INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN APPLIED SCIENCE (IJRIAS)  
ISSN No. 2454-6194 | DOI: 10.51584/IJRIAS |Volume X Issue XI November 2025  
The Angolan Educational System: Future Perspectives for the  
Improvement of the Educational Framework  
Manuel Valdimiro Bunga Maiano  
Instituto Superior Politécnico do Bengo – ISPB Angola – Bengo  
DOI: https://dx.doi.org/10.51584/IJRIAS.2025.101100004  
Received: 10 November 2025; Accepted: 20 November 2025; Published: 27 November 2025  
ABSTRACT  
The Angolan educational system is an essential pillar for the social and economic development of the country.  
However, it faces structural, historical, and operational challenges that compromise the quality and equity of  
education. This article investigates the future prospects for improving the educational framework in Angola,  
focusing on the necessary reforms, innovative strategies, and the fundamental role of public policies. The  
research adopts a qualitative methodology, including a bibliographic review, documentary analysis, and semi-  
structured interviews with sector specialists. The results indicate that strengthening teacher training,  
rehabilitating and modernizing school infrastructure, updating curricula, and integrating technology are  
indispensable actions to overcome existing obstacles. In addition, the study highlights the relevance of well-  
structured and sustainable public policies capable of promoting educational inclusion and equity. The discussion  
emphasizes the importance of effective school governance, the mobilization of civil society, and international  
cooperation as driving elements of a robust educational system. It is concluded that the combination of these  
strategies can transform the Angolan educational landscape, providing inclusive and quality education that is  
essential for the country’s sustainable growth. Thus, strategic investment and the implementation of innovative  
pedagogical practices emerge as crucial factors to ensure a promising educational future in Angola. In summary,  
the consolidation of a participatory educational culture, together with the appreciation of teaching professionals  
and continuous governmental commitment, represents the secure path to ensuring sustained human and social  
progress throughout the national territory, with a focus on valuable resources.  
Keywords: Educational system, Angola Future perspectives, Educational framework, Educational  
improvement.  
INTRODUCTION  
Presentation of the Theme  
Education represents one of the fundamental pillars for the sustainable development of any nation, serving as  
the foundation upon which more just, equitable, and democratic societies are built. In Angola, the educational  
system has played a central role in national reconstruction, especially after the long years of armed conflict that  
seriously compromised its infrastructure, teaching staff, and the overall quality of education. Despite the efforts  
made over the past decades, the Angolan educational framework still presents a number of deficiencies that  
negatively affect the teaching–learning process and the formation of qualified human capital.  
Currently, the country faces significant challenges such as a shortage of qualified teachers, poor school  
infrastructure, disparities in access between urban and rural areas, outdated curricula, and inefficient  
management of public resources allocated to education. These obstacles not only undermine the right to quality  
education but also limit the possibilities for economic growth and social inclusion. Therefore, it becomes  
essential to critically analyze the future perspectives for improving the Angolan educational system, considering  
regional and international quality standards, in order to align the country with best practices and global  
development goals.  
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN APPLIED SCIENCE (IJRIAS)  
ISSN No. 2454-6194 | DOI: 10.51584/IJRIAS |Volume X Issue XI November 2025  
Justification for the Relevance of the Study  
This study is justified by the strategic importance of education for Angola’s human, social, and economic  
development. In a context where workforce qualification and technological innovation are determining factors  
for national competitiveness, it is urgent to reflect on the paths Angola can take to reform and strengthen its  
educational system. As highlighted by Tamba (2019), the structural problems of the Angolan education sector  
constitute obstacles to national progress, directly affecting social cohesion and economic mobility, particularly  
among the most vulnerable populations.  
Moreover, the African Union’s Agenda 2063 and the Sustainable Development Goals (SDGs) especially SDG  
4: Quality Education emphasize the need to ensure inclusive, equitable, and quality education, while promoting  
lifelong learning opportunities for all. Thus, this study aims to contribute to the academic and political debate on  
the transformation of the Angolan educational system, providing theoretical and practical insights for the  
formulation of effective and sustainable public policies.  
Delimitation of the Problem and Research Objectives  
Delimitation of the Problem This study focuses on analyzing the main challenges and opportunities within  
Angola’s educational system, emphasizing improvement strategies related to teacher training, school  
infrastructure, curriculum modernization, educational management, and the use of technology. The research will  
be conducted using a qualitative approach, based on literature review and interviews with experts in educational  
policy, considering the post-conflict context and ongoing efforts toward educational reconstruction in the  
country.  
Based on this context, the following research question arises: How can the Angolan educational system be  
aligned with regional and international standards of educational quality?  
General Objective  
To analyze future perspectives for improving the Angolan educational system, focusing on strategies that  
align it with regional and international standards of educational quality.  
Specific Objectives  
To identify the main structural and pedagogical challenges faced by the Angolan educational system;  
To evaluate the impact of teacher training and educational management on the quality of teaching;  
To propose public policies that promote inclusive, equitable, and quality education within the Angolan  
context.  
Theoretical Framework  
The theoretical framework of this study is grounded in three central pillars for strengthening the Angolan  
educational system: educational equity, social inclusion, and sustainable development. These elements are  
essential for overcoming the challenges of contemporary education in Angola and for promoting a fairer, more  
inclusive, and future-oriented learning process.  
Educational equity is understood as a fundamental condition for ensuring equal access to learning, regardless of  
socioeconomic background. According to Darder (2017), equity is a transformative tool that empowers  
individuals to challenge unequal power structures. In the Angolan context, marked by regional disparities, it is  
crucial to implement public policies aimed at the fair distribution of resources and teacher training.  
Social inclusion refers to the process of making schools accessible to all students, especially those with special  
educational needs. From my perspective, equity should be understood as both a political and ethical commitment  
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN APPLIED SCIENCE (IJRIAS)  
ISSN No. 2454-6194 | DOI: 10.51584/IJRIAS |Volume X Issue XI November 2025  
that requires a fair redistribution of resources and the appreciation of human potential, regardless of geographical  
origin or social condition.  
As Mantoan (2019) emphasizes, inclusion requires structural and attitudinal changes, which in Angola demand  
investments in infrastructure, inclusive teaching materials, and the continuous professional development of  
teachers.  
Sustainable development, on the other hand, implies an education that prepares students to deal with the  
environmental and social challenges of the modern world. For Sachs (2018), sustainable education shapes  
conscious and resilient citizens. Thus, integrating topics such as environmental education, entrepreneurship, and  
green technologies into the curriculum is a strategic step toward the country's progress.  
From my standpoint, educational inclusion should be viewed as a human right and a pillar of social development.  
The State must take an active role in creating truly democratic schools that embrace diversity and promote equal  
opportunities for all learners.  
This study also draws upon contemporary pedagogical theories, such as critical pedagogy and constructivism.  
According to Giroux (2020), critical pedagogy creates spaces for students to question and transform their  
realities. Meanwhile, Vygotsky’s theory (2019) reinforces the importance of social interaction in the construction  
of knowledge, suggesting the adoption of active methodologies such as project-based learning and problem-  
solving approaches, which are fundamental to revitalizing education in Angola.  
Finally, educational technology emerges as an ally in reducing inequalities. Moran (2022) argues that digital  
technologies are transforming learning environments by enabling greater interactivity. In Angola, the expansion  
of ICT use represents an opportunity to democratize access to knowledge, especially in remote regions.  
To overcome both structural and pedagogical challenges, Tamba (2019) points out that “the strengthening of  
education in Angola depends on overcoming the obstacles that affect the quality of teaching” (p. 91). Among  
these challenges, four priority areas stand out:  
1. Teacher Training and Capacity Building: According to Mendes (2020), “qualified teachers are key to the  
adoption of innovative and effective pedagogical practices” (p. 47). Investment in initial and continuing  
teacher training, with a focus on active methodologies and digital competencies, is essential.  
2. Curriculum Modernization: Oliveira (2017), argues that “outdated curricula limit the formation of  
professionals capable of competing in a global and dynamic labor market” (p. 77). Therefore, it is  
necessary to integrate socio-emotional skills, digital literacy, and cultural appreciation into school  
curricula.  
3. School and Technological Infrastructure: According to the OECD (2023), well-equipped schools create  
favorable conditions for student development. Modernizing educational infrastructure and expanding  
access to the internet and digital resources are top priorities.  
4. Reduction of Regional Inequalities: Territorial equity is essential. As Darder (2017) reinforces, “equity  
in education is crucial to reducing socioeconomic disparities” (p. 82). Measures such as training teachers  
in rural areas, fair resource distribution, and providing social support to vulnerable students are highly  
recommended strategies.  
METHODOLOGY  
For the present research, bibliographic and documentary methods were adopted, as both allow for a solid  
theoretical foundation and the analysis of relevant official sources. The bibliographic research enables the  
collection and examination of previously published works on the Angolan educational system, while the  
documentary research relies on institutional, legal, and statistical records that portray the educational reality of  
the country.  
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN APPLIED SCIENCE (IJRIAS)  
ISSN No. 2454-6194 | DOI: 10.51584/IJRIAS |Volume X Issue XI November 2025  
Bibliographic research is based on already published materials such as books, scientific articles, dissertations,  
theses, and academic journals, with the objective of understanding the current state of knowledge on a particular  
topic. According to Gil (2019), this type of research “is developed based on material that has already been  
elaborated, consisting mainly of books and scientific articles” (p. 44).  
The bibliographic research in this study allowed for the collection and analysis of publications concerning the  
Angolan educational system, as well as relevant educational theories and comparative education policies.  
In turn, documentary research was applied to the analysis of official documents from the Angolan government,  
such as:  
The National Development Plan (PND);  
The Basic Law of the Education System;  
Reports from the Ministry of Education;  
Data provided by the National Institute of Statistics (INE);  
Documents produced by organizations such as UNESCO regarding education in Angola.  
Documentary research is based on the examination of documents that have not previously undergone analytical  
treatment, such as laws, official reports, government plans, institutional records, and public archives. According  
to Lakatos and Marconi (2019), “documentary research uses sources that have not yet received analytical  
treatment or that may be reinterpreted according to the objectives of the study” (p. 164).  
In this study, bibliographic research was used to identify and analyze what has already been published about the  
Angolan educational system including educational theories, comparative international experiences, public  
policies, and authors who discuss educational reforms in both national and international contexts.  
The documentary corpus included curricular guidelines, institutional reports, and teacher training program plans  
in Angola. The documents were collected from institutional websites and, when not available online, requested  
by email from the relevant institutions.  
RESULTS  
Results and Critical Analysis: Diagnosis of the Angolan Educational System in Relation to International  
Standards  
The results of this study were organized into three main dimensions, each represented by a table containing data  
analyzed and interpreted in response to the research question: How can the Angolan educational system be  
aligned with regional and international standards of educational quality? To address this question, the analyses  
considered key elements such as teacher training, school infrastructure, and curriculum modernization all aligned  
with international standards established by regional and global organizations.  
This comprehensive approach made it possible to identify critical gaps and propose suitable strategies to  
overcome the challenges observed. The analysis revealed that teacher training is a determining factor for  
educational success, as “well-trained teachers are more likely to adopt innovative and effective pedagogical  
practices” (UNESCO, 2023). In this context, strong initial training programs and continuous professional  
development opportunities are essential to ensure that educators are well prepared to meet contemporary  
demands (Mendes, 2020).  
Moreover, quality school infrastructure plays a vital role in the teaching and learning process. “Well-equipped  
learning environments create the necessary conditions for students’ holistic development” (OECD, 2023),  
providing learners with resources and opportunities to enhance their academic and socio-emotional skills. The  
analysis highlighted the urgent need for investments in modern infrastructure including libraries, laboratories,  
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and access to multimedia resources. The presence of such facilities is essential for establishing learning  
conditions comparable to those found in high-performing educational systems worldwide (Santos, 2020).  
Another critical factor identified was curriculum modernization. “Curricula aligned with labor market demands  
directly contribute to the employability of graduates, fostering sustainable economic development” (Oliveira,  
2017). Outdated curricula hinder the preparation of competent professionals capable of functioning effectively  
in an increasingly competitive and globalized job market. Adapting the curriculum to both local and international  
needs incorporating 21st-century skills such as critical thinking, problem-solving, and digital literacy is therefore  
essential (Pereira, 2022). Such curricular adjustments, when aligned with international standards, can ensure that  
the Angolan educational system effectively contributes to the country’s social and economic development.  
Table 1 – Quality and Teacher Training in Angola: Diagnosis and Perspectives  
Assessed Aspect  
Current Situation (%) International Difference  
Standard (%) (%)  
Teachers with complete higher education  
Teachers with continuous pedagogical training  
Professional development programs  
35  
25  
40  
15  
80  
75  
85  
60  
-45  
-50  
-45  
-45  
Participation in international teaching networks  
Source: Prepared by the author (2024), based on data from the Ministry of Education of Angola and UNESCO  
(2023).  
The data reveal an average gap of 45% between Angola’s current educational reality and international standards  
across all dimensions analyzed. This finding highlights the urgent need for public policies aimed at continuous  
teacher training, the expansion of higher education for educators, and greater participation in international  
teaching networks. The 45% gap in the number of teachers holding a higher education degree is particularly  
concerning, as “the quality of education largely depends on the quality of teachers” (UNESCO, 2023). To  
address this shortfall, it is essential to establish policies that encourage higher education attainment and  
professional specialization among teachers (Mendes, 2020).  
Another critical issue identified is the low percentage of teachers engaged in continuous pedagogical training  
(25%), compared to the 75% recommended internationally. Continuous teacher training programs are essential  
to ensure effective pedagogical practices aligned with evolving social and educational demands (Mantoan,  
2003). The implementation of regular training programs and pedagogical workshops could significantly improve  
this figure.  
Furthermore, the participation of only 15% of teachers in international teaching networks indicates a state of  
educational isolation. “Participation in international teaching networks is essential for the exchange of best  
practices and pedagogical innovations” (Giroux, 1988). Strategies to enhance teachers’ access to these networks  
are crucial to raising educational standards and fostering alignment with global practices.  
Overall, the diagnosis reveals that improving teacher quality and training must be treated as a strategic priority  
for the Angolan education system. Targeted public policies, international partnerships, and sustained investment  
in education are essential measures to help Angola narrow the gap with regional and international standards of  
educational quality.  
Table 2 – School Infrastructure: Current Conditions and Quality Targets  
Assessed Infrastructure  
Current Coverage (%) International Standard (%) Difference (%)  
Schools with access to libraries  
20  
85  
-65  
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Classrooms with multimedia resources 30  
90  
95  
80  
-60  
-45  
-45  
Access to basic sanitation in schools  
Adequate recreational spaces  
50  
35  
Source: Prepared by the author (2025), based on reports from INE Angola and OECD data (2023).  
Table 2 presents a challenging scenario regarding school infrastructure in Angola. Access to libraries and  
multimedia resources is essential to foster skills such as critical thinking and problem-solving (Santos, 2020).  
The current coverage of schools with access to libraries is only 20%, contrasting sharply with the 85%  
recommended internationally. This disparity reveals a critical limitation in access to teaching materials and  
reading resources.  
The presence of classrooms equipped with multimedia resources, reaching only 30% compared to the 90%  
expected internationally, demonstrates that “most Angolan schools still rely on traditional teaching methods,  
lacking technological tools that could make learning more dynamic and interactive” (Moran, 2000).  
Improvements in sanitation infrastructure and the creation of recreational spaces are equally fundamental to  
promoting safe and inclusive school environments (OECD, 2023).  
Another relevant aspect concerns access to basic sanitation, available in only 50% of schools, compared with  
95% as the international standard. The lack of adequate sanitation not only compromises students’ health and  
well-being but also negatively affects school attendance particularly among girls. Therefore, improving  
sanitation facilities is indispensable for creating a safe and inclusive school environment.  
Adequate recreational spaces are present in only 35% of schools, while the international benchmark indicates  
the need for at least 80%. The absence of such spaces limits students’ physical and social development and  
restricts pedagogical practices involving play-based and sports activities. The creation and revitalization of  
recreational areas can significantly contribute to students’ holistic development.  
Given this scenario, it can be concluded that improving school infrastructure in Angola requires substantial  
investments and well-planned strategies. Public–private partnerships, international funding, and targeted  
government policies are viable paths to overcoming these deficiencies. Such actions would not only raise the  
educational standards of the country but also contribute to building a more just and developed society.  
Table 3 – Curriculum Update: Convergence with International Standards  
Curricular Aspect Evaluated  
Current  
Implementation (%)  
International  
Standard (%)  
Difference  
(%)  
Curricula aligned with labor market demands  
Inclusion of socio-emotional competencies  
Interdisciplinary and contextualized approach  
Integration of global and regional content  
40  
30  
35  
25  
85  
80  
75  
70  
-45  
-50  
-40  
-45  
Source: Prepared by the author (2025), based on curricular analyses from the Ministry of Education of Angola  
and UNESCO (2023).  
The data presented in Table 3 indicate that curriculum modernization is a critical area of concern. “The  
integration of global and regional content into school curricula is essential to prepare students for a globalized  
and interconnected society” (UNESCO, 2023). Only 40% of curricula are aligned with labor market needs,  
compared to the 85% established as the international benchmark.  
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The inclusion of socio-emotional competencies is 50% below international standards, which undermines the  
holistic development of students. “Socio-emotional skills play a central role in shaping resilient, empathetic  
citizens who are prepared for the challenges of the twenty-first century” (Pereira, 2022).  
An interdisciplinary and contextualized approach, as well as the integration of global and regional content, are  
vital to fostering more relevant and meaningful learning. “Interdisciplinarity in education promotes the  
development of complex skills essential for solving contemporary problems” (Vygotsky, 1978).  
Thus, it can be concluded that curricular reform must be treated as a strategic priority. Curriculum updates should  
focus on employability, socio-emotional skills, interdisciplinarity, and global integration. “Curricula aligned with  
labor market demands directly contribute to sustainable economic development” (Oliveira, 2017).  
Such transformations are fundamental to promoting quality education that prepares critical, informed, and  
engaged citizens capable of contributing meaningfully to Angola’s sustainable development.  
DISCUSSION  
The analysis of the results from this study highlights a set of structural and interdependent challenges that hinder  
the alignment of Angola’s educational system with regional and international quality standards. Three core  
dimensions were identified as fundamental: teacher training, school infrastructure, and curriculum  
modernization (Mendes, 2020).  
Teacher Training  
This remains one of the main bottlenecks in the system. Only 35% of teachers hold a higher education degree,  
and 25% participate in continuous pedagogical training—figures well below UNESCO’s (2023) recommended  
80% and 75%, respectively. This fragility directly undermines the quality of pedagogical practices and student  
performance. As Freire (1996) asserts, “education must be liberating, allowing learners to develop a critical  
view of society”, which requires well-prepared educators.  
To address this shortage, it is essential to adopt public policies focused on teacher qualification, offering  
incentives for continuous professional development, international exchange programs, and greater participation  
in global education networks, currently limited to just 15% (Almeida & Silva, 2021; Pereira, 2022).  
School Infrastructure  
The data reveal alarming deficiencies: only 20% of schools have libraries, 30% are equipped with multimedia  
resources, and 35% provide adequate recreational spaces (OECD, 2023). These figures fall significantly below  
international standards, which recommend 85%, 90%, and 80%, respectively.  
The precarious state of infrastructure undermines students’ holistic development and restricts access to essential  
learning resources. Sachs (2004) observes that “sustainable education promotes competencies for building  
resilient and environmentally conscious societies,” reinforcing the urgency of investing in comprehensive  
learning environments equipped with libraries, laboratories, technology, and recreational areas.  
According to Mantoan (2003), the school space must also foster physical, social, and emotional development,  
contributing to inclusive and holistic education.  
Curriculum Modernization  
Another major challenge lies in curricular inadequacy in the face of contemporary demands. Only 40% of  
curricula are aligned with labor market needs, and 30% integrate socio-emotional skills (UNESCO, 2023),  
indicating a gap between school content and real-world requirements.  
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Giroux (1988) argues that “critical pedagogy goes beyond the mere transmission of knowledge; it aims to create  
a space where students can question and transform their realities.” Thus, reforms should promote 21st-century  
skills such as critical thinking, problem-solving, and digital literacy (Vygotsky, 1978).  
Moreover, interdisciplinary and contextual approaches, as well as the integration of global and local content,  
currently found in only 35% and 25% of curricula respectively, must be prioritized (Darder, 2017).  
Equity and Social Inclusion  
The analysis also underscores the need for equity in the distribution of educational resources and for teachers  
trained to address diversity in the classroom. According to Darder (2017), “equity is a transformative tool that  
enables individuals to challenge unequal power structures.” This implies adapting curricula to cultural and  
regional contexts and ensuring equal learning opportunities for all students, regardless of background.  
Education for Sustainable Development  
Finally, the integration of sustainability themes into the school curriculum is essential. Including subjects such  
as entrepreneurship, green technologies, and environmental education equips students to face global challenges  
and strengthens Angola’s capacity to pursue resilient and sustainable development (Sachs, 2004).  
Final Considerations  
The study on the Angolan educational system, focusing on teacher training, school infrastructure, and curricular  
updating, reveals deep structural challenges that hinder the country’s alignment with regional and international  
quality standards. The analysis shows that only 35% of teachers hold a higher education degree, and merely 25%  
participate in continuous professional development programs, highlighting the urgent need for greater  
investment in teacher training, including through scholarship programs and international partnerships.  
Regarding school infrastructure, the data indicate significant deficits: only 20% of schools have libraries, 30%  
are equipped with multimedia resources, and 35% provide adequate recreational spaces. These figures  
demonstrate the urgent need to invest in modern, accessible, and inclusive learning environments, through  
government funding and public-private partnerships aimed at improving school facilities and resources.  
Curricular updating is also found to be deficient, with only 40% of curricula aligned with labor market demands  
and 30% including socio-emotional competencies. This underscores the need for reforms that integrate 21st-  
century skills, such as critical thinking, digital literacy, and problem-solving, to better prepare students for  
dynamic professional and social contexts.  
Furthermore, the study concludes that principles such as educational equity, social inclusion, and sustainable  
development must serve as core pillars in the reconstruction of Angola’s educational system. These principles  
should guide public policy formulation, ensuring reduced inequalities and the establishment of a fair, effective,  
and globally competitive education system.  
In conclusion, strengthening the Angolan educational system requires an integrated and strategic approach,  
grounded in continuous investment in teacher development, modernization of school infrastructure, curricular  
reform, and international cooperation. Through these measures, it will be possible to ensure quality education,  
develop critical and responsible citizens, and promote the sustainable and equitable development of the country.  
Suggestions  
1. Strengthening Continuous Teacher Training Invest in continuous and specialized pedagogical training for  
teachers, focusing on active methodologies, inclusion, and the use of ICTs, to ensure high-quality teaching  
that meets current educational needs.  
2. Improvement of School Infrastructure Expand and rehabilitate school infrastructure to guarantee safe  
classrooms, access to clean water, electricity, libraries, and internet connectivity, especially in rural areas.  
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3. Development of an Integrated and Contextualized National Curriculum Update the national curriculum to  
make it more relevant to Angola’s realities, incorporating themes such as citizenship, environmental  
education, technology, and entrepreneurship.  
4. Expansion of Technical and Vocational Education Strengthen technical and vocational education as a viable  
alternative to higher education, aligning it with national labor market demands through public-private  
partnerships and sector-based programs.  
5. Strategic Use of Information and Communication Technologies (ICTs) Promote the use of digital tools in  
teaching and learning such as online classes, educational platforms, and digital resources — to reduce the  
digital divide and expand access to quality education.  
6. Enhancement of the Teaching Career Improve teacher salaries, working conditions, and incentives to attract,  
motivate, and retain qualified professionals in the public education sector.  
7. Strengthening Participatory School Management Decentralize school management, providing greater  
administrative and financial autonomy while encouraging active participation of parents, students, and  
communities in decision-making processes.  
8. Adoption of Equity and Inclusion Policies Implement policies ensuring access, retention, and success of  
vulnerable groups including children with disabilities, girls, ethnic minorities, and students in rural areas to  
promote a fair and inclusive educational system.  
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