• Guinea plans to launch a legally binding national school map within six months.
• Authorities cite weak coordination and unreliable data in the education system.
• Structural gaps persist, including low preschool enrollment and inclusion challenges.

Guinea’s Minister of National Education, Literacy, Technical Education and Vocational Training, Alpha Bacar Barry, met on February 18 with UNICEF’s country representative, Maddalena Bertolotti, marking their first official meeting since the recent restructuring of the education portfolio.

According to an official statement, the discussions were held within the framework of President Mamadi Doumbouya’s vision to build a more effective, equitable and sovereign national school system.

During the meeting, the minister presented an assessment of the education system, pointing to a proliferation of poorly coordinated initiatives and duplication of projects among technical and financial partners. He also highlighted weaknesses in education data governance and stressed the need for reliable, centralized and nationally controlled data to guide public policy decisions.

To address planning challenges, the government intends to introduce a legally binding national school map. The tool will centralize data on school infrastructure, student enrollment, teaching staff and regional needs. The ministry said the system is expected to become operational within six months.

Authorities also announced plans to overhaul the National Institute for Educational Research and Action. The reform aims to strengthen the development of adapted teaching materials, modernize curricula and support the integration of digital learning tools. The government is placing emphasis on training national experts capable of designing and implementing sustainable education solutions beyond international funding cycles.

The reform effort comes amid persistent structural weaknesses. Public preschool education remains limited, with a gross enrollment rate below 20%, according to UNICEF, reducing early childhood preparedness.

Inclusion remains another major challenge. A 2022 regional survey conducted by UNICEF in West and Central Africa found that about 38% of children with multiple disabilities were out of school due to a lack of adapted infrastructure and specialized staff. Meanwhile, UNESCO data published in 2025 show that girls remain underrepresented in secondary science and technical tracks, reflecting ongoing social and economic barriers.

Félicien Houindo Lokossou