Improving the higher education system in Equatorial Guinea has become increasingly important as the country works to expand its economy. However, the system still faces challenges such as a shortage of resources and a lack of qualified teachers. According to a BTI Project report, only 12.8% of young people enroll in higher education, limiting long-term career opportunities and slowing workforce development. As demand for skilled workers grows, expanding access to higher education and vocational training remains a priority. 

Historical Development of Higher Education

The higher education system in Equatorial Guinea has undergone significant changes since the country gained independence in 1968. Portugal first colonized the territory between 1472 and 1778 before transferring control to Spain, which ruled the country until independence. 

After its independence, the education system suffered under the rule of Francisco Macías Nguema. Teachers and academics were arrested and some were executed. In comparison, neighboring country Cameroon established the University of Yaoundé shortly after its independence in 1962 and expanded its higher education system throughout the 1970s. Equatorial Guinea, however, did not establish a national university until 1995.

The government passed the General Education Law in 1995 to promote equal access to education. During the same period, the National University of Equatorial Guinea (UNGE) was established and introduced courses in engineering, medicine, social sciences and humanities. Despite these reforms, higher education enrollment remains low. According to the World Bank, in 2024, only 8,151 students were enrolled in higher education institutions.

Improvements and Current Reforms

1. Digital Expansion: The launch of the Univ Connect Project in early 2026 aims to connect 17 universities and higher education institutions in Africa through a broadband network. This will provide a shared digital platform for teaching and research and is expected to benefit 80,000 students.
2. Strengthening Regional Integration: As of 2026, regional organizations are promoting mutually recognized qualifications, credit transfers and free movement for higher education students and researchers to improve educational quality and align learning with labor market demands. The initiative includes six CEMAC member states: Gabon, Cameroon, the Central African Republic, Chad, the Republic of the Congo and Equatorial Guinea.
3. Aligning With the Labor Market: The National Employment Strategy 2024 also intends to expand vocational training and strengthen ties between universities and industries such as agriculture and ecotourism in order to increase employment rates. The aim is for 80% of training to take place within companies to achieve this. In 2025, the prime minister set an objective of 100,000 new jobs in industries to decrease the unemployment rate among 15-to-24-year-olds.

Continuing Challenges in Higher Education

In Equatorial Guinea there is currently one university, UNGE, with campuses in Bata and Malabo. Additionally, there are currently five specialized vocational training institutions. In comparison, neighboring country Cameroon has 11 universities. Although Cameroon’s tertiary enrollment rate remains relatively low at 17%, it still exceeds Equatorial Guinea’s rate of 12.8%.  

Therefore, despite recent reforms, the higher education system in Equatorial Guinea still faces major challenges such as accessibility, funding and vocational preparation. According to a World Bank report, weaknesses in the sector continue to create employment barriers due to a lack of relevant vocational skills. The country has a very young population, 56% of which is under 25, making investment in higher education crucial for the country’s development.

Conclusion

The higher education system in Equatorial Guinea has faced many historical and structural challenges. However, recent reforms show progress in digital infrastructure and workforce preparation. Continued investment in higher education could expand employment opportunities, strengthen workforce development and encourage future generations to pursue higher education.

– Emma Wheeler

Emma is based in Valencia, Spain and focuses on Good News and Global Health for The Borgen Project.

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