Analysis of educational problems in guinea-bissau from independence to the present within the framework of public policy

This thesis examines educational challenges in Guinea-Bissau since independence and analyzes these challenges in the context of public policies. Our research aims to understand the main challenges faced in Guinea-Bissau's education sector: political instability, lack of resources and infrastructure, and inadequate qualifications of education professionals. It also assesses the effects of the ongoing colonial legacy through the school curriculum, which still focuses on Portuguese culture, which contradicts Guinea-Bissau's cultural identity and diversity. In line with this analysis, the thesis argues that public education policies in the country remain unethical due to political instability and lack of administrative continuity. This seriously hinders the implementation and monitoring of public policies and educational reforms. The study argues that the transformation of the education system is not limited to political will and financial resources, but also requires deep structural reforms that ensure social stability, democratic participation and the valorization of the country's cultural and linguistic identity. The research utilizes a qualitative methodology that allows for the collection of data and information through interviews. This method contributed to a more in-depth understanding of the issue and allowed for the conclusion that education should be seen as a public good and a fundamental right. At the same time, it was concluded that education reforms cannot be reduced to technical plans alone; they require political will and social mobilization. Keywords: Education, Guinea-Bissau, Public policies, Problems