Education in Cabo Verde
With an average length of schooling of 13 years, Cabo Verde has made considerable progress with coverage of the entire system. Analyses of equity and differentiation based on various population groups (gender, rural/urban, standard-of-living quintile) underscore the existence of moderate disparities up to the end of the second secondary cycle (10 years of studies).
The education sector plan finalized in 2017, “Plano Estratégico da Educação 2017-2021” targets three key strategic pillars:
- universal access to pre-primary education for all children aged 4 to 5 years, including those with special needs;
- better articulation of pre-primary education with basic education so that all students receive two years of pre-primary education;
- equal access to universal, free education up to Grade 8 through the implementation of social action plans for schools, particularly for priority groups and special education for all.
The local education group comprises representatives of the Ministry of Education, technical and financial partners, and civil society, and its mandate is to monitor implementation of the various stages of implementation of the education sector plan.
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The grant of US$1.4 million supports the Education Sector Institutional Strengthening program (RISE, from the French acronym), aimed at:
- strengthening regulatory, management and pedagogical support tools in the pre-primary, basic, and secondary education sectors;
- systematizing training of all education personnel in pedagogy, results-based management and administrative and pedagogical management;
- creating an assessment unit responsible for development of assessment methodologies and assessment of learning for two levels;
- creating the Research, Evaluation and Forward Planning Unit (UEEP), responsible for formulation of a monitoring and evaluation system and design and introduction of an education management information system.
Component 1 involves equipping the system with a range of mechanisms and tools to guide pedagogical performance, functioning and the relationships between educational establishments (pre-primary and basic education sectors) and the various members of the education community by providing a clearer definition of the pedagogical and administrative procedures regulating internal organization.
Activities include the formulation and application of legal measures and pedagogical guidelines in the pre-primary, basic education and secondary sectors, the equipping of pre-primary institutions with play and teaching materials conforming to the new guidelines, and the preparation and application of an administrative and pedagogical management and supervision guide for the pre-primary, basic education and secondary sectors.
Component 2 supports the establishment of a skills-enhancement program for professionals in the pre-primary sector, teachers in the basic education sector, and managers and members of school management bodies in the areas of pedagogy, planning, and human resources, administrative and financial management. This involves training teachers in Portuguese and curriculum implementation and also training management personnel in results-based and administrative and financial management.
Component 3 facilitates the development and promotion of an institutional culture of assessing learning outcomes at all levels of the education system. Activities include establishment of an assessment unit that will develop a new assessment methodology and manage, process, analyze and present learning assessment outcomes for Portuguese and mathematics for two levels (Grades 2 and 4). It is anticipated that the World Bank will support assessment for two other levels (Grades 6 and 8).
Component 4 supports the development and promotion of an institutional culture of monitoring and evaluation of education programs and projects through the establishment within the Ministry of Education of a service for monitoring and evaluation of implementation of the Education Strategic Plan, and which will also be responsible for formulating and implementing the EMIS for basic education. This component also includes evaluation of the RISE program.
GPE has also provided the Rede Nacional da Campanha de Educação Para Todos (RNCEPT) with a grant from the Civil Society Education Fund, to support its engagement in education sector policy dialogue and citizens’ voice in education quality, equity, and financing and sector reform.
Education sector progress
The graphs below show overall progress in the education sector in Cabo Verde, and GPE data shows the country progress on 16 indicators monitored in the GPE Results Framework.
Primary completion rate (%)
Lower secondary completion rate
Out-of-school rate for children of primary school age
Out-of-school rate for adolescents of lower secondary school age
Pre-primary gross enrollment rate
Gender parity index for out-of-school rate – Primary and lower secondary
Public expenditure on education as share of GDP (%)
Students/trained teacher ratio
Teachers trained (%)
Source: World Bank - Education Data
Data on education are compiled by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics from official responses to surveys and from reports provided by education authorities in each country.