Public policies for basic education in Angola and South Africa

Abstract

Using documentary research from a qualitative approach, this article analyzes public policies aimed at Basic Education in Angola and South Africa. The research focuses on policies considered central to a public education system that truly aims to be inclusive and of high quality, such as: funding, textbooks, and school meals. The results indicate that, from a normative-legal point of view, significant progress has been made in both contexts, with some reservations in the case of Angola, where a strongly centralized public administration model still prevails, weakening the implementation process of current educational policies.