Gestão da qualidade da formação dos docentes do ensino secundário em Cabo Verde

Abstract

This article discusses the quality management of secondary school teacher training in Cape Verde, highlighting education as a strategic pillar for the country's development. Education quality is a dynamic concept that requires adaptation to historical and socio-cultural needs. With the massification of education, schools began to accommodate highly heterogeneous student and teacher populations. This required curricular adaptations and significant investment in the initial, specialized, and continuous training of educators. The study distinguishes between basic knowledge updates (retraining) and genuine professional development, which involves technical deepening, personal understanding, and ecological changes in the work environment. In the Cape Verdean context, following independence in 1975, the country broke away from the colonial model and restructured its educational system. Between 1986 and 1999, through international funding and partnerships, Cape Verde implemented several educational projects (such as PREBA, PRESE, and PROMEF). These projects were fundamental in ensuring the expansion of the school network, the production of teaching materials, and, most importantly, the continuous training of teachers. The article concludes that the ongoing valorization and continuous training of teachers were essential responses to ensure educational quality in a rapidly expanding system with democratized school access.