Educational Policies: Analysis of the axes of intersection and challenges for Angola in achieving the sustainable development goals - SDG4

Abstract

This article addresses educational policy, analysis of the axes of intersection and the challenges facing Angola in meeting SDG4: the research was conducted in the context of adapting curricular educational policies, whose itinerary of actions supports the proposals of the New Study Plans within the scope of INACUA, 2018-2025. The research sought to answer the following question: To what extent can educational policies become an instrument for the human and social development of a given country? To answer this question, the following objectives were put forward: (i) Analyze the main intersections of educational policies, based on the major challenges Angola faces in achieving SDG4; (ii) Interpret, based on various exercises in operationalizing public educational policies, the levels of compliance with the guidelines contained in the Basic Law of the Education and Teaching System (LBSEE) (No. 32/20). Regarding the methodology, this research is a mixed, applied, and explanatory approach, with an interpretative and case study paradigm. Furthermore, the research allowed for in-depth reflection on the contextualization of the LBSEE, whose strategies are based on comparative justice (the scope of the ideal of education seen in Angola). However, it was found that there is no heterogeneity among the curricula,
and this is justified by the lack of an educational proposal that should value local knowledge. It should be noted that educational policies are considered a useful tool for developing upstanding citizens, as they are the backbone for implementing human and social development policies.