Having achieved universal access to basic education and significant progress in access to pre-primary education, Cabo Verde is focused on improving the quality of learning in both preschool and the first cycle (grades 1 to 4) of basic education as well as improving inclusion.

Cabo Verde’s Partnership Compact maps the country’s plans to make preschool education accessible to all and to improve the quality of early childhood education (4 to 10 years).

The government is working with GPE and other partners to improve school infrastructure and learning materials, train teachers, raise awareness among vulnerable families about preschool education opportunities and help fund their children’s participation, and reinforce the preschool feeding program.

Better support for children with special needs, as well as a commitment to gender equality, will help make the education system more inclusive.

We spoke with the government and partners about Cabo Verde’s path to education system transformation.

Wilson Jose Silva Moreno

Director, Research, Planning and Cooperation Department, Ministry of Education.

Ana Cristina Pires Ferreira

Program Specialist Education & Early childhood development (ECD), UNICEF.

1. What does system transformation mean in the context of Cabo Verde?

Wilson Jose Silva Moreno: Education system transformation is a long-term agenda and is aligned with the country’s national and international commitments. Cabo Verde has taken on commitments for the period 2016–2026 geared toward the country’s sustainable development, based on greater freedom and stronger democracy, reduced unemployment, increased average income, greater security and a better quality of life for all.

Regarding education, the government of Cabo Verde seeks to reform the curriculum, improve internal and external communication about the sector, further the digitalization of education, and ensure a fair, resilient and inclusive system fit for the 21^st century.

2. Why did Cabo Verde choose “improving inclusion and the quality of learning in preschool education and the first cycle of basic education” as a priority reform? How can this priority unlock the transformation of the system?

Wilson Jose Silva Moreno: Cabo Verde chose “improving inclusion and the quality of learning in preschool education and the first cycle of basic education” as a priority reform to reduce inequalities in access to education, including disparities between urban and rural areas, and to advance compulsory schooling to help address social inequality and poverty. Furthermore, quality preschool education prepares children for primary education, improving their performance and promoting lifelong learning opportunities.

The priority reform will transform the education system in that it will ensure universal access to preschool education, as well as inclusion and quality of learning for all children throughout the first cycle of compulsory basic education. Furthermore, the reform aims to:

• Ensure universal and equal access to preschool education, reducing regional inequalities.
• Strengthen the management of preschools and the governance of preschool education.
• Ensure the qualifications of preschool professionals meet the quality standards.
• Enhance the quality of education (with a focus on the Portuguese language and mathematics) in grades 1 to 4.

Ana Cristina Pires Ferreira: Early childhood education is essential to a child’s development, and capacities obtained in the first formal stages of education have a positive impact on the following learning cycles. Cabo Verde chose the aforementioned priority reform with this in mind, and believes that the most important changes should be made at the foundational level.

It should be noted that basic and secondary education in Cabo Verde have already undergone important reforms and it is necessary to now invest in preschool education.

The idea is that inequalities in education will be minimized if there is an expansion of equitable access to preschool, investment in the quality of the early years of education, the inclusion of children with specific learning needs and that are at risk of being left behind, and the reinforcement of system planning, tracking and assessment capacities geared towards results.

3. How have the GPE processes helped Cabo Verde to build the foundation for sustainable change?

Wilson Jose Silva Moreno: The GPE processes are aligned with the Sustainable Development Goals (SDGs) and have presented Cabo Verde with an opportunity to adopt a transformative approach that will lead to sustainable development to meet emerging and long-term challenges.

Since 2014, GPE processes have enabled the implementation of several initiatives from the Ministry of Education, including the development of its first sector strategic plan, which was for the period 2017-2021.

GPE has supported the country in building a more effective, equitable and sustainable education system. Through its processes and programs, GPE has played an important role in helping Cabo Verde promote sustainable change in the education sector. GPE has also contributed funding and institutional strengthening.

By working together in a coordinated fashion, the government and GPE have had a positive impact on providing services for the entire education community. Together we have developed quality education programs and adopted more suitable and effective strategies so that all children are in school and have a quality education.

Ana Cristina Pires Ferreira: The GPE processes encourage the participation of different stakeholders, in terms of planning, management as well as monitoring and assessment of the programs, enabling ownership at the local level. Furthermore, through the local education group, a platform that was introduced with GPE’s programs, it is possible to have regular, strategic dialogue on the challenges of the sector, as well as agree on mitigation measures.

4. What is different this time from what you were previously doing?

Wilson Jose Silva Moreno: Due to its comprehensive approach in reaching long-term strategic goals, this initiative is extremely important when compared to previous programs, which included limited activities for the preschool sector. The transformative approach combined with the significant amount of funding is expected to bring profound changes to the sector.

Ana Cristina Pires Ferreira: When education sector transformation is based on a priority reform, it will be more focused and address crucial aspects of the system, which will allow for a higher and lasting participation of all stakeholders and partners.

5. What are your hopes for the children of Cabo Verde?

Wilson Jose Silva Moreno: The government is committed to ensuring that all young people have the means to achieve their full potential. The government has set well-defined measures and policies in which children are prioritized. This implies greater access to health and education, to protection and social security, as well as to new technologies. The vision is that, by 2030, all children have access to quality, free and compulsory education and benefit from measures, including exemption from paying school fees and improved school transportation and canteens.

The government of Cabo Verde is determined to achieve the goals outlined for the fulfilment of SDG 4 ("ensure inclusive and equitable quality education and promote lifelong learning opportunities for all"), which will benefit all children.