Good formulations, bad implementations? Policiesschool inclusion in Angola, Guinea-Bissau and Mozambique

Abstract

Since their independence, Angola, Guinea-Bissau, and Mozambique have faced political and institutional crises and instability that influence the direction of several areas of public policy, especially education and school inclusion, which show weak indicators in terms of investment, infrastructure, and human resources. Despite having ratified international agreements and conventions, and despite relying on support and partnerships with international organizations as well as ambitious policy designs and plans for school inclusion, notable failures and setbacks in policy implementation still persist. The aim of this paper is to analyze school inclusion policies in Angola, Guinea-Bissau, and Mozambique and to understand why the designed policies and plans fail to generate the desired results. We adopt a qualitative approach, using bibliographic and documentary research. The findings reveal a disconnection between the ideals set out in educational policy designs and plans—particularly in inclusive education—and the international agreements and conventions that guide local policies, and their actual implementation on the ground. Policies are formulated and imported by local actors or, in some cases, imposed by international agencies, without considering the specificities of the context. This ultimately affects policy outcomes. In other words, well-designed plans are formulated and attempts are made to implement them at the local level, but the expected effectiveness does not materialize.