Overview of the General Education System

Guinea-Bissau, a small West African nation that gained independence from Portugal in 1973, operates an education system shaped by its colonial past, multilingual context, and development challenges. In 1973, Guinea-Bissau declared its independence from Portugal on its own. Portugal acknowledged this independence the following year, in 1974.

The current education structure, aligned with the 2003 Plano Nacional de Ação “Educação para Todos”, includes three key levels. The primary (6 years), lower secondary (3 years), and upper secondary (3 years).

Early childhood education has garnered growing policy attention since the establishment of the Preschool Inspection Directorate in 2017, and by 2019, a national guideline for preschool service standards had been adopted. However, access remains limited, particularly in rural regions. Primary education has an entrance age of 6 years and a net enrollment rate of 71%, with a completion rate of just 64%.

The Ministério da Educação Nacional e Ensino Superior oversees education policy and implementation across all levels. There are public, private, and religious schools, but public schools dominate the landscape. However, these often suffer from teacher shortages and infrastructural weaknesses, especially in remote regions.

The medium of instruction is Portuguese, the official language, although most students primarily speak Crioulo or other ethnic languages at home. This linguistic gap presents a persistent barrier to educational access and achievement.

In 2018, about 311,000 students were enrolled in primary and secondary education, with 90% in primary. Despite national plans and international assistance, the system continues to struggle with high dropout rates, inadequate teacher training, and a lack of inclusive education. There are few structural reforms reported beyond those outlined in the 2003–2015 national plan, and major challenges, such as under-resourced schools and low teacher qualifications, remain ongoing.

Compulsory education in Guinea-Bissau spans from ages 7 to 14, which covers the six-year primary cycle and part of lower secondary education. However, actual participation is low, with only about 55% of children attending school at the basic level, and just 25% completing the two additional years of lower secondary education. Barriers to full participation include economic hardship, geographic isolation, child labor, and early marriage, especially for girls. Compulsory education is enshrined in law but not fully realized in practice, underscoring the need for sustained investment and inclusive education reforms.

The grade structure follows a basic cycle of six years of primary education, followed by three years of lower secondary education, and three years of upper secondary education.

Early childhood education is not compulsory but has gained policy recognition since 2017. While pre-primary programs exist, access is limited and quality varies. The Preschool Inspection Directorate and the Guide to Minimum Criteria for Preschool Services offer a framework for expansion, but implementation is uneven.

The transition from primary to secondary is often limited by poor academic performance and lack of facilities in rural areas. Many children drop out before completing primary school, and those who do complete it may not continue due to logistical or financial challenges.

During the primary years, students are taught in Portuguese, although most speak Crioulo or other local languages. This disconnection contributes to low comprehension and poor retention rates. In secondary education, students with satisfactory primary school outcomes may continue, but teacher quality and infrastructure are severely lacking, especially outside the capital.

Although the curriculum aims to prepare students for national exams and further studies, the reality is that few students complete the full cycle. As a result, adult illiteracy remains high, particularly among women.

Higher education in Guinea-Bissau is limited in scope and primarily centered in the capital, Bissau. The country’s tertiary system comprises two universities. The Amilcar Cabral University, established in 2003 but currently suspended due to financial mismanagement, and the University of Colinas de Boé, which offers a three-year Bacharelato, a five-year Licenciatura, and a six-year medical degree. There are no graduate programs available domestically; all postgraduate education must be pursued abroad, typically in Brazil, Portugal, Russia, Germany, or the United States, through governmental and private sponsorships.

In addition to universities, Guinea-Bissau hosts teacher training colleges, nursing schools, and vocational institutions. Teacher training is offered through Normal Schools (Escolas Normais) for primary teachers, and Escola Normal Superior Tchico-Té for secondary teachers at the post-secondary non-university level. Vocational education remains underdeveloped, with limited institutional capacity.

Admission to higher education generally requires completion of upper secondary education; however, due to weak secondary outcomes, only a small proportion of students progress to tertiary studies. While bachelor's degrees and professional awards, such as the Medicina Geral (MD), require internships and clinical experience, quality assurance and accreditation mechanisms remain underdeveloped.

Oversight of higher education falls under the Ministry of National Education and Higher Education, but institutional instability and limited data transparency hinder systemic improvement.