Pages: 15-27 |
DOI: 10.37724/RSU.2026.3.79.002 |
EDN: — |
UDK: 37(665.2)(09)
AbstractThis article analyzes the evolution of education in the Republic of Guinea from the pre-colonial period to the present day. The relevance of the study is determined by the limited coverage of this topic in Russian academic literature and the ongoing development of Russian-Guinean educational cooperation. The aim of the research is to provide a retrospective overview of Guinean education and to identify the factors that have shaped its current state. The work is grounded in historical analytical methodology, employing historical-genetic, historical-comparative, and system analysis methods. The sources include legal and regulatory acts, documents from international organizations, works by Guinean, French, and Russian researchers, as well as statistical data. The author proceeds from the premise that the crisis of Guinean education stems not from a lack of reforms, but from their chronic discontinuity. The novelty of the research lies in its comprehensive historical-analytical examination of a topic that is rarely present in Russian scholarship. The theoretical significance of the study is that it broadens the understanding of the developmental patterns of postcolonial educational systems. Three stages in the development of the education system are identified: precolonial, colonial, and postcolonial. It is shown that historical, political, and economic factors form a vicious circle: the colonial legacy creates institutional instability, while frequent underfunding makes most reforms impossible to implement. The study demonstrates that the main cause of the current educational crisis is not the absence of reforms, but the absence of their continuity.
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