Systematization of educational experiences as an alternative for the optimization of education in countries of Sub-Saharan Africa

Abstract

Objective: The school is a space for cultural construction where the quality of education can only be achieved through values and attitudes oriented towards a collective impulse to teaching. This article intends to make a reflection from the perspective of the systematization approach of experiences in the educational field, examining the African context south of the Sahara.

Methods: The systematization of educational experiences allows the authors to interpret critically what are the major factors conditioning educational development in sub-Saharan Africa and what would be the steps to transform them. The comparative analysis of educational systems was carried out on the basis of educational indicators of these countries during the last five years.

Results: An objective incursion is made on traditional African education and the integration of the formal education system, access to school and the possible commitment of the countries of sub-Saharan Africa to the education of their citizens. A proposal of indicators is made showing the need of improvement of the educational systems in those countries. The reflection is contextualized in Angola based on the interpretation of governmental programs for educational development and the need to systematize African, colonial and current experiences, for a construction of a training model closer to reality.

Conclusions: The African countries of the South of the Sahara need a higher level impulse for the educational development of their peoples, through multilateral interventions for the strengthening and monitoring of sustainable development programs of the subcontinent.