171.The cases considered to be less complicated are divorced parents, but the
application of the principle of the best interest of the child, ultimately determines who
should give childcare allowance, may not be either parents, it means that, if neither of
them offers materials and morals conditions, to be entrusted with childcare.
172. In this regard, the provision and collaboration of the National Nucleus of Social
Intervention Technicians "NUNATIS", which works in partnership with the Ministry for
Social Solidarity, Family and Fight against Poverty and Legal Guardianship of
Children in the courts, is classified of being excellent.
173. Notwithstanding the extinction by the State of the childcare centers, formerly
controlled by the "Friendship Institute", gave a room for more and more partnerships
with private initiatives for the reception and reintegration of children. These
partnerships include the collaboration of the Ministry for Social Solidarity and other
State institutions with SOS villages, Casa Emanuel Orphanage, SOS Talibés
children, AMIC, and many other institutions, especially those linked to religious
institutions.
7.3 . Institutionalization of childcare facilities: Rehabilitation, re-education and
reintegration of vulnerable children and young people in conflict with the law.
174. The last State Budgets, have devoted little money to social institutions that
receive or support children. Although the situation of public finances has made it
difficult to fully comply with this forecast, financial support has sometimes been
provided, and tax exemptions are granted to the goods and services delivered by
these institutions.
VIII. Education
175. The Republic of Guinea-Bissau, remains among the poorest countries, with a
heavy dependence on external aid. Their educational system still does not have
conditions which allow them to create positive expectations regarding the evolution of
the school situation.
176. The State of Guinea-Bissau, as a means of ensuring respect for and
observance of the Economic, Social and Cultural Rights set out in the Universal
Declaration of Human Rights and redefined by the International Covenant and the
African Charter on the Rights and Welfare of the Child. The Constitution of the
Republic of Guinea-Bissau establishes conditions related to the rights to education,
culture and sport; to the secular states; freedom of conscience, religion and worship;
intellectual property; freedom of cultural and scientific creation.
177. As one of the fundamental rights, the right to education, is integrated into a set
of fundamental rights recognized by the Constitution of the Republic of GuineaBissau in Article 29, which incorporates international instruments.
178. Article 16 of the Constitution of Guinea-Bissau considers that education is aimed
at the training of men. It should remain closely linked to productive work, providing
the acquisition of qualifications, knowledge and values that enable the citizen to join
the community and contribute to their unceasing progress.
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