Education | Guinea

Guinea’s education system connects six-year primary schooling, four-year collège and three-year lycée with distinct technical and university pathways. Understanding the qualifications and the recent changes is essential to choosing the next step.

Reviewed: 17 October 2026. This guide uses current constitutional and 2025–2026 regulatory evidence alongside dated school statistics and named institutional examples. Application windows and programme conditions are identified by cohort; older official webpages are not assumed to override newer rules.

Guinea education system at a glance

Question	Quick answer
School ladder	Six primary years, four collège years, then three lycée years.
Compulsory age reference	The 2025 Constitution requires access by five at the latest and school attendance at least to seventeen.
Main school qualifications	CEE after primary; BEPC after collège; baccalauréat after lycée.
Languages	French is the principal teaching language; national languages also have constitutional official status, and Franco-Arabic routes exist.
Technical admissions	ParcoursPro: programme-specific CAP, BT and BTS routes and entrance requirements.
Higher education	ParcourSup orientation and institutional registration; Licence–Master–Doctorat rules revised in 2025.
Quality assurance	ANAQ: Autorité Nationale d’Assurance Qualité dans l’Enseignement, la Formation et la Recherche.

1. The national ladder and who runs it

This guide concerns the Republic of Guinea, whose capital is Conakry. Guinea-Bissau, Equatorial Guinea and Papua New Guinea have separate education systems. Within Guinea, the main general-school sequence is six years of primary, four of collège and three of lycée. Vocational programmes branch from different entry points rather than forming one compulsory extra stage after lycée.

The 2026 administration brings school education, literacy, technical education and vocational training into the Ministry of National Education, Literacy, Technical Education and Vocational Training, usually abbreviated MENA-ETFP. Higher education and scientific research remain under the separate Ministère de l’Enseignement Supérieur et de la Recherche Scientifique (MESRS), the Ministry of Higher Education and Scientific Research. Older documents carry earlier ministry names; their date and operative provisions matter more than the logo alone. See the ministry’s February 2026 explanation of the merger.

Three distinctions make the system easier to navigate: attending the final class is different from earning its qualification; qualifying for a route is different from securing a place; and receiving an orientation result is different from completing institutional registration. The later chapters follow those transitions rather than treating every learner as travelling along an uninterrupted age-based conveyor belt.

2. Compulsory education under the 2025 Constitution

The Constitution promulgated on 26 September 2025 changes the legal reference point. Article 21 requires children to access education by age five at the latest and remain in school at least until seventeen. It also guarantees free education and provides for free public technical, vocational and higher education for young Guineans under implementing law. These are constitutional guarantees, not evidence that every place, service or personal expense is already funded. Read Article 21 in the official gazette.

The age-five provision does not itself rename preschool as primary Class 1. Families should ask which age-appropriate provision is available and how entry to primary is recorded. A school ladder describing six primary years answers a different question from the constitutional age obligation.

For budgeting, separate tuition policy from transport, meals, accommodation, materials, application charges and programme-specific costs. Obtain the current written charges and the basis for any exemption. This matters particularly when comparing an ordinary public undergraduate place with a specialised postgraduate course that publishes its own fee schedule.

3. Preschool, primary entry and the age figures you may encounter

The government’s 2019 sector-plan description places preschool at ages three to five and includes nursery schools and community-based provision. It records an important primary-entry change: an order of 2 November 2015 permitted admission at six, while statistical calculations continued to use seven-to-twelve as the primary reference-age group. Thus an older statistical table and a school accepting six-year-olds need not contradict each other. Programme Décennal de l’Éducation de Guinée (ProDEG), the government’s ten-year education plan.

For illustration only, entry to a six-year primary course at six, without interruption, leads to completion around twelve; four further collège years lead to roughly sixteen, followed by three lycée years. Starting later or repeating a year changes that arithmetic. It is not a placement rule for a child moving schools.

Provision also matters. In February 2026, the ministry expressly identified a shortage of public preschool as an unresolved priority. A constitutional entitlement should therefore prompt a practical conversation with the local education service about an available place, rather than an assumption that every neighbourhood has a public nursery. Ministry account of preschool and inclusion priorities.

4. French, national languages and Franco-Arabic education

French remains the principal language of formal instruction in the system described by the Organisation internationale de la Francophonie. A child who speaks another language at home may therefore be learning both the subject and the language used to explain it. OIF account of French as a teaching language.

The legal position is broader: Article 5 of the 2025 Constitution gives official status to national languages alongside French, identifies French as the working language and requires promotion of national-language teaching. Parliamentary discussion of a linguistic-orientation bill in February 2026 is evidence of policy development, not proof that every classroom has changed its medium of instruction. Constitution, Article 5; parliamentary linguistic-policy discussion.

Franco-Arabic schooling is an actual part of the education landscape. The presidency’s account of the June 2026 primary examination explicitly distinguishes general and Franco-Arabic candidates. Families should establish the school’s authorised curriculum, teaching languages and examination route instead of inferring them simply from a religious affiliation. Official 2026 primary-examination launch.

5. Primary school: six classes and changing early-grade materials

Primary comprises CP1 and CP2, CE1 and CE2, then CM1 and CM2: the two-year préparatoire, élémentaire and moyen groupings. They make six years altogether. These labels identify progression through the primary course; CM2 is the final primary class, not a separate secondary preparatory year. The ministry’s primary statistical series uses this class structure. Primary education statistical yearbook, 2023–2024.

There is a concrete recent curriculum development. On 31 March 2026, the government reported the handover of revised CP1 and CP2 programmes and production of more than a million related textbooks. This establishes revised early-grade materials and a delivery initiative. It does not by itself establish that every class already has the same books, trained staff or classroom routines. Government report on revised CP1 and CP2 programmes.

For a child entering one of these grades, ask which edition is being used and how the teacher is organising reading, writing and number work. When reviewing a notebook, look for what the child can independently read or solve, rather than judging progress from the volume of copied text. If moving schools, preserve the latest reports and samples of completed work so the receiving teacher can see what was actually taught.

6. The CEE and the move into collège

The Certificat d’Études Élémentaires (CEE) certifies primary completion and collège access. The 23 May 2022 examination order requires a weighted average of five out of ten; annual instructions determine papers, coefficients and dates. Its 2023 hosting path is not its enactment date. General school-examination regulation, Articles 2, 70, 75 and 77.

Confirm candidate registration, obtain the current examination instructions and retain the official result. A term report does not substitute for the completion credential.

Preparation should respond to the actual assessment. If a child can do a calculation orally but cannot interpret a written instruction, repeating longer sets of arithmetic alone may not address the difficulty. Combine subject practice with reading the question, identifying what it asks and checking the answer. Afterwards, confirm the receiving collège’s enrolment arrangements rather than assuming that passing the examination automatically completes the school transfer.

7. Collège: four years rather than three

Guinean collège runs through the seventh, eighth, ninth and tenth years. Its four-year duration is a particularly important difference from several neighbouring systems. The official secondary yearbook separates these classes from the three lycée years and records both general and Franco-Arabic streams. Secondary education statistical yearbook, 2023–2024.

This is the stage when a learner’s record begins to guide a consequential choice between further general study and available technical routes. A family should look across the whole year’s work: language comprehension, mathematical fluency, scientific reasoning and the ability to organise independent study. One unusually strong or weak examination day should not be the only evidence discussed with teachers.

The tenth year leads to the Brevet d’Études du Premier Cycle (BEPC), certifying collège completion and lycée access. The examination regulation requires a weighted passing average of ten out of twenty. General examination regulation, Articles 3, 70 and 77.

For a transfer from a country with a three-year lower-secondary course, compare completed subjects and records. Similar English labels do not establish that the student has completed the same Guinean class.

8. Lycée and the three baccalauréat profiles

Lycée comprises the eleventh year, twelfth year and Terminale. The principal general profiles are Sciences Sociales (SS), Sciences Expérimentales (SE) and Sciences Mathématiques (SM). The official secondary statistics identify these tracks; a student’s profile also matters when exploring higher-education programme eligibility. Ministry secondary-school class and profile tables.

The names indicate academic emphasis. Examine the permitted baccalauréat profiles and subject requirements of possible university programmes before choosing a lycée route.

At baccalauréat level, the general examination rules distinguish profile-specific core disciplines from common French, philosophy and English papers. Consult the annual subject list rather than using an old timetable as a permanent specification. Examination regulation, Articles 5–7.

9. The baccalauréat and the new 2026 resit session

The baccalauréat completes lycée, with a general passing benchmark of ten out of twenty. Its weighted result may differ from a simple average of the paper marks. Examination regulation, Articles 4, 75 and 77.

A significant change was actually implemented in 2026: the ministry reported the opening of the first baccalauréat rattrapage, or resit, session on 22 August. This should no longer be described merely as a proposal. However, the existence of that session does not establish an unrestricted right for every unsuccessful candidate to resit. Use the ministry’s eligibility and registration notice for the relevant session. Official launch of the first 2026 rattrapage session.

After results, distinguish three situations: a successful candidate preparing for orientation; an eligible candidate taking the prescribed resit; and someone who needs another school or vocational plan. Do not pay an intermediary on a promise that a result can be changed or that an admission place is assured. Keep the official result and follow the published procedure for any correction of identity details or examination queries.

10. CAP, BT and BTS are different routes

Technical and vocational education has several entry levels. The Certificat d’Aptitude Professionnelle (CAP) is an occupational qualification; the Brevet de Technicien (BT) is a technician award; and the Brevet de Technicien Supérieur (BTS) is a higher-technician award. These titles should be read together with the programme’s entry requirement and duration, not translated into one interchangeable “diploma”.

The current ParcoursPro catalogue lists, for example, two-year CAP building-electricity training after BEPC, two-year BT logistics-and-transport training at Terminale level and a three-year BTS in that field after the baccalauréat at the regional arts-and-trades school in Boké. Some technician programmes have different lengths. The catalogue’s page address retains an older academic year, but its displayed recruitment heading is 2026–2027. Current ParcoursPro institutions and programmes catalogue.

The distinction between “Terminale” and “BAC” is especially useful: reaching the final lycée class and passing its national examination are different entry backgrounds. Read the precise row for the chosen course. Do not assume that a BTS always takes two years because a similarly named award does so elsewhere, or that a BT automatically gives entry to any university programme.

Practical quality matters alongside the title. Ask what equipment is available, how workshop competence is assessed and where supervised workplace experience takes place. A course should offer a coherent route to the skills and award it advertises.

11. Real technical-school examples in the 2026–2027 offer

The published offer makes vocational study more concrete. The Centre de Perfectionnement aux Techniques Automobiles en Mécanique in Conakry lists a two-year CAP in light-vehicle maintenance after BEPC. The published Conakry vocational-centre panel also identifies two-year CAP provision in building trades such as masonry and plumbing. These are advertised offers to check against the exact school and programme row, rather than a universal duration for every CAP. ParcoursPro 2026–2027 school offers.

The same offer includes regional vocational centres as well as specialist schools. For example, the École Nationale des Arts et Métiers in Conakry lists technical fields including electromechanics, building and public works. Its grouped BT/BTS panel needs to be read alongside the detailed programme entry row; the panel alone does not make both awards available to every applicant.

A student comparing building trades and vehicle maintenance can now ask purposeful questions: which work tasks will I practise, how much time is spent in a workshop, what travel is required and what evidence of competence will employers see? Location and the availability of a suitable placement can matter as much as the nominal course length.

12. Using ParcoursPro without confusing it with university orientation

ParcoursPro is Guinea’s technical and vocational admission platform. Its current process includes registration, programme choices and official payment; it allows up to fifteen preferences. Account validation produces an Identifiant National Apprenant, or INA. This is distinct from the higher-education student identifier discussed below. Admission remains dependent on places. ParcoursPro official platform; registration steps.

Health courses require particular attention. The platform states that admission to all health programmes in habilitated schools is subject to a concours, a competitive entrance examination. Selecting a course or submitting an online form is therefore not equivalent to passing that examination.

As reviewed on 17 October 2026, the homepage’s extended general orientation window had ended on 16 October. Different notices may cover other stages or specialised competitions. This guide is not an invitation to apply through a closed window; consult the current notice for the next relevant action.

Use contact details that the applicant can access, retain the submitted preferences and receipts, and complete the receiving school’s required enrolment. If someone helps with the form, the applicant should still understand the chosen programme, award and messages received. Do not let a helper’s account become the only route to the admission record.

13. Baccalauréat to university: orientation and registration

Public higher-education orientation uses ParcourSup Guinée. The 2026 notice covered that year’s baccalauréat holders and previously unoriented holders from 2025 and 2024; its announced window was 10–24 September 2026. Eligibility is therefore tied to the relevant campaign rather than an assumption that every previous graduate can enter any annual session. Official 2026 orientation notice.

The joint 2026–2027 guidance allowed fifteen ranked programme choices and stressed capacity and programme-specific conditions. The platform’s explanation describes processing by baccalauréat average, examining preferences against available places. Its FAQ also stresses the school profile and marks relevant to the proposed programme. Joint orientation notice; how orientation works; official admissions FAQ.

Rank actual programmes in a genuine order of preference. Choosing the same broad subject at different institutions can involve different locations and practical arrangements. A successful bac does not reserve the applicant’s preferred seat.

After orientation, institutional registration remains compulsory: the official workflow requires the institution to review and validate it. Retain the Identifiant National Étudiant, or INE, and the admission and registration confirmations. A screenshot of a programme choice is not proof of completed registration. The 2025 licence regulation also places lawful licence admission in public and private institutions through ParcourSup; ask a private provider to explain its compliant registration process. Licence regulation, Articles 6–8.

Keep the distinction between the two platforms clear: ParcoursPro concerns technical and vocational routes, while ParcourSup serves higher education.

14. Licence studies: the important November 2025 change

The 13 November 2025 licence regulation specifies 180 credits over three years and six semesters for both fundamental and professional orientations. Fundamental study is academic; professional study emphasises occupational application and placements. This supersedes incompatible older general descriptions. Order A/2025/1091, Article 2.

Some live catalogues and the platform FAQ still display earlier four-year professional-licence descriptions. A student should ask the institution for the curriculum and duration applicable to their entering cohort. An updated regulation does not, by itself, tell a continuing student that an already-started programme has lost a year or that previously earned credits have changed value.

Article 56 requires all programme and institutional requirements to be satisfied, including at least 120 credits completed within the awarding institution and applicable financial obligations. Assessment combines ongoing and final evaluation; its grading scale classifies marks below five out of ten as failure. The 120-credit institutional minimum does not reduce the full 180-credit award. Licence regulation, Articles 43–47 and 56.

Before accepting an offer, request the semester plan, compulsory practical work, progression rules and arrangements for unsuccessful courses. That gives a more useful picture of workload than the award title alone. Preserve the curriculum applicable at entry, especially during a period when web descriptions and new rules may not yet agree.

15. What a university science programme actually contains

At Université Gamal Abdel Nasser de Conakry (UGANC), the Faculty of Sciences describes three-year, 180-credit licences in fields including mathematics, physics, chemistry, biology and biochemistry. Its teaching model combines lectures, directed work, practical work and short placements. This provides an institution-specific example compatible with the three-year licence framework. UGANC Faculty of Sciences.

For a laboratory-based course, investigate access to practical sessions, safety instruction, attendance expectations and the way laboratory reports contribute to assessment. For a mathematically demanding course, examine the progression of prerequisites before assuming that a missed foundation module can simply be left until graduation.

16. Master’s admission, research and professional orientations

The November 2025 master’s regulation distinguishes research and professional programmes. General admission requires a relevant licence or recognised equivalent, sufficient command of the teaching language and any additional programme conditions. Its curriculum totals 120 credits; Article 34 sets the normal maximum completion period at two years full-time or three part-time, including first submission of the mémoire. Research study includes a written dissertation or approved final project and defence; professional study can combine taught work, placements, directed activities and a professionally focused mémoire. Order A/2025/1092, Articles 2, 14–15 and 34.

A current course can be more selective than that general description. UGANC’s 2026–2027 microbiology and immunology call specifies four thirty-credit semesters. It lists relevant medical, pharmacy, dental or veterinary doctor qualifications, a compatible bac-plus-four licence/maîtrise, or an accepted equivalent. Those professional doctor qualifications should not be confused with research doctorates. UGANC microbiology and immunology, 2026–2027 call.

For a holder of a newer three-year licence, the sensible question is whether that degree meets the programme’s equivalence and subject-preparation requirements. Do not infer either automatic admission or automatic rejection from the generic word “licence”. Supply the transcript and curriculum and obtain the programme’s decision.

Compare completion requirements and research preparation when choosing between master’s routes, especially if doctoral study is the intended next step.

17. A concrete postgraduate route: public health

UGANC’s public-health master provides another current example. Its tenth-cohort recruitment in 2026 offered a two-year course with epidemiology, health-programme and project management, community health, and global health specialities. Each has professional and research pathways. The published entry conditions included a relevant licence-level background, at least one year of professional experience, dossier assessment and an oral test. Applicants also prepared a short research protocol. UGANC public-health master, tenth-cohort call.

This example shows why the degree held is only one part of postgraduate selection. Experience, the fit between an applicant’s project and the course, and the ability to discuss that project may all matter. Someone with strong grades but no required experience should address that gap instead of submitting the same dossier to every programme.

The cited 2026 application deadline has passed. Use the next published call for new applications, including its current fees and timetable. Programme details here explain the route; they do not announce an open recruitment round.

18. Research doctorates and the December 2025 rules

The national doctoral regulation of 3 December 2025 requires a research master or accepted equivalent. Professional-master graduates need supplementary research-methods preparation. The doctoral programme carries 180 credits. Article 51 gives a maximum period to complete requirements, including initial thesis submission, of six semesters full-time or eight part-time; Article 52 permits a qualifying full-time extension of up to two semesters. Order A/2025/1224, Articles 28–32, 51–52 and 72–73.

This is an important freshness issue: UGANC’s public-health doctoral catalogue still describes a five-year part-time route. Applicants should obtain written confirmation of the regulations and approved timetable governing their cohort rather than merge that older description with the newer national rule. The catalogue does establish an actual public-health doctoral programme, but its archived recruitment conditions are not a fresh 2026 invitation. UGANC public-health doctorate catalogue.

The new regulation requires the prescribed training activities before defence and prior thesis evaluation, including an external examiner. A doctorate therefore involves supervised research and assessed scholarly work, not simply waiting a fixed number of years after a master’s.

When choosing a project, investigate supervision, research facilities, ethics requirements, access to data and funding for fieldwork. A nominal registration period is not a guarantee that those resources are secured. Clarify them before committing to a project whose central work cannot realistically be completed.

19. Checking institutions, programmes and recognition

Guinea’s Autorité Nationale d’Assurance Qualité dans l’Enseignement, la Formation et la Recherche (ANAQ) evaluates quality. Its June 2026 announcement describes external evaluation of institutions and programmes in the 2025–2026 session. An evaluation underway is not the same as a completed accreditation decision. ANAQ’s 2025–2026 external-evaluation announcement.

Examine the exact programme, institution and decision period in the agency’s published records. Some listed approvals have explicit validity dates; the continued presence of a page does not prove that an expired approval has been renewed. ANAQ accredited-programme records.

Three questions should be answered separately: is the provider legally authorised, is it entitled to award this qualification, and what quality decision applies to this particular programme? A provider’s approval for one subject does not settle the position for every course it advertises.

For study or work abroad, send the receiving institution or competent professional body the actual award and transcript, not only an English translation of the title. Shared French terminology and a Licence–Master–Doctorat structure do not guarantee identical entry rights in another country. Regulated professional practice can require a separate decision beyond academic admission.

20. Second-chance learning and access support

Guinea’s NAFA centres are documented second-chance provision for young people who never entered school or left it. The official 2023–2024 yearbook describes academic and occupational learning, records three learning levels, and distinguishes functioning centres from the larger stock of centres created. Its figures refer to that school year, not a live count of available places today. Ministry NAFA yearbook, published in 2025.

A returning learner should ask what level is appropriate, which centre is currently operating and how completed learning can support re-entry to formal education or further training. Do not assume that enrolment in a short skills activity automatically supplies a missing primary or secondary certificate.

Disability support also requires an individual conversation. The ministry’s February 2026 assessment identified continuing exclusion and support gaps, including for autistic children. This makes it especially important to ask about accessible communication, learning materials, physical access and examination arrangements rather than relying on an institution’s general statement of welcome. Ministry discussion of inclusion priorities.

21. Three practical pathway examples

A BEPC holder considering a trade. A student interested in building services compares the published CAP electricity route with continuing to lycée. The family asks to see the workshop timetable, assessment requirements and workplace component, then compares travel costs. The decision is about the intended work and learning environment, not an assumption that general secondary study is always the only successful route.

A Terminale learner without the bac. The learner checks whether the exact desired technician programme accepts Terminale-level applicants. They distinguish the BT row from a BTS row requiring the bac and consider the next legitimate opportunity to complete the school qualification. They do not describe attendance in Terminale as holding the baccalauréat on an application.

A licence graduate planning research. Before applying for a specialised master, the graduate sends the actual transcript and course description for an entry assessment. They compare research and professional pathways, ask what research preparation is included and consider the doctoral rules before choosing. If the eventual project needs laboratory or field access, that requirement enters the plan early.

These are original planning examples, not predictions about admission or employment. Each starts from the qualification actually held, identifies the next institution’s requirements and leaves room for an alternative if selection or resources prevent the first choice.

22. Moving schools or using a Guinean qualification elsewhere

A useful transfer file contains the learner’s identity documents, previous reports, official examination results, awards and any explanation of interrupted attendance. For higher education, add the semester transcript, credits, course descriptions and evidence of projects or placements. Keep originals secure and supply certified copies or translations when the receiving authority requests them.

Record the year and issuing institution precisely. This is particularly important during the current qualification changes: an older professional licence and a newer programme may share a name while having different published curricula. Neither should be casually rewritten to match the other.

Ask the receiving institution three concrete questions: which stage or award will it recognise, what additional learning or assessment is needed, and what evidence must be supplied before enrolment? Get the answer for the specific programme rather than relying on a general comparison chart.

For a child, placement and learning support should be discussed together. For an adult, distinguish admission to further study from permission to practise a regulated occupation. A favourable decision for one purpose should not be assumed to settle the other.

23. Frequently asked questions

Does compulsory entry by five mean primary begins at five? No automatic CP1 placement follows from that provision. Use the early-years distinctions in Chapters 2–3 when discussing a place.

Is collège the same length as in other French-speaking countries? Do not infer it from the word. Guinea’s four-year sequence needs to be compared with the learner’s actual completed classes and subjects.

Does a passed bac guarantee my first university choice? No. The orientation process also involves programme eligibility, ranking and capacity. Institutional registration follows the result; it is a separate step.

Can I treat all professional licences as four-year awards? No. Use the approved curriculum for the specific cohort. Chapter 14 explains why current official webpages can appear contradictory.

Can any master’s graduate begin a doctorate? A programme must assess eligibility and research preparation. Professional and research master’s routes do not have identical doctoral-entry implications; see Chapter 18 before making that plan.

Is a listed institution automatically approved for every programme? No. Match the exact course to the authorisation and quality decision, including dates. “Under evaluation” should not be read as “accredited”.

Which notice should I use if two official webpages differ? Start with the current legal instrument and the dated notice for your cohort. Ask the responsible institution to resolve a remaining discrepancy in writing. Save that clarification with the application or registration record rather than silently choosing the shorter duration or more convenient condition.

Official sources and scope

The sources below distinguish legal rules, annual procedures, programme offers and evidence of actual delivery. The 2025 Constitution and new higher-education orders take priority over incompatible older summaries. Statistical yearbooks describe their stated school year; they do not certify a school’s present resources. Check the responsible ministry and institution for the next intake, assessment session or cohort-specific curriculum.

• Official gazette: Constitution, 26 September 2025 — Articles 5 and 21: languages, compulsory ages and public-education guarantees.
• Government ProDEG 2020–2029 sector plan, prepared in 2019 — Earlier structural description and documented six-year primary-entry provision; not the current compulsory-age law.
• MENA-ETFP, February 2026 institutional reorganisation — Current school, literacy and vocational ministry scope.
• MENA-ETFP, February 2026 preschool and inclusion priorities — Acknowledged provision gaps; policy ambitions are not described as universal delivery.
• Organisation internationale de la Francophonie: French as a teaching language — Language-of-instruction context.
• Parliament: linguistic orientation, February 2026 — Dated policy discussion rather than proof of completed national rollout.
• Ministry primary education yearbook, 2023–2024 — Primary class structure and dated administrative evidence.
• Ministry secondary education yearbook, 2023–2024 — Collège, lycée and profile distinctions.
• Primature: revised CP1 and CP2 programmes, 31 March 2026 — Documented curriculum handover and textbook initiative.
• General school-examination Order A/2022/1116, 23 May 2022 — CEE, BEPC, bac, marking scales and annual examination instructions.
• Presidency: CEE launch, June 2026 — Current general and Franco-Arabic examination participation.
• MENA-ETFP: first baccalauréat rattrapage, August 2026 — Implementation of the new resit session.
• ParcoursPro official platform — Technical admissions, current notices and health-programme competition requirement.
• ParcoursPro current institutions and programmes catalogue — Displayed 2026–2027 heading despite an older year in the page address; use individual entry and duration rows.
• ParcoursPro 2026–2027 school offers — Named CAP and technical-school offers and registration steps; detailed rows may differ from grouped panels.
• ParcourSup official 2026 orientation notice — Eligible bac cohorts and the dated public-institution campaign.
• MESRS joint 2026–2027 orientation notice — Ranked choices and programme conditions.
• ParcourSup: how orientation works — Selection sequence and compulsory institutional registration.
• ParcourSup admissions FAQ — Programme choice and INE; older degree-duration paragraphs require comparison with the new orders.
• MESRS official orders register — Official provenance for the three linked higher-education instruments.
• Licence Order A/2025/1091, 13 November 2025 — 180-credit, three-year framework, admission, assessment and completion.
• Master Order A/2025/1092, 13 November 2025 — Admission, 120-credit structure, research and professional orientations.
• Doctoral Order A/2025/1224, 3 December 2025 — Research preparation, time limits, credits, thesis evaluation and defence.
• UGANC Faculty of Sciences — Named undergraduate subjects and teaching components.
• UGANC microbiology and immunology: 2026–2027 call — Specific entry backgrounds and four-semester structure.
• UGANC public-health master: tenth-cohort recruitment, 2026 — Two-year course, specialities, experience and selection.
• UGANC public-health doctoral catalogue — Programme existence; its older part-time timetable requires reconciliation with the new regulation.
• ANAQ: external evaluations, June 2026 — Distinction between evaluation activity and a completed quality decision.
• ANAQ accredited-programme records — Programme-level decision periods should be checked.
• Ministry NAFA yearbook, 2023–2024, published August 2025 — Second-chance learning and dated evidence of operating centres.

Continue exploring education

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