Prohibition of graduation ceremonies in the nursery cycle: What consequences for Congolese education?
In a recent circular note, the Minister of Primary, Secondary and Technical Education of the Democratic Republic of Congo, Tony Muaba Kazadi, banned the organization of graduation ceremonies at the end of the nursery cycle. This decision aroused mixed reactions among the Congolese population.
On the one hand, some parents of students argue that this ban is necessary, because these ceremonies can lead to excesses and excessive expenses. Indeed, many schools take advantage of these events to ask parents to pay extra fees or buy special uniforms. Additionally, instances of school rivalry have been reported, which highlights the financial motivations behind these ceremonies.
On the other hand, some parents feel that these ceremonies are important to mark the end of their child’s maternal cycle. They consider it a moment of joy and pride, where the child can realize that he has accomplished an important stage in his school life. For them, it is a shame to restrict these moments of celebration and emotion.
It is also important to note that the convocation of degrees is traditionally reserved for senior and university levels. Some observers therefore believe that the organization of these ceremonies in the nursery cycle is inappropriate and goes against established educational standards.
What will be the consequences of this ban? From a financial point of view, families will be able to save money by avoiding the additional costs associated with these ceremonies. However, it could also impact the appeal of preschools, which often use these events to attract new pupils.
It is important to remember that education is an essential pillar of a country’s development. Therefore, it is crucial to find a balance between celebratory moments and educational standards. Perhaps it would be wise to rethink these ceremonies, adapting them to the realities and values of Congolese education.
In conclusion, the ban on graduation ceremonies in the nursery cycle in the DRC raises important questions about the place of the celebration in education. It is necessary to find solutions that make it possible to reconcile the aspirations of parents, respect for educational standards and the fight against financial abuse. This will require careful reflection and collaboration between education actors to ensure quality education for Congolese children