School in Guinea-Bissau

Pre-primary education is called pre-primary education (Educação Pré-Escolar) or kindergarten (Jardim) in Guinea-Bissau and is generally intended for children from about three to six years of age. It is not compulsory and is provided by public, private, community or cooperative institutions. State regulation exists, but provision in practice is mainly delivered by private and community providers. Nationwide, only about 14 percent of children attend pre-primary education; the share is approximately 53.5 percent in Bissau and about 3 percent in Bafatá. In the 2024/25 school year, the curriculum was renewed, 467 educators were trained and the enrolment of 7,835 children was supported. Uniform nationwide prices or quality standards for pre-primary institutions are not fully documented. Basic education comprises nine years and is legally general and compulsory. The first four grades form the first basic-education cycle (EB1), grades five and six form the second basic-education cycle (EB2), and grades seven to nine form the third basic-education cycle (EB3). EB1 and EB2 together correspond to the international understanding of a six-year primary school. Children normally start first grade at six years of age if they reach that age by 1 October. Children who turn six between 2 October and 31 December may also be admitted upon application. However, only approximately one quarter of schools offer a complete six-year primary cycle. Secondary school comprises grades ten to twelve and follows EB3. There are general, technical and vocational pathways; vocational education forms part of the school system only insofar as it concerns progression within or from secondary school. National leaving and cycle examinations are governed by the applicable legal and qualifications framework. A diploma from grade twelve can open access to tertiary education, which is outside the school sector. The legal basis includes, among others, Law No. 4/2011 (Lei n.º 4/2011) and the Basic Law on the Education System (Lei de Bases do Sistema Educativo). Key authorities include the Ministry of National Education, Higher Education and Scientific Research (Ministério da Educação Nacional, do Ensino Superior e da Investigação Científica), the regional education directorates (Direções Regionais de Educação), the INDE, the education inspectorate and other state bodies. Public education is legally non-denominational. The right to education and equal opportunities for girls and boys are established in law. Public education is legally intended to be fee-free up to and including grade six. This includes enrolment, attendance, certification, books and learning materials. From grade seven onward, fee-free access applies only to a limited extent or remains an objective. In practice, families in lower grades may also face contributions or other payments. Private and community schools have their own cost structures. Prices differ between pre-primary institutions, and a current uniform nationwide fee is not documented. Alongside public schools, there are private and community schools. In 2025, UNICEF, UNESCO and MENESIC ran an integration project for religious schools. Formal nationwide recognition of all religious-school qualifications as equivalent to state qualifications has not yet been documented. School type, recognition and actual teaching conditions can therefore matter when choosing a school. Access remains unequal. Around 28 percent of school-age children do not attend school, and only approximately 27 percent complete primary school. Among children aged seven to fourteen, about 12 percent achieve basic reading skills and 7 percent achieve basic numeracy skills. Late school entry, grade repetition and dropping out make the education pathway more difficult. Poverty, long distances, differences between urban and rural areas and disadvantages affecting girls also influence access. Qualified teachers, classrooms, learning materials, water and sanitation facilities are particularly often lacking in rural and remote areas. The language of instruction is Portuguese. The country's multilingualism can make access to lessons and learning more difficult when children do not initially have sufficient command of the language of instruction. School reforms therefore concern not only curricula but also schools' actual ability to teach and support children regularly. A national inclusion plan for 2022 to 2028 exists for children with disabilities. Mainstream schools are intended to be the preferred learning environment, and the inclusive education directorate (DGE Inclusiva) coordinates inclusion-related responsibilities. However, specialised and inclusive provision is established mainly in Bissau. One school for deaf children teaches approximately 450 pupils. A school for blind children with inclusive provision reaches about 380 children, including 56 blind children. It provides, among other things, Braille, sign-language support, interpreters and a boarding facility for blind children. Accessibility and reliable nationwide data remain insufficient, making the situation outside these centres difficult to assess. For older children and children outside regular schooling, accelerated learning programmes (PEFA) are available. A six-year primary curriculum is taught over three years; a pilot project reached approximately 500 children. Radio Education has also been used since 2020. In 2024, more than 200 lessons were broadcast in Gabú and Bafatá; current reach was about 1,555 children in remote areas. Parents and communities support implementation locally. School meals reached approximately half of learners in pre-primary education, EB1 and EB2 in the 2021/22 school year. Provision depends heavily on external funding and logistics and varies by region. Teaching is also being reformed: subjects and curricula were revised for EB1 and EB2. Grades one to four have five subjects in the curriculum, while grades five and six have eight subjects. A pilot project operated in ten schools across five regions. Through the World Bank's PEQT programme, 560 schools teaching grades one to four received a new curriculum in the 2023/24 school year; 3,015 teachers were trained and 102,840 learners were reached by this reform measure.