptions about initial motivation. In the sample analyzed, the "real motivational gap" was more negative when the "perceived motivational gap" was negative and not so positive when the "perceived motivational gap" was positive. We found that there is a perceptual bias on initial motivation when the "perceived motivational gap" is not null. This means that, for the sample analyzed, the trainees may have "adjusted" their perception regarding the initial motivation as a function of their final motivation, bringing it closer to the latter and supporting their final status. We also show that these gaps help explain how the trainees' perception of quality is affected: the gaps were minimized at higher levels of perceptions of quality and when they were positive, the perception of quality was higher than average. The two proposed conceptual gaps are useful to measure quality in e-learning and implement specific actions to improve it. The results of our study are useful as they create insights on perceptions of quality in an indirect way, i.e., without asking the trainees to think about what they believe quality is, so that they can quantify it. They also enable training companies to create additional and complementary indicators of quality of e-learning courses that can help explain changes in perceptions of quality.

Intensifiers have been the focus of a number of studies over the past decade, with considerable interest in their meaning and variability. Several scholars have discussed the use of such forms, particularly in English (Ito and Tagliamonte 2003, Tagliamonte 2008) and Spanish (Brown and Cortés-Torres 2013; Kanwit et al. 2017), exploring their structure and sociolinguistics. The objectives of the current analysis are: (1) to explain the use and behavior of the canonical intensifier "muito" and its more colloquial counterpart "bem;" and 2) to understand this dichotomy in four varieties of Portuguese, namely Angolan, Brazilian, European, and Mozambican. Previous studies have shown that intensifier variation in English (e.g., "very" versus "really") and Spanish (e.g., "muy" versus "bien") is sensitive to a variety of language-internal and -external factors. Using a Digital Humanities-informed approach with corpus data from Corpus de referência do português contemporâneo (CRPC) and Spoken Portuguese Corpus (SPC), we show that the distribution of Portuguese "muito" and "bem," while semantically parallel to that Spanish "muy/bien," displays a wide range of dialectal nuances. This work is the first to provide a comprehensive account of the behavior of intensifiers in Portuguese, both within and across dialects.

This study examined the subjective well-being (SWB) of international students. International students represent one of the biggest and most relevant sojourners groups. The sample included 204 Angolan international students who attended Portuguese universities and a control group of native-born Portuguese students. Using quantitative survey research methods, the relative strengths of demographic, acculturation, and sociocultural adaptation factors in predicting two indicators of SWB (overall well-being and academic satisfaction) were explored. Angolan students revealed lower levels of well-being and higher levels of academic satisfaction than Portuguese students. As expected, language proficiency, interaction with conationals, ethnic identity, and sociocultural adaptation were significantly correlated with SWB. In addition, results indicated that acculturation and sociocultural adaptation variables accounted for a larger proportion of explained variance in SWB than demographic variables. Academic satisfaction predicted well-being beyond demographic, acculturation, and sociocultural factors. Some implications of the findings for improving SWB of international students and future research are discussed.

This paper investigates the short and long-term pernicious impact of armed conflicts on education and educational agents (students, teachers and students' parents), using a multivocal review by means of the integration and qualitative analysis of 60 research reports (voices) found in two databases: Web of Science and PROQUEST in the period between 1995 -date of the first founding paper- until 2014. Through the analysis of source data (voices) and taking the "multivocal review" as a method, the voices have been combined in nine categories, namely: a) Refusal and impediments to a return to education; b) Educational infrastructure damaged or destroyed; c) Cuts in or withdrawal of spending on education; d) Loss of the educational and protective functions of the family; e) Loss of the academic community; f) Non-qualified teaching staff; g) Drastic loss of skills; h) Abandoning school (population movements, destruction of networks and social environment); i) Behavioural problems: traumas, pedagogical roles and self-victimization. These categories have highlighted the serious consequences arising from conflicts, infringing as they do the most basic human rights and in particular the right to a sound education during childhood.

Teacher appraisal (TA) or teacher performance appraisal (TPA) has assumed a central importance in educational systems and reforms worldwide, contributing to the improvement of teaching practices, and therefore it is considered an essential factor for teachers' early training, teachers' professional development, school management, and promotion of critical reflexivity and self-regulation among teachers and school administrators. The main purpose of this study is to understand how the TA process is implemented in teachers' training schools in Angola. Four research objectives were established: i) to identify teachers' perceptions of TA's goals; (ii) to characterise the procedures and instruments used in TA; (iii) to describe the impact of TA on teachers' career; and (iv) to present proposals for improving the TA process. The study adopts a qualitative research design with a descriptive and interpretive approach. Research data were collected through semi-structured interviews, participant observation, and document analysis, involving a sample of 13 teachers in two different teachers' training schools in the province of Benguela, Angola. The results show that the implementation of TA is not highly effective because of two main reasons: firstly, evaluators lack specific training and expertise; secondly, evaluated teachers perceive this process as being unfair and useless, given that they do not consider themselves accurately appraised and that the TA system, violating legal regulations, has no effects on career development or salary recognition.

This article examines the perceptions of young migrants (and non-migrants), their parents, and teachers to discuss whether the school is a device of inclusion or a device of exclusion that produces inequalities. It presents qualitative and quantitative data collected in the urban areas of Lisbon and Porto. First, we analyze data from 14 focus groups, involving 94 participants, and 12 interviews. Second, we consider survey data from a sample of 1,010 youngsters of Portuguese, Angolan, and Brazilian origin. Findings suggest the school plays an ambivalent role; however, participants emphasize mostly its discriminatory and segregating role.

This paper has as its aim to analyze how CityVille, a videogame hosted on Facebook and oriented to the construction of a virtual city, can favor collaboration between gamers along with the exchange of strategies, equally contributing to learning transfer and skill acquisition. The first step consists in identifying the opportunities which the said game can offer in order to develop skills and promote learning formats linked with planning and resource management, after which a presentation is made of the opinions expressed by a sample of gamers (N = 105)--belonging to the Fans-CityVille community--about the priorities established by them to communicate with their neighbors and the skills that they believe to have acquired playing this game. 85.7% of them state that they communicate with others to share strategies and expand their city. Unlike women, who value collaboration, men prioritize competition. Designing their city has enhanced a number of gamer skills in different proportions: creative skills (71.4%); organizational ones (68.0%); skills associated with decision-making and problem-solving (67.0%); and interpersonal skills through interaction with others (61.9%). The CityVille game mode favors skill development and helps to create a ludic atmosphere of collaboration and optimal strategy exchange through communication between neighbors by strengthening their mutual relationships. Its formula moves away from the often-criticized competitive practices of other games.

This paper offers a narrative case study of Mirabel, one participant in a digital storytelling workshop for women who were newcomers to Canada, whose experience compelled me to rethink conceptualizations of participation in social justice-oriented, community-based participatory media projects. Drawing on the work of Sara Ahmed, I consider how Mirabel's resistance to the 'promise of happiness' offered by the group was interpreted by others as a failure to participate. Conversely, I suggest that Mirabel's experience and her digital story are generative for thinking about resistance as a method of participation and a political resource for the group. I argue that conceptualizations of participation should be complicated to include the kinds of agency demonstrated by participants like Mirabel who resist the norms of the digital storytelling workshop and group culture.

Portuguese is the mother tongue for many Angolans yet a majority continue to use African languages in everyday interactions and schools struggle to provide equal educational opportunities for students whose first language is not Portuguese. Recognizing this challenge, the Angolan government has created a language policy that will introduce six African languages into the school system. For a country that has maintained a monolingual education system for over 32 years, the new policy is perhaps a milestone achievement. This study examines the historical and ideological processes that gave rise to new medium of instruction policies in Angola. Then, interview data collected from policymakers, educators, and students are examined to illuminate how these language policies are interpreted and appropriated in schools and communities. We argue that, while recent language policies create ideological spaces for multilingual education, the hegemonic status of Portuguese, and the growing influence of English, are formidable obstacles.

This paper discusses the contributions to this special issue in the context of the African Renaissance and the subsequent need to re-define educational development from a multilingual, multicultural and pan-African perspective. Each contribution offers a different angle to the discussion: a critique of Arabization in Morocco, with questions about whether a new medium of instruction policy will prioritize people's own languages or French; an analysis of urban attitudes in Angola toward a new education policy providing for six mother tongues to be used in lower primary; a description of the challenges for stakeholders in the Seychelles to recognize that Seselwa, a creole, can be an acceptable medium of instruction; and an assessment of the opportunities and limitations in South Africa of classroom trans-languaging between African languages and English. A stronger voice needs to emerge on behalf of African languages and ways of knowing.

Forced displacement worldwide is at its highest in decades and millions of young children are living in conflict zones, in transitional or enduring refugee contexts, and in demographically diverse marginalized and informal settlements. There is a huge unmet need for delivering early childhood development interventions to ensure the safety and continued development of young children in these vulnerable contexts. In this paper, we discuss nurturing care as an important entry point for multisectoral collaborations to support families and reach young children. Nurturing care is a basic right of every child and encompasses health, nutrition, security and safety, responsive caregiving, and early learning. We review key elements of the biological and psychological development of children important to nurturing care and illustrate their application in case studies of war and displacement in Angola and Kenya. Building on long-term benefits of early interventions, scaled up support is essential to improve the health, development, and well-being of young children in contexts of conflict, violence, and insecurity. Not only do early childhood development interventions support the development of young children, but they also provide a potential pathway to violence reduction and a way to achieve more peaceful families, communities, and societies.

This paper explores policies on international student mobility to Portugal from within the Lusophone space, analyzing the cases of Angola, Cape Verde and Brazil. We argue that Portuguese strategies to attract international students respond to different demands and interests embedded in its geopolitical memberships. One the one hand, they respond to pressure from the European Commission to increase the internationalisation level within the European Higher Education Area. On the other hand, they are embedded within Portugal's desire to continue its influence over the former colonies. We analyze available statistical data and policy documents on Angolan, Cape Verdean and Brazilian students in Portugal, using insights from postcolonial theoretical frameworks. Our results suggest that Portuguese policies on international student mobility, even if discontinuous over time, still aim at maintaining a leading role among the Portuguese-speaking countries, through practices rooted in neocolonial logics. However, Portugal's membership of the European Union propels the need to adapt to wider political forces through contextual and opportunistic strategies as well.

In studying language policy, it is not enough to look at central government management, but also at the influence of managers at levels ranging from the family to international organizations. Actual cases reveal that there are also non-linguistic forces such as demography, war, civil strife, and economic breakdowns which have major effects. This paper summarizes a study of the Portuguese empire and its aftermath. The empire enforced the hegemony of Portuguese as the civilizing force that would remedy deficits in conquered peoples. Because settlers were usually males, intermarriage with local women or slaves was common. However, colonial policy and acceptance by the leaders of independence movements as a unifying language, recognizing the benefits of elite closure, meant that postcolonial successor states kept Portuguese as the language of instruction and government, and did not use indigenous languages. Civil strife, warfare, corruption, and economic breakdown after independence prevented the improvement of education in many cases. Thus, while Portuguese provided access to an international language and served as the unifying symbol for Lusophone organizations, it was at the cost of the stigmatization of indigenous languages and left a social gap between the urban elite and the rural citizens limited to local languages.

The present study investigates how learners of English as a foreign language (EFL) improve the readability of their texts in an explicit genre-based approach that is utilized in an oil and gas exploration workplace in Angola. By drawing on the English for Specific Purposes and Systemic Functional Linguistics genre traditions, the study engages 18 intermediate learners (14 males and 4 females) in an explicit instruction of an email making a request and assesses how learners' written products improve in terms of genre and linguistics choices. The study also explores how learners notice the features that render their texts readable. The results shed light on the features that should require attention in helping learners with readability, and inform on the way an explicit genre-based approach should be utilized to maximize learners' ability to notice readability features.

This study was an attempt to assess how learners of English as a foreign language (EFL) improved their speaking fluency in a task-based language teaching (TBLT) approach used with ninth-grade learners at PUNIV-Cazenga, a high school in Luanda. In a case study design that used picture-description tasks, learners' speeches were audio recorded before and after the teaching, in which recasts and prompts were utilized as feedback tools for 8 weeks. The findings indicated that learners improved in terms of their speaking fluency by maximizing their speed of speech production, increasing grammatical accuracy, elaborating on their utterances, and developing interactional language. Furthermore, learners' opinions on being taught with the TBLT approach were sought, and the findings indicated that the learners felt encouraged to speak, believed in their potentials to use the target language, expanded their vocabulary, and recognized the relevance of the TBLT approach. The implications of the findings are discussed for teaching practice and future research.

This paper is an autobiographical narrative to demonstrate how educational practices and ideas travel through time. It demonstrates how pedagogy based on solidarity and counter hegemonic ideas combined with scholastic perspectives build coherent practices in different social contexts. The work as a teacher, teacher educator, and researcher in Sweden created an experiential and scholastic foundation for a critical pedagogical perspective that was further developed in the global South. The colonial spectres are still haunting the capitalist development paradigm as a cure against poverty and so called backwardness. Furthermore, the time when education was seen as an emancipatory activity has now been replaced by the entrepreneurial saints of individualism and marketizations. In spite of the present hegemonic perspectives there is room for counter hegemonic thinking and pedagogical practices struggling for a re-emancipatory and re-enlightening vision of pedagogy. Critical Practitioner Inquiry (CPI) is one such torch in the darkness. CPI as a situationally relevant and critical version of action research was moulded in the context of the liberation struggles in Southern Africa in the 1980s. It was further developed after Namibia's independence in 1990, transferred to Ethiopia after 2002, applied in Lao PDR during the years up to 2011, and recently adapted to the situation in Afghanistan. The CPI concept has been developed and adapted to situations at hand still being faithful to its basic idea of a critical perspective and solidarity. CPI can thereby avoid the dogmatic and taken for granted approaches that commonly are the characteristics of western policy ensembles exported to the global South.

A vast amount of literature addresses issues surrounding English and French in colonial and post-colonial communities. However, relative to the spread of English and French language ideology, a limited amount of literature exists on Lusitanization (i.e. the spread of Portuguese colonial ideology by Portugal during colonialism and the role of Brazil in post-colonial Portuguese societies). To fill this gap, this paper analyses the role, functions and spread of Portuguese in colonial and post-colonial Angola and East Timor using Lusitanization as a framework to capture the role played by Portugal during the colonial eras and Brazil in post-colonial societies. Even though Lusitanization creates a space to analyse the role of Portuguese at a macro-level, a macro-view is inadequate for a situated analysis. Therefore, to complement the macro-analysis, we explore the impact of Lusitanization from the bottom up, drawing upon Bakhtinian perspectives of social voices, pluri-diversity, plurilingualism and hybridization.

This paper draws on the Academic Literacies approach to examine tutor/student relations in the production of academic texts. We address issues associated with learning to write in such contexts, through exploring the perspectives of two groups of non-traditional students as they reflect on their experiences in navigating educational contexts in a Brazilian public university. The term non-traditional is used here to refer to students from social groups whose previous generation had no, or very limited, access to university. In order to explore the "hidden features" of the contextualized nature of academic writing, we present two cases: students from Angola and from Campo, both groups not traditionally represented in Brazilian universities. We explored the development of writing in academic contexts by examining tensions identified by these students and their tutors/teachers as they engaged with academic literacies.

This article offers interpretive perspectives on play as a cultural activity during middle childhood by contrasting two communities targeted for aid by external sport and play programs: a Chicago public housing community and a community of Angolan refugee camps. Ethnographic anecdotes, along with some survey results, demonstrate that aside from any organized programs, informal sport and play activities in each community were popular and culturally adaptive. In the Chicago community, where childhood was conceptualized as part of linear development toward adulthood, play was characterized by seriousness, competitiveness and individualism. In the Angolan community, where childhood was conceptualized as a discrete segment of the life course, play was characterized by an emphasis on inclusion and social roles. Contrasting observations from these two contexts serve to illustrate how sport and play can be a culturally valued part of childhood in distinctly local ways. (Contains 1 table.)

This article presents an economic perspective of the institution of slavery in the context of world and American history. Slavery has existed on all continents and in many societies. Its existence has long been controversial and, in the case of the United States, ended only as the result of a long and destructive war. Slavery as an institution was nearly universal throughout world history. People in the ancient Near East--as well as in Asia, Europe, Africa, and America before the arrival of the Europeans--all enslaved people, in varying degrees and circumstances. Slavery was an institution that dominated the economy of the American South from the mid-1600s to 1865. Was slavery profitable? The answer is "yes," according to most economic historians. The system of slavery operated, in many ways, like a modern market. It involved buyers, sellers, prices, trade, production, distribution, and investments. At its root, it depended on coerced, involuntary exchanges. Enslaved people never gave their consent to be involved in any transaction with slave holders. The institution of slavery was intellectually unchallenged for centuries. Yet, at its economic height as an institution, moral doubts were expressed by intellectuals sympathetic to political and economic liberty. These ideas were eventually accepted and laws changed as a result. While historians and economists may debate this for years to come, perhaps it was the inherent contradiction between economic freedom and slavery that made the difference.

Following resettlement in Western countries, unaccompanied refugee minors (URM) are at risk of developing posttraumatic stress disorder (PTSD). It is unclear to what extent PTSD in this group may become manifest at later stages following resettlement and which factors are associated with late onset. We examined data from URM collected 1 (T1) and 2 years (T2) following resettlement for differences between groups with no PTSD, PTSD at T1, and late-onset PTSD (at T2 only) using multinomial regression and path analysis. Of the children and adolescents (ages 12-18) completing both assessments (N = 554), 223 (40%) met criteria for PTSD at T1, and 88 (16%) endorsed late-onset PTSD. Late-onset PTSD was associated with traumatic event exposure, older age, and low education. In the late-onset PTSD group, the predictive effects of traumatic event exposure on symptom severity at T2 were fully mediated by depression and anxiety symptoms at T1. These results suggest that late-onset PTSD is a clinically relevant problem among URM that may be heralded by early depression and anxiety symptoms. (Contains 4 tables and 2 figures.)

This paper examines capacity development in education in fragile contexts. This is a current concern for donors and development partners, but there has been little work on the nexus between capacity, education and fragility. The paper examines the concept of fragility and the particular problems in education associated with fragile contexts. The key argument--and tension--is that the focus should be on restoring state functions, yet this may be in a context of severe difficulties for donor agencies or NGOs of aligning with the government. The paper outlines some of the choices to be made in deciding on a focus for capacity development in education, examining the levels for intervention (individual, organisational, cultural and political) and the different sectors (administration and education institutions). It provides examples of the different sorts of areas in capacity development in education arenas that would address specific features of fragility, but draws attention to the need for research and indicators of the different impact of these strategies. The paper concludes with an analysis of what appears to be necessary to ensure that capacity development efforts are sustainable. (Contains 2 tables and 2 notes.)