Following the end of the civil war in 2002, Angola’s economy has grown immensely. This growth has been fueled by the doubling of it’s petroleum production. A huge portion of the realised income has been channeled through central government and directly benefited the growth of cities.
The post-war reconstruction programme has channeled significant government investment into urban infrastructure and housing. The capital area around Luanda is now Africa’s fifth largest metropolitan region. Currently, 62.5% of the population live in the cities.
Furthermore, a significant portion of the national budget has been dedicated to the National Urban Housing Program1 with the aim of transforming Angolan cities and meeting the post-conflict housing deficit by building 1 million houses.
As of now, there is a Land Register project. The project seeks to cover about three million properties. According to the Land Registrar Yara de Carvalho, coordinator of the Technical Group of the Land Registry Massification Programme, the aim is to extend the programme of legalisation and regularisation of the State’s housing assets, as well as the properties of private individuals.
She also made mention of the urgency of legalising and regularising homes in centralised locations across the country, which make up a total of 77,401 available for registration. The focus of this exercise is registering of properties, in the name of the State. Later, they would be transferred to the people who live in them or want to acquire them.
Apart from the ongoing property registration, there is the Creation of “Reference Schools” project. This project is to ensure the necessary conditions for the progressive creation of a network of reference schools. This project is aimed at contributing, over the next five years, to the improvement of the quality of education in Angola.
For the pilot experience, some schools were selected to participate. These include two pre-school education schools, a pre-school and general education school, eight general education schools, four pedagogical secondary schools, 36 technical-pedagogical secondary schools and six schools were selected to integrate the project.