Rebuilding Tertiary Education in Guinea-Bissau: Can it be done?

Abstract

<jats:p>This article evaluates the potential for rebuilding tertiary education in Guinea-Bissau focusing on the reconstitution of the Universidade Am</jats:p>

Higher Education Systems and Institutions, Guinea Bissau

“…As we can surmise from available data, higher education in Guinea-Bissau still faces huge challenges and is largely dependent on international donations and cooperation. The overall lack of conditions for the provision of quality higher education and research is widely acknowledged by public officials, and the most recent plan available for the development of education (2011-2013) covers a wide range of intervention areas from regulation to improving efficiency and quality provision as well as public investment in higher education infrastructures (Lundy 2018). However, it is doubtful that this plan can be fully implemented in the foreseeable future.…”

“…Other private universities were established as from the start of the twenty-first century, namely, the "Hills University of Boé," founded by a group of intellectuals and businessmen as a private institution, the Catholic University of West Africa (UCAO), the Institute of Management of Bissau (ISGB), and the Jean Piaget University of Guinea. Lastly, in 2013, the Amilcar Cabral University was successfully reopened as the only public higher education institution in the country, offering undergraduate courses in law, information technologies, earth sciences and environment, languages, literature, and culture and master's degrees in energy and natural resources law and telecommunications law (Lundy 2018). Presently, the higher education system in Guinea-Bissau is thus comprised of one public university and five private universities.…”

Support for teachers in challenging situations as a factor of change: reflections from a continuing professional development programme in Guinea-Bissau

“…In contexts of protracted crises and fragility teachers face tough working conditions and are often paid on an irregular basis, underpaid or not paid at all (Burns & Lawrie, 2015;INEE, 2009;Lundy, 2018). The setting up of CPD programmes in these contexts faces a variety of challenges, are often episodic and are based on workshops or short course training with practically no follow-up to monitor the practices of teachers (Burns & Lawrie, 2015).…”

O estabelecimento de um curso de Licenciatura em Ciências do Mar e do Ambiente na Guiné-Bissau: oportunidades, constrangimentos e desafios

“…O Ensino Superior pode, por isso, assumir um papel importante tanto para a economia como para a mudança e transformação social e ambiental (FILHO et al, 2018). Não obstante, e apesar de vários constrangimentos de índole epistemológica como é o caso da incorporação de conhecimentos não-hegemónicos e valorização das formas de saber tradicionais nas academias africanas que geralmente tendem a reproduzir modelos exteriores (OKOLIE, 2003) nem todos os países africanos acompanharam esta tendência de investimento no ensino superior e há alguns como é o caso da Guiné-Bissau que parece que operaram em contraciclo (LUNDY, 2018).…”