Cape Verde Teacher Profile: From the Global Education Agenda (S) to National Policies

In contemporary societies, the development of education systems, based on national needs and priorities and using international indicators and methodologies for information gathering and evaluation, is a field of study. At the same time, it faces the definition of common global objectives to be achieved through national, bilateral, regional and international efforts. Teacher education is implicit in the latest global agenda, the United Nations Agenda 2030. Similarly, UNESCO has provided technical assistance in this area, the OECD has published reports on teacher evaluation and the World Bank has developed studies on teacher training and professional development. This paper aims to analyze the influence of international agendas on the (re) design of the profile of the Cape Verdean teacher for the 21st century. Based on the documentary and comparative analysis, it is clear that Cape Verde has invested in teacher education as a post-independence national policy and subsequently reinforced with the adoption of global agendas. But initial and continuing training remains a priority given the number of qualified teachers, the geographical concentration of teacher training structures and the recent construction of the mass school.